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The students will be able to: explain how a push or pull affects how an object moves, the difference of a push and pull, and the way to change how something is moving is to give it a push or a pull.
We exert force to move things. Children may be unaware that this force affects the motion of the object. Force has a direction. This direction can be back and forth, straight, circular, zigzag, curved, and fast or slow. Pushing or pulling can affect how an object moves. Children need to be made aware of this before you begin instruction.
1. Demonstrate a positive learning attitude.
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written, and nonverbal form.
Literacy ‐ The teacher can select books for read alouds and browsing books that have force and motion in the story. Have children write stories with a focus on pushing and/or pulling. MathematicsAsk children to make observations of pushes and pulls at home and then report back what they observed. The teacher collects the data, and then the class graphs their observations of pushes and/or pulls.
Invitation to Learn:
Ask the children, "What is a push?" and listen carefully to their answers. Ask the children, "What is a pull?" and listen carefully to their answers. After a brief discussion of pushes and pulls, tell them that pushes and pulls are a means by which they use force to move something. Depending on the children you may want to record on a whiteboard the items they mention for pushes and pulls. Engage the children in a discussion of how much force it takes to move, for example, a tennis ball, soccer ball, or a bowling bowl.
Read the book, Duck in the Truck. After reading the book, lead the children in a discussion of the story. Remembering to focus on push/pull. If you have recorded on a whiteboard items that can be pushed and/or pulled, add any new items the children may now suggest.
Ask the children to look around the classroom for something that they might push or pull. Depending on time, allow the children to demonstrate a push or pull.
Have the children use their arms, feet, and legs to push themselves off of the floor and stand. Have them pull their stomach muscles in and stand tall as they push their arms ten times into the air as if they were raising the ceiling.
Prepare two large alphaboxes for "Is It a Push or a Pull?" Chart paper or white butcher paper can be used (approximate size is 24 inches by 36 inches). Example:
Example of "push: alphaboxes:
Lesson and Activity Time Schedule:
Activity Connected to Lesson:
Perform the readers' theater Stuck in the Mud.
Have the children sit on the floor or at their desks. Pass out copies of Stuck in the Mud (pdf) to each student. Divide the class into two groups to read the readers' theater. Decide which group reads the right column of text and which reads the left column. Everyone reads the words in the middle of the readers' theater.
You may want to go over any words that you believe will be difficult for your children. Read the readers' theater Stuck in the Mud a few times. In the classroom, children can practice Stuck in the Mud in guided reading groups, with a parent volunteer, a reading buddy, and as a whole class. Practice it for a couple of days and then send it home for the children to read with their family.
Children may also perform the readers' theater for another class, principal, and/or media aides.
At home, have the children observe how their family pushes or pulls things. Then have them write or draw the examples of what they see pushed or pulled. These papers (pdf) should be returned to school for a class discussion.
Also, have them search for something they would like to bring to school to show a push or a pull. Be sure to have them write their name on their object.