Science lesson plan · 9th grade (Year 10 in England) · 45 minutes
Acceleration
Forces and motion
CCSS NGSS.HS-PS2-1England: KS4 Combined Science: Forces and motion
Objective and success criteria
Students will: Acceleration.
- 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: Speed = distance ÷ time
Leads to: Read velocity–time graphs: gradient and motion; Stopping distances: thinking and braking
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 (Speed = distance ÷ time). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- A runner travels 160 m in 20 s. What is the average speed, in m/s? → 8 m/sPrompt: speed = distance ÷ time
- A car travels at an average speed of 60 km/h for 2 hours. How far does it travel, in km? → 120 kmPrompt: distance = speed × time
- A remote-control car moves at 4 m/s. How long does it take to travel 12 m, in seconds? → 3 sPrompt: time = distance ÷ speed
Hook · 5 min
- Drop a sheet of paper and a scrunched-up sheet together and ask why one falls faster.
- Share the objective: Acceleration. 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: A car speeds up from 0 m/s to 6 m/s in 6 s. What is its acceleration, in m/s²?
- Step 1: (6 − 0) ÷ 6 = 1
- Step 2: So the answer is: 1 m/s²
- Answer: 1 m/s²
- 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.
- A car speeds up from 0 m/s to 3 m/s in 6 s. What is its acceleration, in m/s²? → 0.5 m/s²Prompt: acceleration = change in velocity ÷ time taken
- A cyclist travelling at 20 m/s brakes and stops in 10 s. What is the acceleration, in m/s²? (A slowing down gives a negative value.) → -2 m/s²Prompt: Final velocity is 0 m/s.
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.
- A cyclist travelling at 15 m/s brakes and stops in 4 s. What is the acceleration, in m/s²? (A slowing down gives a negative value.) → -3.75 m/s²Prompt: Final velocity is 0 m/s.
- An object starts at 4 m/s and accelerates at 5 m/s² for 8 s. What is its final velocity, in m/s? → 44 m/sPrompt: Each second the velocity increases by the acceleration.
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: Speed = distance ÷ time.
- 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
- Move on to: Read velocity–time graphs: gradient and motion; Stopping distances: thinking and braking.
- 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/grade-9.
Free lesson plan from eurekami.com/lesson-plan-builder