Teachers' TV lesson plan
Title
Pushing and pulling lesson plan
Associated Teachers’ TV programme
Try This At Home: Pushing and Pulling
Programme description
Ideas on making forces easy to understand for young children
Note to teachers
This lesson plan was not created by Teachers' TV but the author has allowed us to publish it here to be used for educational purposes
Lesson plan for pushing and pulling
Lesson objectives
Understand that things can be moved by pushing and pulling
Assessment
Pupils understand how toys can be made to move
Activity
Introducing the concept
Children sit in circle
Teacher asks what they know about pushing and pulling
Testing the concepts by experiment
Teacher introduces toys and asks how they move; children experiment with the toys, for example by pulling along a wooden duck on a string, pushing a toy car etc. Children describe how the toys are moving
Reinforcing the concepts in small groups
Group 1 – Moves compost by pushing a spade
Group 2 – Moves compost by pushing it in wheelbarrow
Group 3 – Moves compost in trolleys behind bikes by pushing pedals
Group 5 – Moves water with a waterwheel – water pushing wheels
Challenge – How can we move a heavy object (a cameraman and camera in a box)? Roller experiment using bucket and wooden rollers
Incorporating the concepts into EAL support
Group 4 – (With EAL teacher) Plays the clay game – pushing, pulling, squeezing clay to see how this changes its shape
What have we learned so far? Children tell us
Reinforcing the concepts at story time
Pushing and pulling story: The Enormous Watermelon
Children to join in repeating lines
Children act out story
(Project groups present their original design for their recycling monsters. They add the finishing touches to their models and explain how their design incorporates devices to push and pull rubbish for recycling.)
Resources
Variety of push and pull toys
Spades and gloves
Trolleys (boxes and wheels)
Large bucket
Clay and dice
Wooden rollers (or cardboard tubes) for the whole class
‘The Enormous Watermelon’