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.

• Year 2
• Science
• 4 activities
• 25 min–45 min

Learning Objectives

1. Identify how a push or pull changes an object's speed.
2. Identify how a push or pull changes an object's direction.
3. Compare the force needed to stop objects moving at different speeds.
4. Design a simple game that uses pushing and pulling to move an object.

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.

Prepare & details

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.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

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

Inquiry Circle

⏱ 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.

Prepare & details

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.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Inquiry Circle

⏱ 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.

Prepare & details

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.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Inquiry Circle

⏱ 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.

Prepare & details

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.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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.

What to Teach Instead

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.

Common Misconception

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.

What to Teach Instead

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.

Assessment Ideas

Quick Check

After Ramp Force Demo, show a new ramp clip. Ask students what force makes the car move, what would speed it up, and what would turn it. Listen for answers naming pushes and direction changes.

Discussion Prompt

During Force Game Design, present a light toy car rolling slowly and a heavier ball rolling fast. Ask which needs a bigger push to stop and why. Listen for comparisons mentioning mass and friction.

Exit Ticket

After Push and Pull Stations, give each student a paper. Ask them to draw one push that speeds up an object and one pull that changes its direction. They label each with the force type and an arrow showing motion change.

Extensions & Scaffolding

• Challenge: Have students design a second ramp using different surfaces (foam vs. sandpaper) and predict which will slow the car more, then test and compare.
• Scaffolding: Provide picture cards with force arrows already drawn for students to place under objects they push or pull at the stations.
• Deeper: Ask students to create a comic strip showing a ball’s motion before and after different forces, labeling each force with its type and effect.

Key Vocabulary

Force	A push or a pull that can make an object move, stop, or change direction.
Push	A force that moves something away from you.
Pull	A force that moves something towards you.
Speed	How fast or slow an object is moving.
Direction	The path an object takes as it moves.