Push Pull Review

Overview

This final lesson (lesson 9 of 9) consolidates students’ learning about pushes and pulls by reviewing key ideas, sharing investigations, and reflecting on how forces change motion and shape. It builds on earlier lessons by asking students to use scientific vocabulary to explain evidence from play-based experiments.

Learning intentions

• WALT: review pushes and pulls by describing the strength and direction of forces on familiar objects.
• WALT: explain how pushes and pulls can start, stop, or change an object’s motion.
• WALT: describe how pushes and pulls can change the shape of materials (for example, playdough).
• WALT: communicate findings using everyday and scientific vocabulary.

Success criteria

• I can tell the difference between a push and a pull.
• I can describe a force using strong/weak and towards/away (direction words).
• I can explain what happened to motion (start/stop/change direction) and shape (stretched, squashed, bent).
• I can share my ideas clearly in a group and use simple science words.

Curriculum links

• Science — AC9S1U03: describe pushes and pulls in terms of strength and direction; predict effects on motion and shape.
• Science — AC9S1I06: write/create texts to communicate observations and ideas using everyday and scientific vocabulary.
• Science — AC9S1I01: pose questions and make predictions based on experiences (used during reflection prompts).
• HASS connection (brief link) — students connect forces to everyday community tools and places (for example, opening doors, playing games in local spaces).

Lesson structure (45 minutes)

1. 0–5 min · Welcome and learning goals. Teacher shows three picture cards (push, pull, shape change) and revisits the unit question: “What can pushes and pulls do?” Students share one quick example from memory.

2. 5–15 min · Whole-group review: strength, direction, effect. Teacher leads a fast, interactive recall using a “teacher demo then student decide” routine with classroom objects (a door/window, a toy car, and a lump of playdough). Teacher asks: “Was it a strong push or weak push?” and “Which direction?” Students respond using sentence starters: “I noticed…”, “The object moved…”, “The shape…”.

3. 15–28 min · Group stations: evidence talk (3 students). Teacher sets up two short stations and one role each (so all students talk).

• Station A (motion): toy car on a floor with a starting line; teacher provides “push” and “pull” opportunities using a hand-held string attachment. Students record a quick “Before/After” statement verbally: “It started/stopped/changed direction…”
• Station B (shape): playdough and tools (rolling pin, fingers). Students create a “before and after” (teacher takes a quick photo or students show two samples) and explain: “The shape changed because we pushed/pulled…” Teacher circulates, prompting strength and direction language.

4. 28–38 min · Mini-presentations (group discussion + share). Students present their best learning in a 2-minute turn each. Teacher provides a simple structure:

• “My force was… (push/pull)”
• “It was… (strong/weak)”
• “It moved… / It changed direction…”
• “It changed shape by…” Audience listens and asks one question using a prompt card: “What would happen if it was stronger/weaker?” Students pose and answer within the group.

5. 38–43 min · Written/create communication (quick science text). Teacher hands each student a short template with a picture of an object (toy car or playdough). Students complete 3 boxes using words/symbols/arrows:

• Push/Pull: _____
• Strong/Weak + direction: _____ → _____
• Effect: Motion (start/stop/change) + Shape (squash/bend/stretch) Teacher supports correct vocabulary and checks understanding.

6. 43–45 min · Exit reflection. Each student answers one question verbally: “Tell me one thing pushes and pulls can change.” Teacher notes any misconceptions for next unit planning.

Resources

• Picture cards: push, pull, strength (strong/weak), direction arrows
• Toy car + string (for pull action) + masking tape starting line
• Playdough + small tools (rolling pin, plastic knife, fingers)
• Before/after display tray or simple sorting labels (before / after)
• Student mini-template (3-box force text) with sentence starters and arrow symbols
• Teacher checklist for formative assessment
• Optional: camera/tablet for quick before/after evidence (no video required)

Assessment

• Teacher checklist during station work: can the student describe push/pull as strength + direction and name the effect on motion/shape.
• Observation during mini-presentations: uses appropriate language (push, pull, strong/weak, start/stop/change direction, shape changed).
• Exit reflection question to confirm key understanding and identify gaps.

Differentiation

• Support for early language and confidence:
• Provide sentence starters and word bank (push, pull, strong, weak, towards, away, start, stop, direction, squashed, stretched).
• Allow students to point to arrows and choose from pictures instead of writing full sentences.
• Support for students needing extra processing time:
• Use “I do, we do, you do” for describing strength and direction, then reduce demands during the student turn.
• Extension for students ready for more challenge:
• Ask predictive questions: “What would happen if we push from a different direction?” or “What if we make it a stronger push?”
• EAL considerations:
• Repeat key vocabulary with gestures; accept translated explanations initially, then prompt to use at least 2 science words in English (for example, “strong push”, “pull towards”).
• SEN considerations:
• Chunk tasks into short roles (motion talk / shape talk / reporting) so attention and workload are manageable.

End-of-unit focus

Students consolidate that forces can be described by strength and direction, and they can change motion (start/stop/turn) and change shape (squash/stretch/bend). They practise communicating scientific ideas using simple text and group explanation.