Grade 1 Teacher’s Guide Chapter 7: Lesson Plans
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Lesson Plans
Chapter 7: Forces
Total number of periods: 12 periods
Overview of Lesson Plans
What Makes Things Move? (4 periods)
Lesson
Specific Instructional Objectives
7.1
Pupils should:
be able to explore and describe the
movement of familiar things
be able to observe and describe different
ways of moving our body
What Is a Force? (2 periods)
Lesson
Specific Instructional Objectives
7.2
Pupils should:
be able to recognise that pushes and
pulls are forces
Cambridge Primary Scientific
Enquiry Skills
Try to answer questions by
collecting evidence through
observation. (1Ep1)
Cambridge Primary Scientific
Enquiry Skills
Try to answer questions by
collecting evidence through
observation. (1Ep1)
Process Skills
Observing
Analysing
Communicating
Process Skills
Observing
Analysing
Classifying
21st Century Skills
Number of
Periods
Use systems thinking
Make judgements
and decisions
4
21st Century Skills
Number of
Periods
Use systems thinking
2
21st Century Skills
Number of
Periods
Use systems thinking
Make judgements
and decisions
Apply technology
effectively
4
Make comparisons. (1Eo4)
What Can Forces Do? (4 periods)
Lesson
Specific Instructional Objectives
7.3
Pupils should:
be able to recognise that forces can cause
things to start or stop moving, speed up,
slow down or change direction
Cambridge Primary Scientific
Enquiry Skills
Try to answer questions by
collecting evidence through
observation. (1Ep1)
Explore and observe in order to
collect evidence to answer
Process Skills
Observing
Comparing
Inferring
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Grade 1 Teacher’s Guide Chapter 7: Lesson Plans
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questions. (1Eo1)
Make comparisons. (1Eo4)
What Are Some Natural Forces? (2 periods)
Lesson
Specific Instructional Objectives
7.4
Pupils should:
be able to understand that forces are
present in nature as well
Cambridge Primary Scientific
Enquiry Skills
Explore and observe in order to
collect evidence to answer
questions. (1Eo1)
Process Skills
Observing
Inferring
21st Century Skills
Number of
Periods
Apply technology
effectively
Work independently
Communicate clearly
2
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Main Lesson Plans
Lesson 7.1
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Lesson Notes
Chapter opener
Background: At the amusement park, the games played at most of the game stalls involve forces. For example, the
greater the force of the hammer hitting on the target, the greater the height of the weight raised. Archery involves a pull
of the elastic string of the bow to fire an arrow. Helium balloons can exert a lifting force because helium is less dense
than air. To keep something moving in a circle, a force is needed.
Engage:
An interesting
situation is presented
to introduce the
chapter
Teaching Tip: Ask pupils if they have gone to an amusement park, playground or funfair where there are rides and game
stalls. Allow pupils to talk to their classmates about their experiences with rollercoaster rides, merry-go-rounds or
carousels, etc. Point out to pupils that there is lots of ‘movement’ in such places.
Resources
Textbook page 95
Get pupils to read or act out the comic strip in the chapter opener.
What Will I Learn?
Emphasise to pupils what their learning journey will be like for this chapter.
 A force is a push or a pull.
 A force has effects on an object.
Textbook page 96
What Makes Things Move?
Background: One characteristic of living things is that they can move by themselves. They get the energy they need for
movement from food. Non-living things move when forces act on them. A car moves when the driver applies a force on
the acceleration pedal, which allows air and fuel to enter the combustion engine. Water falls towards the ground as a
result of gravity. A pinwheel spins due to the force of the wind. A top spins as a result of a string exerting a turning force
on the top when it is pulled. A bowling ball, when thrown, will exert a force on the pins when it comes into contact with
them.
Explore:
Pupils learn by
exploring and
observing common
phenomena
Teaching Tip: Take pupils for a short walk around the school. Get them to spot things that move.
Ask pupils:
 What are some things that move?
 What types of movement are there?
 What makes these things move?
Ask pupils to observe the type of movement made. Get pupils to describe the movement using words like ‘turn’, ‘jump’,
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Lesson Notes
‘roll’, ‘swing’ etc. For example, “A grasshopper hops away.”; “A flag is flapping in the wind.”; “A wheel is turning.”; “A ball
is rolling.”; “A boy is jumping.”; “The door swings open.”
Resources
Process Skill: Observing
Background: We have a skeletal system made up of bones that supports our body and gives it shape. Joints occur where
two bones meet. Some joints allow movement in all directions, some joints allow restricted movement whereas others
are immovable joints. Our muscles exert a force to move our bones.
