Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · Kindergarten (Reception and Year 1 in England) · 60 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 · 6 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: shutting a door? (push / pull) → pushPrompt: 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 changes its shape / It changes its colour / It makes it disappear / Nothing) → It changes its shapePrompt: Look at the clay after you squeeze it.
  3. 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. / Opening a drawer is a push. / A force can change the direction something is moving.) → A force can change the direction something is moving.Prompt: What can a force do to an object?

Hook · 6 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 · 12 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 · 12 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 ball bouncing off a wall? (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? (putting your foot down to stop a scooter / stepping on an empty can for recycling / a wall stopping a rolling toy / hitting a tennis ball back over the net) → hitting a tennis ball back over the netPrompt: Picture each action happening.

You do: independent practice · 17 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 · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. A toy boat is floating still. You blow on it. What does your push of air do? (makes it sink / changes its shape / stops it / starts it moving) → starts it movingPrompt: Was the boat moving before you blew?
  2. In which of these does the force do this: changes its direction? (heading a football / putting your foot down to stop a scooter / pushing a toy car off the starting line / stretching an elastic band) → heading a footballPrompt: Picture each action happening.

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

eurekami

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

Name

Date

Score/ 8

  1. Question 1

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

    • A. squeezing modelling clay
    • B. a ball bouncing off a wall
    • C. stretching an elastic band
    • D. putting your foot down to stop a scooter

  2. Question 2

    What does the force do here: pulling a sledge (sled) that was resting in the snow?

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

  3. Question 3

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

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

  4. Question 4

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

    • A. pulling a sledge (sled) that was resting in the snow
    • B. a goalkeeper catching a ball
    • C. stepping on an empty can for recycling
    • D. kicking a ball that was sitting still

  5. Question 5

    What does the force do here: heading a football?

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

  6. Question 6

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

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

  7. Question 7

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

    • A. hitting a tennis ball back over the net
    • B. stepping on an empty can for recycling
    • C. pulling a sledge (sled) that was resting in the snow
    • D. a wall stopping a rolling toy

  8. Question 8

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

    • A. a wall stopping a rolling toy
    • B. stepping on an empty can for recycling
    • C. a goalkeeper catching a ball
    • D. pulling a sledge (sled) that was resting in the snow

Free from eurekami.com

for the adult only

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

  1. 1. B. a ball bouncing off a wall

  2. 2. A. starts it moving

  3. 3. B. its shape

  4. 4. B. a goalkeeper catching a ball

  5. 5. C. changes its direction

  6. 6. B. starts it moving

  7. 7. C. pulling a sledge (sled) that was resting in the snow

  8. 8. B. stepping on an empty can for recycling