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Science lesson plan · Kindergarten (Reception and Year 1 in England) · 60 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 · 6 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: shutting a door? (push / pull) → pushPrompt: Does the thing move away from you or towards you?
  2. A rolling ball hits a wall. What does the push from the wall do? (Nothing / It makes the ball heavier / It changes the ball's direction / It makes the ball bigger) → It changes the ball's directionPrompt: Which way does the ball go after it hits the wall?
  3. Pushes and pulls: which statement is true? (Things can start moving all by themselves with no force. / Opening a drawer is a push. / A gentle push makes a ball go faster than a hard push. / Pushes and pulls are forces.) → Pushes and pulls are forces.Prompt: What can a force do to an object?

Hook · 6 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 · 12 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 · 12 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: opening a drawer? (push / pull) → pullPrompt: Does the thing move away from you or towards you?
  2. What happens if you kick a ball harder? (Nothing changes / It stops at once / It goes slower / It goes faster and further) → It goes faster and furtherPrompt: A bigger push has a bigger effect.

You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Pushes and pulls: which statement is true? (Opening a drawer is a push. / Things can start moving all by themselves with no force. / A force can change the direction something is moving. / A gentle push makes a ball go faster than a hard push.) → A force can change the direction something is moving.Prompt: What can a force do to an object?
  2. Is this a push or a pull: opening a drawer? (push / pull) → pullPrompt: Does the thing move away from you or towards you?

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/ 8

  1. Question 1

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

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

  2. Question 2

    Pushes and pulls: which statement is true?

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

  3. Question 3

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

    • A. push
    • B. pull

  4. Question 4

    You squeeze a ball of modelling clay (play dough). What does the force do?

    • A. It makes it disappear
    • B. It changes its colour
    • C. Nothing
    • D. It changes its shape

  5. Question 5

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

    • A. push
    • B. pull

  6. Question 6

    Is this a push or a pull: pulling up your socks?

    • A. push
    • B. pull

  7. Question 7

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

    • A. push
    • B. pull

  8. Question 8

    Is this a push or a pull: pressing a doorbell?

    • A. push
    • B. pull

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Answer key: Pushes and pulls

  1. 1. C. It changes the ball's direction

  2. 2. D. Pushes and pulls are forces.

  3. 3. B. pull

  4. 4. D. It changes its shape

  5. 5. A. push

  6. 6. B. pull

  7. 7. A. push

  8. 8. A. push