Science lesson plan · 6th grade (Year 7 in England) · 45 minutes
Speed = distance ÷ time
Forces and motion
CCSS NGSS.MS-PS3-1CCSS NGSS.4-PS3-1England: KS3 Physics: Motion and forces (describing motion)England: KS4 Combined Science: Forces and motion
Objective and success criteria
Students will: Speed = distance ÷ time.
- 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: Distance–time graphs; Acceleration; Speed of sound and echoes
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: kicking a ball? (push / pull) → pushPrompt: Does the thing move away from you or towards you?
- What happens if you kick a ball harder? (It goes faster and further / Nothing changes / It stops at once / It goes slower) → It goes faster and furtherPrompt: A bigger push has a bigger effect.
- Pushes and pulls: which statement is true? (Things can start moving all by themselves with no force. / A gentle push makes a ball go faster than a hard push. / Pushes and pulls are forces. / Opening a drawer is a push.) → Pushes and pulls are forces.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: Speed = distance ÷ time. 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 toy train travels 40 m in 8 s. What is the average speed, in m/s?
- Step 1: speed = distance ÷ time
- Step 2: 40 ÷ 8 = 5
- Step 3: So the answer is: 5 m/s
- Answer: 5 m/s
- 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 cyclist travels 600 m in 30 s. What is the average speed, in m/s? → 20 m/sPrompt: speed = distance ÷ time
- A car travels at an average speed of 50 km/h for 4 hours. How far does it travel, in km? → 200 kmPrompt: distance = speed × time
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 toy train travels 16 m in 4 s. What is the average speed, in m/s? → 4 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
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
- Move on to: Distance–time graphs; Acceleration; Speed of sound and echoes.
- 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-6.
Free lesson plan from eurekami.com/lesson-plan-builder