Forces Uncovered

Lesson Overview

Unit: Forces in Motion
Lesson: 1 of 6
Title: Introduction to Forces: Push and Pull
Duration: 60 minutes
Class size: 18 students
Year levels: Kindergarten to Year 2

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NSW Science Curriculum Links

Content Descriptions

• ST1-10PW (Physical World - Year 1) : Describes how pushes and pulls affect the movement and shape of objects
• ST2-11PW (Physical World - Year 2) : Identifies situations where forces are applied to move objects

Science Understanding

• Forces can make things move, change direction or shape (Pushes and pulls)

Science as a Human Endeavour

• Science knowledge helps people understand their daily experiences (explicit at Year 1–2 levels)

Working Scientifically

• Pose questions, make predictions and observations
• Follow safe procedures to explore how forces work

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WALT (We Are Learning To)

• Understand what forces are and recognise pushes and pulls as types of forces
• Observe and describe how different objects respond to pushes and pulls
• Work cooperatively to explore and discuss our observations

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Success Criteria

Students will:

• Identify examples of pushes and pulls in everyday life
• Predict and observe what happens when objects are pushed or pulled
• Communicate their observations in group discussions using simple scientific vocabulary (e.g., push, pull, force, movement)
• Listen respectfully to peers and ask questions about forces

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Resources Needed

• Variety of classroom safe objects (e.g., toy cars, balls, blocks, empty boxes)
• Open space for movement activities
• Visual cue cards with words: Push, Pull, Force, Move
• Large chart paper and markers
• Student science journals or worksheets with illustrations of pushes/pulls (dyslexia-friendly font or pictorial format)

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Lesson Structure

1. Introduction and Engagement (10 minutes)

• Begin with a question: “What do you think makes things move? How do you move things in your world?”
• Show the cue cards for “Push” and “Pull” and demonstrate simple actions (e.g., pushing a door, pulling a drawer). Invite students to try these actions in place.
• Use simple language and allow students to share short experiences.

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2. Hands-On Exploration (25 minutes)

• Divide the class into 3 groups (6 students each) to rotate through three activity stations:
  1. Push Station: Students experiment pushing toy cars, blocks, balls on different surfaces (carpet, table, floor). Observe differences in movement.
  2. Pull Station: Pulling toy wagons, drawers, empty boxes. Observe what happens.
  3. Free Exploration Station: Choose objects to push or pull and describe what happens.
• Teacher circulates to ask guiding questions: “What happens when you push hard? What if you pull gently?”

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3. Group Discussion and Reflection (15 minutes)

• Gather students together in a circle. Record observations on chart paper with simple pictures and words.
• Prompt: “What did you notice when you pushed things? What happened when you pulled them?”
• Encourage use of WALT vocabulary.
• Invite students to ask questions about pushes and pulls and share any surprises or discoveries.

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4. Consolidation Activity (5 minutes)

• Students draw a picture or make a simple journal entry illustrating either a push or pull from the lesson.
• Provide dyslexia-friendly templates with image prompts and large font options.

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5. Extension Activity for Advanced Learners

• Challenge: "Can you think of something very heavy or very light? How would you push or pull it differently?"
• Provide modelling clay or heavier/light objects to experiment with force variation.

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Differentiation Strategies

Learner Need	Strategy
Students with ASD	Clear, visual schedules and cue cards; use of concrete objects; structured turn-taking
English Language Learners	Use of gestures, pictures, and paired discussion; simple vocabulary reinforced frequently
Students with Fine Motor Difficulties	Allow use of larger objects for easier handling; support with drawing or verbal reporting
Dyslexic Students	Dyslexia-friendly reading options: Use of clear fonts, visual cues, oral instructions

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Assessment

• Formative: Observe students’ participation and responses during activities and discussions.
• Success Criteria Check: Confirm students can identify push and pull forces and describe effects on objects.
• Work Samples: Review drawings/journal entries for understanding of forces in motion using age-appropriate criteria.

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This lesson plan ensures that students gain an age-appropriate and curriculum-aligned introduction to forces focusing on pushes and pulls, utilising active, sensory-rich experiences with structured language support. It supports diverse learners inclusively while promoting curiosity and scientific thinking from Kindergarten to Year 2 aligned with NSW Curriculum outcomes .