Pushes and Pulls: Investigating How Forces Change Motion

Pushes and Pulls: Investigating How Forces Change Motion

Grade K · Science · NYSSLS K-PS2-1 · 45 Minutes

NYS-Aligned Standard

K-PS2-1 — Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. NYS P-12 Science Learning Standards / NYSSLS (2017)

Three-Dimensional Alignment

Learning Objectives — “I Can” Statements

• I can explain that pushes and pulls are forces that can move objects.
• I can show that a stronger push makes an object move farther.
• I can show that changing the direction of a push or pull changes where an object goes.

Essential Question

How can you change how an object moves?

Materials & Prep

• Small balls (1 per pair of students)
• Toy cars (1 per group)
• Ramps made from cardboard (2 heights)
• Rulers or tape measures for measuring distance
• Recording mat (1 per student — see below)
• Anchor chart paper for class data table

Safety note: Ensure open floor space. Remind students objects should stay in the investigation area.

Vocabulary

MLL Sentence Frame: “I pushed the ___. It moved ___ (far/near/left/right).”

Lesson Sequence

Hook / Warm-Up (8 minutes)

1. Teacher pushes a ball gently across the floor. Ask: “What did I do to make it move?”
2. Teacher pulls a toy car toward them. “What was that?”
3. Introduce: push vs. pull. Students use words and hands to show.
4. Ask: “What happens if I push HARDER? What if I push in a DIFFERENT direction?”

Direct Instruction (8 minutes)

1. Introduce the investigation: “Today we are scientists! We’ll test what happens when we change how we push or pull.”
2. Show the Recording Mat. Explain: “For each test, we’ll push, then record: how far? which direction?”
3. Model one test with a ball: gentle push, then harder push. Students predict which goes farther.

Investigation / Guided Practice (18 minutes)

Station 1 (Strength): Push the ball gently, then with medium force, then hard. Measure how far it rolls each time. Record on mat. Station 2 (Direction): Push the toy car straight, then at an angle to the left, then right. Draw where it ended up. Roving Teacher: Ask: “What changed? What stayed the same? Why do you think the car went that way?”

Closure (11 minutes)

1. Class share-out: “What did you notice about stronger pushes?”
2. Build class data table on anchor chart.
3. Introduce the pattern: “A stronger push → object moves ___ (farther). A different direction → object moves ___.”
4. Exit check: “Show me a push. Show me a pull.” (Physical response assessment.)

Recording Mat

Name: _________________ Date: __________

TEST 1 — STRENGTH
Gentle push: ball rolled ______ steps
Medium push: ball rolled ______ steps
Hard push:   ball rolled ______ steps
I noticed: ________________________________________________

TEST 2 — DIRECTION
I pushed straight → the car went: ________________________
I pushed left → the car went: ____________________________
I pushed right → the car went: ___________________________
I noticed: ________________________________________________

MY CONCLUSION:
When I push harder, the object moves _______________________.
When I change direction, the object moves __________________.

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

• Use push/pull gesture cards (arrow images, not just words)
• Allow drawing on the recording mat instead of writing
• Sentence frame cards at desk: “The ___ moved ___ (far/near).”
• Bilingual vocabulary cards: push/empujar, pull/jalar, far/lejos, near/cerca
• Pair with bilingual peer during investigation

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Sentence frames for observation: “I noticed that when I ___, the ball moved ___.”
• Pre-teach force vocabulary before the lesson using a physical demonstration

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

• Content: Focus on push vs. pull identification only; reduce data collection to one variable (strength OR direction, not both)
• Methodology: Allow student to be the “recorder” while a peer physically conducts the investigation; use a pre-pictured recording mat with arrows for student to circle
• Delivery: Provide individual space with low foot traffic; reduce sensory input if needed; provide physical model (student directly handles ball instead of watching)

Suggested Placement: ICT, Resource Room

Suggested IEP Goal Reference (Teacher Reference Only — Not Legal Advice): Given a hands-on investigation with a ball and visual arrow cards, the student will correctly identify 4 of 5 pushes or pulls and describe one observed effect of force on motion, supporting progress toward K-PS2-1.

Extensions for Advanced Learners

• Design their own investigation: “What else could change how the ball moves? What would you test?”
• Connect to gravity: “What force pulls the ball DOWN the ramp without anyone pushing it?”

Alignment Record