Forces in Action

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Lesson Overview

Unit Title: Push and Pull Forces
Lesson Number: 5 of 5
Age Group: Year 1 (5-6 years old)
Duration: 60 minutes
Curriculum Link: National Curriculum for Science, Year 1 – Working scientifically and describing basic physical phenomena. Specifically:

• “Compare how things move on different surfaces.”
• “Explore the concept of forces, noticing the effect of a push or pull on objects.”

This final lesson encourages experiential, active learning as students use their knowledge of forces through fun, game-based activities. Hands-on exploration and reflection help consolidate understanding of push and pull forces in their everyday context.

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Lesson Objectives

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

1. Discuss how push and pull forces work in different activities and objects.
2. Experiment with their own strength and positioning when creating push and pull forces.
3. Apply scientific vocabulary, such as “push,” “pull,” “force,” and “movement” in group discussions.
4. Reflect on examples of push and pull forces they observe in their daily lives.

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Resources Required

• 8 lightweight balls (e.g., foam or soft plastic)
• 3 skipping ropes
• 6 hula hoops
• Broad masking tape for marking activity zones
• Push and Pull photo/activity cards (pre-prepared visuals showing examples like swings, seesaws, doors, toy cars, etc.)
• A pre-prepared chart to record observations (simple table format: "What did we push? What did we pull?").
• Whiteboard and markers
• Floor space for safe movement

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Lesson Structure

1. Starter Activity: Recap and Introduction (10 minutes)

1. “Push and Pull Detective” Review (5 min)

   • Ask students to think back to the previous lessons, encouraging responses to key questions like:
     • “What is a push?”
     • “What is a pull?”
   • Use a whiteboard to jot down examples they provide (e.g., opening doors, pushing swings, pulling a sled).
     • Use a few leading questions if students forget some concepts (“What happens when we open heavy doors?”).

2. Interactive Brainstorm (5 min)

   • Display photo/activity cards (examples of a tug-of-war rope and a ball being kicked).
   • Discuss as a group: Which movement represents a push? Which one shows a pull?
   • Begin transitioning into the idea that today, they will use both forces in challenging and exciting games to test their knowledge.

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2. Main Activity: Outdoor Push and Pull Games (35 minutes)

(Setup): Prior to the lesson, set up three fun, safe activity stations outdoors or in a space with ample room. Divide the class into three groups of nine students, rotating stations every 10 minutes. Ensure students understand safety rules first, especially where waiting for turns is required.

Station 1: Tug of War (A Physical Pull Challenge)

• Students form two teams.
• Use the skipping rope to engage them in a light tug-of-war contest.
  • Emphasis: Feel the strength of the pulling movement. The groups will explore how pulling harder changes the rope’s movement.
• Teacher Prompts:
  • “What does pulling feel like?”
  • “What happens if one side pulls stronger than the other?”

Station 2: Rolling Ball Race (A Push Challenge)

• Students each have a lightweight foam ball. Using their hands, students push the ball through a simple zigzag course marked with masking tape.
• Variations: Try pushing gently versus pushing hard.
• Teacher Prompts:
  • “What happens when you push the ball gently?”
  • “What happens if you push the ball harder?”
  • “Does the ball always go where you expect?”

Station 3: Push and Pull Obstacle Course

• Set up a fun short obstacle course using hula hoops, lightweight boxes, and other objects. Include activities such as:
  • Pulling a box tied with string through a tunnel (replicating sled-like movement).
  • Pushing a foam ball off a balance beam.
  • Tugging a small object away from another (simple tug-of-war).
• Teacher Prompts:
  • “Can you tell me which movement is a push and which is a pull?”

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3. Reflection and Cool Down (15 minutes)

Class Discussion (10 minutes)

1. Gather everyone in a circle.

2. Ask reflective questions to consolidate learning, such as:

   • “Which activities did you enjoy the most? Why?”
   • “What did you have to do differently when pulling versus pushing?”
   • “Can you think of times you use these forces at home or school?”

3. Record their responses on the prepared chart ("What did we push? What did we pull?"). Use their feedback to spark deeper discussions on how forces are part of everyday life (e.g., swinging doors, playing football).

Final Group Activity (5 minutes)

• Hand out a photo card to each student (e.g., kick a ball, open a drawer). Ask: "Is this a push or pull?"
• Students will place their cards into a “PUSH” or “PULL” labelled box as part of a quick, fun recall quiz.

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Assessment Opportunities

Throughout the lesson:

• Observe students’ ability to physically demonstrate push and pull movements (evidence of practical understanding).
• Listen to discussions during the reflection activities to assess their ability to describe forces in their own words.
• Use the final quiz as a quick diagnostic check for concept retention.

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Differentiation

• For students needing extra support: Provide one-to-one guidance when giving instructions or explaining game rules. Encourage small-group participation if the student feels overwhelmed.
• For more confident students: Ask challenging questions to stretch their thinking, such as:
  • “What do you notice about how hard or soft you need to push/pull to make something move?”
  • “Can you describe a time when you used both a push and a pull at once?”

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Extension Ideas

For an at-home activity, challenge students to look for objects in their surroundings that require pushing or pulling. Ask them to share their findings with the class in the next session.

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Teacher Reflection

After the lesson, consider:

• Which activities engaged students the most?
• Were any areas of confusion observed during the games or reflection?
• Did students confidently use scientific vocabulary like “push,” “pull,” and “force”?

Collate notes to inform planning for future science units or to share feedback with parents on how students are exploring their physical world.