Science · Year 1 · Forces and Movement · Summer Term

Making Things Move

Investigating how different forces affect the movement of objects.

• National Curriculum Attainment Targets
• KS1: Science - Forces and motion

About This Topic

Making Things Move introduces Year 1 students to forces through pushes and pulls. Children investigate how a stronger push sends objects farther and faster, while heavier objects require more force to start moving. They compare light toys, like feathers or balls, with heavier ones, such as blocks or cars, and notice patterns in distance travelled. These observations align with UK National Curriculum KS1 standards on forces and motion, using everyday playground equipment and classroom toys.

This topic connects physical science to children's direct experiences, such as kicking balls or sliding down chutes. Students develop skills in fair testing by designing simple experiments, like measuring toy car distances after different pushes on flat surfaces or ramps. Recording results with drawings or tally marks builds early data handling and prediction abilities, preparing for more complex investigations in later years.

Active learning suits this topic perfectly. When children push objects themselves and measure outcomes in pairs or small groups, they grasp cause-and-effect relationships through trial and error. Hands-on play reduces abstract confusion and boosts engagement, as students collaborate to refine tests and share discoveries.

Key Questions

1. Explain how a strong push makes an object move further than a gentle push.
2. Compare the force needed to move a light object versus a heavy object.
3. Design an experiment to test how far a toy car travels with different pushes.

Learning Objectives

• Compare the distance an object travels when pushed with varying forces.
• Explain why a heavier object requires more force to move than a lighter object.
• Design a simple experiment to test the effect of push strength on object movement.
• Identify the push or pull action involved in making objects move.

Before You Start

Identifying Objects and Their Properties

Why: Students need to be able to identify and describe objects by their characteristics, such as size and weight, before comparing how forces affect them.

Basic Actions: Push and Pull

Why: Familiarity with the concepts of pushing and pulling as basic actions is necessary to understand forces.

Key Vocabulary

Force	A push or a pull that can make an object move, stop moving, or change direction.
Push	A force that moves something away from you.
Pull	A force that moves something towards you.
Movement	The act of changing position or place.

Watch Out for These Misconceptions

Common Misconception

Objects keep moving forever after one push.

What to Teach Instead

Friction from surfaces slows and stops objects. Pair experiments on rough carpet versus smooth tables show this clearly, as children compare distances and discover stopping patterns through repeated pushes.

Common Misconception

All objects need the same push strength to move the same way.

What to Teach Instead

Heavier objects resist starting motion more. Small group comparisons of toys build understanding, as students feel the difference and measure outcomes, correcting ideas through direct evidence.

Common Misconception

Pushes only work on wheels or balls.

What to Teach Instead

Any object responds to force, though shape affects ease. Whole class demos with varied items like books or erasers, followed by group tests, help students see universal effects via observation and talk.

Active Learning Ideas

Pairs Experiment: Toy Car Pushes

Pairs use toy cars on a flat surface marked with tape lines at 50cm, 100cm, and 150cm. One child gives a gentle push, the other a strong push, then measures and records distance with rulers or string. Switch roles and repeat three times for fair testing.

30 min·Pairs

Small Groups: Heavy vs Light Challenge

Provide trays with light items like sponges and heavy ones like bricks. Groups push each item with the same force across a table, timing with stopwatches or counting seconds. Discuss why heavy items move slower and stop sooner.

35 min·Small Groups

Whole Class: Ramp Push Relay

Set up low ramps around the room. Class lines up to push balls down ramps with gentle or strong pushes, observing speed and distance. Chart results on a class board, predicting next outcomes.

40 min·Whole Class

Individual: Prediction Sheets

Each child draws three pushes on paper: gentle, medium, strong. Predict and test with a chosen toy, marking actual distances beside predictions. Share one surprise with the class.

25 min·Individual

Real-World Connections

• Toy designers test how hard children can push or pull different toys, like remote-control cars or dolls, to ensure they are durable and fun to play with.
• Athletes like sprinters and shot putters train to apply maximum force to their bodies or equipment to achieve greater speed and distance.
• Construction workers use levers and ramps to move heavy building materials, demonstrating how different forces and tools affect the movement of large objects.

Assessment Ideas

Quick Check

Present students with several pictures of objects in motion (e.g., a child kicking a ball, a person pulling a wagon, a car driving). Ask them to point to the picture and say if it shows a push or a pull, and if the object is moving faster or slower.

Exit Ticket

Give each student a toy car and a ramp. Ask them to draw two pictures: one showing a gentle push and the resulting distance, and another showing a strong push and the resulting distance. They should label which push was gentle and which was strong.

Discussion Prompt

Ask students: 'Imagine you have a small pebble and a large rock. Which one do you think will be harder to push, and why?' Listen for their explanations relating effort to the weight or heaviness of the object.

Frequently Asked Questions

How do I teach pushes and pulls in Year 1 science?

Start with playground pushes on swings or slides to link to experiences. Move to classroom tests with toy cars and balls, focusing on strength differences. Use prediction, test, review cycles to meet KS1 standards, with visuals like distance charts for support.

What simple experiments show force effects on movement?

Toy car pushes on marked floors or ramps work well. Children vary push strength, measure distances, and compare heavy versus light items. Add timers for speed, ensuring fair tests by keeping surfaces identical across trials.

How can active learning help students understand forces?

Active tasks like paired pushes and ramp relays let children feel force differences firsthand, making abstract ideas concrete. Group measurements and discussions reveal patterns, while play-based trials encourage predictions and revisions. This boosts retention over passive watching, as Year 1 learners thrive on movement and collaboration.

How to differentiate forces activities for all abilities?

Provide visual aids and pre-marked lines for lower ability; challenge others with ramps or timers. Pair stronger with supporters for heavy items. All join class shares to voice ideas, ensuring inclusion while hitting key questions on push strength and object mass.