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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: tug of war? (push / pull) → pullPrompt: 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 colour / It changes its shape / 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? (Opening a drawer is a push. / A gentle push makes a ball go faster than a hard push. / A force can make a still object start to move. / Things can start moving all by themselves with no force.) → A force can make a still object start to move.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: stepping on an empty can for recycling? (starts it moving / stops it / changes its direction / changes its shape) → changes its shapePrompt: Was the object still or moving before the force?
  2. In which of these does the force do this: stops it? (a wall stopping a rolling toy / kicking a ball that was sitting still / stretching an elastic band / pulling a sledge (sled) that was resting in the snow) → a wall stopping a rolling toyPrompt: 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. What does the force do here: stretching an elastic band? (starts it moving / stops it / changes its direction / changes its shape) → changes its shapePrompt: Was the object still or moving before the force?
  2. A cyclist squeezes the brakes. What does the force do? (makes the bike go faster / lifts the bike up / changes the bike's shape / slows the bike down and stops it) → slows the bike down and stops itPrompt: What are brakes for?

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

    What does the force do here: hitting a tennis ball back over the net?

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

  2. Question 2

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

    • A. putting your foot down to stop a scooter
    • B. stretching an elastic band
    • C. a wall stopping a rolling toy
    • D. kicking a ball that was sitting still

  3. Question 3

    A cyclist squeezes the brakes. What does the force do?

    • A. changes the bike's shape
    • B. makes the bike go faster
    • C. lifts the bike up
    • D. slows the bike down and stops it

  4. Question 4

    What does the force do here: a ball bouncing off a wall?

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

  5. Question 5

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

    • A. a ball bouncing off a wall
    • B. kicking a ball that was sitting still
    • C. stretching an elastic band
    • D. squeezing modelling clay

  6. Question 6

    A rolling marble hits a book and goes off to the side. What did the push from the book do?

    • A. made the marble start moving
    • B. changed the marble's colour
    • C. made the marble bigger
    • D. changed the marble's direction

  7. Question 7

    What does the force do here: kicking a ball that was sitting still?

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

  8. Question 8

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

    • A. pulling a sledge (sled) that was resting in the snow
    • B. squeezing modelling clay
    • C. pushing a toy car off the starting line
    • D. a goalkeeper catching a ball

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

  1. 1. C. changes its direction

  2. 2. D. kicking a ball that was sitting still

  3. 3. D. slows the bike down and stops it

  4. 4. C. changes its direction

  5. 5. A. a ball bouncing off a wall

  6. 6. D. changed the marble's direction

  7. 7. A. starts it moving

  8. 8. B. squeezing modelling clay