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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: kicking a ball? (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? (It makes the ball bigger / Nothing / It makes the ball heavier / It changes the ball's direction) → 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? (A gentle push makes a ball go faster than a hard push. / A force can make a still object start to move. / Opening a drawer is a push. / Things can start moving all by themselves with no force.) → A force can make a still object start to move.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: picking an apple from a tree? (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 changes its colour / It makes it disappear / Nothing / It changes its shape) → It changes its shapePrompt: Look at the clay after you squeeze it.

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. / Pushes and pulls are forces. / Things can start moving all by themselves with no force. / A gentle push makes a ball go faster than a hard push.) → Pushes and pulls are forces.Prompt: What can a force do to an object?
  2. You squeeze a ball of modelling clay (play dough). What does the force do? (It changes its colour / Nothing / It changes its shape / It makes it disappear) → It changes its shapePrompt: Look at the clay after you squeeze it.

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

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

    • A. push
    • B. pull

  2. Question 2

    Pushes and pulls: which statement is true?

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

  3. Question 3

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

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

  4. Question 4

    Is this a push or a pull: pushing a swing?

    • A. push
    • B. pull

  5. Question 5

    Which needs a bigger push to start moving?

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

  6. Question 6

    Is this a push or a pull: picking an apple from a tree?

    • A. push
    • B. pull

  7. Question 7

    What happens if you kick a ball harder?

    • A. It goes slower
    • B. It goes faster and further
    • C. Nothing changes
    • D. It stops at once

  8. Question 8

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

    • A. push
    • B. pull

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Answer key: Pushes and pulls

  1. 1. B. pull

  2. 2. A. A force can make a still object start to move.

  3. 3. C. It changes its shape

  4. 4. A. push

  5. 5. A. a full shopping trolley (cart)

  6. 6. B. pull

  7. 7. B. It goes faster and further

  8. 8. A. push