• Quick retrieval from earlier learning (Energy stores and transfers). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which energy store is most important here: lava from a volcano? (elastic potential (stretch or squash) / chemical / gravitational potential (height) / thermal (heat)) → thermal (heat)Prompt: Is it moving, raised up, stretched, hot, or able to release energy by reacting?
2. Which are ways energy can be transferred? (energy cannot move / only by wires / only by fire / by heating, by electric current, by light and sound, by forces) → by heating, by electric current, by light and sound, by forcesPrompt: Think of a lamp, a speaker and a kettle.
3. Which of these mainly has a gravitational potential (height) energy store? (a piece of coal / a rolling football / water behind a high dam / a flying aeroplane (airplane)) → water behind a high damPrompt: Think about what each object is doing.

• Wind up a toy or stretch an elastic band and ask where the energy goes.
• Share the objective: Faster objects have more energy. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Why does a fast-moving football hurt more to stop than a slow one?
• Step 1: The faster an object moves, the more kinetic (motion) energy it has.
• Step 2: So the answer is: It has more energy of motion to transfer to your hands.
• Answer: It has more energy of motion to transfer to your hands.
• 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. Which has the most energy of motion? (a parked bike / the same cyclist standing still / a cyclist riding fast downhill / the same cyclist riding slowly) → a cyclist riding fast downhillPrompt: Same cyclist, different speeds.
2. True or false? Speed has nothing to do with energy. (True / False) → FalsePrompt: Compare the same object at different speeds.

• 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. True or false? The faster an object moves, the more energy it has. (True / False) → TruePrompt: Compare the same object at different speeds.
2. Why do roads near schools have low speed limits? (Slower cars have less energy, so they stop more quickly and cause less harm if they crash. / Fast cars are quieter. / Speed does not change a car's energy. / Slow cars use more fuel.) → Slower cars have less energy, so they stop more quickly and cause less harm if they crash.Prompt: How does speed affect the energy a car carries?

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