Push and Pull

Lesson 1: Introduction to Forces (45 minutes)

Year Level

Year 2 (Australian Curriculum v9)

Learning Area

Science

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Curriculum Alignment

• Content Descriptor:
  AC9S1U03 — Describe pushes and pulls in terms of strength and direction and predict the effect of these forces on objects’ motion and shape .

• Science Understanding: Physical Sciences — Forces and motion

• General Capabilities: Literacy (discussion, vocabulary), Critical and Creative Thinking (observing, predicting)

• Cross-Curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures (explore traditional toys and playground equipment) .

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Lesson Description

This is the introductory lesson of a 20-lesson unit titled "Push, Pull, Play!". Students will begin exploring the concept of forces by understanding pushes and pulls through interactive group discussion and examples from everyday life. The lesson builds foundational vocabulary and intuitive understanding of how forces affect motion and shape, preparing students for hands-on investigations later in the unit.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Define what a force is in simple terms (push or pull).
2. Identify examples of pushes and pulls in their daily environment.
3. Describe how pushing or pulling causes movement or changes in objects’ position or shape.
4. Use basic scientific language to discuss forces — e.g., push, pull, strength, direction.

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Resources Needed

• Large chart paper or whiteboard
• Markers
• Everyday objects or images showing pushes and pulls (e.g., door, ball, swing, drawer)
• Interactive digital whiteboard or projector (optional)
• Printouts or photos of traditional First Nations Australian toys (e.g., spears, boomerangs) .

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Lesson Duration and Breakdown

Time	Activity	Description
5 min	Engagement and Introduction	Teacher welcomes students and introduces the concept of forces simply as "pushes and pulls". Show an object, e.g., a ball. Ask: "What do you do to make this ball move?" Discuss briefly.
10 min	Group Discussion	Hold a class discussion about everyday examples where they use pushes or pulls (opening doors, pulling drawers, pushing swings). Record their ideas visibly on chart paper/whiteboard under two columns “Push” and “Pull”.
5 min	Demonstration	Demonstrate a simple push and pull with objects: pushing a chair, pulling a toy car or drawer. Emphasise the direction and effect — 'push makes it move away', 'pull makes it come closer'.
10 min	Small Group Activity	Divide students into small groups (4 or 5 per group). Provide objects or pictures; ask them to identify and label whether the action is a push or a pull. Each group shares one example with the class.
10 min	Oral Language and Reflection	Teacher asks: "What happens when we push or pull something? Can you tell me how it moves or changes shape?" Encourage descriptive use of “strong push”, “soft pull”, “turn”, “slide”. Connect to motion or shape change.
5 min	Summary and Safety Link	Summarise key points. Highlight the language for forces (push, pull, strength, direction). Introduce that in future lessons, students will investigate how different pushes and pulls make things happen. Tie in safety when pushing or pulling objects (important for playground and classroom).

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Detailed Teaching Notes and Suggestions

• Use age-appropriate language, engaging tone.
• Provide positive reinforcement for participation during discussions.
• Use concrete, real-world examples they experience daily.
• Engage students’ prior knowledge by asking questions like: "Have you ever pushed a swing? What happened?"
• Include examples from First Nations Australian traditional play objects to foster cultural awareness and connection .
• Encourage students to think about the strength of a push or pull and how it changes the movement.
• Model correct terminology and encourage students to mimic before group work.

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Assessment and Observation

• Formative Assessment:
  • Observe student participation and responses in discussion to check understanding of pushes and pulls.
  • Listen for correct use of force vocabulary (push, pull, direction, strength).
  • Review group activity results: do students correctly classify push vs pull actions?
• Anecdotal notes: Note students who might need extra support in conceptualising forces.

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Extension Ideas

• Introduce the concept of direction by asking whether the push or pull moves the object “up, down, left, right".
• Use role-play games where students physically demonstrate pushes and pulls on imagined objects.
• Invite students to think about safety related to pushing or pulling on playground equipment or doors .

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Reflection for Next Lesson

• Following this introduction, students will begin investigating the effects of different pushes and pulls on various objects through hands-on activities, building on this foundational understanding.
• Next lessons may include sorting examples of pushes and pulls, and simple experiments to observe movement or shape change.

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This lesson plan balances interactive discussion, concrete demonstrations, and cooperative group work to make the abstract concept of force tangible and relevant for Year 2 students, aligned with the Australian Curriculum (v9) Science standards on forces and motion .

Please let me know if you want me to prepare detailed plans for subsequent lessons in the "Push, Pull, Play!" unit!