Ramp Motion Investigation

Overview

Learners investigate how pushes, pulls and ramp height affect the movement of toy vehicles. Using a familiar Whangārei context, they predict, test, measure and describe changes in direction and distance, building early scientific, mathematical and oral-language skills through teamwork.

Learning intentions

• We are learning to observe and describe how objects move.
• We are learning to predict and test how a push, pull or ramp height changes movement.
• We are learning to measure and record distance using informal and standard units.
• We are learning to share evidence and explain what we noticed.

Success criteria

• I can show and name a push, pull and direction of movement.
• I can make a prediction and test it safely.
• I can measure and record how far a vehicle travels.
• I can use “I think…, I observed…, so I know…” to explain my evidence.

Curriculum links

• Physical Science — contact forces and movement: predicting and testing how pushes and pulls affect movement.
• Physical Science — contact forces and movement: observing and describing movement using direction and speed.
• Mathematics and Statistics — measuring length, comparing quantities and representing results in a simple picture or bar graph.
• Oral language and writing — asking questions, discussing observations and giving an evidence-based explanation.

Lesson structure (45 minutes)

1. 0–6 min · Local hook and noticing. Show a photo or drawing of a bike, scooter, trolley or vehicle moving on a Whangārei hill. Open with the Whangārei movement hook and ask: “What makes it start, stop, go faster or change direction?” Students turn and talk, then demonstrate a gentle push and pull with their hands. Introduce force as a push or pull and connect the discussion to ako runga, manaakitanga, pono and whanaungatanga.

2. 6–12 min · Model the investigation. Use one ramp and vehicle to model a low and high ramp, a small and larger push, measuring from the same starting line. Refer to the force and investigation instructions. Think aloud: “My prediction is… I observed… so I know…” Model a labelled diagram with ramp, vehicle, push or pull arrow and direction arrow. Emphasise safe hands, one tester at a time, honest results and keeping the ramp setup consistent.

3. 12–16 min · Predict and organise. Place learners in five mixed groups of five, with roles of equipment manager, starter, measurer, recorder and reporter. Give each group the ramp investigation recording sheet. Groups choose or are assigned one comparison: low/high ramp, small/large push, or push/pull direction. They draw or circle their prediction and explain it to their group before testing.

4. 16–31 min · Test, measure and record. Provide ramps, toy vehicles, rubber bands, rulers or tape measures and stopwatches. Groups complete at least three trials for each condition, starting the vehicle from the same line and measuring the distance travelled in centimetres where possible. They record each result in their table and use words such as nearer, further, faster, slower, forwards and backwards. For Year 1, prioritise distance and visible changes; use timing only when a group is ready. Circulate and ask: “What stayed the same? What changed? What evidence supports your idea?” Reopen the testing checklist if groups need a reminder.

5. 31–39 min · Represent and discuss results. Groups create a simple picture graph or block bar graph on the worksheet, using one mark or block for each trial or vehicle distance. Each group compares its results with a nearby group and prepares one sentence: “The ___ made the vehicle travel further/faster because we observed ___.” Invite reporters to share. Help children notice patterns without expecting formal averages; if appropriate, compare three distances by identifying the most common or greatest result.

6. 39–45 min · Diagram, explanation and reflection. Learners complete the labelled diagram and sentence frame on the diagram and evidence explanation section. Invite two or three learners to share an explanation. Finish with the reflection prompts: “What did the push or pull change?” and “How did we show pono?” Collect sheets and celebrate careful measuring, respectful cooperation and useful mistakes that helped the group learn.

Resources

• the complete ramp motion investigation deck
• the ramp investigation recording sheet
• Low and high ramp blocks or sturdy boards
• Toy vehicles, one or two per group
• Rubber bands
• Rulers, tape measures and stopwatches
• Masking tape for start lines and measuring tracks
• Pencils, crayons and large paper for graphs
• Safety space clear of walkways

Assessment

• Listen for predictions that identify a push, pull or ramp height and question learners about what will be changed and kept the same.
• Check group tables for repeated trials, sensible measurements, labelled units where possible and honest recording, rather than results that are made to match a prediction.
• Use the completed diagram and “I think…, I observed…, so I know…” explanation as an exit assessment of force, direction and evidence.

Differentiation

• Support learners with picture prompts, a teacher-prepared diagram, oral rehearsal and sentence starters: “The vehicle went…”, “A bigger push made it…”, and “I observed…”.
• Pair developing speakers with supportive peers and accept pointing, drawing, gesture or dictated responses before expecting independent writing. Explicitly model push, pull, ramp, distance, faster, slower.
• Offer adapted equipment, a wider track, fewer trials and an adult or peer recording partner for learners with motor, attention or processing needs. Keep roles flexible so every learner can participate safely.
• Extend confident learners by asking them to change only one variable, explain why a fair test matters, compare three trials, or design a ramp that makes the vehicle stop near a target.