Pushes and Pulls

Overview

In this second lesson of the “Forces in Motion Challenge” unit, students build on their previous observations of movement by defining force as a push or pull. Through simple demonstrations with a ball, book, and toy car, they identify forces in familiar actions and explain their thinking to a partner.

Learning intentions

Students will:

• describe a force as a push or a pull;
• observe how a force can start, stop, or change the motion of an object;
• sort everyday actions as pushes, pulls, or both;
• explain their thinking using observations from demonstrations.

Success criteria

• I can explain that a force is a push or a pull.
• I can identify whether an action is a push, a pull, or both.
• I can describe what happened to an object when a force acted on it.
• I can explain my thinking to a partner using an example.

Curriculum links

• Forces Causing Movement — investigate how forces cause objects to start moving, stop, or change their motion.
• Forces Causing Movement — identify pushes and pulls as forces that can act on objects.
• STEM Skills and Connections — use observations, communicate ideas, and make evidence-based explanations.
• Fundamental Concepts in Science and Technology — explore the relationship between forces and motion.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and hook. Open with the question and demonstration slides and hold a ball without moving it, then gently push it across a clear surface. Ask, “What made the ball move?” Students silently predict, then share one idea with a partner. Invite a few responses without confirming the formal definition yet.

2. 4–9 min · Demonstrate and define. Demonstrate pushing a book across a desk, pulling it back, and pushing a toy car so it moves and stops when a hand blocks it. Use the slides to introduce: “A force is a push or a pull.” Students watch for the force, identify whether it is a push or pull, and use a hand signal—palms forward for push and hands drawing back for pull.

3. 9–13 min · Notice changes in motion. Repeat one demonstration slowly and ask, “What changed: the object’s position, its speed, or whether it was moving?” Explain in age-appropriate language that forces can make an object start moving, stop, speed up, slow down, or change direction. Students turn and talk about one change they observed, using the frame: “The force made the ___ ___.”

4. 13–22 min · Sort and explain. Distribute the push, pull, or both sorting sheet. Model the first example, then students work independently for two minutes before comparing answers with a partner. They sort pictured or written actions into push, pull, or both and add a short reason for at least three choices. Circulate for oral conferences, asking, “What is being pushed or pulled?” and “What evidence shows that?”

5. 22–26 min · Partner reasoning. Display the partner discussion prompts in the sorting and discussion slides. Partners choose two actions from their worksheet and explain their classifications to each other. Each listener asks, “What is the object doing?” or “Which direction is the force acting?” Select two pairs to share different examples, including one action that can involve both a push and a pull.

6. 26–30 min · Check and consolidate. Return to the opening question and ask students to complete the sentence, “A force is…” Students respond to three quick statements with thumbs up if true and thumbs down if false: “A force can be a push,” “A force can be a pull,” and “A force can never change motion.” Review each answer briefly, then collect the worksheet as evidence of learning.

Resources

• the force introduction and discussion deck
• the push, pull, or both sorting sheet
• Soft ball
• Book or similar classroom object
• Toy car
• Clear desk or floor space
• Document camera or whiteboard
• Pencils and crayons
• Optional masking tape to mark a starting line

Assessment

• During demonstrations, listen for students using “push,” “pull,” and “force” accurately; use hand signals to check whole-class understanding.
• Conduct brief oral conferences during the sorting task. Prompt students to name the object, the action, and the resulting change in motion.
• Use the worksheet and thumbs-up check to identify students who can define force and distinguish pushes from pulls. Note students needing a small-group revisit before the next investigation.

Differentiation

• Provide picture-supported vocabulary and the sentence frames “I think this is a ___ because ___” and “The force made the ___ ___.”
• Pair students strategically and allow students to demonstrate a push or pull physically before recording an answer.
• For EAL learners, gesture each action, repeat key terms, and accept labelled drawings or oral explanations alongside written responses.
• For students requiring additional support, reduce the number of sorting examples and complete one example together. Challenge early finishers to explain how one action could include both a push and a pull, such as opening a drawer or moving a toy car back and forth.