Predicting Forces

Overview

In this lesson, students predict how changing the strength and direction of pushes and pulls will affect an object’s motion and shape. They will test their predictions in a short, safe investigation and compare what happened to what they expected.

Learning intentions

Students will:

• WALT describe pushes and pulls using strength and direction (for example: “strong push to the right”, “gentle pull to the left”)
• WALT make predictions about how motion will change when forces change
• WALT follow safe steps to test a prediction and compare results with expectations
• WALT communicate what they observed using everyday and scientific words (for example: push, pull, harder, softer, direction, stop, change)

Success criteria

Students can:

• I can say which way I pushed or pulled (direction)
• I can say if the push or pull was strong or gentle (strength)
• I can predict what might happen to the object (for example: “it will go further”, “it will stop”, “it will go another way”)
• I can explain how what happened was the same or different to my prediction

Curriculum links

• Science — AC9S1U03: describe pushes and pulls by strength and direction and predict effects on motion and shape
• Science — AC9S1I01: pose questions, make predictions based on experiences (for example: “Does it go further if it is pushed harder?”)
• Science — AC9S1I05: compare observations with predictions; discuss fairness with guidance
• Science — AC9S1I02: suggest and follow safe procedures during a guided investigation
• Science — AC9S1I06: write/create texts to communicate observations and findings using everyday and scientific vocabulary

Lesson structure (45 minutes)

1. 0–5 min · Hook (demo + question). Teacher pushes a toy car gently, then more strongly, along a floor track (same start point). Students watch and respond to: “What do you think will happen if we push harder?” Students: turn and talk in pairs, then share one prediction sentence using “I think…”.

2. 5–12 min · Direct teach (strength + direction). Teacher shows two arrows on the board: one to the left, one to the right, and uses strength words (gentle/strong). Teacher models: “A strong push to the right makes the car go further.” Students: use a sentence frame to practise: “If I push/pull __ (gentle/strong) __ (left/right/forward), then the object will __.”

3. 12–20 min · Predict (pair planning). In pairs, students choose two “challenge cards” (teacher-prepared). Each card includes: direction (left/right) and strength (gentle/strong), and the prediction prompt about motion. Teacher ensures the focus stays on predictions (not testing yet). Students: draw a quick prediction (smiley/straight arrow for “same direction”, curve arrow for “change direction”) and say their prediction aloud.

4. 20–33 min · Investigation (test predictions). Teacher sets up a simple, safe track on the floor with a start line and a stopping zone. Materials: toy car or block on smooth surface, tape line start point, wipeable table mat, and a small “shape” option (playdough) at one station. Students test two rounds:

• Round A: follow their predicted push/pull strength and direction.
• Round B: switch either strength or direction while keeping the other as the same as possible. Teacher supports safety and fairness: “Use the same start line each time” and “try not to change how you push (one push, then stop).” Students: record “Predicted: … / Observed: …” using a few words or drawings.

5. 33–40 min · Compare (predictions vs observations). Teacher prompts: “Did it go further or shorter? Did it stop? Did it go a different way?” Students compare their observations to their predictions and share with another pair. Students: answer in a guided way using “It was the same/different because…”

6. 40–45 min · Exit ticket (quick assessment). Each student completes one sentence and one drawing: “If I push gently to the right, I think it will ______.” plus a small arrow showing direction. Teacher collects for quick review.

Resources

• Toy car(s) or small wheeled block(s)
• Tape to mark a start line and finish zone
• Floor track mat or smooth floor space
• Challenge cards showing strength + direction (gentle/strong; left/right)
• Marker pens and paper (or mini whiteboards)
• Prediction/observation recording sheet (Predicted / Observed)
• Playdough or similar soft material (optional station for shape change)
• Safety reminders: no running, keep hands away from moving objects after release
• Timer (optional) for turning-taking

Assessment

• Formative: teacher checks students’ prediction sentences during the planning step (“I think… because…” as appropriate)
• Formative: teacher listens for correct use of strength (gentle/strong) and direction (left/right) during investigation discussions
• Exit ticket: simple predicted outcome statement + direction arrow to confirm understanding of strength/direction effects

Differentiation

• Support: provide sentence starters and picture supports (gentle/strong icons; left/right arrows). Allow students to point and label direction if writing is difficult.
• Support for planning: pre-select challenge cards with fewer variables (only change strength OR only change direction).
• Extension: if ready, ask a “what if?” question: “What would happen if you pulled instead of pushed?” and have them adjust their prediction.
• For EAL/SEN: allow oral responses first; use gestures (push/pull miming) and a class word bank on the board; keep recording to drawings or single words.
• Pairing: teacher assigns roles (Driver/Recorder) so each student participates and has a clear task.