Hamilton Trust Science Year 1 Physics Strand Intro To Forces

Hamilton Trust
Science Year 1
Physics Strand
Intro to Forces
Hamilton Trust 2007 Y1 - Science
Science Year 1
Physics Strand: Intro to Forces
Chn are introduced to simple forces as pushes and pulls which act in a
particular direction. They investigate forces associated with vehicles, explore
bubbles, experiment with magnets and look at natural forces affecting our
world.
Description of sessions
Session A
Pushes &
pulls
Session B
Direction of
forces
Session C
Friction
Session D
Bubbles
Session E
Magnets
Session F
Natural
forces
Introduce words push and pull and simple definition. Read story which
will focus on movement, pushes and pulls. Adult led activity sorting
objects into pushes, pulls and both. Independent activities exploring
and playing with equipment/materials.
Introduce simple definition of direction. Outside session with 3 or 4
activities using balls to explore changing the strength of a force,
gravity and changing direction, make up and share some games. Record
by drawing.
Introduce simple definition of friction. Look carefully at a bicycle or
tricycle to identify the forces in action. Discuss forces in other
vehicles. A range of activities about forces mainly to do with vehicles.
Explore bubbles, the forces needed to make bubbles and the force
that make bubbles round. Investigate the question: Are bubbles
always round? What will happen if we use different shaped bubble
blowers?
Explore pushes and pulls using magnets. Do a test to find out which is
the strongest magnet out of three. Record findings. Explore toys and
games that use magnets. Think about everyday objects that use the
forces exerted by magnets.
Explore and discuss natural forces. Read/tell story about wind or
weather. Look at images of hurricanes, wind, volcanoes. If windy go
outside and experience the force of the wind with umbrellas, fabric,
scarves. Illustrate some natural forces.
KS1 Y1 Science
Programme of Study/ Strand

Sc1
Ideas &
Scientific
evidence in
Enquiry:
science
Investigative
skills
Sc2 Life
1. Life
processes &
processes
living things
2. Humans &
other animals
3. Green
plants
4. Variation &
classification
5. Living things
in their
environment
Sc3
1. Grouping
Materials &
materials
their
2. Changing
properties
materials
Sc4 Physical Electricity
processes
Forces &
Breadth
motion
Light & sound
Breadth of
study
Knowledge, skills & understanding
Science Coverage
Light & Sound
2b, 2d, 2e, 2f, 2g,

2h
Types of Materials
Intro to Forces
Living & Growing
2a, 2b, 2c, 2f, 2g,

2h, 2i, 2j
2b, 2e, 2f, 2g, 2h,

2j
2a, 2b, 2f, 2j, 2k
1b
1a, 1b
1b, 1c
2e, 2g
2a, 2b, 2e, 2f
2b, 2e, 2f
3b
3c
4a, 4b
4b
2b, 2f, 2h, 2i
2a, 2b, 2c, 2f, 2g,

2h, 2i, 2j
Life Cycles
5a, 5c
1a, 1b, 1d, 1e
2a, 2b, 2c
3a, 3b, 3c, 3d
1a, 1b, 1c, 1d, 2a,

2d
Senses
1a, 1b, 1c, 2a
1a, 1b, 1d, 2a
1b, 1d, 2a, 2b
1a, 2a, 2b
1a, 1c, 2a
Science Strands KS1

(with equivalent QCA units)
Year 1
Living & Growing Biology (1A partly)
Life Cycles Biology (1B partly)
Senses Biology (1A partly/1D/1F)
Year 2
Healthy Humans Biology (2A)
Plants Biology (1B/2B partly)
Living Things in their Environment Biology
(2B partly/2C)
Changing Materials Chemistry (2D)
Forces Physics (2E)
Electricity Physics (2F)
Types of Materials Chemistry (1C)

