Connecting Local Forces

Overview

In this lesson (7 of 9), students connect pushes and pulls to objects they see in their local environment and community. They also listen to a shared story to consider how Indigenous Australians use knowledge of land and resources, and how forces help everyday life.

Learning intentions

Students will:

• identify examples of pushes and pulls in everyday local objects
• describe pushes and pulls by strength and direction
• predict how a force changes an object’s motion, shape, or stopping
• communicate their observations using everyday and scientific words
• ask and answer questions about why local objects need certain pushes or pulls

Success criteria

• I can point to a local object and say whether it is pushed or pulled.
• I can use words like “hard/soft” and “left/right/up/down” to describe the force direction.
• I can explain what happens when the force is stronger or when direction changes.
• I can draw or write about a push or pull using arrows and clear sentences.

Curriculum links

• Science: AC9S1U03 — describing pushes and pulls in terms of strength and direction and predicting effects on objects’ motion and shape.
• Science: AC9S1I06 — creating texts to communicate observations and findings using everyday and scientific vocabulary.
• Science: AC9S1I01 — posing questions and making predictions based on experiences.
• Science/HASS connection: AC9S1H01 — recognising how pushes and pulls are used in daily life, and linking learning to community needs and place-based understanding (including Indigenous perspectives through shared stories).
• Science: AC9S1I04 — representing patterns using visual/physical models (e.g., before/after images or a simple “arrow” model).

Lesson structure (45 minutes)

1. 0–5 min · Welcome and story prompt. Teacher reads a short local-context story (from local Indigenous community resources or teacher-selected classroom-safe text) about land, tools, or everyday activities. Students listen for moments where people move things using pushing or pulling.

2. 5–12 min · Quick recap: force talk. Teacher revisits “push vs pull” with two classroom objects (e.g., door/window handle and toy car) and models direction language. Students practise saying: “I push/pull it” and “The force goes …” (left/right/up/down).

3. 12–22 min · Explore our environment (station spotting). Teacher sets up 3 mini-stations with local, familiar items (choose items appropriate to your classroom/community):

• a door or drawer (pull/push)
• a tap or sponge squeeze bottle (push/pull)
• a soft item to change shape (playdough or sponge) for force-and-shape Students rotate in teacher-led order: each student chooses one item, demonstrates a push or pull, and describes strength (soft/hard) and direction (e.g., towards self/away, up/down).

4. 22–30 min · Predict and test (motion + shape). Teacher demonstrates one “same object, different force” test (e.g., paper car on a smooth surface or rolling ball/light trolley where safe). Students predict: “If we push harder, it will go …” and “If we pull from the other side, it will go …”. Then students test and observe what changed (start/stop/change direction, or shape change for playdough/sponge).

5. 30–40 min · Represent using arrows (mini science text). Teacher gives a simple template: a picture box of a local object plus arrow lines. Students complete one page:

• one arrow showing push/pull direction
• one word for strength (soft/hard)
• one sentence: “I saw a … It was a push/pull. The force went … It made it …” Teacher prompts use of scientific vocabulary alongside everyday words (e.g., “push” and “pull”, “stronger/weaker”, “direction”).

6. 40–45 min · Share and exit check. Each student shares their arrow-and-sentence. Teacher asks one question per student: “What would happen if the force was stronger?” Students answer using a full sentence.

Resources

• Storybook or teacher script with Indigenous perspectives linked to place and everyday activities
• Classroom objects for station spotting: door/drawer, squeezable bottle or tap surrogate, playdough or sponge
• Toy car/paper car/rolling object and a safe smooth surface (if used for testing)
• Simple “arrow” recording template (one per student)
• Coloured pencils/markers; arrow stickers or cut-out arrows
• Sentence starters cards (e.g., “I push/pull… The force goes… It makes it…”)

Assessment

• During stations: teacher listens for correct use of “push/pull” and direction language.
• During predictions: teacher checks that students can link strength/direction to an observed or expected change.
• Exit check: quick oral assessment from each student’s “stronger force” question.

Differentiation

• Support:
• Provide sentence starters and arrow banks (“towards me/away”, “left/right”, “up/down”).
• Use modelling: demonstrate the task once, then guide student hand-over-hand only if needed.
• Offer a limited choice of objects (2 options) for students who need reduced cognitive load.
• Extension:
• Ask “What if you pull harder but in a different direction?” and “How does the shape change (more/less)?”
• Encourage drawing a second “before/after” box for the same object.
• EAL/SEN considerations:
• Allow oral responses first; then record with the student’s chosen words.
• Use visuals (photos of the objects, arrow symbols) to reduce reliance on reading.
• Indigenous perspectives:
• Use a respectful, place-based story and keep discussion focused on forces used in everyday life and community needs (no stereotypes).

Notes for teacher (time management for 3 students)

• Use direct rotation with clear roles: “Doer” (demonstrates), “Describer” (speaks force words), “Checker” (points to arrow on template).
• Keep station items close so transitions are fast and predictable.