You will learn
- Say what direction means.
- Show a force changing direction.
- Describe bouncing and turning.
- Link steering to forces.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A sideways force changes direction.
- A ball bounces off a wall.
- We steer by pushing sideways.
- Direction can change a little or a lot.
Words to know
the way something moves
to change direction
to spring back after hitting
to control direction
1. Discover: The bouncing ball
Esi throws a ball at a wall. It bounces back toward her. She throws it at an angle and it goes off to the side. “The wall pushes back,” says her teacher. “The ball changes direction.”
Think: Why did the ball bounce back?
2. Understand: Changing direction
Idea 1: A force from the side
A force from the side makes an object turn. A hockey stick hits a ball sideways and it changes direction.
Idea 2: Bouncing
When a ball hits a wall, the wall pushes back and the ball bounces off in a new direction.
Idea 3: Steering
We steer a bicycle by turning the handlebars. The wheel turns and the bike changes direction.
3. Worked examples
Example 1 (I show you): Why turn?
A ball hit from the side.
- Force from side.
- Ball turns.
- New direction.
Answer: A sideways force turns the ball.
Example 2 (We do it together): Bounce
A ball hits a wall.
- Wall pushes back.
- Ball bounces.
- New direction.
Answer: The wall changes the ball’s direction.
Example 3 (You try): Steer
A bicycle.
Show the steps and answer
- Handlebars.
- Wheel turns.
- Bike changes direction.
Answer: Steering changes direction.
Did you know?
Pool and snooker players use the angle of bounces to plan their shots.
Why this matters
Steering and turning keep us safe on roads.
4. Explore: Bounce test
Roll a ball at different angles to a wall and see where it goes.
- Mark a wall and floor line.
- Roll straight.
- Roll at an angle.
- Draw the path.
Think about it: what did you notice?
What did you notice? The ball left at a similar angle.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A force from the side makes an object ___.
- A ball ___ off a wall.
- We ___ a bike.
- Direction is the ___ something moves.
Guided practice
Question 1. What is direction?
The way something moves.
Question 2. What makes a ball bounce?
A wall pushes back.
Question 3. How do we steer a bike?
Handlebars.
Independent practice
Level 1: Start
- What is direction?
- What makes a ball bounce?
- How do we steer a bike?
- What turns an object?
- Can direction change?
Level 2: Grow
- Why does a ball bounce back?
- What would happen without steering?
- How does a bat change direction?
Level 3: Stretch
- Draw a bounce path.
- Explain steering.
- Predict a bounce.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
How do you change direction when you walk?
Show a sample answer
Turn your body.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Forces change it.
Fix: They push back.
8. Lesson summary and revision card
- I can say what direction means.
- I can show a force changing direction.
- I can describe bouncing and turning.
- I can link steering to forces.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A sideways force changes direction.
- A ball bounces off a wall.
- We steer by pushing sideways.
- Direction can change a little or a lot.
11. Next lesson
Next lesson: Friction. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is direction? [1 mark]
- What changes direction? [2 marks]
- Explain steering. [2 marks]
- Draw a bounce. [3 marks]
- Safety rule? [1 mark]
Total: 9 marks.
Marking guide and model answers
- Way of moving [1]
- Sideways force [1]; wall [1]
- Handlebars [1]; wheel turns [1]
- Wall [1]; path [1]; arrows [1]
- Soft balls [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is direction?
- What makes a ball bounce?
- How do we steer a bike?
- What turns an object?
- Can direction change?
- Why does a ball bounce back?
- What would happen without steering?
- How does a bat change direction?
- Draw a bounce path.
- Explain steering.
Homework
Roll a soft ball at a wall at home. Draw the path before and after the bounce.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is direction? | The way something moves. | 1 |
| 2. What makes a ball bounce? | A wall pushes back. | 1 |
| 3. How do we steer a bike? | Handlebars. | 1 |
| 4. What turns an object? | A sideways force. | 1 |
| 5. Can direction change? | Yes. | 1 |
| 6. Why does a ball bounce back? | The wall pushes it. | 1 |
| 7. What would happen without steering? | Straight only. | 1 |
| 8. How does a bat change direction? | Hits sideways. | 1 |
| 9. Draw a bounce path. | A path with arrows. | 1 |
| 10. Explain steering. | Turn the wheel. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 The way something moves.; 2 A wall pushes back.; 3 Handlebars.; 4 A sideways force.; 5 Yes.. Level 2: 1 The wall pushes it.; 2 Straight only.; 3 Hits sideways.. Level 3: 1 A path with arrows.; 2 Turn the wheel.; 3 A reasoned guess..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say what direction means | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Show a force changing direction | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Describe bouncing and turning | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Link steering to forces | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “A ball never changes direction.” Forces change it.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain how forces change direction.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns how forces change direction. You do not need to be an expert to help.
- Bounce a soft ball against a wall.
- Ask, “Which way now?”
- Draw the path.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say what direction means; show a force changing direction; describe bouncing and turning; link steering to forces.
Prerequisite knowledge. Grade 1 ideas: pushing and pulling, things that move and making things move faster or slower.
Materials. Soft balls, tape, paper and pencils. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Clear a wall area. Tape guidelines.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Bounce a ball and ask, “Which way will it go?”
Explanation (10 min). Teach direction.
Guided activity (10 min). Learners test bounces.
Independent activity (10 min). Learners draw paths.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Which direction? What changed it?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “A ball never changes direction.” Forces change it.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Explain how forces change direction. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 2 Unit 6, topic 4; Next Generation Science Standards, motion and stability: forces and interactions (K-2-ETS and 3-PS2 foundations); Cambridge Primary Science Stage 2, forces and movement; IB Primary Years Programme, how the world works. These sources informed the lesson.