Forces Around Us

Overview

In this first lesson of the unit, students explore the idea of forces as interactions that can change how objects move or how they are shaped. Students sort everyday examples into push and pull and begin to use simple explanations and force language.

Learning intentions

• WALT: Understand what forces are and how they act when objects interact.
• WALT: Identify examples of push forces and pull forces in everyday situations.
• WALT: Use simple representations (such as drawings and a two-column chart) to organise observations.
• WALT: Ask and answer questions about patterns in everyday push/pull examples.

Success criteria

• I can describe a force as an interaction that can change what happens to an object.
• I can give at least two examples of push forces from my everyday life.
• I can give at least two examples of pull forces from my everyday life.
• I can sort examples into “push” and “pull” and explain my thinking.

Curriculum links

• AC9S4U03: identify how forces can be exerted by one object on another and investigate the effect of frictional, gravitational and magnetic forces on motion (this lesson starts the “forces exerted” idea using push and pull).
• AC9S4I01: pose questions to explore observed patterns and make predictions based on observations (students generate “What is pushing/pulling here?” questions).
• AC9S4I02: use provided scaffolds to plan and conduct investigations (students follow a guided fair-test checklist for quick, safe demonstrations).
• AC9S4I04: construct and use representations, including tables or visual models, to organise information and identify patterns (two-column sorting chart).

Lesson structure (45 minutes)

1. 0–5 min · Hook (demo + quick talk). Teacher demonstrates pushing a soft ball across the floor and pulling a small box by a string (without rushing), while students show thumbs up/down for “push or pull?” anticipation. Students discuss in pairs: “What did we feel/see that makes it move?”

2. 5–12 min · Direct teach: What is a force? Teacher shows simple sentence on board: “A force is an interaction that can change how something moves, stops, or changes shape.” Then links to push/pull only (not friction/magnets yet). Students complete a quick “force idea” scaffold: circle the word that matches the scene (push/pull) and write one short example.

3. 12–25 min · Guided practice investigation (safe, short). Teacher sets up 3 stations with picture cards and simple actions:

• Station A: Push a lightweight object (e.g., block) with a hand.
• Station B: Pull an object with a string (teacher ensures floor is clear).
• Station C: Bend/press a soft item (showing that forces can change shape, using the same push/pull language). Students rotate every ~4 minutes, using the same recording sheet: draw the interaction and label it “push” or “pull,” then add one word describing what changed (move/stop/change shape).

4. 25–34 min · Force sorting representation. Teacher models using a two-column chart: “Push” and “Pull,” then shows 6–8 everyday scenario cards (e.g., opening a door, pulling a cracker, pushing a swing, drawing a cart). Students work in a group of 4 to sort cards onto the chart and place one sticky note reason under each card (sentence starter: “It is a push because…” / “It is a pull because…”).

5. 34–40 min · Class discussion: patterns + questions. Teacher prompts: “What pattern do you notice about how a force starts?” and “What questions could we investigate next time?” Students pose one question each (or with prompting), such as: “Does pushing harder change how far it moves?” Teacher accepts all valid questions and records them on a “Future Investigations” list.

6. 40–45 min · Exit ticket (check understanding). Teacher gives one small worksheet:

• Define force in one sentence using the frame.
• Draw one push and one pull example. Students submit before the end of time.

Resources

• Soft ball or similar lightweight object
• Small box/cart and strong string (teacher-managed for safety)
• Blocks or lightweight classroom objects
• Soft items for shape change (e.g., modelling clay, foam pad)
• Everyday scenario picture cards (push/pull examples)
• Two-column sorting chart (large paper or whiteboard)
• Student recording sheets with “push/pull” boxes and sentence starters
• Markers/coloured pencils, clipboards
• “Future Investigations” sticky notes

Assessment

• Teacher observation during station work: correct identification of push vs pull and appropriate explanation words.
• Formative check during card sorting: students justify with “because…” statements.
• Exit ticket review: definition of force and accurate push/pull drawings.

Differentiation

• Visual learners: use large, clear picture cards; provide force action icons (hand arrow shapes) on the recording sheet.
• Sentence support: provide starters (“A force is…”, “It is a push/pull because…”) and word banks (move, stop, change shape).
• Hands-on support: allow roles at stations (recorder, labeler, explainer) so each student contributes.
• Extension (if ready): ask students to classify “neutral” interactions (e.g., holding an object still) and explain what they think—teacher notes misconceptions for later clarification.
• For students needing additional support: provide a worked example of one push and one pull and use one station at a time before rotating.

Differentiation strategies for diverse learners

• Offer a “matching” option: if sorting is challenging, students first match each card to a push or pull icon before adding the explanation.
• Use careful grouping: one student who explains clearly pairs with a student who draws well to balance tasks.
• Ensure vocabulary access: pre-teach “push” and “pull” using gestures and repeated demonstrations (students mirror the teacher).