You will learn
- Say what a push is.
- Give examples of pushing.
- Say that a bigger push makes things move further.
- Say that pushing can stop or start movement.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A push moves something away from us.
- A push is a force.
- A bigger push makes things move faster or further.
- We push doors, swings and trolleys.
Words to know
to press something to make it move away
a push or a pull
having more force
in the direction from us
1. Discover: The heavy door
At the school, Rose pushes the door open. It is heavy, so she uses both hands. Then she pushes her friend on the swing. The harder she pushes, the higher he goes. “A push is a force,” says the teacher.
Think: How did Rose make the swing go higher?
2. Understand: What is a push?
Idea 1: A push
A push moves something away from us. We push a door, a trolley, a ball or a swing. A push is a kind of force.
Idea 2: Big and small pushes
A small push moves a thing a little. A stronger push moves it faster or further. A heavy object needs a stronger push than a light one.
Idea 3: Push to stop or change
A push can also stop a rolling ball or change its direction. When we push something against the way it moves, it slows down.
3. Worked examples
Example 1 (I show you): Push or not?
Closing a door.
- Does the door move away from you? Yes.
- So you push it.
- It is a push.
Answer: Closing a door is a push.
Example 2 (We do it together): Big or small push?
A toy car on the floor.
- Small push: it moves a little.
- Bigger push: it goes further.
- Compare distances.
Answer: A bigger push makes the car go further.
Example 3 (You try): A heavy box
A box of books.
Show the steps and answer
- A light push does not move it.
- A strong push moves it.
- Heavy things need a bigger push.
Answer: A heavy box needs a stronger push.
Did you know?
Astronauts in space can push a heavy object with one finger and it moves, because there is almost no weight pulling it down.
Why this matters
We use pushes all day, to open doors, play games and move things.
4. Explore: Push a car
Push a toy car with a small and a big push and measure.
- Mark a start line.
- Push gently and mark where it stops.
- Push harder and mark again.
- Compare the distances.
Think about it: what did you notice?
What did you notice? A bigger push makes the car go further.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A push moves a thing ___.
- A push is a ___.
- A bigger push goes ___.
- We push a ___.
Guided practice
Question 1. What is a push?
A force that moves something away.
Question 2. Name something we push.
A door, swing or trolley.
Question 3. Is a push a force?
Yes.
Independent practice
Level 1: Start
- What is a push?
- Name something we push.
- Is a push a force?
- What does a bigger push do?
- Do we push people?
Level 2: Grow
- Why do heavy objects need a stronger push?
- What can a push do to a ball?
- Give two examples of pushing.
Level 3: Stretch
- Explain how to push a car further.
- Compare a small push and a big push.
- Plan a test of pushes.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Where do you push things at school?
Show a sample answer
Doors, desks and swings.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: A push moves things away.
Fix: Everyone can push.
8. Lesson summary and revision card
- I can say what a push is.
- I can give examples of pushing.
- I can say that a bigger push makes things move further.
- I can say that pushing can stop or start movement.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A push moves something away from us.
- A push is a force.
- A bigger push makes things move faster or further.
- We push doors, swings and trolleys.
11. Next lesson
Next lesson: Pulls. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a push? [2 marks]
- Give three things we push. [3 marks]
- What does a bigger push do? [1 mark]
- Why does a heavy box need a stronger push? [2 marks]
- Describe a test of two pushes. [3 marks]
Total: 11 marks.
Marking guide and model answers
- A force [1]; moves something away [1]
- Any three [1 each]
- Moves it further or faster [1]
- Heavy [1]; harder to move [1]
- Start line [1]; small and big push [1]; compare distances [1]
Score guide: 10 to 11 = secure. 7 to 9 = nearly there, revise the parts you missed. Under 7 = work through the lesson again with a grown-up.
Printable worksheet
- What is a push?
- Name something we push.
- Is a push a force?
- What does a bigger push do?
- Do we push people?
- Why do heavy objects need a stronger push?
- What can a push do to a ball?
- Give two examples of pushing.
- Explain how to push a car further.
- Compare a small push and a big push.
Homework
Find five things at home that you push. Draw one and say if it needs a small or big push.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a push? | A force that moves something away. | 1 |
| 2. Name something we push. | A door, swing or trolley. | 1 |
| 3. Is a push a force? | Yes. | 1 |
| 4. What does a bigger push do? | Moves things further. | 1 |
| 5. Do we push people? | No. | 1 |
| 6. Why do heavy objects need a stronger push? | They are harder to move. | 1 |
| 7. What can a push do to a ball? | Move or stop it. | 1 |
| 8. Give two examples of pushing. | Opening a door; pushing a trolley. | 1 |
| 9. Explain how to push a car further. | Use a bigger push. | 1 |
| 10. Compare a small push and a big push. | Small: less far. Big: further. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 A force that moves something away.; 2 A door, swing or trolley.; 3 Yes.; 4 Moves things further.; 5 No.. Level 2: 1 They are harder to move.; 2 Move or stop it.; 3 Opening a door; pushing a trolley.. Level 3: 1 Use a bigger push.; 2 Small: less far. Big: further.; 3 Mark distances..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say what a push is | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Give examples of pushing | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Say that a bigger push makes things move further | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Say that pushing can stop or start movement | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “A push pulls things closer.” A push moves things away.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use a toy car. Push gently and harder. Compare.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns that a push is a force that moves things away. You do not need to be an expert to help.
- Notice pushes at home.
- Ask, “Did you use a big or small push?”
- Push a toy car and measure.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say what a push is; give examples of pushing; say that a bigger push makes things move further; say that pushing can stop or start movement.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. A toy car, a ruler, chalk, a box of books and chart paper. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Clear a smooth floor. Mark a start line. Prepare a record table.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Ask a child to push the door and ask, “What did you do?”
Explanation (10 min). Teach pushes and force.
Guided activity (10 min). Learners test small and big pushes.
Independent activity (10 min). Learners record and share results.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Is it a push? How big?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “A push pulls things closer.” A push moves things away.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 11-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use a toy car. Push gently and harder. Compare. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 1 Unit 7, topic 3; Next Generation Science Standards, motion and stability: forces and interactions; Cambridge Primary Science Stage 1, forces; IB Primary Years Programme, how the world works. These sources informed the lesson.