Stage 1: Energy (Physical Phenomena)
PPS1.4: Identifies and describes different ways some forms of energy are used in the community.
Lesson Big Idea
1
People use energy in
various ways:
Physical
2
Objects move in
different ways, eg:
go faster, slow down,
or change in shape.
3
People use energy in
various ways. Usage:
Electricity is used to
give light, heat,
sound or movement.
Discuss usage of
energy in the past.
Changes in
movement and
shape are caused by
pushes and pulls
(forces).
4
5
6
A large push or pull
Teaching and learning activities
Students explore various ways they can
move…running, jumping, hopping etc.
Take photos and label. What helps us to
move? Brainstorm possibilities. Where
does your energy come from? What
gives us energy?
How do our bodies react when we have
used energy?
Explore what makes a range of toys
move. Students bring in their toys and
share. Allow students to categorise
them. (Wheels, push/pull,
ground/water/air etc) Can these toys
be moved in different ways? Explore
and record. Chart and display a word
wall (collection of words and images)
How do lights work? Heaters? Sound?
Movement? Brainstorm ideas.
Categorise and display.
Students investigate a variety of objects
sliding/rolling down a ramp
Stored energy to kinetic
energy…spring/elastic band, running,
battery operated toy, car.
Object at the top of a ramp
Resources
Camera
(science
journal)
Primary
Connections –
Stage 1
(Energy and
Change)
Toys that
move: balls,
cars/trucks,
boats,
skateboards
etc
Camera,
paper for
drawing/classif
ying.
Battery
powered toys,
torch, stereo,
heater.
A variety of
objects
7
8
9
10
will make an object
move further or
faster than will a
small push or pull.
Gravity pulls down
on objects and
water pushes up on
objects in water.
Floating on air : air is
a substance that
takes up space and
pushes up against
falling objects.
Push meets
pull…explore
understanding of
push, pull, floating,
sinking
Pulling it all together:
*identifying push/pull
forces in different
situations
*air and water push
against objects
*gravity has a pulling
force
(mechanical energy). Where does its
energy come from?
 Discuss experiences with water
 Push air-filled objects (balls) under
water to experience the push of
water
 Feel the difference between a heavy
object being suspended in air and
then in water
 Create a labelled force-arrow
diagram to indicate push or pull
forces.
 Bucket/
Container
 Clear plastic
tub
 Clear cup
 Heavy object
with string
attached
 Where can air be found?
 Place a glass containing a tissue
upside down in a container of water
 Observe and record the differences in
the fall of a crumpled sheet of paper
and a flat sheet
 Reflect on their observations and
experiences of pushes and pulls
 Discuss the terms force and gravity
 Complete Fantastic forces (Helicopter
test flights)
 Review unit using the science journal,
word wall and Making things move
class table.
 Repeat ‘push/pull’ assessment task
(resource sheet 1)
 Reflect on their learning
 Objects that
float (eg
empty plastic
bottle)
 Paper (2)
 tissue
 Resource
sheet 5
(making
helicopters)
 Science
journal
 Resource
sheet 1 +
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