Science · Year 2

Active learning ideas

Changing Direction and Speed

Active learning lets students feel forces in their hands and see motion with their eyes, which builds lasting understanding of direction and speed changes. Hands-on stations and challenges make abstract pushes and pulls concrete for Year 2 learners.

• ACARA Content Descriptions
• AC9S2U03

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Push and Pull Stations

Prepare four stations: one with ramps for varying pushes, one with string pulls on toys, one for direction changes using barriers, and one for speed comparisons with timers. Small groups spend 8 minutes at each, drawing or noting how forces alter motion before rotating. Conclude with a class share-out.

Analyze how kicking a ball changes its direction and speed.

Facilitation Tip

At Push and Pull Stations, place one labeled poster at each station with a simple arrow diagram showing force direction and expected motion.

What to look for

Show students a video clip of a ball rolling. Ask: 'What force is making the ball move?' Then, ask: 'If I want to make the ball go faster, what should I do?' and 'If I want to make the ball change direction, what should I do?'

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Outdoor Investigation Session
• 25 min · Pairs

Pairs: Ball Motion Challenges

Partners roll balls across the floor, then apply pushes or pulls to change speed or direction. They compare gentle versus strong forces and discuss observations. Extend by timing how far balls travel after each force.

Compare the force needed to stop a rolling ball versus a fast-moving ball.

Facilitation Tip

For Ball Motion Challenges, give each pair two identical balls and one varied-strength elastic band to standardize pushes.

What to look for

Present two scenarios: a light toy car rolling slowly and a heavier ball rolling fast. Ask students: 'Which object do you think needs a bigger push to stop it? Why?' Facilitate a discussion comparing the forces needed.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 35 min · Small Groups

Small Groups: Force Game Design

Groups brainstorm and build a simple game using balls, hoops, strings, and ramps that requires pushes and pulls to navigate obstacles. Test prototypes, adjust based on motion failures, and present to the class.

Design a game that requires both pushing and pulling to change object movement.

Facilitation Tip

During Force Game Design, provide a template sheet with three labeled boxes for force type, object, and predicted motion.

What to look for

Give each student a piece of paper. Ask them to draw one way they can use a push to change an object's movement and one way they can use a pull. They should label their drawings with 'push' or 'pull'.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 30 min · Whole Class

Whole Class: Ramp Force Demo

Use a shared ramp setup with toy cars. Class predicts outcomes for different pushes, then tests and measures speed or distance changes. Record results on a chart for group analysis.

Analyze how kicking a ball changes its direction and speed.

Facilitation Tip

In the Ramp Force Demo, label the ramp in thirds and mark start and finish lines with tape so students can measure speed changes consistently.

What to look for

Show students a video clip of a ball rolling. Ask: 'What force is making the ball move?' Then, ask: 'If I want to make the ball go faster, what should I do?' and 'If I want to make the ball change direction, what should I do?'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Use guided observations to contrast light and firm pushes, then invite predictions before each trial to surface misconceptions early. Keep sessions short and repeatable so students notice patterns rather than one-off results. Avoid extended explanations before hands-on time; let evidence lead the discussion.

Successful learning shows when students can explain how force strength and angle change motion, compare effects on different objects, and link classroom trials to real-life games. Clear talk and diagrams demonstrate their grasp of cause and effect.

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Watch Out for These Misconceptions

• During Ball Motion Challenges, watch for students who think only straight pushes affect speed. Redirect with the elastic band: have them angle the band sideways, observe the ball’s curved path, and discuss how the angled push changed direction.

  During Force Game Design, if groups insist any push works the same, hand them a heavy block and a light ball. Ask them to predict which needs a bigger push to travel the same distance, then let them test and explain differences using the ramp setup.

• During Ramp Force Demo, listen for students saying objects stop on their own. Pause the demo, place the same car on smooth floor and then on carpet, and ask why it stops sooner on the carpet.

  During Push and Pull Stations, if students claim a light push works the same on all objects, provide a feather and a book. Have them push each with equal effort and watch the feather drift while the book barely moves. Discuss mass differences openly.

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Methods used in this brief

• Stations Rotation
• Outdoor Investigation Session