Predict Playground Motion

Overview

Lesson 2 of 15 in Playground Physics and Design. Teams act as engineers preparing a safe site investigation: they observe playground equipment, predict how objects and people will move, and choose fair ways to measure motion.

Learning intentions

• WALT identify pushes, pulls and other forces that start, change or stop motion.
• WALT describe how energy can be transferred during playground movement.
• WALT predict changes in speed, direction, slope and stability.
• WALT plan fair measurements for a playground investigation.
• WALT communicate predictions using an annotated drawing.

Success criteria

• I can show where a force starts movement and use arrows to show its direction.
• I can describe what may happen to speed or direction.
• I can identify what I will change, measure and keep the same.
• I can draw and explain a sensible, testable prediction.

Curriculum links

• Physical world: explore everyday forces, movement, energy transfer and the effect of pushes, pulls, friction and gravity.
• Nature of science: ask questions, make predictions, plan a fair investigation and communicate ideas using evidence and diagrams.
• Science capabilities: interpret observations, use evidence and critique explanations.
• Key competencies: thinking; managing self; participating and contributing; relating to others.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook and connect Open with the playground motion hook. Show a contrasting image idea: a child at the top of a slide and a swing moving through its arc. Ask: “What made each one move, and what might make it stop?” Explain that today students are engineers planning what to investigate next lesson. Remind them that playground equipment is observed from a safe distance and never tested unsafely.

2. 5–12 minutes – Build shared understanding Use the force and motion teaching slides to introduce child-friendly terms: force, push, pull, speed, direction, slope, stability, stopping point and energy transfer. Model a swing: a push starts motion, energy moves through the swing’s movement, gravity pulls down, and friction and air resistance gradually slow it. Demonstrate that arrows can show the direction of a push or pull. Invite students to suggest forces acting on a slide or seesaw.

3. 12–17 minutes – Equipment observation teams Organise 25 students into five teams of five. Assign each team one equipment focus: swing, seesaw, slide, climbing equipment or flying fox. If the class cannot access a playground, use photographs or teacher sketches. Give each team a quick observation prompt from the playground investigation planner. Students identify what starts motion, what might change motion, and where movement may stop.

4. 17–30 minutes – Annotated prediction drawing Teams complete the main section of the playground investigation planner. They draw their equipment and add arrows and labels for starting force, direction, slope, speed, energy transfer, stability and stopping point. Encourage predictions using “I think… because…”. For example: “I think the flying fox will move faster down a steeper slope because gravity pulls it along the cable.” Students may use the Forces Arrow Diagram Cards to select a suitable force idea and discuss arrow direction.

5. 30–38 minutes – Choose a fair measurement Display the fair measurement planning slides. Explain that engineers need measurements they can repeat and compare. Teams choose one main measurement, such as time, distance, number of pushes or surface type. Teams complete: “We will change…”, “We will measure…”, and “We will keep the same…”. Prompt them to consider fair tests: same starting point, same person or object where possible, repeated trials, and safe procedures. At this stage they are planning only, not carrying out the test.

6. 38–43 minutes – Team share and critique Use the team-sharing prompts. Each team gives a 30-second explanation of its prediction and measurement. List ideas on the board. Classmates respond with one strength and one question, such as “Will you measure from the same place each time?” or “How will you know the speed changed?”

7. 43–45 minutes – Plenary and collect plans Return to the plenary slide. Students complete the sentence: “A fair investigation needs…” and name one force or measurement from the lesson. Collect the team planners for feedback before the practical investigation lesson.

Resources

• the Playground Physics and Design slide deck
• the playground investigation planner
• the Forces Arrow Diagram Cards
• Playground photographs or access to visible equipment
• Whiteboard and markers
• Pencils, coloured pencils and rulers
• Timer or stopwatch for teacher demonstration
• Safety boundary markers, if working near the playground

Assessment

• Listen for accurate identification of pushes, pulls, gravity, friction and direction during team discussion.
• Check each annotated drawing for a clear force arrow, a plausible prediction and relevant labels.
• Review the planning statements for one measurable feature and at least one controlled condition. Note misconceptions to revisit before the investigation.

Differentiation

• Support learners with a word bank, labelled equipment pictures, sentence starters and a partially completed example. Allow oral recording of predictions.
• Use mixed-ability teams with defined roles: equipment observer, diagram artist, measurement planner, safety checker and reporter.
• Provide EAL learners with gesture-based demonstrations, repeated vocabulary, drawing-first responses and paired talk before writing.
• Extend confident learners by asking them to predict two possible outcomes, explain the role of friction or gravity, or propose repeated trials and a way to compare results.