Science lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes
What did the force do? Start, stop, turn or squash
Forces and motion
CCSS NGSS.K-PS2-1England: EYFS Understanding the World: The natural worldEngland: KS2 Y3 Forces and magnets
Objective and success criteria
Students will: What did the force do? Start, stop, turn or squash.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Pushes and pulls
Leads to: the next skill in this area.
Materials: Force meters, Toy cars and ramps, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Pushes and pulls). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Is this a push or a pull: pushing a swing? (push / pull) → pushPrompt: Does the thing move away from you or towards you?
- A rolling ball hits a wall. What does the push from the wall do? (It changes the ball's direction / It makes the ball heavier / Nothing / It makes the ball bigger) → It changes the ball's directionPrompt: Which way does the ball go after it hits the wall?
- Pushes and pulls: which statement is true? (Opening a drawer is a push. / A force can make a still object start to move. / A gentle push makes a ball go faster than a hard push. / Things can start moving all by themselves with no force.) → A force can make a still object start to move.Prompt: What can a force do to an object?
Hook · 5 min
- Drop a sheet of paper and a scrunched-up sheet together and ask why one falls faster.
- Share the objective: What did the force do? Start, stop, turn or squash. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What does the force do here: a ball bouncing off a wall?
- Step 1: The object kept moving but went a different way.
- Step 2: So the answer is: changes its direction
- Answer: changes its direction
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What does the force do here: kicking a ball that was sitting still? (starts it moving / stops it / changes its direction / changes its shape) → starts it movingPrompt: Was the object still or moving before the force?
- In which of these does the force do this: stops it? (stepping on an empty can for recycling / stretching an elastic band / putting your foot down to stop a scooter / kicking a ball that was sitting still) → putting your foot down to stop a scooterPrompt: Picture each action happening.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- In which of these does the force do this: stops it? (heading a football / pulling a sledge (sled) that was resting in the snow / pushing a toy car off the starting line / a wall stopping a rolling toy) → a wall stopping a rolling toyPrompt: Picture each action happening.
- A toy boat is floating still. You blow on it. What does your push of air do? (changes its shape / stops it / makes it sink / starts it moving) → starts it movingPrompt: Was the boat moving before you blew?
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Pushes and pulls.
- Use concrete materials: force meters.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/kindergarten.
Free lesson plan from eurekami.com/lesson-plan-builder