You will learn
- Say what forces do to movement.
- Link force strength to movement.
- Describe balanced and unbalanced simply.
- Test with ramps and toy cars.
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
- Forces can start and stop movement.
- Forces can speed up and slow down objects.
- Forces can change direction.
- More force means a bigger change.
Words to know
1. Discover: The football match
Amponsah kicks a stationary football and it rolls. A goalkeeper catches it, and it stops. A defender kicks it sideways and it changes direction. “Four different things,” says the coach. “All done by forces.”
Think: What did the goalkeeper’s hands do?
2. Understand: What forces do
Idea 1: Start and stop
A force can start an object moving, like a kick on a ball, or stop it, like a catch.
Idea 2: Speed and direction
A force can speed up or slow down a moving object. It can also change its direction, like a bat hitting a ball.
Idea 3: Big and small
A bigger force makes a bigger change. A strong kick sends a ball far and fast. A tiny nudge makes it roll slowly.
3. Worked examples
Example 1 (I show you): What force did?
A catch.
- Ball moving.
- Hands push back.
- Ball stops.
Answer: A force stopped the ball.
Example 2 (We do it together): Direction
A bat hits a ball.
- Ball was coming one way.
- Bat hits.
- Goes another way.
Answer: A force changed direction.
Example 3 (You try): Speed
Pushing a swing.
Show the steps and answer
- Gentle push.
- Swing speeds up.
- Bigger push: faster.
Answer: More force makes a bigger change.
Did you know?
A fast tennis serve can reach over 200 kilometres per hour, thanks to the racket’s force.
Why this matters
Knowing what forces do helps us play sports and drive safely.
4. Explore: Ramp and car
Release toy cars from a ramp and push them to change movement.
- Make a ramp with a book.
- Release a car.
- Stop it with a hand.
- Push to speed it up.
Think about it: what did you notice?
What did you notice? Different forces changed the movement.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A force can ___ an object.
- A force can change ___.
- A bigger force gives a bigger ___.
- A catch ___ the ball.
Guided practice
Question 1. What can a force start?
Movement.
Question 2. What can a force stop?
A moving ball.
Question 3. What can a force change?
Direction.
Independent practice
Level 1: Start
- What can a force start?
- What can a force stop?
- What can a force change?
- What makes a ball go further?
- What does a catch do?
Level 2: Grow
- How does a bat change direction?
- How do we slow a bike?
- Why is a big kick better?
Level 3: Stretch
- Draw a start, stop and change.
- Explain a fair ramp test.
- Predict a result.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
What sports do you play?
Show a sample answer
Football or running.
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 make them move.
Fix: They can slow too.
8. Lesson summary and revision card
- I can say what forces do to movement.
- I can link force strength to movement.
- I can describe balanced and unbalanced simply.
- I can test with ramps and toy cars.
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
- Forces can start and stop movement.
- Forces can speed up and slow down objects.
- Forces can change direction.
- More force means a bigger change.
11. Next lesson
Next lesson: Changing speed. 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 things forces can do. [4 marks]
- Explain a catch. [2 marks]
- Explain strength. [2 marks]
- Plan a ramp test. [3 marks]
- Safety rule? [1 mark]
Total: 12 marks.
Marking guide and model answers
- Any four [1 each]
- Force on ball [1]; stops it [1]
- Bigger force [1]; bigger change [1]
- Ramp [1]; car [1]; measure [1]
- Low ramp or no throwing [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
- What can a force start?
- What can a force stop?
- What can a force change?
- What makes a ball go further?
- What does a catch do?
- How does a bat change direction?
- How do we slow a bike?
- Why is a big kick better?
- Draw a start, stop and change.
- Explain a fair ramp test.
Homework
Use a toy car and a ramp at home. Try different pushes and describe what happens.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What can a force start? | Movement. | 1 |
| 2. What can a force stop? | A moving ball. | 1 |
| 3. What can a force change? | Direction. | 1 |
| 4. What makes a ball go further? | A bigger force. | 1 |
| 5. What does a catch do? | Stops the ball. | 1 |
| 6. How does a bat change direction? | It hits the ball. | 1 |
| 7. How do we slow a bike? | Brakes. | 1 |
| 8. Why is a big kick better? | Faster, farther. | 1 |
| 9. Draw a start, stop and change. | Three drawings. | 1 |
| 10. Explain a fair ramp test. | Same ramp, same car. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Movement.; 2 A moving ball.; 3 Direction.; 4 A bigger force.; 5 Stops the ball.. Level 2: 1 It hits the ball.; 2 Brakes.; 3 Faster, farther.. Level 3: 1 Three drawings.; 2 Same ramp, same car.; 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 forces do to movement | 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 Link force strength to movement | 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 balanced and unbalanced simply | 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 Test with ramps and toy cars | 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 move on their own.” Forces make them move.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain four effects of forces.
- 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 what forces do to movement. You do not need to be an expert to help.
- Roll a ball together.
- Ask, “How can we stop it?”
- Predict and test.
- 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 forces do to movement; link force strength to movement; describe balanced and unbalanced simply; test with ramps and toy cars.
Prerequisite knowledge. Grade 1 ideas: pushing and pulling, things that move and making things move faster or slower.
Materials. Toy cars, books, a smooth board, rulers and 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. Set up ramps. Clear lanes. Prepare tables.
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). Roll a ball and ask, “How can I stop it?”
Explanation (10 min). Teach force effects.
Guided activity (10 min). Learners test ramps.
Independent activity (10 min). Learners record.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What did the force do? Start, stop, speed or direction?
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 move on their own.” Forces make them move.
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. Explain four effects of forces. 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 2; 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.