PR-0552UK Primary Science - Book 2

Push or pull?
Forces ~ Activity 1
Objectives
• explore how objects may be
moved by pushing and pulling
• become aware of and explore
how moving water and moving
air can make things move
Working scientifically
• Questioning
• Observing
• Predicting
• Investigating and experimenting
• Recording and communicating
Designing and making
• Exploring
• Planning
• Making
• Evaluating
Background information
Pushing or pulling can make objects
start or stop moving, slow down or
change direction. This is known as a
force. The stronger the push or pull
the greater its effect on changing the
movement of an object.
The shape of the part of a toy in
contact with the ground determines
how it can move. For example,
wheels and toys with spherical or
cylindrical shapes can roll; toys with
curves will rock etc.
Before the lesson
Materials needed
• Collect a variety of objects that require a push, pull or both to move or work;
for example, toy cars, pram, wheelbarrow, torch, ring-top can, peg, cradle,
pull-along toy, spinning top, hula hoop.
• LEGO wheels and axles, buttons, bottle tops, lids of various sizes, empty
matchboxes, various sized boxes, yoghurt containers, small juice containers,
aluminium foil, dowelling, pencils, wool, string, sticky tape, craft glue, cardboard
tubes, elastic bands, staplers, materials and fabrics, different types of paper.
• A windy day or a fan, photographs or pictures of yachts on water.
Preparation
• Divide class into small groups with sufficient variety of materials to use for
their ‘toy’. Pre-cut cardboard circles and holes in the middle of lids for axles
etc. Have scissors, retractable safety knives etc. to cut extras for pupils.
The lesson
Stimulus
• Show pupils a tissue box, a torch and a rolling pin. Ask them how they can
make them move (or work). Allow three volunteers to show the class.
What to do
• Discuss the movements each pupil used. Was it a push or a pull? Challenge pupils
to suggest things in the classroom that need a push or a pull; for example, a
chair, door, computer keyboard.
• Ask how a drawer can be made to move. (Pull to open, push to close.)
• Allow pupils to experiment with the provided collection of objects, as well as
others they find inside and outside the classroom. Discuss how some things
need a push to start, but also need a twist (e.g. key in lock) or spin (spinning
top).
• Complete Question 1 on the worksheet to consolidate knowledge.
• In their groups, ask pupils to study the objects provided.
• Tell the pupils they are going to design a yacht that moves on land by wind,
using these objects. In planning the yacht, they will need to think about how
it will catch the wind to move.
• Encourage all pupils to add ideas to the design. One or two pupils can sketch
the design on scrap paper.
• Pupils construct their yacht as a group. Each group demonstrates its yacht
moving to the class. Note: A windy day or fan is necessary here.
• Pupils evaluate their yacht in Questions 4 and 5 on the worksheet.
Viewing Sample
After the lesson
Answers
• Teacher check.
Additional activities
• Bring toys from home to study how each moves. These could include motorised
(battery-operated) toys, wind-up toys and those that do not contain motors.
Display ideas
• Display each group’s yacht with an explanation written by the pupils attached
to it.
72 PRIMARY SCIENCE ~ Prim-Ed Publishing ~ www.prim-ed.com