Force

Grade 1 · General Science

Semester 1 | Period 2 | Week 11

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Subject: General Science

Semester: 1

Period: 2

Week: 11

School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 1
Date: Week 11
Lesson Duration: 45 minutes
Week & Period: Week 11, Period 2
Topic: Force
Sub-topic: Effects of Force on Matter
Learning Objectives
By the end of the lesson, students should be able to:
• Compare greater and lesser force on an object.
• Observe effects of force on matter.
• State the meaning of work.

Previous Knowledge
Students already know:
• The meaning of force (a push or pull).
• Types of force (push, pull, twist, squeeze).

Instructional Materials
• Balls of different sizes, chairs, a sponge, bottle cap, and chart showing effects of force.

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
• Teacher asks: “What happens when you push your chair gently? What if you push it very hard?”
• Pupils respond by sharing their experiences.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Learners’ Activities (Expanded & Detailed):

  • Teacher starts with a simple question: “If I push this ball gently, will it go far? What if I push it very hard?” Pupils give guesses. Teacher demonstrates by rolling a ball softly (short distance) and then pushing it harder (longer distance). Pupils observe and clap for the difference.
  • Pupils take turns to push balls gently, then harder, and compare how far the balls move. Teacher guides them to say: “Greater force makes the ball go faster and farther. Lesser force makes the ball move slower and shorter.”
  • Pupils are asked to push their chairs gently, then with greater force. They describe the difference (one moves slowly, the other quickly).
  • Teacher demonstrates how force can stop an object: rolls a ball, then catches it. Pupils practice by stopping rolling balls with their hands.
  • Pupils practice changing direction: Teacher rolls a ball straight, then pupils push it sideways to change its path.
  • Pupils squeeze clay, sponge, or plastic bottles gently (small force), then harder (greater force). They observe how shape changes more with greater force.
  • Teacher introduces the concept of work simply: “Work is done when force makes something move. If it does not move, no work is done.”
  • Pupils practice: Try pushing a wall (no movement = no work). Push a chair and make it move (movement = work done). Pupils laugh and repeat: “Work is when something moves.”

 

Assessment Checks (Oral Q & A + Demonstration):

  1. Pupils describe what happened when they pushed the ball gently vs. harder.
  2. Teacher asks: “What makes an object move far – greater force or lesser force?”
  3. Teacher asks: “Show me how force can stop something.” (Pupils catch a rolling ball).
  4. Pupils answer: “What happens when you squeeze a sponge harder?”
  5. Teacher asks: “What is work?” Pupils respond: “Work is done when force makes something move.”

 

Notes (Expanded & Detailed for Pupils):

  • Force can act on matter in different ways:
  1. Move an object (kick a ball, push a chair).
  2. Stop an object (catch a rolling ball).
  3. Change direction (push a ball sideways).
  4. Change shape (squeeze a sponge or clay).
  • Greater force makes an object move faster or farther.
  • Lesser force makes an object move slowly or a shorter distance.
  • Work is done when force makes an object move. If nothing moves, no work is done.

 

Practical Activities:

  1. Pupils work in pairs: one pushes a ball gently, the other pushes it harder. They measure (by sight) which one goes farther.
  2. Pupils take turns stopping a moving ball with their hands (force stops motion).
  3. Pupils roll a ball straight; their partner pushes it sideways (change of direction).
  4. Pupils squeeze sponges gently and then harder, observing how much water comes out (if sponges are wet).
  5. Pupils push the classroom wall (no work) vs. push a chair to move it (work is done).

 

Assignment (Homework):

  • Draw and color two pictures:
  1. Someone pushing a ball gently.
  2. Someone pushing a ball hard/far.
  • Write (or trace with help):
    • Force makes things move, stop, or change.
    • Greater force = faster or farther.
    • Work is when something moves.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• Force makes objects move, stop, change direction, or change shape.
• Greater force works more than lesser force.
• Work happens when force is used to move an object.

Evaluation Method (Expanded):
• Exit slip/quiz: Pupils draw or write one way force can act on matter.
• Teacher will collect slips and give oral feedback.

Assignment (Expanded):
• Pupils draw and label one example of greater force and one of lesser force at home.

Follow-up Activity:
• Pupils will bring examples of objects they moved using greater or lesser force at home.

Differentiation / Inclusive Strategies
• Use peer support for pupils who need help.
• Provide real-life demonstrations to aid slow learners.
• Allow creative responses (drawing or oral) to suit different learning styles.

Teacher’s Reflection (After Class)
• What worked well? ___________________________________________
• What needs improvement? ____________________________________
• Students’ engagement level: ☑ High ☑ Medium ☑ Low