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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: pressing a doorbell? (push / pull) → pushPrompt: Does the thing move away from you or towards you?
  2. A rolling ball hits a wall. What does the push from the wall do? (It makes the ball bigger / It changes the ball's direction / Nothing / It makes the ball heavier) → It changes the ball's directionPrompt: Which way does the ball go after it hits the wall?
  3. Pushes and pulls: which statement is true? (Opening a drawer is a push. / A gentle push makes a ball go faster than a hard push. / Pushes and pulls are forces. / Things can start moving all by themselves with no force.) → 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: 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: heading a football? (starts it moving / stops it / changes its direction / changes its shape) → changes its directionPrompt: Was the object still or moving before the force?
  2. In which of these does the force do this: changes its direction? (hitting a tennis ball back over the net / a wall stopping a rolling toy / putting your foot down to stop a scooter / squeezing modelling clay) → hitting a tennis ball back over the netPrompt: 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? (makes the bike go faster / changes the bike's shape / slows the bike down and stops it / lifts the bike up) → slows the bike down and stops itPrompt: What are brakes for?
  2. What does the force do here: a goalkeeper catching a ball? (starts it moving / stops it / changes its direction / changes its shape) → stops itPrompt: 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

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

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

  2. Question 2

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

    • A. stepping on an empty can for recycling
    • B. squeezing modelling clay
    • C. heading a football
    • D. pulling a sledge (sled) that was resting in the snow

  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

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

    • A. kicking a ball that was sitting still
    • B. a wall stopping a rolling toy
    • C. stepping on an empty can for recycling
    • D. pushing a toy car off the starting line

  5. Question 5

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

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

  6. Question 6

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

    • A. pushing a toy car off the starting line
    • B. stepping on an empty can for recycling
    • C. heading a football
    • D. a wall stopping a rolling toy

  7. Question 7

    What does the force do here: a wall stopping a rolling toy?

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

  8. Question 8

    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

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

  1. 1. C. its shape

  2. 2. D. pulling a sledge (sled) that was resting in the snow

  3. 3. D. changes its shape

  4. 4. B. a wall stopping a rolling toy

  5. 5. D. starts it moving

  6. 6. C. heading a football

  7. 7. B. stops it

  8. 8. A. starts it moving