Explain:
Concept is explained
to pupils
Textbook page 97
Explain that:
 Living things such as humans move. They can move by themselves.
 Living things need food to give them the energy to produce a force.
Activity: Play a fun song such as “The Hokey Pokey” or “If You’re Happy and You Know It” and get pupils to move their
bodies in different ways to the rhythm of the music played. Involve different parts of their body including the head, trunk
and legs. Describe each movement so that pupils become familiar with the words associated with movement: nod your
head, twist your hips, jump up and down, shake your body, swing your arms, bend your body, spin etc. Then, ask pupils
the question posed by Smarty: “What other movements can your body make?”
Alternatively, the ‘Freeze’ game can be played with pupils. You can play a song and get pupils to dance with the music.
Stop the music at any time and pupils have to freeze in whichever position they are in at that time.
Get pupils to recall that they have already learnt about the different parts of the body in Chapter 1: My Body. This section
reinforces what they have learnt about the parts of the body by adding movement to each part.
Background: When we kick a ball, our foot exerts a force on the ball to move it. When we open a door, we push the
handle downwards or twist the knob to move the latch and then push the door away or pull it towards us. When we pour
a sauce, we exert a force to tilt the jug, and the sauce will flow out due to the force of gravity.
Explain:
Further explanation is
given
Point out to pupils that we need forces to carry out all movements. The muscles in our body are able to produce these
forces from the energy obtained from the food we eat.
Elaborate:
Concept is extended
further to stimulate
thinking
Teaching Tip: Ask pupils if they are able to carry out different types of movement such as jump up and down or turn
round and round if they go without food for a few days. Lead pupils to conclude that food provides us with the energy we
need to produce forces needed for movement.
Textbook page 98
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Lesson Notes
Resources
Process Skill: Analysing
21st Century Skill: Use systems thinking
Explain that:
 Forces are invisible. We can only see what forces can do.
For example, when we lift up our foot to kick a ball, we can only see the foot lifted but not the muscles at work to pull the
foot upward. We can see the ball flying away but not the force that is applied to the ball. Similarly, when we tilt a jug of
chocolate syrup, we can see the chocolate syrup flowing onto the pancake but not the force of gravity pulling the syrup
towards the Earth.
Evaluate:
Pupils’ understanding
is assessed through an
activity
Activity: Carry out the activity in Build Your Skills! with the class. Get pupils to work in pairs to answer the questions. Ask
pupils if they have been to the playground. Prepare some pictures of common playground equipment in case some pupils
are not familiar with the equipment. Get pupils to contribute the answers in the discussion.
Process Skills: Observing, Analysing, Communicating
Workbook page
67
Activity 1: This Is
Done With a
Force!
21st Century Skills: Use systems thinking; Make judgements and decisions
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Lesson Notes
What Is a Force?
Background: The force we exert is a push if the thing moves away from us, and a pull if it moves towards us. We exert a
push on a pram, a swing and a ball as these things move away from us. We pull a tug toy towards us. We also pull on a
rope during a tug-of-war. A drawer opens with a pull and closes with a push.
Engage:
Toys and games are
used to introduce the
concept
Activity: Get pupils to bring some toys that are played with the help of a force such as a yoyo, Beyblade or spinning top to
class. Alternatively, pupils can play a game of tug-of-war in the school field.
Explore:
Pupils learn the
concept by studying
toys
Explore how the toy works with the help of a force. Allow pupils to try to explain how the toy works. For example, “I play
this yoyo by letting it go such that it falls, then pulling it up again.”; “I turn the screw here to wind up the toy so that it can
move.”
Resources
Textbook page 99
Ask pupils:
 To play this toy or game, what do you need to do?
Process Skills: Observing, Analysing
21st Century Skill: Use systems thinking
Ask pupils:
 What is a force? (Answer: A force is a push or a pull.)
 What is the difference between a push and a pull? (Answer: A push makes things move away from us whereas a pull
makes things move towards us.)
Explain:
Concept is reinforced
with explanations
Teaching Tips:
1. Discuss each of the scenarios in the Textbook to demonstrate what a push is. Reinforce to pupils that in all the
scenarios, the thing or person being pushed moves away from the person pushing.
Similarly, use the scenarios in the Textbook to demonstrate what a pull is.
Reinforce to pupils that in all the scenarios, the thing being pulled moves towards the person pulling.
2.
