Exploring Push and Pull

Year Group

Year 3

Duration

60 minutes

Curriculum Links

National Curriculum for England - Science (Key Stage 2, Year 3)

• Subject content: "Notice that some forces need contact between two objects, but magnetic forces can act at a distance."
• Working scientifically: "Comparative and fair testing" and "Observe closely, using simple equipment"
• Programme of Study: Pupils should be taught to:
  • Understand that force is a push or pull on an object.
  • Explain everyday examples of forces.

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WALT

• We Are Learning To understand what forces are and identify push and pull forces in everyday life.

Success Criteria

• I can explain that a force is a push or a pull.
• I can identify push and pull forces in examples from everyday life.
• I can demonstrate a push and a pull using objects.
• I can describe why pushes and pulls are forces.

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Resources

• Whiteboard and markers
• Variety of classroom objects (e.g., toy cars, balls, books, chairs)
• Worksheets with dyslexia-friendly font and layout (coloured backgrounds to reduce glare, spacing between words)
• Large printed pictures showing everyday push and pull examples (e.g., opening a door, pulling a drawer, kicking a ball)
• Force demonstration video (closed captions enabled)
• Timer
• Label cards: “Push” and “Pull”

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Lesson Outline

1. Introduction (10 mins)

• Set the scene: Display the WALT and success criteria on the board. Read aloud to the class.
• Engage students with a question: "What do you think a force is?" Accept a few answers.
• Explain:
  • A force is a push or a pull.
  • Forces can make things move, stop, or change direction.
• Use everyday examples:
  • Show pictures and real objects: pushing a door open, pulling a drawer, kicking a ball.
  • Ask: "Is this a push or a pull?" (Use label cards for students to hold up as they answer.)

2. Main Activity (30 mins)

Part A – Explore push and pull forces (10 mins)

• Demonstrate pushing and pulling with a toy car and a book.
• Discuss how the toy car moves when pushed and how a book moves when pulled.
• Invite pupils to try pushing/pulling different objects themselves in groups.

Part B – Group Work: Identify and Sort (20 mins)

• Divide the class into five groups of five.
• Each group is given pictures/objects and asked to sort them into “Push” and “Pull” categories on a large sheet.
• Groups record their reasons for categorising each example.

3. Plenary (10 mins)

• Each group shares one example of a push and one of a pull, explaining why it is a force.
• Recap success criteria and tick off demonstrated learning points together.
• Provide a short quiz with five questions where pupils decide if an action is a push or a pull.

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Differentiation Strategies

Learner Type	Strategy
EAL / Language Support	Pre-teach vocabulary using pictures; use clear, simple language.
SEN / Dyslexia	Use dyslexia-friendly reading materials (coloured overlays, audiorecordings of text). Break tasks into small steps. Chunk instructions.
Lower Ability	Provide sentence starters for explanations ("A push is when..."). Use paired support and kinaesthetic activities.
Higher Ability	Encourage reasoning - Why do pushes and pulls affect objects differently? Introduce concepts of force strength or friction informally.

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Extension Activities for Advanced Learners

• Investigate whether the strength of the push or pull changes how far an object moves (simple practical experiment with different force strengths).
• Create a mini-presentation/poster explaining why pushes and pulls are important in everyday life, including examples from nature or machines.

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Assessment

• Observe group discussions and sorting tasks for understanding.
• Use the plenary quiz to check individual comprehension.
• Review explanations shared during plenary against success criteria.

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Dyslexia-Friendly Reading Options

• Use fonts such as Comic Sans or Helvetica with 14-16pt size.
• Background colour on worksheets should be soft pastel (light yellow or blue).
• Use bullet points and short sentences.
• Provide audio versions of instructions and key content where possible.
• Allow access to coloured overlays during reading tasks.

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Teacher’s Notes

• This lesson combines hands-on activities, discussion, and visual aids to support varied learning styles.
• Maintaining a lively pace helps sustain Year 3 students' engagement.
• Physical demonstration is essential for understanding forces practically.
• The use of everyday examples connects learning to pupils’ real lives, reinforcing meaning and retention.
• Encourage pupils to use force language in speaking and writing to consolidate vocabulary.

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End of Plan