Motion and Forces

Overview

Today is Lesson 2 of 10 in “Builders & Innovators.” Students explore forces (pushes and pulls) and how they change motion through interactive, hands-on vehicle experiments and short, age-appropriate games.

Learning intentions

• Students will be able to identify examples of pushes and pulls in everyday situations and in simple motion activities.
• Students will be able to describe how different forces can change an object’s motion (starting, stopping, or changing direction).
• Students will be able to make careful observations, record results, and use those results to answer questions.

Success criteria

• I can explain the difference between a push and a pull using at least two examples.
• I can predict what will happen when a force is applied (move farther, move faster/slower, stop, change direction).
• I can record observations in a simple chart (Year 1) or a claim-evidence-reasoning style note (Year 5).
• I can use correct science language (force, motion, push, pull, direction, speed/slow-fast).

Curriculum links

• Next Generation Science Standards: Forces and Motion (changes in motion due to forces) for grades K–2 and grades 3–5.
• Common Core literacy: Follow multi-step instructions; write short explanations using evidence from observations.
• Common Core mathematics: Measure and compare using standard/nonstandard units; interpret data in simple tables/graphs.
• Common Core speaking/listening: Participate in collaborative discussions and present findings clearly.

Lesson structure ({total minutes})

1. 0–15: Warm-up “Force Finders” (whole group, parallel tasks) Both students do quick rounds: one watches and says whether an example is a push or pull; the other adds a “what happened to the motion” sentence (stop, start, faster, slower, turn). Keep it playful and fast.

2. 15–55: Interactive game stations (push/pull play with vehicles) Set up two simple stations that both students use with different complexity:

• Station A (Year 1): toy cars on a taped track; students push or pull a string attached to the car, then look for changes.
• Station B (Year 5): same track plus ramps/cards for controlled experiments; students vary the force (gentle/strong) and compare distance and direction. Students take turns applying forces and observing.

3. 55–85: Mini-instruction + modeling “Record what you see” Teacher demonstrates a model recording system:

• Year 1: pictures or checkmarks on a simple table labeled Push/Pull and “Move / Stop / Turn.”
• Year 5: a table with “Force used,” “Direction,” “Distance traveled,” and “What changed.” Emphasize accuracy: one trial is one attempt; repeat if results are inconsistent.

4. 85–125: Investigation 1 — “Same track, different forces” Conduct three trials each (or two if time is tight).

• Year 1: choose push or pull and record what happens to motion.
• Year 5: test gentle vs strong force (keep direction the same). Students measure distance (cm or hand-span if needed) and note patterns.

5. 125–160: Investigation 2 — “Turn it” (change direction)

• Year 1: push/pull so the car changes direction; record “turn” vs “straight.”
• Year 5: use a guide (book wall or foam wedge) to redirect the car, then test how altering the force direction changes the path. Students share one observation in a short turn-taking discussion.

6. 160–205: Data talk + short writing (evidence-based)

• Year 1: complete 2–3 sentence frames orally or in writing: “When I gave a push, the car ___.” “When I pulled, it ___.”
• Year 5: write a short claim: “A stronger force makes the car go ___,” supported by their recorded evidence (distance or direction changes). Encourage “because” reasoning.

7. 205–240: Wrap-up and exit task “One question, one answer” Teacher asks each student one focused question:

• Year 1: “Is this a push or a pull? What happened?”
• Year 5: “What evidence shows that force changes motion?” Collect exit records and set up tomorrow’s unit connection (ramps and friction introduction in the next lesson).

Resources

• Toy vehicles (cars, trucks) and small carts
• Masking tape for making straight and curved tracks
• String (or ribbon) for pull experiments
• Small ramps or stacked books for controlled starting positions
• Measuring tools: ruler or tape measure
• Recording sheets (simple for Year 1; table + sentence frames for Year 5)
• Stopwatch/phone timer (optional for speed/slow-fast discussions)
• Markers or crayons for Year 1 recording
• Books/foam blocks as “direction guides”
• Timer and small reward tokens for game motivation

Assessment

• Observation checklist during stations: correct identification of push vs pull and ability to describe motion change.
• Review of recorded tables/charts for each student for accuracy and completeness.
• Exit task responses: Year 1 explanation of cause-and-effect; Year 5 evidence-based claim.

Differentiation

• Support for Year 1: provide a physical “push” paddle and “pull” string to touch/act with; use picture prompts and limited choices (Push or Pull only).
• Support for Year 5: provide a partially completed data table and a word bank (force, direction, distance, change). Allow measured distance to be recorded by the teacher if needed while student explains.
• Extension for Year 5: introduce a “control” challenge—keep direction and start point the same, then test a third variable (starting height/ramp angle) and compare results using a simple graph.
• EAL/SEN: offer sentence frames and allow oral responses before writing; use consistent routines for recording and turn-taking.