Evaluate:
Pupils’ understanding
Demonstrate the concepts of ‘push’ and ‘pull’ by pushing an object, e.g. a toy car away from you and pulling it towards
you.
Activity: Carry out the activity in Build Your Skills! with the class to distinguish between a push and a pull.
Textbook page 100
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is assessed through an
activity
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Lesson Notes
Resources
Process Skill: Classifying
Explain that:
 Lifting a dumbbell involves a pull of the arm towards the shoulders.
 Throwing a basketball involves a push of the ball towards the direction of the net.
 Archery involves a pull of the string of the bow to stretch it so that the arrow can be fired.
 Cycling involves pressing the foot on the pedal, which is a push.
 Rollerblading involves pushing forward with the rollerblade against the ground.
 Stretching elastic exercise bands involves pulling on both ends of the bands.
Elaborate:
Pupils give more
examples where the
concept is applied
Teaching Tip: Get pupils to suggest and perform different activities that need to be carried out using a force, e.g. pressing
the keys of a calculator, throwing or bouncing a ball, pulling the elastic band of a catapult, or cutting a slice of cheese using
a plastic knife. Tell pupils that pressing, throwing and cutting are pushing actions. Lifting and stretching are generally
pulling actions.
Process Skills: Classifying, Observing
Workbook page 68
Activity 2: Balloon
Power!
Consolidation
Worksheet 1
21st Century Skill: Use systems thinking
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Lesson Notes
What Can Forces Do?
Background: Typing on a keyboard involves using a force to press the keys down. Zipping up a jacket involves using a
force to pull the zip up. Writing involves a push and pull on the pencil. Opening a jar involves a twist, which is a push and
pull.
Explore:
Pupils find the concept
applied to daily
examples
Elaborate:
Pupils study the
concept in examples
Resources
Textbook page 101
Teaching Tip: Ask pupils to state some examples of everyday tasks which are done using pushes and pulls. Examples
include pulling up a zip, turning on a tap, tying shoelaces and opening a door.
Tell pupils that we use forces to do things every day. Get pupils to look at the examples in the Textbook so that they can
relate to the experiences of using forces.
Ask pupils:
 Do you zip up a jacket or a skirt or shorts?
 Do you open a jar?
 Do you type on a keyboard?
 Do you write?
Which of these are pushes? Which of these are pulls?
Teaching Strategy: Relating to real life
Background: A heavier object has a greater reluctance to move compared to a lighter object, so a larger force is needed
to start it moving. Similarly, once a heavier object starts moving, it has a greater reluctance to stop moving compared to
a lighter object, so a greater force is needed to stop it.
Explore:
Pupils learn the
concept through a
physical activity
Textbook page 102
Activity: Split the class into groups of 10 and get ready a few balls. Bring the class out into the field and let pupils explore
how a ball can be moved.
Ask pupils:
 How do you start a ball moving? (Answer: Push the ball forward to make it move.)
 How do you stop a moving ball? (Answer: Catch the ball to stop it from moving.)
 How do you make a moving ball go faster? (Answer: Use a bigger force to make the ball move faster.)
 How do you make a moving ball go slower? (Answer: Apply a force in the opposite direction from the direction of
motion to make a ball slow down.)
 How do you change the direction of a moving ball? (Answer: Apply a force in a different direction from the direction of
motion of the ball.)
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Lesson Notes
Resources
Process Skills: Observing, Comparing, Inferring
21st Century Skills: Use systems thinking; Make judgements and decisions
Engage:
Pupils watch a
demonstration of the
concept in a game
Teaching Tip: Show pupils a short clip of a ball game such as soccer or volleyball, like in the suggested website. Ask pupils
to watch the ball being thrown or kicked by one team to start the ball moving, and how the ball is passed from one team
member to another, or how it is intercepted by the opponent.
URL 7.1
Tell pupils that the ball game is possible because of what forces can do.
Explain:
Concept is summed up
in an explanation
Explain that:
 Forces are invisible, but we can see what they do.
 When a force is applied to an object at rest, it will start moving.
Give an example such as a bowling ball starting to move when the player gives it a push.
21st Century Skills: Use systems thinking
Explore:
Concept is taught in a
demonstration
Teaching Tip: Carry out a demonstration with an empty box. Get a pupil to volunteer to push it across the floor. Add a
book in the box and ask the same pupil to push it. Keep adding things into the box. Each time, get the pupil to share his
or her experience in pushing it compared to the previous time.
Lead pupils to conclude that a bigger force is needed to move a heavier object.