Intro to Forces Physics (1E)
Light & Sound Physics (1D/1F)
Science Strand suggested links to current KS1 Topics
Year
Topic
Clothes & Coverings
Homes & Houses
Journeys
Babies & Play
Changes
Talking Time
Global Gardens
Oceans & Seas
Families & Neighbours
Fire
Fighting Fit
Famous People
1/2
Animals
1/2
Food & Farming
1/2
Countries & Cultures:

France
Science Strand(s)
Types of Materials/ Living Things in
their Environment (Y2)/ Changing
Materials (Y2)
Types of Materials/ Living &
Growing/Living Things in their
Environment (Y2)
Light & Sound/ Intro to Forces/ Forces
(Y2)
Living & Growing/ Life Cycles
Senses/ Living & Growing/ Living Things
in their Environment (Y2)
Light & Sound/ Intro to Forces/
Electricity (Y2)
Plants/ Living Things in their
Environment/ Life Cycles (Y1)
Living Things in their Environment/
Types of Materials (Y1)
Healthy Humans/ Plants/ Living Things
in their Environment
Changing Materials
Healthy Humans/ Forces/ Intro to
Forces (Y1)
Electricity/ Forces/ Light & Sound (Y1)
Intro to Forces/ Forces/ Senses/
Living & Growing/ Living Things in their
Environment
Plants, Intro to Forces, Forces, Senses,
Healthy Humans
N/A
You will need: Y1 Science Strand Intro to Forces

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively
referred to as the Links) have been checked by Hamilton Trust and to the best of Hamilton Trusts knowledge, are correct and
accurate at the time of publication. Notwithstanding the foregoing of any other terms and conditions on the Hamilton Trust website,
you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links,
You will need to collect

Grandpas Surprise by Rosalind Beardshaw (ISBN 9780747571353) or
Mrs Armitage Queen of the Road by Quentin Blake (ISBN 9780099434245)
or similar.
2 large hoops. Objects to sort by which force is needed to make them move
or to use them e.g. spinning top, wind up toy, lego, car, ball, pull along toy,
elastic band, skipping rope, board rubber, pen, comb, paper clip, sticky tape.
Straws & ping pong balls. Different activities with an emphasis on pushing
and pulling e.g. Play dough, Lego, toys, cars, etc.
A ball for each child. A bat between each pair of chn.
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml
http://www.activityvillage.co.uk/bubble_recipe.htm
http://www.bubbles.org/html/questions/questions.htm
http://www.bigeyedowl.co.uk/painting-activities.htm#bubble
A bar magnet for each child. A variety of magnets, e.g. bar, horseshoe and
disc magnets. A range of games that use magnets, depending on what you
have available, e.g. trains linked by magnets, magnetic letters, fishing game,
ladybirds.
Chart to record findings

about the different
strengths of three
magnets
A story about stormy weather e.g. The Wind Blew by Pat Hutchins (ISBN
97806897174444) or Aesops fable The Sun and the wind (session
resources).
If it is a windy day - umbrella/s, scarves, fabric, card.
http://library.thinkquest.org/5818/
http://www.bbc.co.uk/schools/digger/5_7entry/5_7.shtml
Story and illustrations

of Aesops The Wind
and the Sun
Images of natural
forces
Frame for illustrations
A childs bicycle with a brake and/or school tricycle. Toy diggers in sand/soil.
Topic books with pictures of vehicles, diggers, tractors, trains etc. Small
world play with an emphasis on forces. Tricycles if available.
Bubble solution and containers + margarine type containers. Green covered

garden wire to make different shaped blowers, one per child. Optional, large
bubble maker.
http://www.dowlingmagnets.com/about_magnets.php
Push and Pull labels and

definition
Venn diagram frame for
sorting objects
Direction and Gravity

definitions
Differentiated frames
for recording outside
activities exploring bats
and balls
Friction definition
Pictures of bike/trike
Pictures of vehicles for
discussion
Picture of bike to label
forces
Images of bubbles +
explanation of why
bubbles are round
Simple investigation
frame
Art activity
We will provide
changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which
you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.
Session A
Pushes &
pulls
Scientific
Enquiry
Objectives: Understand that a force makes things move.
Sc4 2a Find out about, and describe the movement of familiar things.
2b Learn that both pushes and pulls are examples of forces.
Breadth of study: 2a Use simple scientific language to communicate ideas and to name and
describe living things, materials, phenomena and processes.
Sc1 2a Ask questions and decide how they might find answers to them.
2b Use first-hand experience and simple information sources to answer questions.
Grandpas surprise by Rosalind Beardshaw (ISBN 9780747571353), Mrs

