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Partial Progress - Circles (browser only)
Pushes and Pulls
Objectives
To describe pushes and pulls as forces.
To explore, talk about and describe the movement of familiar objects.
Resources
Selection of toys that move or have moving parts (e.g. cars, dolls and toys with buttons that you push) | ‘push’ and ‘pull’ word cards
Vocabulary
push | pull | force | move | movement
Today's Lesson
What to Get Ready
Ahead of the lesson, collect some toys that move or have moving parts. Also make two word cards labelled ‘push’ and ‘pull’.
Introduction
Look at the toys that move or have moving parts with your student. Discuss with your student how they can be made to move. Try to use the words ‘push’ and ‘pull’ to describe the movement. Explain that pushes and pulls are ‘forces’.
What could you do to make your toy move?
What will happen if you push your toy?
Do any of the toys turn, spin or jump?
Main Activity
Now, ask your student if they can think of other objects in your home that move when pushed or pulled (e.g. doors, chairs, drawers).
Give your student the cards that say ‘push’ and ‘pull’. Ask them to find some objects in the home that they can push or pull. Use the cards to label the objects in your home that can be pushed or pulled. Next, ask your student to explain each movement.
Does it need a push or pull force?
How does that move when you push it?
Can your object be pushed as well as pulled?
Extra Support
If your student is finding this tricky, demonstrate how an object can be pulled or pushed to make it move.
Extra Challenge
If your student is ready for an extra challenge, they can make a poster with all the ‘push’ and ‘pull’ objects they have found. They could draw arrows on the drawings to show the push or pull force.
Quiz
PRACTISE - Step 15, 16 and 17 Quiz
*All quizzes on this course are optional, they do not count towards your student’s grade. If you decide to do them, they are a chance to explore your student's understanding of different topics.
If your student finds reading tricky, you can read them the questions.
If your student is unsure of an answer, talk with them about their ideas. You can also look back at previous lessons together.*