PR-6170RUK Science A STEM Approach - Primary 1

Energy and Forces
HOW THINGS MOVE
Lesson 3
Lesson Plan
Introduction:
1. Take the class outside and, using a tennis ball, conduct a five-minute ramp introduction using the
playground slide. Alternatively, display an online image of a playground slide. Determine pupils'
prior knowledge of ramps by asking How do objects move down ramps? Do they slide? Do they
spin? Do they roll? Do they bounce? Demonstrate an object rolling, bouncing and spinning down
the slide using the tennis ball and demonstrate sliding by asking all pupils to slide down the slide.
Note: This lesson will focus only on rolling. The other types of movement will be covered in Lessons
4–6.
Development:
2. Display a small toy car, a sandpit truck or other large toy truck, a tennis ball, a basketball, a large roll
of thick masking tape and a small roll of thin sticky tape. How do these objects move? Why do you
think these objects roll? Explain that objects often roll if they have wheels or rounded faces.
3. Display a digital copy of page 50. Point to the two objects in the first row and ask Which object
will roll faster? Conduct a class vote to tally pupils' predictions about which object they think will
roll faster. Repeat the question for all pairs of objects. Conduct another vote to record pupils
predictions about which object in each pair will roll further and record the tally at the bottom of
page 50.
4. Give each group a cardboard box ramp, a small toy car, a sandpit truck or other large toy truck, a
tennis ball, a basketball, a large roll of thick masking tape and a small roll of thin sticky tape. Pupils
experiment to find how the size and shape of each object affects how they roll by placing two
objects at the top of their ramp and letting go at the same time. Pupils should be encouraged to
try the same two objects multiple times to ensure their observations are correct. Using page 51,
pupils individually record their observations by circling the object that is heavier, lighter, faster and
travelled the furthest.
Differentiation
• Less able pupils may work as a group to complete page 51 or can work with an adult to test
each pair of objects.
• More able pupils may be encouraged to complete page 51 then find additional objects and
see how their size and shape affect how they roll. Pupils can record their objects on the back
of page 51.
5. Watch the video at , which shows children rolling different objects
down a grass hill and a downhill path. Discuss which object rolled the fastest and which object
rolled the furthest.
Viewing sample
Reflection:
6. Using a think-pair-share, ask pupils to discuss the question What things change how an object rolls?
Pupils should be encouraged to think about the size, the weight and the surface that it is rolling on.
www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Science:
Infants A STEM APPROACH 49