Armitage Queen of the Road by Quentin Blake (ISBN 9780099434245) or
similar. 2 large hoops. Objects to sort into push, pull or push & pull e.g. spinning
Resources top, wind-up toy, Lego, car, ball, pull along toy, elastic band, skipping rope,
board rubber, pen, comb, paper clip, sticky tape. Straws & ping pong balls.
Different activities with an emphasis on pushing & pulling e.g. Play dough,
Lego, toys cars, magnetic trains, etc.
Whole class teaching: (Links to Session 14, Accident & Emergency Theme, Fighting Fit Topic, Sessions 8 &
8a, Working Animals Theme, Animals Topic and to Session 11, Land Theme & Session 12, Air Theme, Journeys
Topic, Session 13, Happy Harvest Theme, Food & Farming Topic)
Ask for a volunteer and gently push them and pull them. Ask the children what you are doing (making them move
by pushing and pulling). Show them the words move, push and pull and a simple definition A force makes things
move. Pushes and pulls are forces. (Session resources)
Read a book such as Grandpa s Surprise by Rosalind Beardshaw (ISBN 9780747571353) or Mrs Armitage Queen
of the Road by Quentin Blake (ISBN 9780099434245) or similar. Ask Can you look out for any pushes and
pulls in the book? Are there things that are moving? Go back through book looking at pictures and bringing out
opportunities to discuss movement and pushes & pulls.
Group activities:
Adult-led activity:
Using 2 large hoops to make a Venn diagram, help children sort objects by which force is needed to move them or
use them e.g. spinning top, wind-up toy, Lego, car, ball, pull along toy, elastic band, skipping rope, board rubber,
pen, comb, paper clip, sticky tape, etc. Ask Is it a push, a pull or a push and pull? Record individually or as a
class/group as appropriate (session resources).
Independent activity:
Different practical activities as available with an emphasis on pushing and pulling, e.g.
a) Play dough
b) Lego (could try the activity in Session 11, land Theme, Journeys Topic)
c) Using straws to blow ping pong balls around a tray
d) Toy cars on road map and/or different surfaces
e) Magnetic trains
Extension: Ask chn to think about what happened when they used the play dough. Ask Can you think of any
words to describe what you did?
Plenary:
In pairs talk about what you found out or noticed.

