Push and Pull Simulations

Overview

In this lesson (8 of 9), students use digital tools to explore what happens when they push or pull objects. They observe and describe forces in terms of strength and direction, and predict simple effects on motion and shape.

Learning intentions

• WALT use digital simulations to investigate pushes and pulls.
• WALT describe pushes and pulls by strength (soft/strong) and direction (forward/back, up/down, left/right).
• WALT predict how a force will change an object’s motion (start/stop/change direction).
• WALT record what happened using everyday and scientific vocabulary.

Success criteria

• I can say if I pushed or pulled and in which direction.
• I can explain whether the force was stronger or weaker.
• I can describe what changed about the object (moving, stopping, sliding, turning, shape changing).
• I can write or draw a “before/after” record using words like push, pull, stronger, weaker, move, stop, direction.

Curriculum links

• Science — AC9S1U03: describing pushes and pulls by strength and direction and predicting effects on objects’ motion and shape.
• Science — AC9S1I01: posing questions, making predictions based on experiences.
• Science — AC9S1I06: creating texts using everyday and scientific vocabulary to communicate observations and ideas.
• Science — AC9S1I04: representing patterns using sorting/organising (e.g., before/after images and a simple table).

Lesson structure (45 minutes)

1. 0–5 min · Settling hook. Teacher shows a quick “push/pull” example on screen (virtual car/ball or door panel) and asks, “What do you think will happen if we push harder?” Students point to the direction with their hands and share one prediction.

2. 5–12 min · Direct teaching: force language. Teacher models two actions on the digital tool: a weaker push and a stronger push, then a pull in the opposite direction, emphasising strength and direction. Students repeat the sentence frame: “I used a push/pull. It was stronger/weaker. It moved (direction).”

3. 12–22 min · Guided digital exploration (Task 1). Teacher sets up the first simulation with clear objects and a track or motion path; students manipulate virtual sliders/buttons to make a ball/car start and stop. Students record one observation: “When I pushed/pulled, the object started/stopped and moved (direction).” Teacher prompts one question: “Does stronger mean it goes further?”

4. 22–30 min · Shape change investigation (Task 2). Teacher switches to a second digital activity where pushing/pulling changes shape (e.g., stretching a soft object, deforming a block, pulling a virtual spring). Students try two variations: gentle then strong, and then reverse the direction. Students complete a “before/after” sketch or two-photo record (within the tool or on a printed sheet) labelled with arrows.

5. 30–38 min · Class discussion and prediction link. Teacher draws a simple T-chart on the board: “Push” and “Pull”. Students share what they noticed about motion and direction changes, guided by prompts: “What happened when you pushed vs pulled?” and “What stayed the same? What changed?” Teacher records key words students use.

6. 38–45 min · Exit ticket: mini investigation report. Students complete a quick digital or paper response:

• Circle: push or pull.
• Write/dictate: strength (stronger/weaker) and direction.
• Draw: a before/after arrow. Teacher checks each student’s use of force vocabulary and one prediction statement.

Resources

• One device per student (tablet or computer) with access to two age-appropriate simulations:
• Motion simulation with adjustable push/pull strength and direction
• Shape-change simulation that deforms an object when pushed/pulled
• Teacher device connected to screen/board
• Printed “before/after” recording sheet with arrow boxes and word bank (push, pull, stronger, weaker, direction, move, stop)
• Sentence starters strip for students who need support
• Sticky notes or digital photo cards for “before” and “after”
• Timer (visual) to manage short investigation rounds
• Optional: small classroom props (a toy car and a soft ball) for quick reminders of direction

Assessment

• During guided play, teacher uses an observation checklist: student correctly labels push/pull, strength, and direction.
• After each simulation round, teacher asks one targeted question to assess prediction (“If we make it stronger, what do you think will happen?”).
• Exit ticket checks vocabulary, cause-effect statements, and a correct before/after representation.

Differentiation

• Support:
• Provide sentence frames: “I used a push/pull. It was stronger/weaker. It moved (direction).”
• Offer a limited choice panel in the simulation (only two direction options) to reduce cognitive load.
• Use a word bank and gesture supports (pointing arrows before pressing buttons).
• Extension:
• Ask students to test a “new prediction” question: “What happens if you change direction halfway?” (e.g., push then pull in the opposite direction).
• EAL/SEN considerations:
• Allow oral responses recorded by teacher or via simple icons (push/pull arrows, stronger/weaker).
• Use clear, consistent terminology and repeat model sentences; limit writing to single words/drawings.
• For the class of 3:
• Rotate roles in pairs-of-one: “Controller” (operates device) and “Reporter” (describes strength/direction), with teacher prompting to ensure all students speak and record.