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Grade

2nd Grade

Duration

35 minutes

Class Size

20 students

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Standards Alignment

Next Generation Science Standards (NGSS):

• 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. (Supports observation of forces interaction like pushing and pulling.)

• 3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. (Conceptual introduction for 2nd grade focused on pushing and pulling.)

• Science and Engineering Practices:

  • Asking questions and defining problems
  • Planning and carrying out investigations
  • Using observations and measurements to describe effects

• Disciplinary Core Ideas:

  • PS2.A: Forces and Motion – Pushes and pulls can have different strengths and directions.
  • PS2.B: Types of Interactions – Objects in contact exert forces on each other.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Define force as a push or a pull.
2. Identify examples of pushes and pulls in their everyday lives.
3. Recognize how different strengths and directions of pushes or pulls affect motion.
4. Demonstrate understanding by predicting outcomes when forces act on objects.

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Materials Needed

• Small lightweight balls (ping pong or soft foam) – 1 per group of 4
• Toy cars – 1 per group of 4
• Large picture cards showing everyday forces (like opening a door, riding a bike, pushing a swing, pulling a wagon)
• Chart paper and markers
• Force Vocabulary Cards (“Push,” “Pull,” “Stronger,” “Weaker,” “Direction”)
• Whiteboard and dry erase markers
• Worksheets with simple scenarios and space to draw forces acting on objects
• Stopwatch or timer

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Vocabulary

• Force
• Push
• Pull
• Strength
• Direction
• Motion

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Lesson Procedure

1. Introduction and Engagement (5 minutes)

• Teacher prompts: “Have you ever pushed a door open? Or pulled a wagon? What did you feel?”
• Show large picture cards of everyday activities involving pushes and pulls.
• Introduce the word “force” – explain it simply as a push or pull on an object.
• Use gestures for push (hand moving away) and pull (hand moving toward) to model.
• Write the terms push and pull on the board, along with definitions.

NGSS Connection: Engages students in asking questions about forces in daily life (Science Practice: Asking Questions).

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2. Group Investigation - Discovering Forces (15 minutes)

• Divide students into 5 groups of 4.
• Give each group a small ball and a toy car.
• Assign a simple challenge:
  • “Push the ball gently. What happens?”
  • “Push the ball hard. What changes?”
  • “Pull the toy car toward you. What happens?”
• Have them observe and describe (verbally) differences in movement when varying the strength or direction of pushes/pulls.
• Encourage groups to talk about how the force affected the motion.
• Teacher walks around, asks probing questions:
  • “What happens if you push harder?”
  • “What if you pull it slowly instead of fast?”

NGSS Connection: Planning and carrying out investigations to observe effects of forces (Science Practice). Exploring how forces affect motion (DCI: PS2.A).

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3. Class Discussion and Recording Findings (8 minutes)

• Gather students together.
• Ask groups to share observations about how different strengths or directions changed the movement.
• Chart their responses under headings: “Strong Push / Weak Push,” “Fast Pull / Slow Pull.”
• Highlight vocabulary: force strength and direction matter.
• Teacher models a drawing on chart paper: show arrows of different sizes for stronger and weaker forces, pointing left or right for direction.
• Reinforce the idea that forces can be pushes or pulls and they change how objects move.

NGSS Connection: Using observations to describe effects of forces (Science Practice) and reinforcing disciplinary core idea PS2.A.

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4. Independent Practice – Force Drawing Worksheet (5 minutes)

• Hand out worksheets with simple pictures (ball, wagon, door). Each has a blank space for students to draw arrows showing the force acting (push or pull).
• Students draw either a push or pull arrow and color the arrows to show stronger (darker) or weaker (lighter) forces.
• Teacher assists as needed.

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5. Wrap-Up and Assessment (2 minutes)

• Ask a few students to share their drawings and explain, e.g. “I drew a big arrow because the push is strong.”
• Summarize: Forces are pushes and pulls. They make things move differently depending on their strength and direction.

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Assessment

• Formative assessment through group observation and class discussion participation.
• Review of the independent drawing worksheet to check comprehension of force direction and strength.
• Informal questioning throughout to gauge understanding (“What kind of force is this?” “What happens if you push harder?”).

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Extensions and Differentiation

• For advanced learners: Challenge them to predict what will happen if two forces act in opposite directions on an object.
• For English Language Learners (ELLs): Use force vocabulary cards with images and gestures. Pair with fluent classmates for peer support.
• Home Connection: Encourage students to find examples of pushes and pulls at home and share in next class.

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Teacher Reflection (Post-Lesson)

• Did students demonstrate understanding of pushes and pulls as forces?
• Which parts generated the most curiosity or confusion?
• How effective were the group investigations for learning?
• What adjustments could enhance engagement or clarity next time?

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End of Plan