Play a miming game. Children take turns to show a movement e.g. swimming, climbing stairs, playing football (be
prepared to whisper suggestions to chn). Others guess. After each one, ask Is it a push, a pull or both?
I can:
1. Tell you that pushes and pulls are forces.
Push Pull
A force makes things move
Pushes and pulls are forces
Which force do they need to make them move or work?
Is it a push, a pull or a push and a pull?
Hamilton Trust 2007 Y1 - Sc Intro to Forces - Session A
push
Hamilton Trust 2007 Y1 - Sc Intro to Forces - Session A
push and pull
pull
Science Year 1
Objectives: Understand that forces can make things speed up and change direction.
Session B
Direction of
forces
Scientific
Enquiry
Resources
Sc4 2a Find out about, and describe the movement of familiar things (for example, cars going
faster, slowing down, changing direction).
2c Recognise that when things change direction, there is a cause.
Breadth of study: 2b Recognise that there are hazards in living things, materials and physical
processes, and assess risks and take action to reduce risks to themselves and others.
Sc1 2h Make simple comparisons and identify simple patterns or associations.
2i Compare what happened with what they expected would happen, and try to explain it, drawing
on their knowledge and understanding.
A ball for each child. A bat between each pair of children.
Whole class teaching: (links to Session 13, Happy Harvest Theme, Food & Farming Topic)
Introduce the word direction and give the children a simple definition (session resources).
Outside session.
1. With the children watching, bounce a ball gently and then several more times increasing the force each time.
Ask What happens when I increase the force? Which force am I using?
Give each child a ball and allow them to explore freely for about 5 min.
Safety: - Discuss the dangers of throwing and how people can get hurt when hit by thrown objects.
2. Bring chn back together. Explain that you are pushing the ball to the ground and the ground is pushing back,
changing the direction of the ball. This time throw the ball up in the air. Tell them you are using a push to throw
the ball up. Ask What is pulling the ball back down? Some children may be familiar with the word gravity. Talk
about gravity briefly, practise saying the word several times (this is a difficult concept - but at this stage
children just need to understand gravity is a force that pulls things downwards towards the earth they do not
need to know the name gravity). Explain that you are pushing the ball into the air and a force (gravity) is pulling it
back down to earth, changing the direction of the ball. Give everyone a chance to throw and catch for a few
minutes.
3. Ask half the children to put away their balls and give them a bat. Show them how to work in pairs with one child
rolling the ball towards the other child holding the bat. Ask What do you think will happen when the ball hits
the bat?
It changes direction. Have 3 goes and then swap over.
4. Make up own games if time.
Back in the classroom ask the children to record one or more of the activities they did (session resources for
frames).
Visit the website: http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml
Extension: Ask children to think about other situations when forces make things speed up or change direction.
Plenary:
Show children the definition of the word direction again and read it together. Show them the definition of
gravity if appropriate (session resources). Talk about their drawings and/or share ideas for ball games.
I can:
1. Talk about how forces make things change direction.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y1 Physics Forces 6 Sessions
With thanks to The Oxford Trust for funding support
Direction: When a thing moves from one

place to another, it moves in a direction.
It could go up, down, forwards,
backwards, left or right.
Hamilton Trust 2007 Y1 - Sc Intro to Forces - Session B
Gravity: Gravity is a type of

force. It pulls everything down
to the ground.
Name:
Activities - All about forces

Bouncing a ball pushing harder
each time
Throwing (pushing) a ball into the

air
Using a bat to push the ball in

another direction
Useful words: push, pull, gravity, direction

Name:

Bouncing a ball pushing harder each time

Name:

Throwing (pushing) a ball into the air

Name:

Using a bat to push the ball in another direction

Science Year 1
Objectives: Understand that forces can make things slow down.
Session C
Friction
Scientific
Enquiry
Resources
Sc4 2a Find out about, and describe the movement of familiar things (for example, cars going
faster, slowing down, changing direction).
Breadth of study: 1b Look at the part science has played in the development of many useful
things.
Sc1 2f Explore using the senses of sight, hearing, smell, touch and taste as appropriate, and
make and record observation and measurements.
A childs bicycle with a brake and/or school tricycle. Toy diggers in sand/soil.
Topic books with pictures of vehicles, diggers, tractors, trains etc. Small world
play with an emphasis on forces.
Whole class teaching: (links to Sessions 8 & 8a, Working Animals Theme, Animals Topic & Session 5, Into the
Future Theme, Talking Time Topic)
In a circle have a look at bicycle/tricycle (or see session resources for pictures to show on interactive
whiteboard) and talk about the forces involved. Introduce the word friction - a type of force that happens when
two things rub together (session resources) chn do not need to know the name friction. Look at this in relation
to brakes or using feet to slow down or stop. Talk about other examples of friction (look at shoe soles, talk about
tyres, football boots, a ball rolling on sand, grass, tarmac and so on). (Could use the idea of pulling carts as in
Animals Topic as detailed above).
Group activities:
Adult-led activity:
Encourage children to discuss a range of pictures (session resources). Help the children to identify forces and use
correct vocabulary.
Explore forces by using toy diggers in sand/soil.
Careful observational drawing of bicycle/tricycle.
Colour and label picture of bicycle (session resources).
Use topic books with pictures of vehicles, diggers, tractors, trains, etc. Look for use of forces and draw pictures.
Small world play with an emphasis on forces.
Ride tricycles if available. Think and talk about friction
Plenary: Review activities used with an emphasis on vocabulary. Ask What new words have we learnt? PUSH,
PULL, DIRECTION, and if appropriate FRICTION, GRAVITY.
I can:
1. Talk about examples of a slowing down force (friction) e.g. how brakes make vehicles slow down.
Physics Forces 6 Sessions
Y1
Friction: a type of force that

