Exploring Pull Forces

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Lesson Overview

Unit: Push and Pull Forces (Lesson 3 of 5)
Year Group: Year 1
Subject Area: Science
Curriculum Focus: Everyday Materials (KS1, UK national curriculum) - “Compare how things move on different surfaces; notice that some forces need contact between two objects.”
Learning Objective: By the end of the lesson, students will:

1. Understand what a "pull" force is and how it works.
2. Identify and describe examples of pulling movements in everyday life.
3. Explore the effects of pull forces on different objects through hands-on activities.

Lesson Duration: 60 Minutes
Class Size: 27 Students

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Resources and Materials Needed

• Rope for a mini tug-of-war (2–3 short ropes for group work).
• Cardboard shoeboxes with a variety of objects (e.g. small books, toy cars, soft balls) inside.
• Objects with handles to pull (e.g. toy wagons, small shopping baskets).
• A long piece of elastic or stretchy band for demonstration.
• Printed worksheets (prepared with differentiated tasks).
• Interactive whiteboard/large chart paper for visualisation.
• Labels saying "Push" and "Pull" for sorting activity.
• Outdoor space or cleared classroom for safe physical exploration.

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Lesson Breakdown

1. Introduction (10 minutes)

Objective: Set the scene and link to prior knowledge.

1. Teacher Questioning: Engage students by revisiting the previous lesson on push forces.

   • "Can anyone remind us what happens when we push a door? What about pushing a toy car on the floor?"
   • Highlight their answers, referencing "push" forces and confirming their understanding.

2. Introduce Key Vocabulary: Introduce today’s focus: pull (force that moves objects closer). Write “Pull” and “Push” on the board as headings. Ask students to mime examples of pushing and pulling actions to ensure comprehension.

3. Quick Demonstration: Use the stretchy elastic band to show "pull". Stretch the band, explaining how the force brings objects closer.

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2. Activity 1: Active Exploration (15 minutes)

Objective: Hands-on investigation of pull forces in small groups.

Divide students into 6 groups (4–5 students per group). Rotate through three hands-on stations:

Station A: Tug-of-War

Students hold onto either side of a rope and practice pulling collaboratively. Encourage them to observe how the force brings their partners closer. Discuss the effort needed for stronger pulls.
Teacher Prompt: "What happens when you pull harder? Will the other team get closer to you?"

Station B: Pulling Objects

Using toy wagons or small baskets with handles, students practice pulling these objects across different surfaces (carpet, tile, and table). They record which surfaces are harder or easier to pull objects on.
Teacher Prompt: "Why do you think it’s harder to pull it here? What’s different about the floor?"

Station C: Pulling Shoeboxes

Students pull shoeboxes (filled with varying objects of different weights). Discuss how the weight changes the pull effort. Students compare pulling a light box versus a heavier one.
Teacher Prompt: "Which box is easier to pull, the heavy or the light one? Why might that be?"

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3. Whole-Class Observation and Sharing (15 minutes)

Objective: Reflect on findings and confirm understanding.

1. Groups report back to the class. Encourage partnerships to share:

   • Which activity they found easiest/hardest and why.
   • Any surprises in their observations.

2. Use the whiteboard to draw two columns: Push and Pull. Write or paste examples students provide into the correct column. Example: “Closing the door” falls under “Push,” while “Pulling a shoebox” is under “Pull.”

3. Reinforce Key Difference:

   • Push = moving away from you. Pull = moving towards you.

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4. Quick Role Play and Sorting Activity (10 minutes)

Objective: Apply pull force knowledge.

1. Physical Role Play

   • Teacher calls out everyday actions (e.g.: “opening a drawer,” “pushing a pram,” “pulling a kite string”). Students mime either a pushing or pulling action based on the prompt.

2. Labelling and Sorting

   • Provide laminated cards with “push” and “pull” written on them. Show diagrams/cards with actions (e.g., pulling a rope, shutting a window). Students take turns sorting the actions under the right label to reinforce conceptual understanding.

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5. Reflection and Wrap-Up (10 minutes)

Objective: Summarise key learning.

1. Reflection Questions: Encourage independent thinking.

   • “What do we use pull forces for every day?”
   • “Can you think of a time when pull forces don’t work as well (e.g., a very heavy object)?”

2. Consolidate Vocabulary: Highlight the terms “pull” and “force” on the board.

3. Homework/Extension Suggestion:

   • “At home, find 3 things you can pull and tell your family how it works!” Students can share their discoveries in the next lesson.

4. Exit Ticket: Ask each child to give one example of an object or activity that involves pulling as they leave.

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Differentiation

• Support for Less Confident Students:

  • Pair with a peer buddy for group tasks.
  • Provide additional guided questions during activities.

• Stretch for Higher Ability Students:

  • Encourage predictions (e.g., “What will happen if this object is heavier/lighter?”).
  • Challenge them to combine push and pull forces in their demonstration.

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Assessment Criteria

• Active participation in group activities and role play.
• Correctly identifying “pull” actions during the sorting task.
• Verbal explanations about how pull forces work and their effects.

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Notes for the Teacher

• Ensure safety measures are in place during the tug-of-war and pulling activities (e.g., adequate space, supervision).
• Keep the tone playful and interactive to maintain engagement throughout.
• Tailor questions during group activities to the needs of individual students to check understanding on the spot.

“They never forget what they explore for themselves—let them feel the science today!”