• Quick retrieval from earlier learning (Faster objects have more energy). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Why does a fast-moving football hurt more to stop than a slow one? (It is heavier when it moves fast. / It has more energy of motion to transfer to your hands. / Slow balls have no energy. / Fast balls are hotter.) → It has more energy of motion to transfer to your hands.Prompt: What changes when the ball speeds up?
2. True or false? A still object has no energy of motion. (True / False) → TruePrompt: Compare the same object at different speeds.
3. Which has the most energy of motion? (a cyclist riding fast downhill / the same cyclist riding slowly / the same cyclist standing still / a parked bike) → a cyclist riding fast downhillPrompt: Same cyclist, different speeds.

• Wind up a toy or stretch an elastic band and ask where the energy goes.
• Share the objective: Where does the energy go when things collide?. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Two toy cars crash. You hear a bang and the bumpers get slightly warm. Where did some of the motion energy go?
• Step 1: In a collision, motion energy is transferred to sound, heat and the motion of the other object.
• Step 2: So the answer is: into sound and heat
• Answer: into sound and heat
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Two toy cars crash. You hear a bang and the bumpers get slightly warm. Where did some of the motion energy go? (it was destroyed / into the air as wind / into sound and heat / into light only) → into sound and heatPrompt: Energy is not lost; it is transferred.
2. Which energy transfer does this example mainly show: your hands warming after clapping hard? (sound / heat / motion of another object) → heatPrompt: Do you hear it, feel it warm up, or see something else start moving?

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Why do cars have crumple zones that squash in a crash? (To speed the car up. / To make more noise. / To make the car lighter. / Squashing the car's front takes in energy so less reaches the passengers.) → Squashing the car's front takes in energy so less reaches the passengers.Prompt: Where does the energy go when metal bends?
2. True or false? Energy is destroyed in a crash. (True / False) → FalsePrompt: Energy is never lost or made. Where does it go?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-4.