happens when two things rub
together
Hamilton Trust 2007 Y1 - Sc Intro to Forces - Session C
Can you see some forces in use?
Name:
Label the pushes and pulls
push
pull
push and pull
Play equipment
Earth moving equipment
Toy vehicles
Science Year 1
Objectives: Understand that it is important to talk about what might happen when we do an
Session D
Bubbles
Scientific
Enquiry
investigation.
Sc4 2b Learn that both pushes and pulls are examples of forces.
2a Find out about, and describe the movement of familiar things.
Breadth of study: 1d Use first-hand and secondary data to carry out a range of scientific
investigations, including complete investigations.
Sc1 2c Think about what might happen before deciding what to do.
2i Compare what happened with what they expected would happen, and try to explain it, drawing
on their knowledge and understanding.
Bubble solution in small containers inside e.g. margarine tub-type containers.

Resources Green covered garden wire to make different shaped blowers, one per child.
Optional: large bubble maker.
Whole class teaching:
This session will be partly outside. Remind children of work and vocabulary so far. Show them images of bubbles
(session resources on interactive whiteboard or projector if poss.). Ask Where can you see bubbles at home?
Ask Who has tried blowing bubbles? Share experiences.
Safety: - Care needs to be taken with bubble solution near eyes.
Blow some bubbles and ask Am I using any forces? Using a push to get air into the bubbles and to move them
through the air. Ask What else is pushing/might push the bubbles? Wind/breeze.
It is difficult to achieve a home-made bubble solution that produces really satisfying bubbles that float away and
it is therefore preferable to buy it. However this site includes a recipe for making bubble solution:
http://www.activityvillage.co.uk/bubble_recipe.htm which you might have more luck with (slightly different recipe
also in session resources). Less solution gets spilt if container is put inside empty margarine tub. Green covered
garden wire can be used to make different shaped bubble blowers.
Ask Why do you think the bubbles are round? Children often think it is because the blower is a circle. It is
because when air is blown inside a bubble it is pushed outwards in all directions. This causes bubbles to become
round. Bubbles are made up of a thin film or skin of soapy water. It is also to do with surface area (see session
resources information for teachers).
Explain that we are going to investigate the questions Are bubbles always round? What will happen if we use
different shaped bubble blowers?
Look and complete prediction on simple investigation frame (this does not particularly lend itself to starting to
talk about fair testing as it is difficult to keep the variables the same e.g. strength of blowing).
Ask Can you predict (guess) what will happen?
http://www.bubbles.org/html/questions/questions.htm to help teachers answer questions.
Group or class activities:
Adult-led activity: Take children outside and let them explore different shaped bubble blowers.
Bring them back together and in a focussed way look at what happens with each shape. See if anyone can
articulate what we have found out. Talk about the other force at work outside that we cannot see (wind air
pushing). Have more exploration time as appropriate. Back inside complete investigation frame.
Children record activity by drawing.
Other activity:
See session resources or website for bubble painting ideas:
Also, if you can get hold of a large bubble blower that will also generate good questions and discussion.
Plenary: Talk to a partner about what you found out.

I can:
1. Predict what might happen.

2. Talk about what did happen.
Bubbles
Hamilton Trust 2007 Y1 - Sc Intro to Forces - Session D
Why are bubbles round?
(For teachers!)
http://www.bubbles.org/html/questions/questions.htm
Bubbles and balloons have a

lot in common! Scientists
refer to them as "minimal
surface structures." This
means that they always
hold the gas or liquid inside
of them with the least
possible surface area. The
geometric form with the
least surface area for any
given volume is always a
sphere, not a pyramid or a
cube or any other form.
Our question: Are bubbles always round?

