Describing Pushes Pulls

Overview

This is Lesson 2 of 9 in “Exploring Forces: Pushes and Pulls”. Students learn to describe pushes and pulls using the science ideas of strength and direction, linking their observations to simple drawings and spoken/written explanations.

Learning intentions

• WALT describe pushes and pulls using strength and direction words.
• WALT predict how an object’s motion or shape can change after a push or a pull.
• WALT communicate observations using everyday and simple scientific vocabulary.
• WALT pose questions about how changing a push or pull might change what happens.

Success criteria

• I can say whether a force is a push or a pull.
• I can point to the direction (forwards/backwards/left/right/up/down) and name it.
• I can describe strength as gentle/strong (or fast/slow) using words or pictures.
• I can explain what happened to the object using clear simple sentences and arrows in a drawing.

Curriculum links

• Forces: describe pushes and pulls by strength and direction, and predict effects on motion and shape.
• Communicating: write/create texts using everyday and scientific vocabulary.
• Questioning: pose questions about simple patterns/relationships and make predictions.
• Data/representing: sort and represent patterns using drawings and before/after images.

Lesson structure (45 minutes)

1. 0–5 min · Hook (Observe fast/slow). Teacher places a toy car on the floor and gives two test movements: one gentle push and one strong push, showing the difference in distance/stop position. Students watch, then turn-and-talk with prompts: “Which one was stronger?” “Which way did it go?”

2. 5–12 min · Mini direct teach (push vs pull). Teacher uses a large picture/real examples (door handle, window, swing, drawer) and models: “A push moves away from me. A pull moves towards me.” Direction is modelled with arm points and a simple arrow. Strength is modelled with “gentle” and “strong” (and “slow”/“quick”). Students practise with teacher cues: “Show me a gentle push forward.” “Show me a strong pull to the side.” (No writing yet.)

3. 12–22 min · Guided investigation (stations of one object). Teacher sets up two short station tasks (3 students rotate only if helpful; otherwise teacher does one station at a time):

• Station A: push/pull a foam block or toy car on a paper strip marked with arrows (left/right/forwards/backwards).
• Station B: push/pull modelling dough or playdough with a rolling tool or finger to show shape change. Students perform one gentle and one strong force in the chosen direction, while teacher asks: “What did you notice about direction?” “Did it go further?” or “Did the shape change?”

4. 22–32 min · Represent & explain (draw arrows). Teacher models how to draw a “before and after” picture: draw the object, add an arrow for direction, and label strength (gentle/strong) and push/pull (two simple sentence frames on the board). Example sentence frames:

• “I pushed the (car/block) (strongly/gently) to the (left/right/forwards/backwards).”
• “After the force, it moved ( … ).” / “The shape changed by ( … ).” Students complete one drawing for the car/block and one for the playdough, using arrows and 1–2 sentences each.

5. 32–40 min · Prediction and question (what if?). Teacher leads a whole-class discussion: “If I push gently instead of strongly, what do you think will happen?” Teacher records one student prediction as a class sentence and repeats: direction stays the same, strength changes. Students answer with a sentence or picture choice: “I predict it will … (go a shorter/longer distance / change less/more).”

6. 40–45 min · Exit check (quick show-me). Teacher calls each student to demonstrate: teacher gives a direction card and strength card; student shows a push or pull and says one sentence. Students complete a 1-question exit prompt on a small card: “A push moves ___ and a pull moves ___.”

Resources

• Toy car or small cart
• Foam block or light object that slides on the floor
• Playdough/modelling dough (small portions)
• Rolling pin or flat tool (optional)
• Coloured paper strips with simple arrow directions (left/right/forwards/backwards)
• Direction cards (left/right/forwards/backwards/up/down if appropriate)
• Gentle/strong strength cards
• Whiteboard or chart paper with sentence frames and push/pull reminders
• Drawing sheets with “before/after” boxes and space for arrows
• Markers/coloured pencils
• (Optional) Clipboards or lap desks for small writing

Assessment

• Teacher observation checklist during stations: correct identification of push/pull, and ability to name direction.
• Review of drawings: presence of arrows, labels for strength (gentle/strong), and at least one accurate “what happened” sentence.
• Exit demonstration and 1-question exit prompt to confirm key language (push vs pull; direction).

Differentiation

• Support for students needing extra scaffolding: use pre-drawn arrow templates, provide word bank (push, pull, gentle, strong, left/right/forwards/backwards) and sentence frames.
• Language support: teacher offers a “repeat after me” pattern and encourages pointing plus one spoken word before writing.
• Challenge/extension for ready learners (without adding new complexity): ask for a clearer comparison sentence such as “It went further when I pushed strongly.”
• Small-group/paired roles: one student can be “force giver,” one “direction checker,” one “observer” (if rotations occur), ensuring each student contributes.
• Consider EAL/SEN needs: allow responses through drawing and pointing first; accept “almost right” direction words if consistent with the arrow on the student’s drawing.