Toy Push and Pull Celebrations

Overview

This final lesson in the unit helps students consolidate their learning by sharing and celebrating push and pull toy discoveries. Students will explain (using everyday and scientific language) how pushes and pulls can start, stop, or change the direction of an object and how they can change shape.

Learning intentions

• WALT share what we learned about push and pull forces using our toy discoveries.
• WALT describe pushes and pulls by strength (soft/hard) and direction (forward/back, left/right).
• WALT predict and explain how a push or pull can change motion or shape.
• WALT communicate ideas clearly using simple scientific words and visuals or demonstrations.

Success criteria

• I can share 2 things I learned about push and pull forces.
• I can show a push or pull and say the direction (e.g., forward/back, left/right).
• I can describe what happened to the object (move, stop, or change direction; or change shape).
• I can use simple science words such as push, pull, stronger, softer, direction, motion, shape.

Curriculum links

• AC9S1U03: describe pushes and pulls in terms of strength and direction and predict the effect on objects’ motion and shape.
• AC9S1I06: write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary.
• AC9S1H01: describe how people use science in daily lives, including using pushes and pulls with tools and toys.
• AC9S1I04 (light use): sort and represent observations using before/after pictures or a simple class chart.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and warm-up. Teacher greets students and quickly revisits key ideas with a “same/different” prompt: “Is this a push or a pull?” Students answer with a quick hand signal and one word.

2. 5–12 min · Show-and-tell set-up. Teacher shows 2–3 prepared toy examples (or brings out student choices): e.g., toy car, door/window, wobble toy, playdough. Students choose their presentation item and place it in front of them with an “I will talk about…” card.

3. 12–28 min · Student presentations (round 1). Teacher guides presentations using a simple structure: (1) “What toy?” (2) “I used a push/pull.” (3) “Direction.” (4) “What happened?” Students present using one format: verbal, demonstration, or visual (drawing with arrows).

4. 28–36 min · Photo/visual consolidation and class chart. Teacher records each student’s key idea on a large chart with two columns: “Push” and “Pull”, plus a space for “Direction” and “What changed?”. Students help by sorting their drawing/photo card into the correct column.

5. 36–43 min · Student presentations (round 2) and linking sentence frames. Teacher offers sentence starters on the board and invites any quieter student to add one more idea. Students complete an extra sentence: “My toy moved/changed shape because…” and show the direction with a finger arrow.

6. 43–45 min · Quick exit celebration. Teacher thanks students and asks a final prompt: “Tell me 2 things you learned.” Students answer to the teacher or to a partner.

Resources

• Students’ push/pull toys from earlier lessons (toy cars, doors/windows demo, paddle/ball toy, pull string toy, playdough)
• Presentation choice cards (verbal / demonstration / visual)
• Simple “force action” mats with arrow directions (forward/back, left/right)
• Sentence starters strip (push/pull, stronger/softer, direction, motion/shape)
• Large class chart with “Push” and “Pull” columns
• Crayons/markers, sticky notes, paper for quick drawings
• Optional: device for taking one quick photo per student (offline if available)
• Timer or visual schedule cards

Assessment

• Teacher observation checklist during presentations: correct identification of push vs pull, and ability to state direction.
• Checklist for explanations: student states at least one effect on motion or shape.
• Exit prompt: each student shares “2 things I learned” (spoken or with a quick drawing).

Differentiation

• Multiple presentation formats: allow students to show with actions/demonstrations, draw arrows, or speak in short phrases.
• Sentence starters and visuals: provide “I used a…” “Direction was…” “It made it…” frames and arrow mats to reduce language load.
• Scaffolding for strength: offer “soft/hard” cards and let students match the strength to their action (e.g., gentle push vs strong push).
• Celebration of cultural contributions: invite students to share any games or toys from home/culture that use pushing or pulling (with respect and sensitivity).
• For students needing support: teacher prompts with guiding questions (“Was it push or pull?” “Which way did it go?”). For students ready for extension within the lesson: ask “What would happen if you push harder/softer?” or “What if you pull from the other side?”

Differentiation (HASS connection support)

• If appropriate, link to HASS connections subtly during presentations: “Where do we use pushes and pulls in our community?” (e.g., opening doors at school, using playground equipment, helping at home). Students can point to their toy example and describe how people use it in everyday places.