What will happen if we use different shaped bubble blowers?
We will need
What we will do
Bubble mix
Different shaped blowers
Blow bubbles using circles
triangles
squares
What we think will

happen
What we found out
Bubble painting
You will need
Paper
Containers with wide tops (e.g. plastic cups, yoghurt pots)
Powder or liquid paint
Washing-up liquid
Straws
Put a squirt of paint and a squirt of washing-up liquid into one of the containers. Add a little water and mix well until the mixture
is runny enough to blow bubbles with. Using the straw, blow into the mixture until the container is so full of bubbles that they
rise above the top rim.
Quickly take a piece of paper and lightly touch it onto the bubbles. As they touch the paper, the bubbles will burst and leave an
imprint on it.
You may need to try a few times until you get a good density of colour. However, note that the imprint will never be really dark.
Make your own bubble solution

.
Fairy Liquid from Proctor & Gamble works well, but any good quality washing up liquid should do the trick. The secret ingredient
for sturdy, colourful bubbles is Glycerine, which you can buy at most good pharmacies.
Soft water is good for bubbles. Any water containing high levels of iron is bad for bubbles. To get the very best mixture you
need to use distilled water, but in most cases tap water will work perfectly well (and if you have a water softener attached to
your system that will certainly help).
The Recipe
Washing Up Liquid - 1 part

Water - 15 parts
Glycerine - part
Gently stir the ingredients together and avoid making a lot of foam. It is then best to store in a sealed container overnight (the
solution seems to get better with age). Make sure your container is sealed to avoid evaporation of the water. Your solution should
keep perfectly well for a few weeks.
If you want a good strong solution for making enormous bubbles then simply add more glycerine.
Finally, remember that different climatic conditions can have a big effect on the performance of bubble solution, so you'll need
to do a bit of experimenting. Overcast or humid days work best, or just after rainfall. If its hot and dry then stick to making
small bubbles!
Science Year 1
Session E
Magnets
Scientific
Enquiry
Resources
Objectives: Understand that forces help us in many ways.

Sc4 2b Learn that both pushes and pulls are examples of forces.
Breadth of study: 1b Look at the part science has played in the development of many useful
things.
Sc1 2c Think about what might happen before deciding what to do.
2g Communicate what happened in a variety of ways, including using ICT.
A bar magnet for each child. A selection of magnets e.g. bar, horseshoe and disc
magnets. A range of games that use magnets, depending on what you have
available e.g. trains linked by magnets, magnetic letters, fishing game, ladybirds.
Whole class teaching: (links to Session 7, Into the Future Theme, Talking Time Topic)
Revise the fact that forces are pushes and pulls. Give each child a bar magnet and ask them to go round the room
finding out what is magnetic. Explain that you would like them to find out if they can feel a force (push or pull)
when they put the magnet near certain objects. Make sure there is enough iron and steel around for this to
happen!
Safety: - Warn chn before investigation, never to place a magnet near computers, watches, radios, televisions,
credit cards, etc as they may damage this type of equipment.
Come back together and share findings. Ask Which force could you feel? Pulling.
Now ask children to get into pairs and use 2 bar magnets together to see if they can feel a push.
Explain as much of this phenomenon to children as you think appropriate.
What is a magnet?
At its most basic level, a magnet is an object that is made of materials that create a magnetic field. Magnets have
poles, a north pole and a south pole. Like poles repel, opposite poles attract.
For answers to other questions about magnets try:
http://www.dowlingmagnets.com/about_magnets.php
Group activities:
Adult-led activity:
Predict and test the strength of the forces in 3 different magnets (e.g. bar, horseshoe and disc magnets) and
record findings (session resources).
Give chn the opportunity to play with a range of different types of magnets and materials.
Give chn the opportunity to play with a range of games that use magnets, depending on what you have available,
e.g. trains linked by magnets, magnetic letters, fishing game, ladybirds.
Links with Y1 Science, Types of Materials, Session F.
Plenary:
Discuss ways that the pushes and pulls that magnets exert help us, including to play games (session resources for
teacher).
I can:
1. Understand that magnets can pull and push.

