Grade 2 Science — Term 3, Week 1
5 day-plan(s) · WeLearn JA SCI T3 G2
Day 1: Forces Are Pushes and Pulls
Grade 2 Science · Term 3, Week 1 · 60 minutes
| Objectives | Recognise that forces are pushes and pulls. |
|---|
| Materials | Toy cars, boxes, ball, rope |
|---|
| Key vocabulary | force, push, pull, move |
|---|
| Engage (starter) | "What makes things start to move?" |
|---|
| Develop (main) | Interactive: push and pull objects; sort everyday actions into pushes and pulls; tap-to-reveal that both are forces. |
|---|
| Plenary (close) | Name a push and a pull you use daily. |
|---|
| Assessment | Identifies forces. |
|---|
| Teacher notes | Deepens the Term 1 forces preview. |
|---|
Day 2: Forces Change Movement
Grade 2 Science · Term 3, Week 1 · 60 minutes
| Objectives | Explain that forces start, stop, and change movement. |
|---|
| Materials | Ball, toy car, ramp |
|---|
| Key vocabulary | start, stop, speed up, slow down, change direction |
|---|
| Engage (starter) | "How do we stop or turn a rolling ball?" |
|---|
| Develop (main) | Interactive: use pushes to start, stop, speed up, and turn objects; tap-to-reveal how forces change movement. |
|---|
| Plenary (close) | How can we stop a moving ball? |
|---|
| Assessment | Explains force effects. |
|---|
| Teacher notes | Simple cause and effect. |
|---|
Day 3: Bigger and Smaller Forces
Grade 2 Science · Term 3, Week 1 · 60 minutes
| Objectives | Compare the effect of bigger and smaller forces. |
|---|
| Materials | Toy cars, ramp, ruler |
|---|
| Key vocabulary | big, small, force, far, fast |
|---|
| Engage (starter) | "Does a harder push send the car further?" |
|---|
| Develop (main) | Interactive: give measured gentle and hard pushes; compare and record how far the car goes; tap-to-reveal bigger force, bigger effect. |
|---|
| Plenary (close) | What happens with a bigger push? |
|---|
| Assessment | Compares force sizes. |
|---|
| Teacher notes | Introduce measuring the distance. |
|---|
Day 4: Friction: Grip and Slide
Grade 2 Science · Term 3, Week 1 · 60 minutes
| Objectives | Notice that some surfaces slow things down. |
|---|
| Materials | Ramp, car, different surface strips |
|---|
| Key vocabulary | friction, rough, smooth, grip, slide |
|---|
| Engage (starter) | "Does the car roll the same on carpet and tile?" |
|---|
| Develop (main) | Interactive: roll a car down a ramp onto different surfaces; compare how far it travels; tap-to-reveal that rough surfaces grip more. |
|---|
| Plenary (close) | Which surface let the car go furthest? |
|---|
| Assessment | Observes friction. |
|---|
| Teacher notes | Keep the ramp the same for a fair test. |
|---|
Day 5: Review: Forces and Movement
Grade 2 Science · Term 3, Week 1 · 60 minutes
| Objectives | Consolidate forces, movement, and friction. |
|---|
| Materials | Toys, ramp, review cards |
|---|
| Key vocabulary | review, force, friction |
|---|
| Engage (starter) | "Force detective challenge!" |
|---|
| Develop (main) | Interactive: sort pushes and pulls and review friction at stations. |
|---|
| Plenary (close) | Show a push and a pull. |
|---|
| Assessment | Station accuracy. |
|---|
| Teacher notes | Reinforce forces change movement. |
|---|