You will learn
- Recall key ideas.
- Calculate speed.
- Interpret graphs.
- Explain energy transfers.
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
- Speed = distance ÷ time.
- Balanced forces give no change in motion.
- Energy is transferred, not lost.
- Light and sound travel differently.
Words to know
distance travelled per unit time
forces that cancel out
a complete path for current
movement of energy from one place or form to another
1. Discover: The roller-coaster story
Ms Yeboah sketches a roller-coaster. “At the top it has gravitational potential energy, at the bottom kinetic energy, and some becomes heat and sound from friction,” she says. The class labels each energy change.
Think: Why can it never climb higher than the first hill?
2. Understand: Forces and energy
Idea 1: Motion
Speed = distance ÷ time. A distance–time graph with a steeper line means a faster speed; a flat line means stopped. Balanced forces keep an object steady; unbalanced forces change motion.
Idea 2: Electricity and magnets
A circuit needs a complete loop and a source. Series circuits have one path; parallel circuits have branches. Magnets have poles that attract or repel, and electric currents make magnetic fields.
Idea 3: Energy
Energy is transferred between stores and forms: chemical, kinetic, potential, light, sound and thermal. Total energy is conserved, but some becomes less useful heat. Light travels faster than sound.
3. Worked examples
Example 1 (I show you): Calculate
Speed.
- Distance.
- Time.
- Divide.
Answer: m/s.
Example 2 (We do it together): Read
Graph.
- Steep.
- Flat.
- Slope.
Answer: Speed.
Example 3 (You try): Trace
Energy.
Show the steps and answer
- Chemical.
- Kinetic.
- Heat.
Answer: Transfers.
Did you know?
Lightning is seen before thunder is heard because light travels about a million times faster than sound.
Why this matters
These ideas lead directly into secondary physics.
4. Explore: Speed trial
Time a toy car or a walking pupil over 5 m and 10 m, calculate speed, and draw a distance–time graph.
- Mark distances.
- Time.
- Calculate.
- Graph.
Think about it: what did you notice?
What did you notice? The graph was a straight line, so the speed was steady.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- ___ is distance per unit time.
- ___ forces cancel out.
- A ___ is a complete path for current.
- An energy ___ is movement of energy.
Guided practice
Question 1. Speed formula?
Distance ÷ time.
Question 2. Steep graph?
Fast.
Question 3. Balanced forces?
No change.
Independent practice
Level 1: Start
- Speed formula?
- Steep graph?
- Balanced forces?
- Light vs sound?
- Series?
Level 2: Grow
- Why heat loss?
- Why circuits need loops?
- Why graphs?
Level 3: Stretch
- Time it.
- Graph.
- Explain.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Explain the energy transfers in a roller-coaster.
Show a sample answer
Name at least three.
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: Transferred.
Fix: Stopped.
8. Lesson summary and revision card
- I can recall key ideas.
- I can calculate speed.
- I can interpret graphs.
- I can explain energy transfers.
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
- Speed = distance ÷ time.
- Balanced forces give no change in motion.
- Energy is transferred, not lost.
- Light and sound travel differently.
11. Next lesson
Next lesson: Earth and space review. 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.
- Define speed and balanced forces. [2 marks]
- Calculate a speed. [3 marks]
- Explain an energy transfer chain. [3 marks]
- Safety rule. [2 marks]
Total: 10 marks.
Marking guide and model answers
- 1 each
- Formula [1]; substitution [1]; answer with unit [1]
- Three stages [2]; heat loss [1]
- Any [1]; reason [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Speed formula?
- Steep graph?
- Balanced forces?
- Light vs sound?
- Series?
- Why heat loss?
- Why circuits need loops?
- Why graphs?
- Time it.
- Graph.
Homework
Draw an energy transfer diagram for a toy.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Speed formula? | Distance ÷ time. | 1 |
| 2. Steep graph? | Fast. | 1 |
| 3. Balanced forces? | No change. | 1 |
| 4. Light vs sound? | Light faster. | 1 |
| 5. Series? | One path. | 1 |
| 6. Why heat loss? | Friction. | 1 |
| 7. Why circuits need loops? | Current flows. | 1 |
| 8. Why graphs? | Show motion. | 1 |
| 9. Time it. | Table. | 1 |
| 10. Graph. | Line. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Distance ÷ time.; 2 Fast.; 3 No change.; 4 Light faster.; 5 One path.. Level 2: 1 Friction.; 2 Current flows.; 3 Show motion.. Level 3: 1 Table.; 2 Line.; 3 Sentence..
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 Recall key ideas | 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 Calculate speed | 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 Interpret graphs | 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 Explain energy transfers | 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: “Energy is used up.” Transferred.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Apply forces and energy.
- 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 revises forces, circuits and energy. You do not need to be an expert to help.
- Time a toy car.
- Ask “How fast?”
- Use only batteries.
- 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: recall key ideas; calculate speed; interpret graphs; explain energy transfers.
Prerequisite knowledge. Grade 6 ideas: Units 1 to 11 of Grade 6 Science.
Materials. Toy car, stopwatch, tape. 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. Mark tracks.
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). Sketch a roller-coaster and ask, “Where is the energy?”
Explanation (10 min). Teach the review.
Guided activity (10 min). Learners time.
Independent activity (10 min). Learners graph.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What forces act? Where does the energy go?
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. “Energy is used up.” Transferred.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-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. Apply forces and energy. 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 6 Unit 12, topic 5; Next Generation Science Standards, science and engineering practices; Cambridge Lower Secondary Science, thinking and working scientifically; IB Primary Years Programme, how we express ourselves. These sources informed the lesson.