2. Talk about some ways that magnets help us.
Name:
Our question: Which magnet has the strongest force?
Type of magnet
Tick the magnet you think will How many paper clips does
hold the most paperclips
each magnet hold?
Bar
magnet
Horseshoe
magnet
Disc
magnet
What I found out:
The __________________ magnet is the strongest.

Hamilton Trust 2007 Y1 - Sc Intro to Forces - Session E
Science Year 1
List for teachers

Around the house:
Headphones
Stereo speakers
Computer speakers
Telephone receivers
Phone ringers
Microwave tubes
Doorbell ringer solenoid
Refrigerator magnets to hold things
Seal around refrigerator door
Plug-in battery eliminators
Floppy disk recording and reading head
Audio tape recording and playback head
Video tape recording and playback head
Credit card magnetic strip
TV deflection coil
TV degaussing coil
Computer monitor deflection coil
Computer hard drive recording and reading head
Dishwasher water valve solenoid
Shower curtain weights / attach to tub
Power supply transformers
Things in the Car:

Starter motor
A/C clutch
Interior fan motor
Electric door locks
Windshield wiper motor
Electric window motor
Side-view mirror adjuster motor
CD player motor
Audio tape player motor
Audio tape recorder and playback heads
Engine speed sensors
Alternator
Starter relay
Windshield washer pump motor
Motors for use in:

CD spinner and head positioner
DVD spinner and head positioner
Audio tape transport
VHS tape transport
VHS tape loader
Microwave stirring fans Kitchen exhaust
fans
Garbage disposal motor
Dishwasher
Pump
Timer
Refrigerator
Compressor
Ice maker dumper
Sump pump
Furnace
Blower
Exhaust
Garage door opener
Clothes washer
Pump and agitator
Timer
Clothes dryer
Timer
Drum turner
Bathroom exhaust fan
Electric toothbrush
Ceiling fan
Pager or cell phone vibrator
Clocks (not the wind-up type or LCD type)
Computer
Cooling fans
Floppy disk spinner
CD spinner
DVD spinner
Hard disk spinner
Can opener
Motor
Lid holder magnet
Science Year 1
Session F
Natural
forces
Scientific
Enquiry
Objectives: Understand that there are natural forces that shape the world.
Sc4 2a Find out about, and describe the movement of familiar things.
Breadth of study: 2b Recognise that there are hazards in living things, materials and physical
processes, and assess risks and take action to reduce risks to themselves and others.
Sc1 2j Review their work and explain what they did to others.
2f Explore using the senses of sight, hearing, smell, touch and taste as appropriate, and make and
record observations and measurements.
A story about stormy weather e.g. The Wind Blew by Pat Hutchins (ISBN
Resources 97806897174444) or Aesops fable The Sun and the wind (session resources).
If it is a windy day - umbrella/s, scarves, fabric, piece of card.
Whole class teaching: (links to Session 13, Happy Harvest Theme, Food & Farming Topic)
Start by reading/telling story about stormy weather e.g. The Wind Blew by Pat Hutchins (ISBN
97806897174444) or Aesops fable The Sun and the wind (session resources).
Explain that there are natural forces pushing and pulling in the world. Remind them about how the bubbles moved
around (session D). Talk about leaves in Autumn, how rivers/waves wear away the ground, how the sun and frost
break up rocks, etc. Make a list of weather and natural forces e.g. wind, rain, volcanoes, hail, hurricanes,
tornadoes, sun, snow, rivers, waves. Discuss how these sometimes cause natural disasters such as floods.
If it is a windy day, take umbrella/s, scarves, pieces of fabric or card outside and let children feel and experience
the force of the wind.
Safety: Make sure chn look over the tops of umbrellas/card if they are moving with them.
Look at and discuss images on whiteboard (session resources).
http://library.thinkquest.org/5818/
Links to site Weather gone wild with some reasonable pictures.
Class activity:
Adult-led activity:
Ask chn to illustrate different types of natural forces (session resources).
Have a go at Into the boat activity
http://www.bbc.co.uk/schools/digger/5_7entry/5_7.shtml.
Plenary:
Everyone put illustrations of natural forces on tables. Walk round room and look at other peoples ideas. Make
positive comments talk about your drawings to someone else.
Review and assess vocabulary about forces.
I can:
1. Talk about some of the forces that affect and shape the world.
The North Wind and the Sun
The winds attempts to strip the traveller of his cloak, illustrated by Milo Winter in a 1919 Aesop anthology
Hamilton Trust 2007 Y1 - Sc Intro to Forces - Session F
The North Wind and the Sun is a fable attributed to

