Forces | Project Based Learning
Students explore the idea of forces as pushes and pulls through hands-on, play-based investigations. Over 120 minutes, they observe, test, build, and share how pushes and pulls can make objects move faster, slower, farther, or change direction.
| Term | Definition |
|---|---|
| force | A push or a pull that makes something move or change motion. |
| push | To move something away from you. |
| pull | To bring something closer to you. |
| motion | The way something moves. |
| speed | How fast or slow something moves. |
Show a toy car, ball, and basket. Ask children to move their bodies like something being pushed or pulled. Introduce the words force, push, and pull using simple motions.
Act out pushing and pulling with their hands and bodies. Share ideas about what makes things move.
Model pushing a car across the floor and pulling a ribbon or wagon. Think aloud: 'I used a push. Now I used a pull.' Record examples on chart paper.
Watch, repeat the words, and point to examples of push or pull.
Help students build a simple ramp with books and cardboard. Test toy cars from the top and bottom. Ask guiding questions about what changed the car's motion.
Release cars, observe how they move, compare results, and notice when the car goes farther or faster.
Set up stations with cups, yarn, balls, and blocks. Invite students to try moving objects with pushes and pulls, then sort picture cards into push or pull groups.
Try each station, sort cards, and tell a partner whether the action was a push or a pull.
Guide small groups to design a simple project, such as a taped car track, a pull-string wagon path, or a paper ramp test area. Support planning with drawing and labeling.
Work together to build, decorate, and test their project. Share how they used a push or pull in their design.
Invite groups to show their project and explain one push and one pull they used. Prompt students to use vocabulary words in complete or partial sentences.
Present their work, demonstrate motion, and listen to classmates.
Lead a brief reflection: 'What did you learn about pushes and pulls?' Guide cleanup routines.
Name one thing they learned and help return materials.
Gather students in a circle and review the words force, push, pull, and motion. Ask each child to complete a quick oral exit response: 'A push is ___' or 'A pull is ___.'' Celebrate the class projects and reinforce that forces help objects move.