You will learn
- Name directions.
- Say that a force can change direction.
- Describe a path with direction words.
- Predict where something will go.
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
- Things move in a direction.
- We use words such as forwards, backwards, left and right.
- A push or pull can change direction.
- A bounce changes direction when a ball hits a wall.
Words to know
the way something is going
the opposite of right
to change direction
the way something moves
1. Discover: The football
Tayo kicks a ball. It rolls forward. Ade kicks it from the side, and it turns left. The ball hits the wall and bounces back. “Every kick can change where it goes,” says Tayo.
Think: How did the ball change direction?
2. Understand: Direction
Idea 1: Words for direction
We use words to say the direction: forwards, backwards, up, down, left and right. A ball can go forwards, then turn left.
Idea 2: What changes direction?
A push or pull from the side can change the path of a moving thing. A ball bouncing off a wall changes direction. A boat turns when the wind or a paddle pushes it.
Idea 3: Using directions
We use direction words to give instructions. “Go forwards, turn left, stop.” Drivers and bicycle riders change direction by turning the handle or wheel.
3. Worked examples
Example 1 (I show you): Name the direction
A ball goes to your right.
- Is it left or right? Right.
- Say the direction.
- Point to it.
Answer: The ball goes right.
Example 2 (We do it together): What changes it?
A ball hits a wall.
- The wall stops it.
- The ball bounces back.
- The direction changes.
Answer: The wall changes the ball’s direction.
Example 3 (You try): Give directions
A toy car to a cone.
Show the steps and answer
- Go forwards.
- Turn left.
- Stop at the cone.
Answer: Forwards, turn left, stop.
Did you know?
Birds change direction by tilting their wings and tail while flying.
Why this matters
Changing direction helps us steer bicycles, boats and cars and play games.
4. Explore: Steer a car
Push a car and change its direction with a ruler.
- Roll a toy car in a straight line.
- Place a ruler to the side.
- Push the car gently so it turns.
- Describe the new direction.
Think about it: what did you notice?
What did you notice? A push to the side changes direction.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I turn ___.
- The ball goes ___.
- A wall changes ___.
- Go ___ then stop.
Guided practice
Question 1. Name two directions.
Left and right.
Question 2. What changes a ball’s direction?
A kick or a wall.
Question 3. What is direction?
The way something is going.
Independent practice
Level 1: Start
- Name two directions.
- What changes a ball’s direction?
- What is direction?
- What word means to change direction?
- Is left the opposite of right?
Level 2: Grow
- How do you steer a bicycle?
- What does a bouncing ball do at a wall?
- Give directions to the door.
Level 3: Stretch
- Draw a path with three turns.
- Explain why a ball changes direction.
- Plan a maze for a toy car.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Where do things change direction near you?
Show a sample answer
Roads, rivers and corners.
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: A force makes them turn.
Fix: They are opposites.
8. Lesson summary and revision card
- I can name directions.
- I can say that a force can change direction.
- I can describe a path with direction words.
- I can predict where something will go.
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
- Things move in a direction.
- We use words such as forwards, backwards, left and right.
- A push or pull can change direction.
- A bounce changes direction when a ball hits a wall.
11. Next lesson
Next lesson: Movement on different surfaces. 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.
- Name four directions. [4 marks]
- What can change a ball’s direction? [2 marks]
- Give directions for a toy car. [3 marks]
- What is a path? [1 mark]
- Explain why a bounced ball goes back. [2 marks]
Total: 12 marks.
Marking guide and model answers
- Any four [1 each]
- A push or kick [1]; a wall [1]
- Forwards [1]; turn [1]; stop [1]
- The way something moves [1]
- It hits a wall [1]; a force changes direction [1]
Score guide: 11 to 12 = secure. 8 to 10 = nearly there, revise the parts you missed. Under 8 = work through the lesson again with a grown-up.
Printable worksheet
- Name two directions.
- What changes a ball’s direction?
- What is direction?
- What word means to change direction?
- Is left the opposite of right?
- How do you steer a bicycle?
- What does a bouncing ball do at a wall?
- Give directions to the door.
- Draw a path with three turns.
- Explain why a ball changes direction.
Homework
Draw a path from your home door to the gate with three turns. Label left and right.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Name two directions. | Left and right. | 1 |
| 2. What changes a ball’s direction? | A kick or a wall. | 1 |
| 3. What is direction? | The way something is going. | 1 |
| 4. What word means to change direction? | Turn. | 1 |
| 5. Is left the opposite of right? | Yes. | 1 |
| 6. How do you steer a bicycle? | Turn the handle. | 1 |
| 7. What does a bouncing ball do at a wall? | Changes direction. | 1 |
| 8. Give directions to the door. | Forwards and turn left. | 1 |
| 9. Draw a path with three turns. | A drawn path. | 1 |
| 10. Explain why a ball changes direction. | Something pushed it. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Left and right.; 2 A kick or a wall.; 3 The way something is going.; 4 Turn.; 5 Yes.. Level 2: 1 Turn the handle.; 2 Changes direction.; 3 Forwards and turn left.. Level 3: 1 A drawn path.; 2 Something pushed it.; 3 A maze with turns..
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 Name directions | 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 Say that a force can change 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 a path with direction words | 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 Predict where something will go | 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: “Things turn by themselves.” A force makes them turn.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Roll a ball and make it turn left.
- 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 direction words and how forces can change direction. You do not need to be an expert to help.
- Play a direction game at home.
- Ask, “Which way is left?”
- Roll a ball and make it turn.
- 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: name directions; say that a force can change direction; describe a path with direction words; predict where something will go.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. Toy cars, a ruler, blocks, chalk and paper. 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. Draw a straight line and a maze on the floor. Clear the space.
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). Ask, “Which way did the ball go?”
Explanation (10 min). Teach direction words and turning.
Guided activity (10 min). Learners steer toy cars through a maze.
Independent activity (10 min). Learners draw their 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 made it turn?
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. “Things turn by themselves.” A force makes them turn.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 12-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. Roll a ball and make it turn left. 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 1 Unit 7, topic 6; Next Generation Science Standards, motion and stability: forces and interactions; Cambridge Primary Science Stage 1, forces; IB Primary Years Programme, how the world works. These sources informed the lesson.