Aesop. The story concerns a competition between the
North Wind and the Sun to decide who was the stronger of
the two. The challenge was set to make a passing traveller
take his cloak off. However hard the North Wind blew at
the traveller, the traveller only wrapped himself tighter.
But when the Sun shone with warmth, the traveller was
overcome with heat and had to take his cloak off. The
moral was:
Persuasion is better than force.
Forces of nature
Waves
Wind
Forces of nature
Volcano
Hurricane
Name:
Natural forces
wind
waves
rain
volcano
Name:
Natural forces

Hamilton Trust Science Year 1 Physics Strand Intro To Forces

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Hamilton Trust

Hamilton Trust 2007 Y1 - Science

Physics Strand: Intro to Forces

Hamilton Trust 2007 Y1 - Science

Programme of Study/ Strand

Knowledge, skills & understanding

Light & Sound

2b, 2d, 2e, 2f, 2g,

Living & Growing

2a, 2b, 2c, 2f, 2g,

2b, 2e, 2f, 2g, 2h,

2a, 2b, 2f, 2j, 2k

2a, 2b, 2e, 2f

2b, 2f, 2h, 2i

2a, 2b, 2c, 2f, 2g,

1a, 1b, 1c, 1d, 2a,

Hamilton Trust 2007 Y1 - Science

1a, 1b, 1c, 2a

1a, 1b, 1d, 2a

1b, 1d, 2a, 2b

Science Strands KS1

Types of Materials Chemistry (1C)

Science Strand suggested links to current KS1 Topics

Clothes & Coverings

Homes & Houses

Babies & Play

Oceans & Seas

Families & Neighbours

Food & Farming

Countries & Cultures:

Hamilton Trust 2007 Y1 - Science

You will need: Y1 Science Strand Intro to Forces

You will need to collect

Chart to record findings

Story and illustrations

Bubble solution and containers + margarine type containers. Green covered

Push and Pull labels and

Direction and Gravity

Hamilton Trust 2007 Y1 - Science

Objectives: Understand that a force makes things move.

Grandpas surprise by Rosalind Beardshaw (ISBN 9780747571353), Mrs

In pairs talk about what you found out or noticed.

1. Tell you that pushes and pulls are forces.

Hamilton Trust 2007 Y1 - Science

Hamilton Trust 2007 Y1 - Sc Intro to Forces - Session A

Hamilton Trust 2007 Y1 - Sc Intro to Forces - Session A

push and pull

Physics Strand: Intro to Forces

A ball for each child. A bat between each pair of children.

1. Talk about how forces make things change direction.

Direction: When a thing moves from one

Hamilton Trust 2007 Y1 - Sc Intro to Forces - Session B

Gravity: Gravity is a type of

Activities - All about forces

Throwing (pushing) a ball into the

Using a bat to push the ball in

Useful words: push, pull, gravity, direction

Hamilton Trust 2007 Y1 - Sc Intro to Forces - Session B

Activities - All about forces

Useful words: push, pull, gravity, direction

Activities - All about forces

Useful words: push, pull, gravity, direction

Activities - All about forces