Process Skills: Observing, Comparing, Inferring
Common Misconception: Pupils may think that forces are visible, and that the string pulling a tug toy is the force causing
it to move. Explain that it is the tension in the string caused by the person pulling it that causes the toy to move. The
string itself is not a force. We cannot see a force, only its effect.
Explain:
Concept is summed up
in an explanation
Explain that:
 When a force is applied to a moving object in the opposite direction from its direction of motion, the moving object
may stop.
Give an example such as a player catching a ball in a softball game. Point out that similar to the earlier demonstration, a
bigger force is needed to stop a heavier object.
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Lesson Notes
Ask pupils to brainstorm and think of a scenario where a bigger force is needed to stop a heavier object.
Background: A greater force, when applied in the direction of a moving object, can cause it to move faster. For example,
a boat with eight people rowing will move faster than the same boat with only two people rowing in the same direction.
A force applied opposite to the direction of motion of an object will cause it to slow down. For example, a braking force
acts in opposition to the motion of a bicycle and will slow it down. A parachute that is falling due to gravity has an
upward force of air known as air resistance acting on it to slow it down.
Resources
Textbook page 103
Ask pupils:
 How does a moving object speed up or slow down?
Teaching Tips:
1. Ask pupils if they can cycle. Ask them:
 What do you do when you want to move faster?
 What do you do when you want to slow down?
 What do you think is the direction of the braking force?
Explain:
Concept is summed up
in an explanation
Explain that:
 It is also possible that a force applied to a moving object in the opposite direction from its motion can cause a moving
object to slow down.
(Give an example such as the force acting in the opposite direction from a bicycle’s motion and slowing it down when
the cyclist presses on the brakes.)
 When a force is applied in the direction of motion of a moving object, it will move faster.
(Give an example such as when more people row a boat in the same direction, the boat will move faster than when
there are fewer people rowing the boat. You can point out the importance of teamwork in an activity such as rowing
a dragonboat.)
2.
Explain:
Concept is summed up
in an explanation
Pupils can learn more about forces and motion from the suggested website.
URL 7.2
Explain that:
 When a force is applied in a different direction from the direction of motion of a moving object, the object will
change its direction of motion.
(Give an example such as volleyball players intercepting a ball at the net or a softball player hitting a ball thrown by
the pitcher.)
Relate the different effects of forces to pupils’ experiences with the ball out in the field earlier on.
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Lesson Notes
Background: A force can cause some objects to change their shape. Some changes are temporary, e.g. squeezing a
sponge and pulling an elastic band. When the forces are removed, the objects return to their original shapes. Some
changes are permanent, e.g. cutting a cake, grinding coffee beans and moulding clay. When the forces are removed, the
objects do not return to their original shapes.
Engage:
Concept is taught in a
demonstration
Teaching Tips:
1. Bring to class some elastic hair bands. Show pupils how they can be stretched and twisted to tie hair. Ask pupils to
predict what will happen when the elastic band is removed from the hair.
2. Bring some playdough in the shape of an egg to the class. Press dents on the dough to create eyes. Pinch some dough
from the centre to form a nose. Lastly, add a curved slit to form a mouth. Some dough can be added to the two sides
to form ears. You may want to practise this first before the lesson, so that you can do a good demonstration in class.
Explain:
Concept is summed up
in an explanation
Ask pupils:
 What is the effect of forces that you have observed? (Answer: A force can change the shape of an object.)
Resources
Textbook page 104
Get pupils to give more examples of forces resulting in a change in the shape of an object.
Process Skills: Observing, Inferring
Evaluate:
Pupils’ understanding
is assessed through an
activity
Activity: Get pupils to assess what they have learnt about forces and what they can do by doing an activity and a quiz as
suggested in Discover More!
21st Century Skill: Apply technology effectively
Ask pupils:
 What are examples of forces affecting the movement and shape of things?
Evaluate:
Pupils contribute to
discussion that sums
up the section
Teaching Tip: Discuss the effect of forces in each of the scenarios outlined.
 A great crushing force during a crash has changed the shape of the car.
 A braking force has slowed down the motorbike and sent sand on the ground flying in the air.
 A force applied by the hammer has caused the walnut shell to break into pieces.
 A rocket is fired upward when combustion inside the rocket sends fuel gases exiting rapidly from the rear end of the
rocket.
 A pounding force on the garlic cloves has crushed them and changed their shapes.
 A force applied on the cake has squashed it and changed its shape.
 The woman exerting a force on the punching bag changes its shape as well as moves it.
URL 7.3
Workbook page 69
Activity 3: Shape
Changer!
