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

Harder and gentler pushes: how far and how fast?

Forces and motion

CCSS NGSS.K-PS2-1CCSS NGSS.K-PS2-2England: EYFS Understanding the World: The natural worldEngland: KS2 Y3 Forces and magnets

Objective and success criteria

Students will: Harder and gentler pushes: how far and how fast?.

  • 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: Pushes and pulls

Leads to: When things bump into each other

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 from earlier learning (Pushes and pulls). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Is this a push or a pull: opening a drawer? (push / pull) → pullPrompt: Does the thing move away from you or towards you?
  2. You squeeze a ball of modelling clay (play dough). What does the force do? (It makes it disappear / Nothing / It changes its colour / It changes its shape) → It changes its shapePrompt: Look at the clay after you squeeze it.
  3. Pushes and pulls: which statement is true? (A gentle push makes a ball go faster than a hard push. / Opening a drawer is a push. / Things can start moving all by themselves with no force. / Pushes and pulls are forces.) → Pushes and pulls are forces.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: Harder and gentler pushes: how far and how fast?. 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: Mia gives a toy car a gentle push and then a hard push on the same floor. Which push makes it go further?
  • Step 1: A harder push gives a bigger change in motion: faster and further.
  • Step 2: So the answer is: the hard push
  • Answer: the hard push
  • 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. Mia gives a ball a gentle push and then a hard push on the same floor. Which push makes it go further? (the gentle push / the hard push / they are the same) → the hard pushPrompt: Which push is bigger?
  2. True or false? A pull cannot make something move faster. (True / False) → FalsePrompt: Think about a swing, a ball and a heavy box.

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. Mia gives a ball a gentle push and then a hard push on the same floor. Which push makes it go further? (the gentle push / the hard push / they are the same) → the hard pushPrompt: Which push is bigger?
  2. True or false? To make a swing go higher, you push it harder. (True / False) → TruePrompt: Think about a swing, a ball and a heavy box.

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

  • Review first: Pushes and pulls.
  • 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: When things bump into each other.
  • 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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Harder and gentler pushes: how far and how fast?

Name

Date

Score/ 6

  1. Question 1

    Mia gives a toy car a gentle push and then a hard push on the same floor. Which push makes it go faster?

    • A. the gentle push
    • B. the hard push
    • C. they are the same

  2. Question 2

    The chart shows how far a ball rolled after different pushes. Which push sent it furthest?

    Distance rolled (m)01234561gentle3medium6hard
    • A. gentle
    • B. medium
    • C. hard

  3. Question 3

    True or false? To make a swing go higher, you push it harder.

    • A. True
    • B. False

  4. Question 4

    Mia gives a skateboard a gentle push and then a hard push on the same floor. Which push makes it go faster?

    • A. the gentle push
    • B. the hard push
    • C. they are the same

  5. Question 5

    The chart shows how far a ball rolled after different pushes. Which push sent it the shortest distance?

    Distance rolled (m)01234561gentle3medium6hard
    • A. gentle
    • B. medium
    • C. hard

  6. Question 6

    Mia gives a marble a gentle push and then a hard push on the same floor. Which push makes it go further?

    • A. the gentle push
    • B. the hard push
    • C. they are the same

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Answer key: Harder and gentler pushes: how far and how fast?

  1. 1. B. the hard push

  2. 2. C. hard

  3. 3. A. True

  4. 4. B. the hard push

  5. 5. A. gentle

  6. 6. B. the hard push