Kindergarten · Science
Quarter 1 · Week 1 · TEKS + NGSS
In this kindergarten science lesson, students will plan and conduct simple investigations to explore how different strengths and directions of pushes and pulls change the motion of objects. Through hands-on activities, observation, and discussion, students will learn that pushing or pulling an object can make it move faster, slower, change direction, or stop. They will use tools to observe and measure motion, record their findings with pictures and words, and develop explanations based on their data. This lesson supports foundational science skills such as asking questions, using tools safely, collecting data, and communicating results, all aligned with NGSS and TEKS standards.
Students should understand the basic idea that objects can move and that people can push or pull objects to make them move.
A push is a force that moves an object away from you, while a pull is a force that moves an object toward you. Both pushes and pulls can change how an object moves by starting it moving, stopping it, speeding it up, slowing it down, or changing its direction. For example, pushing a toy car can make it roll forward, and pulling a wagon can make it move toward you.
The strength of a push or pull means how hard you push or pull. A stronger push or pull can make an object move faster or change direction more quickly. For example, pushing a ball gently makes it roll a short distance, while pushing it harder makes it roll farther and faster. Students can test this by pushing objects with different amounts of force and observing the changes in motion.
The direction of a push or pull is the way the force is applied. Changing the direction can make the object move in different paths. For example, pushing a ball straight ahead makes it roll forward, but pushing it to the side makes it roll sideways. Students can explore this by pushing objects in different directions and observing how the motion changes.
Students will plan simple investigations by deciding what object to use, how to push or pull it (strength or direction), and how to observe and measure the motion. They will work with peers to carry out their plans, using tools like ramps and measuring items safely. Teachers guide students to ask questions such as 'What happens if I push harder?' or 'What happens if I pull from a different side?'. Students collect observations and record them using pictures and words.
Students use tools such as ramps to control motion, measuring tapes or paper strips to compare distances, and notebooks to record observations. Safety goggles should be worn when appropriate. Recording data with drawings and simple words helps students organize their findings and supports developing explanations.
After investigations, students discuss what they observed about how different pushes and pulls affected motion. They use their recorded data to explain their ideas, such as 'When I pushed harder, the ball went farther.' Students practice listening to others and sharing their explanations clearly, building communication skills and respect for scientific discussion.
If you push a ball gently and then push it harder, what will happen to the ball's motion?
Pushing the ball gently will make it roll a short distance slowly. Pushing it harder will make it roll farther and faster because a stronger push gives the ball more energy to move.
The ball will roll farther and faster when pushed harder than when pushed gently.
If you pull a toy car straight toward you and then pull it from the side, how will the car's motion change?
Pulling the car straight toward you makes it move directly toward you. Pulling it from the side changes the direction, making the car move sideways or at an angle instead of straight ahead.
Pulling from the side makes the car move in a different direction than pulling straight toward you.
Show students a toy car and ask them to think about how they can make it move. Demonstrate pushing the car gently and then harder, and ask what they notice about the car's motion.
Observe the toy car as it moves. Share ideas about what happens when the car is pushed softly versus pushed hard.
This activity introduces the concept that pushes can vary in strength and that strength affects how an object moves.
Provide students with various objects and ramps. Guide them to push or pull objects with different strengths and in different directions. Encourage them to observe and measure how far or fast the objects move.
Work in small groups to push or pull objects with different strengths and directions. Use measuring tools to see how far the objects move. Record observations with drawings and words.
Students actively investigate how changing the strength or direction of a push or pull changes the motion of an object, collecting evidence to support their observations.
Lead a class discussion to share findings. Help students use their observations to explain how strength and direction of pushes and pulls affect motion. Use drawings and student recordings to support explanations.
Share what was observed during investigations. Explain how different pushes or pulls changed the motion of objects using drawings and words.
Students connect their hands-on experiences to scientific ideas about forces and motion, developing explanations supported by evidence.
Challenge students to design a way to move an object a certain distance or direction using pushes or pulls. Provide materials like ramps or blocks to support their designs.
Plan and try out ways to move an object to a target spot by pushing or pulling with different strengths and directions. Observe and adjust their methods.
This phase extends learning by applying understanding of pushes and pulls to solve a problem, encouraging creativity and problem-solving.
Observe and ask students to explain their investigation plans, observations, and conclusions. Use simple questions and prompts to assess understanding.
Describe how they planned and carried out their investigation, what they observed, and what they learned about pushes and pulls and motion.
Evaluation focuses on students' ability to plan and conduct investigations, collect and record data, and explain how pushes and pulls affect motion.
Work in small groups to push or pull objects with different strengths and directions. Use measuring tools to see how far the objects move. Record observations with drawings and words.
What happens when you push an object harder?
The object moves faster or farther.
How does pulling an object from a different direction affect its motion?
It changes the direction the object moves.
Why do objects move when pushed or pulled?
Because pushes and pulls are forces that cause motion.
What should you do to make an object move a longer distance?
Push or pull it with more strength.
How can you show what you learned about pushes and pulls?
By drawing or explaining how different pushes and pulls changed the motion of objects.
Provide physical guidance during investigations for students who need help pushing or pulling objects. Use pictures and simple words to help students record observations. Allow extra time for students to complete investigations and discussions.
Use clear, simple language and demonstrate actions when introducing vocabulary like push, pull, strength, and direction. Use visual aids such as pictures and gestures to explain concepts. Pair ELL students with peers who can support language and concept understanding.
Encourage students to predict what will happen before testing different pushes or pulls. Have students compare their results with classmates and discuss differences. Challenge students to explain why changing strength or direction changes motion using their own words.
Encourage families to play simple games at home where children push or pull toys and describe what happens, reinforcing the concepts learned in class.
Students learned that pushes and pulls are forces that can change how objects move. They discovered that stronger pushes or pulls make objects move faster or farther, and pushing or pulling in different directions changes the direction of motion. Through planning and conducting investigations, using tools safely, recording observations, and sharing explanations, students built foundational science skills aligned with NGSS and TEKS standards.
Use the exact standards alignment and retrieved-source provenance stored with this enrichment.