Date: 17/03/09 Time: 1:10 – 2:00pm Class: 1P – Year 1
Subject: Science Total: 24 M: 12 F: 12
Lesson Objectives – in terms of knowledge, concepts and skills to be obtained
To know and investigate how we use forces everyday
Must: I know the difference between a push and pull forces
Should: I know that forces make objects move and stop; speed up and slow down
Could: I know that forces can sometimes have dangers – Be careful!
Lesson Structure – Division of time and outline of introduction, body and plenary
Look at the Learning Intention and Steps to Success powerpoint slide.
Q:Where do you think you are now?
Q:Where would you like to be at the end of the lesson?
Q: What do we need to do to do our best learning? – Listening, teamwork, trying our best
Can children remember what we did last week?
Q: What force were we using when we were blowing bubbles?
Q: What types of forces did we find around the classroom? Share and demonstrate 2 or 3
Work through powerpoint together, stopping to address any misconceptions which arise. Get
the children to act out the force, for example, being pulled by a dog, pushing down a soap
dispenser. When the slide of the girl running comes up, get the children to stand up and feel
the push force in their feet as if they were pushing off the floor.
Look back at Steps to Success and celebrate children who feel that they are on the first step.
Explain to the children that we are going to be investigating how some objects move and stop
using forces. Show the four different stations and explain what the children will be trying to
find out at each one, pointing out the questions that are there to focus them. They will be split
into 4 groups and should use teamwork to talk through the question and think of possible
solutions. Value each other’s ideas.
Explain that as we want to have a turn at each station we will only have a short time at each
one. When you hear the bell, it is time to change. Follow the arrows to move onto the next
Come back together and share ideas that children had at each station. Discuss the concept of
friction, slowing down and speeding up objects. Address any misconceptions.
We have talked about forces make objects move, change speed and direction. Now we will be
looking at how forces can make objects stop moving.
Q: If this toy car was moving along the floor (demonstrate), how could we stop it?
Q: Why is it easy to stop a toy car?
Q: If it was a real car, would we be able to stop it in the same way? Why not?
Explain that it is dangerous to stop a heavy object moving because it is a large force.
Q: If you were in a park and someone was swinging high on a swing, would it be safe to walk
behind it? Why?
Emphasise how forces are being used everyday in everything we do, and we need to be aware
of the dangers that could occur because we have found out today how forces can make objects
move, speed up, slow down and change direction.
Look back at S2S, self-assess where you think you are now. Celebrate successes.
Next week we will be thinking about other ways to make objects move, rather than us
pushing, pulling and twisting them.
Links to NC & National Framework Strategies, cross-curricular themes etc
Sc1: Scientific enquiry
2a) ask questions and decide how they might find answers to them
2b) use first hand experience and simple information sources to answer questions
2c) think about what might happen before deciding what to do
2e) follow simple instructions to control the risks to themselves and to others
2i) compare what happened with what they expected would happen, and try to explain
it, drawing on their knowledge and understanding
2j) review their work and explain what they did to others
Sc4: Physical processes
Forces and motion
2a) to find out about, and describe the movement of, familiar things
2b) that both pushes and pulls are examples of forces
2c) to recognise that when things speed up, slow down or change direction, there is a
Breadth of study
1a) a range of domestic and environmental contexts that are familiar and of interest to
1b) looking at the part that science has made in the development of many useful
2a) use simple scientific language to communicate ideas and to name and describe
living things, materials, phenomena and processes
2b) recognise that there are hazards in living things, materials and physical processes,
and assess risks and take action to reduce risks to themselves and others.
Unit 1E: Pushes and Pulls: Section4: Stopping moving objects
Bubble Painting and Print-making in Art: pushing objects to make prints – Fairy Tales
Key Vocabulary - to be put on board Resources
Forces Powerpoint to show forces that we
Push use every day as a discussion point
Pull Four investigation stations:
Move 1) waterwheels at water tray
Stop 2) prams on the carpet
Speed up 3) ducks on table
Slow down 4) cars on table
Change direction Investigation questions
Friction Arrows for moving round
Differentiation – provisions for different abilities, SEN, EAL and G&T
The activities will be differentiated by outcome, as I am still getting to know the
children and their ability levels. Their groups are mixed ability, for peer support. Will
move around the groups to assess level of investigations and ask leading questions to
steer them if necessary, for e.g
Q: Have you thought about the different surfaces?
Assessment – Type and approach
Assessment will be carried out in the form of Q&A and discussion
Could children make predictions about pushes/pulls?
Can children say what the effect of the push or pull is?
Which children have worked as a team, testing their predictions?
Can children apply their knowledge of forces to investigate different
How successful are children at thinking outside the box, and using objects
about the classroom to experiment with?
Could the children talk about issues of safety of stopping a heavy moving
Connections to prior learning Context of lesson in expected sequence
The children have explored and Next lesson we will think about how
investigated bubbles as part of their objects can be moved by factors other
‘Forces’ topic in Science and have then than human force. For e.g how the wind
made bubble paintings using blue and moves tree branches, windmills. We will
green coloured bubbles as a background go into more detail of friction at this
to their fairytale paintings. Last week we point.
recorded whether objects about the
classroom used a push or a pull force.
Details of ICT and Health & Safety-where appropriate
Safety instructions of investigating pushes and pulls, such as fingers in drawers and
Involvement of other adults
I will move around the different groups to prompt investigations where necessary and
ensure all children are motivated, engaged and on task.