Science // Forces & Motion

Pushes & Pulls

Understand that pushes and pulls are forces that can change the speed or direction of an object's motion, and compare the effects of different strengths and directions

Ages
5 to 6
Type
Concept
Builds on
0 topics
Leads to
6 topics
Standards
1 code

Quick check

Can the learner explain that pushing a toy car harder makes it go faster, and pushing it sideways makes it change direction?

Ask this to see whether the topic is secure.

Topic // Mastery

What mastery looks like

What a learner can do once this topic is secure.
  • Describe a push and a pull as types of force that make objects move, speed up, slow down, or change direction
  • Compare the effects of a gentle push versus a strong push on the same object
  • Predict the direction an object will move based on the direction of the applied force

Topic // Map

Where this fits

What to learn first and what this topic opens up, with the reason for each link. Required links come first.
  • RequiredMust come first
  • HelpfulHelps, but not essential

Before this

0 topics

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Pushes & Pulls

Ages 5 to 6 // Concept

Leads to

6 topics
  • Forces & Motion // Ages 5 to 6

    Must understand pushes/pulls before analysing design solutions using them

  • Forces & Motion // Ages 7 to 8

    Must understand forces change motion before comparing movement on different surfaces

  • Forces & Motion // Ages 8 to 9

    Must understand pushes/pulls before investigating balanced vs unbalanced forces

  • Forces & Motion // Ages 8 to 12

    Force arrows encode a force's direction and strength; this presupposes understanding forces as pushes and pulls whose strength and direction change an object's motion

  • Energy // Ages 9 to 10

    Must understand forces change motion before relating speed to energy

  • Forces & Motion // Ages 11 to 12

    KS3 forces as vectors extends KS2 introduction to pushes and pulls changing speed and direction

Topic // Research-informed

Teaching notes

From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.

The approach

Help 5-6 year-olds experience that a push or pull is a force one thing does to another that can start, stop, speed up, slow down, or turn an object, and that a bigger push makes a bigger change. From rest, a push strong enough to move a free object such as a ball starts it moving in the direction it is pushed, while a sideways tap on an already-moving ball bends its existing path in the direction the tap pushes. Centre real hands-on play with objects, predict-then-do comparisons that vary one thing at a time, and begin to attribute stopping to a push-back from the ground/air (friction) rather than a force 'running out'. Screen or picture activities act as complements and light checks, not replacements for physical play.

Common misconceptions

  • Only living/animate things can push or pull (a table or wall can't exert a force).
  • There is only a force if you can see movement — a push that doesn't visibly move something 'isn't a force'.
  • Impetus seed: a moving object has 'force' or 'go' stored inside it that gradually runs out, which is why it stops (MOSART; RESPeCT Grade 3).
  • Force is the same as the object's energy / a property the object owns, rather than an interaction between two objects.
  • A bigger push makes something go faster and faster forever (constant push → ever-increasing or fixed speed confusion, in seed form).

Useful representations

  • Real manipulable objects (the primary 'representation' at this age — balls, cars, trolleys)
  • Push/pull picture sorts (classify everyday actions)
  • Simple direction arrows showing which way the push/pull acts (seed of the force-arrow representation)
  • Before/after motion pictures (object at rest → moving; fast → slow)

Teaching practices

  • Lead with hands-on play: push/pull toy cars, balls, trolleys, doors, swings, drawers — children feel and cause the effect before naming it.
  • Use precise words from the start — push, pull, force — and narrate effects ('your push made it speed up / change direction').
  • Predict-then-do: 'Which way will it go? What if you push harder?' then act and compare — building evidence for strength and direction effects.
  • Compare systematically: same object, vary ONE thing (gentle vs strong; push from different sides) so the effect of strength and of direction is isolated.
  • Start from children's own ideas as 'anchoring conceptions' to build on, rather than just correcting wrong statements (sense-making conversation).
  • Begin to counter the impetus seed: when something rolls to a stop, attribute it to a push-back from the ground/air (friction), not to force 'running out'.

Activities to try

  1. 1

    Flick-and-push play: feel a bigger push make a bigger change

    Why it works: A push or pull is a force that changes how an object moves; a stronger push makes a bigger change to the motion. From rest, a push strong enough to move a free object such as a ball starts it moving in the direction it is pushed, while a sideways tap on an already-moving ball bends its existing path in the direction the tap pushes.

    1. Push and pull real objects (balls, toy cars, trolleys, a door, a drawer) and say out loud what happened: did it start, stop, speed up, slow down, or change direction?
    2. With two identical balls at rest, tap one gently and shove the other hard at the same time; watch which travels faster and further.
    3. With the same gentle push (for example, the same flick from the same spot), compare a heavier ball and a lighter ball of about the same size (for example, a solid rubber ball and a hollow plastic ball), and notice how far and fast each goes. The same push usually changes the lighter ball's motion more.
    4. Push a ball from different sides and notice that, from rest, it moves off in the direction you pushed it; once it is rolling, give it a sideways tap and watch its path bend in the direction the tap pushes it.
    5. Predict before acting: 'Which way will it go? What happens if I push harder?' Then do it and compare with your prediction.
  2. 2

    Compare smooth vs rough: why things stop

    Why it works: Things slow and stop because a surface (or air) rubs against them and pushes back — friction — not because the push is used up inside the object.

    1. Give one ball the same push on a smooth floor and then on a rough carpet.
    2. Before each roll, predict which will travel further and say why.
    3. Watch the carpet ball stop sooner and talk about what was different between the two surfaces.
    4. Try to slow a ball that is already rolling toward you without catching it (for example, hold a cushion in its path).
  3. 3

    Pushes slow and turn, not just start

    Why it works: A push or pull is the same kind of force whether it starts, speeds up, slows, stops, or turns an object; slowing and turning are the force acting, not something different.

    1. Take a ball that is already rolling and find a way to slow it down before it arrives (hold a cushion in its path).
    2. Give a ball that is already rolling a sideways tap and watch its path bend in the direction the tap pushes it.
    3. Say which of these a push can do: start it, stop it, speed it up, slow it down, change its direction — and show an example of each with a real object.

Topic // Standards

Curriculum standards

Codes for the curriculum statements this topic maps to. Each publisher owns its standard text.
Next Generation Science Standards (NGSS) K-5
K-PS2-1

Science // Forces & Motion