Pushes, Pulls and Motion

Overview

In this first lesson of Forces on the Move, students investigate how pushes and pulls make objects move. Through a movement challenge with toy vehicles and classroom objects, they predict, test, observe and explain how objects start, stop or change direction, while practising safe teamwork and showing manaakitanga and whanaungatanga.

Learning intentions

• WALT identify pushes and pulls as forces.
• WALT predict and test how a push or pull changes an object’s movement.
• WALT use drawings and oral language to share observations.
• WALT work safely and cooperatively during a movement challenge.

Success criteria

• I can show or name a push and a pull.
• I can predict what might happen when an object is pushed or pulled.
• I can draw and label the object, the force and the direction of movement.
• I can explain what I observed using “I noticed…” or “I think…”.

Curriculum links

• Physical Science — Contact forces and movement: predicting and testing how pushes and pulls affect movement.
• Physical Science — Motion and Forces: building early understanding that forces have direction and size.
• Science capabilities: gathering and interpreting evidence, and communicating findings.
• Learning dispositions and competencies: ako through shared learning, and manaakitanga and whanaungatanga through safe, respectful teamwork.

Lesson structure (45 minutes)

1. 0–5 min · Hook and movement warm-up. Open with the movement challenge introduction slides and show a toy vehicle beside a clear floor space. Ask, “How could we make it move without picking it up?” Students use their bodies to safely demonstrate a small push, a big push, a pull and a stop signal, then share ideas with a partner.

2. 5–11 min · Build shared understanding. Use the push, pull and direction slides to model gently pushing a vehicle forwards, pulling an object towards you and stopping it with a hand. Introduce the words force, push, pull, move, stop and direction in child-friendly language. Students copy each action with empty hands and identify whether the force is a push or pull.

3. 11–15 min · Predict and model recording. Display the prediction and labelled drawing slide and demonstrate a prediction: “I think a gentle push will make the car move a short way.” Model drawing a simple vehicle, a person’s hand, an arrow and labels such as push and moves forwards. Students turn and talk about one prediction before the investigation.

4. 15–30 min · Team movement challenge. Arrange students in groups of four or five, with one clear testing lane per group. Give each group a toy vehicle and two or three safe classroom objects, such as a block, beanbag or empty container. Distribute the push, pull and movement science journal sheet. Students take turns as pusher/puller, object manager, observer and recorder, changing roles so everyone participates. They test: a gentle push, a stronger push, a pull towards them, stopping the object and pushing from the side to change direction. Before each test, students predict; afterwards they draw or mark what happened and tell the group, “I noticed…”. The teacher circulates, asks “What changed?” and reinforces safe distances, gentle forces and encouragement.

5. 30–38 min · Compare and explain. Bring groups together and use the investigation discussion slides to show simple arrow examples: short arrow for a small push, long arrow for a bigger push, and arrows in different directions. Invite groups to share one result. Students compare drawings with a partner and explain how the size or direction of a push or pull changed the movement. Record children’s observations on a class chart under started, stopped, went further and changed direction.

6. 38–45 min · Plenary and reflection. Use the reflection and exit prompt slide. Students complete the final sentence or drawing on their journal sheet: “A push/pull can make an object…” They share with a partner, then demonstrate one safe movement action as the class revisits the values of manaakitanga, pono and whanaungatanga. Collect sheets to identify students ready for the next investigation.

Resources

• the movement challenge introduction slides
• the push, pull and movement science journal sheet
• Small toy vehicles, one per group
• Blocks, beanbags and empty lightweight containers
• Masking tape for testing lanes
• Clear floor space
• Pencils, crayons and clipboards or firm writing boards
• Class observation chart and marker
• Optional cones for safe boundaries

Assessment

• Listen for students correctly using push, pull, start, stop and direction during partner talk and group testing.
• Observe whether students make a prediction before testing and connect the result to the size or direction of the force.
• Review journal drawings for an object, a labelled push or pull, an arrow showing direction and a recorded observation. Use responses to group students for support in Lesson 2.

Differentiation

• Support students with picture cues, hand-over-hand modelling where appropriate, repeated demonstrations and sentence starters: “I predict…”, “I pushed/pulled…”, and “The object…”.
• Pair students who need language support with a supportive peer; accept pointing, acting, drawing and home-language discussion before sharing in English or te reo Māori.
• Provide larger, slower-moving objects and shorter testing lanes for students who need greater control. Keep roles flexible so students with physical, sensory or attention needs can observe, direct, draw or test safely.
• Challenge confident students to create a movement that includes two changes, such as pushing sideways to turn and then stopping, and explain which force caused each change.
• Reinforce pono by recording what really happened, even when it differs from the prediction, and reinforce manaakitanga through turn-taking and safe encouragement.