Push or Pull?

Lesson Overview

Unit: Forces in Motion Fun
Lesson Number: 2 of 3
Age Group: Kindergarten (Reception, Age 4-5)
Duration: 60 minutes
Curriculum Area: Understanding the World - Physical Processes
UK EYFS Framework Link: Understanding the concepts of forces, motion, and how objects move

Learning Objectives

By the end of this lesson, students will:

• Recognise and differentiate between pushing and pulling forces.
• Categorise everyday actions as either a push or a pull.
• Demonstrate pushing and pulling movements through interactive activities.

Resources Needed

• A collection of small and lightweight classroom objects (toy car, soft ball, book, toy truck, scarf, empty shoebox, etc.)
• Large flashcards with “PUSH” and “PULL” written on them
• Picture cards showing people or objects pushing and pulling (e.g., swinging on a swing, closing a door, pulling a suitcase)
• A simple rope or scarf for a tug-of-war activity
• A whiteboard and markers

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Lesson Structure

1. Introduction (10 minutes) – What is a Force?

• Gather students in a circle and say: "Today, we are going to be scientists exploring how things move!"
• Show your hands and ask: "Can we make things move?"
• Demonstrate by pushing a small ball across the floor and ask:
  • "What did I do to the ball?"
  • "Could I move it in a different way?" (Encourage students to test this.)
• Introduce the words “Push” and “Pull” with large flashcards.
• Give quick demonstrations:
  • Push: Move a toy car forward with your hand.
  • Pull: Drag a scarf toward you.

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2. Interactive Sorting Game (15 minutes) – Push or Pull?

• Place picture cards (showing pushing and pulling actions) in a stack.
• One by one, pick up a card and ask: "Is this a push or a pull?"
• Invite a student to place the picture under the correct flashcard (“Push” or “Pull”).
• Encourage discussion: "How do you know it’s a push and not a pull?"
• Reinforce by having students physically act out each motion after sorting.

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3. Hands-on Activity (20 minutes) – Move It!

Part 1: Exploring Objects

• Provide each student with an object (e.g., ball, shoebox, book, toy truck).
• Ask them to try pushing it and pulling it.
• Guide observations:
  • "Which objects move easier with a push?"
  • "Which ones are easier to pull?"
  • "Can you move them both ways?"

Part 2: Tug-of-War Game

• Divide students into pairs.
• Use a soft rope or scarf and have them perform a little tug-of-war.
• Ask, "Are you pulling or pushing?" (Answer: Pulling!)
• Let them switch roles to experience the difference between pushing (resisting) and pulling (tugging).
• Ensure play is fair and safe, focusing on gentle movements.

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4. Reflection and Closing (10 minutes) – Forces Around Us

• Gather students and ask:
  • "Can you see pushes and pulls in our classroom?"
  • "How do we open the door—do we push or pull?"
• Brainstorm real-life examples together, such as playing on swings, riding a scooter, or cleaning up toys.
• End with a fun challenge:
  • "On your way home today, look for something that you have to push and something you have to pull!"
• Praise their curiosity and engagement.

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Assessment & Differentiation

Observation-Based Assessment

• Can students correctly identify pushes and pulls in the sorting game?
• Do they use the correct terminology when describing actions?
• Are they physically performing push and pull movements appropriately?

Differentiation

• For children who need extra support: Use clear physical demonstrations and allow them to mimic before answering.
• For children ready for more: Ask them what might happen if we push harder or softer (introducing the concept of force size).

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Teacher Reflection Notes

• What worked well?
• Did students grasp the key concepts?
• Were the hands-on activities engaging?
• Were any students particularly enthusiastic or struggling?
• What can be improved in lesson 3?

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This hands-on approach transforms learning into an experience filled with movement, helping young learners feel science in real life!