You will learn
- Say that a push or pull is a force.
- Identify pushes and pulls.
- Describe strength and direction.
- Show forces with arrows.
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 force is a push or a pull.
- Forces can start, stop or change movement.
- Forces have strength and direction.
- We show forces with arrows.
Words to know
a push or a pull
a force that moves something away
a force that brings something closer
the way something goes
1. Discover: The heavy door
At the school gate, Kofi pushes the heavy door and it opens. At the other side, he pulls it shut. “You are using forces,” says his teacher. “One pushes, one pulls.”
Think: Which direction did the door move when he pushed?
2. Understand: Forces
Idea 1: Push and pull
A force is a push or a pull. Kicking a ball is a push. Opening a drawer is a pull.
Idea 2: Strength and direction
A force can be big or small. A hard push moves a trolley fast; a gentle push moves it slowly. A force also has a direction: the way it pushes or pulls.
Idea 3: Showing forces
We draw forces as arrows. The arrow points in the direction of the force and a longer arrow shows a bigger force.
3. Worked examples
Example 1 (I show you): Push or pull?
Open a drawer.
- Drawer comes toward you.
- Pull.
- A pull.
Answer: Opening a drawer is a pull.
Example 2 (We do it together): Strength
Kick a ball hard and gently.
- Hard kick: far.
- Gentle kick: short.
- Strength changes movement.
Answer: A bigger force moves the ball farther.
Example 3 (You try): Arrow
Push a box to the right.
Show the steps and answer
- Arrow to the right.
- Point of push.
- Label.
Answer: The arrow shows direction.
Did you know?
An ant can pull objects many times its own weight.
Why this matters
Forces move everything, from bicycles to buses.
4. Explore: Push and pull hunt
Find pushes and pulls in the classroom.
- List actions.
- Sort into push and pull.
- Draw arrows.
- Test with a toy car.
Think about it: what did you notice?
What did you notice? Bigger forces moved things farther.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A force is a push or a ___.
- Forces have ___ and direction.
- A kick is a ___.
- We show forces with ___.
Guided practice
Question 1. What is a force?
A push or a pull.
Question 2. Is opening a drawer a push or pull?
Pull.
Question 3. Is kicking a push or pull?
Push.
Independent practice
Level 1: Start
- What is a force?
- Is opening a drawer a push or pull?
- Is kicking a push or pull?
- What do arrows show?
- What does a long arrow show?
Level 2: Grow
- Why does a hard push move a car further?
- Name a pull.
- Can a force stop movement?
Level 3: Stretch
- Draw three pushes and pulls with arrows.
- Explain strength.
- Test with a toy car.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
What pushes and pulls do you do at home?
Show a sample answer
Doors, drawers, carts.
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: Some are tiny.
Fix: Wind and water do too.
8. Lesson summary and revision card
- I can say that a push or pull is a force.
- I can identify pushes and pulls.
- I can describe strength and direction.
- I can show forces with arrows.
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 force is a push or a pull.
- Forces can start, stop or change movement.
- Forces have strength and direction.
- We show forces with arrows.
11. Next lesson
Next lesson: Force and movement. 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 force? [1 mark]
- Give a push and a pull. [2 marks]
- What do arrows show? [2 marks]
- Explain strength with an example. [3 marks]
- Safety rule? [1 mark]
Total: 9 marks.
Marking guide and model answers
- A push or pull [1]
- Push [1]; pull [1]
- Direction [1]; strength [1]
- Hard push [1]; moves far [1]; gentle push moves less [1]
- Do not push people [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a force?
- Is opening a drawer a push or pull?
- Is kicking a push or pull?
- What do arrows show?
- What does a long arrow show?
- Why does a hard push move a car further?
- Name a pull.
- Can a force stop movement?
- Draw three pushes and pulls with arrows.
- Explain strength.
Homework
Find five pushes or pulls at home. Draw each with an arrow.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a force? | A push or a pull. | 1 |
| 2. Is opening a drawer a push or pull? | Pull. | 1 |
| 3. Is kicking a push or pull? | Push. | 1 |
| 4. What do arrows show? | Direction of force. | 1 |
| 5. What does a long arrow show? | A bigger force. | 1 |
| 6. Why does a hard push move a car further? | Bigger force. | 1 |
| 7. Name a pull. | Pulling a rope. | 1 |
| 8. Can a force stop movement? | Yes. | 1 |
| 9. Draw three pushes and pulls with arrows. | Three drawings. | 1 |
| 10. Explain strength. | Big vs small force. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 A push or a pull.; 2 Pull.; 3 Push.; 4 Direction of force.; 5 A bigger force.. Level 2: 1 Bigger force.; 2 Pulling a rope.; 3 Yes.. Level 3: 1 Three drawings.; 2 Big vs small force.; 3 Record 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 that a push or pull is a force | 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 Identify pushes and pulls | 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 Describe strength and direction | 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 Show forces with arrows | 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: “Forces are always big.” Some are tiny.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Identify five pushes and pulls.
- 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 identifies pushes and pulls and how strong they are. You do not need to be an expert to help.
- Push and pull toys together.
- Ask, “Which is it?”
- Draw arrows.
- 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 that a push or pull is a force; identify pushes and pulls; describe strength and direction; show forces with arrows.
Prerequisite knowledge. Grade 1 ideas: pushing and pulling, things that move and making things move faster or slower.
Materials. Toy cars, rulers, string, paper and tape. 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 floor lane. Prepare toy cars and rulers.
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). Open a door and ask, “Push or pull?”
Explanation (10 min). Teach forces.
Guided activity (10 min). Learners test with toy cars.
Independent activity (10 min). Learners draw arrows.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Push or pull? How strong?
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. “Forces are always big.” Some are tiny.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-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. Identify five pushes and pulls. 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 2 Unit 6, topic 1; Next Generation Science Standards, motion and stability: forces and interactions (K-2-ETS and 3-PS2 foundations); Cambridge Primary Science Stage 2, forces and movement; IB Primary Years Programme, how the world works. These sources informed the lesson.