Tracking Movement Directions

Overview

In this lesson (Lesson 4 of 9), students track how a push or pull changes an object’s motion. They record the direction using simple arrows and create a small “map” (bird’s-eye view) that shows where the object travelled and where the forces acted.

Learning intentions

• Students will identify pushes and pulls by observing movement changes.
• Students will describe the direction of movement using everyday directional words (forward, back, left, right, up, down).
• Students will create a simple bird’s-eye “movement map” using arrows to show before-and-after positions.
• Students will explain, using simple scientific vocabulary, how a push or pull made the object move and/or change shape (if applicable).

Success criteria

• I can say whether a push or a pull happened.
• I can point to the object’s start and finish and name the direction (left/right/forward/back).
• I can draw arrows on my map showing the movement direction.
• I can use words like push, pull, start, finish, and direction in my explanation.

Curriculum links

• Science: AC9S1U03 — describe pushes and pulls by strength and direction and predict effects on motion and shape.
• Science: AC9S1I04 — sort and represent patterns using visual/physical models (before/after, images or drawings) and simple tables if needed.
• Science: AC9S1I06 — write/create texts to communicate observations and ideas using everyday and scientific vocabulary (labels and short sentences).
• HASS connections: Mapping skills (bird’s-eye view, directions, key), and places/communities where appropriate to role-play (class “community path” routes).

Lesson structure (45 minutes)

1. 0–5 min · Hook (movement detective). Teacher demonstrates a toy moving by a push then a pull (start position marked). Students watch and turn-and-talk: “What changed?” and “Which way did it go?”

2. 5–12 min · Mini-teach: directions + arrows. Teacher shows a simple diagram: a start dot, a finish dot, and an arrow pointing the direction of travel. Teacher models sentences: “We pushed to the right, so it moved right.” Students repeat chorally and then practise pointing to arrows on the teacher’s diagram.

3. 12–26 min · Investigation 1: Push track. Teacher sets up a “track map” on the floor (paper taped down) with a clear start circle and an open space to move. Students take turns using a paddle/flat cardboard “pusher” to move a small object (block or small toy) from start. Students record on their own mini-map:

• draw start and finish positions (two dots)
• draw one arrow showing the movement direction
• write a short label: “push” and a direction word (e.g., “push right”) Teacher prompts: “Was the direction the same as your arrow?”

4. 26–36 min · Investigation 2: Pull track (compare directions). Teacher attaches a string to the object (or uses a “pull with card” method) and repeats with a different direction (e.g., pull back/left). Students again mark start/finish and draw an arrow. Students add one comparison sentence on their map: “When we pulled, it moved ___.” Teacher listens for direction words and correct push/pull identification.

5. 36–43 min · Movement map sharing (role-play as map-maker). Teacher invites each student to present their movement map to the group. Students explain: start, finish, push/pull, and direction, using their arrow. Teacher adds a simple HASS link: “Maps help people find where something went in our community space.” Students choose one place word they know (park/school/playground) and label their track as that place (short label only).

6. 43–45 min · Exit ticket (quick check). Teacher shows two quick scenarios (push right / pull left) using teacher-made cards or gestures. Students respond on a small whiteboard: write “push” or “pull” and circle the correct direction word.

Resources

• Floor “track” paper with taped start/finish circles (or large chart paper)
• Mini-map templates (bird’s-eye view): start dot, blank finish dot, arrow box, labels
• Small toy/block, string (optional), flat cardboard/paddle for pushing
• Crayons/markers, student name labels
• Direction word cards: forward, back, left, right, up, down (as appropriate)
• Timer
• Student mini-whiteboards (or paper) for exit ticket
• Optional: digital camera/tablet for teacher-only photo references (no sharing required)

Assessment

• Teacher observation checklist during turns: correct identification of push vs pull and use of direction words.
• Review of students’ mini-maps: presence of start/finish marks and correctly oriented arrows.
• Exit ticket: accuracy selecting push/pull and direction word.

Differentiation

• Support:
• Provide sentence starters on mini-map: “We ___ the object to the __.” and “It started at ___ and finished at ___.”
• Use arrow stickers or tracing for students who need fine-motor support.
• Offer a reduced choice set of direction words (e.g., left/right/forward only) based on what they’ve practised.
• Extension:
• Challenge students to add a strength word: “hard” or “soft” push/pull and predict “goes further/shorter” (brief verbal addition).
• Ask: “If we push harder in the same direction, what do you think will happen to the finish point?”
• EAL/SEN considerations:
• Use gestures (pointing) alongside words; keep visuals on the board at all times.
• Allow responses through pointing + single-word answers first, then add short phrases.
• Provide extra time for recording; teacher may scribe the sentence while student draws arrows/chooses words.

End of lesson note (teacher closure)

Teacher summarises: “Push or pull changes motion. Direction matters, and arrows on a map show where the object went.”