Textbook page 105
Workbook page 70
Activity 4: Forceful
Words!
Workbook page 71
Activity 5: What a
Force Can Do!
Consolidation
Worksheet 2
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Internet links for Lesson 7.3
URL 7.1:
Coerver Coaching — Soccer Tips: Change of Direction 1–3
http://www.youtube.com/watch?v=aQc2HVWoLn4&feature=related
URL 7.2:
Learn about Pushes and Pulls
http://www.brainpopjr.com/science/forces/pushesandpulls/preview.weml
URL 7.3:
Forces quiz — Pushes and pulls (corresponds with Internet Link 7.1 in Textbook)
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml
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Lesson Notes
What Are Some Natural Forces?
Background: The force of gravity is the pull acting on all objects towards the centre of the Earth. All objects, when
released in air, fall towards the ground because of this force of gravity. Where gravity is zero in outer space, things float
when released. The greater the mass of an object, the greater the force of gravity acting on it.
Explain:
Examples of natural
forces are explained
Resources
Textbook page 106
Explain that:
 There are forces present in nature as well.
 Objects released in air will fall towards the ground because of an invisible force known as gravity.
Ask pupils if they have observed forces in nature making things move or change shape.
Explore:
Pupils learn the
concept through a
demonstration
Teaching Tip: Demonstrate the presence of forces in nature by holding a pinwheel in a location where there is wind. Ask
pupils why the pinwheel moves. Point out that there are invisible forces in nature, such as wind.
Process Skills: Observing, Inferring
Ask pupils to state more examples of things moved by forces of nature. Other examples include kites flying in the sky,
fallen leaves whirling in the wind, waves moving a beach ball or a surfboard.
Pupils will learn more about gravity and how to measure forces in Grade 5 Chapter 7: More About Forces.
Engage:
Pupils work on a
hands-on activity
Project Idea: Get pupils to make a pinwheel. A pinwheel template and instructions can be obtained from the suggested
websites.
URLs 7.4, 7.5
21st Century Skills: Apply technology effectively; Work independently
Background: Moving water can be used to do work. For many years, moving water has been used to turn water wheels
to grind grains and run machinery. Moving water in rivers can be used to transport logs from forests where they are
felled to where they can be collected. In hydroelectric power stations, water is dammed and allowed to fall to turn
turbines to generate electricity.
Textbook page 107
Teaching Tip: Show pupils the video of how a water wheel works.
URL 7.6
Background: Many activities in the playground involve pushes and pulls. A child on a swing or slide needs a push to start
him or her moving. After that, it is the pull of gravity that moves the child on a slide downwards.
Textbook page 108
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Evaluate:
Pupils contribute to
discussion of a
scenario
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Lesson Notes
Teaching Tip: Discuss how forces are at work in the picture of a playground in the Textbook.
 Which of the playground equipment can move?
 What type of force causes each of them to move?
Resources
Lead pupils to conclude that forces are very much a part of our lives.
21st Century Skill: Communicate clearly
Elaborate:
Pupils discuss the
concept applied in
their toys
Activity: Bring to class different toys that work with the help of forces. Encourage pupils to bring their toys that work
based on forces too. Discuss if the toys operate based on a push or a pull. A Frisbee works based on a push. A Beyblade
and a yoyo work based on a pull.
Textbook page 109
Consolidation
Worksheet 3
Process Skill: Observing
21st Century Skill: Communicate clearly
Wrap up the chapter with the following:
Talk It Out
Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to pronounce
the words correctly. Then, have pupils pair up to test each other on the meaning of the words.
Map It Out
Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map by reading
out loud. You may wish to draw the map as you speak.
 A force is a push or a pull.
 A force has effects on an object. It can:
- Start an object moving
- Stop a moving object
- Speed up a moving object
- Slow down a moving object
- Change the direction of a moving object
- Change an object’s shape
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Lesson Notes
Science @ Work
Teaching Tip: To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage, e.g. each
pupil could read one paragraph. Encourage pupils to read with enthusiasm and emotion.
Resources
Textbook page 110
Fun and Games
Internet links for Lesson 7.4
URL 7.4:
Pinwheel Directions
http://www.pinwheelsforpeace.com/pinwheeltemplate.html
URL 7.5:
Make your own pinwheel
http://www.janbrett.com/piggybacks/piggybacks_the_hat_pinact.htm
URL 7.6:
Learning Zone Class Clips – How does a water wheel work?
http://www.bbc.co.uk/learningzone/clips/how-does-a-water-wheel-work/6671.html
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