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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.
  1. Is this a push or a pull: tug of war? (push / pull) → pullPrompt: Does the thing move away from you or towards you?
  2. You squeeze a ball of modelling clay (play dough). What does the force do? (It makes it disappear / It changes its colour / It changes its shape / Nothing) → It changes its shapePrompt: Look at the clay after you squeeze it.
  3. Pushes and pulls: which statement is true? (A force can change the direction something is moving. / A gentle push makes a ball go faster than a hard push. / Opening a drawer is a push. / Things can start moving all by themselves with no force.) → A force can change the direction something is moving.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.
  1. What does the force do here: a wall stopping a rolling toy? (starts it moving / stops it / changes its direction / changes its shape) → stops itPrompt: Was the object still or moving before the force?
  2. In which of these does the force do this: starts it moving? (a goalkeeper catching a ball / hitting a tennis ball back over the net / pushing a toy car off the starting line / stepping on an empty can for recycling) → pushing a toy car off the starting linePrompt: 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.
  1. A cyclist squeezes the brakes. What does the force do? (changes the bike's shape / lifts the bike up / slows the bike down and stops it / makes the bike go faster) → slows the bike down and stops itPrompt: What are brakes for?
  2. What does the force do here: pushing a toy car off the starting line? (starts it moving / stops it / changes its direction / changes its shape) → starts it movingPrompt: Was the object still or moving before the force?

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

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What did the force do? Start, stop, turn or squash

Name

Date

Score/ 8

  1. Question 1

    A cyclist squeezes the brakes. What does the force do?

    • A. slows the bike down and stops it
    • B. changes the bike's shape
    • C. makes the bike go faster
    • D. lifts the bike up

  2. Question 2

    In which of these does the force do this: changes its shape?

    • A. hitting a tennis ball back over the net
    • B. stretching an elastic band
    • C. kicking a ball that was sitting still
    • D. a wall stopping a rolling toy

  3. Question 3

    What does the force do here: squeezing modelling clay?

    • A. starts it moving
    • B. stops it
    • C. changes its direction
    • D. changes its shape

  4. Question 4

    A toy boat is floating still. You blow on it. What does your push of air do?

    • A. stops it
    • B. makes it sink
    • C. changes its shape
    • D. starts it moving

  5. Question 5

    In which of these does the force do this: starts it moving?

    • A. heading a football
    • B. pulling a sledge (sled) that was resting in the snow
    • C. putting your foot down to stop a scooter
    • D. a goalkeeper catching a ball

  6. Question 6

    What does the force do here: pushing a toy car off the starting line?

    • A. starts it moving
    • B. stops it
    • C. changes its direction
    • D. changes its shape

  7. Question 7

    You press your thumb into a soft ball of dough. What changes?

    • A. its colour
    • B. its smell
    • C. nothing at all
    • D. its shape

  8. Question 8

    What does the force do here: a goalkeeper catching a ball?

    • A. starts it moving
    • B. stops it
    • C. changes its direction
    • D. changes its shape

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Answer key: What did the force do? Start, stop, turn or squash

  1. 1. A. slows the bike down and stops it

  2. 2. B. stretching an elastic band

  3. 3. D. changes its shape

  4. 4. D. starts it moving

  5. 5. B. pulling a sledge (sled) that was resting in the snow

  6. 6. A. starts it moving

  7. 7. D. its shape

  8. 8. B. stops it