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Science lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes

Pushes and pulls

Forces and motion

CCSS NGSS.K-PS2-1CCSS NGSS.K-PS2-2England: KS2 Y3 Forces and magnets

Objective and success criteria

Students will: Pushes and pulls.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: no earlier skill in the map; start from what students know.

Leads to: Friction; Balanced and unbalanced forces; Speed = distance ÷ time

Materials: Force meters, Toy cars and ramps, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval: three short questions students should already manage. Answers on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is this a push or a pull: pulling up your socks? (push / pull) → pullPrompt: Does the thing move away from you or towards you?
  2. Which needs a bigger push to start moving? (an empty shopping trolley (cart) / a full shopping trolley (cart) / a balloon / a feather) → a full shopping trolley (cart)Prompt: Which one is heaviest?
  3. Pushes and pulls: which statement is true? (Opening a drawer is a push. / A gentle push makes a ball go faster than a hard push. / Things can start moving all by themselves with no force. / A force can make a still object start to move.) → A force can make a still object start to move.Prompt: What can a force do to an object?

Hook · 3 min

  • Drop a sheet of paper and a scrunched-up sheet together and ask why one falls faster.
  • Share the objective: Pushes and pulls. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Is this a push or a pull: opening a drawer?
  • Step 1: A pull moves something towards you.
  • Step 2: So the answer is: pull
  • Answer: pull
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Is this a push or a pull: pulling up your socks? (push / pull) → pullPrompt: Does the thing move away from you or towards you?
  2. What happens if you kick a ball harder? (It goes faster and further / It goes slower / Nothing changes / It stops at once) → It goes faster and furtherPrompt: A bigger push has a bigger effect.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. What happens if you kick a ball harder? (It stops at once / It goes faster and further / It goes slower / Nothing changes) → It goes faster and furtherPrompt: A bigger push has a bigger effect.
  2. Pushes and pulls: which statement is true? (Opening a drawer is a push. / A gentle push makes a ball go faster than a hard push. / Things can start moving all by themselves with no force. / A force can change the direction something is moving.) → A force can change the direction something is moving.Prompt: What can a force do to an object?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Use concrete materials: force meters.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Friction; Balanced and unbalanced forces; Speed = distance ÷ time.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/kindergarten.

Free lesson plan from eurekami.com/lesson-plan-builder

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Pushes and pulls

Name

Date

Score/ 6

  1. Question 1

    Pushes and pulls: which statement is true?

    • A. Things can start moving all by themselves with no force.
    • B. A force can stop a moving object.
    • C. Opening a drawer is a push.
    • D. A gentle push makes a ball go faster than a hard push.

  2. Question 2

    A rolling ball hits a wall. What does the push from the wall do?

    • A. It makes the ball heavier
    • B. It changes the ball's direction
    • C. It makes the ball bigger
    • D. Nothing

  3. Question 3

    Is this a push or a pull: kicking a ball?

    • A. push
    • B. pull

  4. Question 4

    Which needs a bigger push to start moving?

    • A. a feather
    • B. an empty shopping trolley (cart)
    • C. a balloon
    • D. a full shopping trolley (cart)

  5. Question 5

    Is this a push or a pull: pulling a wagon?

    • A. push
    • B. pull

  6. Question 6

    Is this a push or a pull: shutting a door?

    • A. push
    • B. pull

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Answer key: Pushes and pulls

  1. 1. B. A force can stop a moving object.

  2. 2. B. It changes the ball's direction

  3. 3. A. push

  4. 4. D. a full shopping trolley (cart)

  5. 5. B. pull

  6. 6. A. push