Science · Year 3

Active learning ideas

Identifying Pushes and Pulls

Active learning makes abstract forces concrete for young learners. When students move their own bodies or manipulate objects, they connect the vocabulary of pushes and pulls to real, observable changes in motion. These hands-on experiences build lasting understanding beyond what static images or explanations can achieve.

• National Curriculum Attainment Targets
• KS2: Science - Forces and Magnets

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 30 min · Pairs

Relay Race: Push and Pull Challenges

Mark a course with cones. Pairs take turns pushing hoops across the start line and pulling string-tied blocks back. Switch roles after each round. Groups record if stronger pushes make objects go farther.

Differentiate between a push and a pull in everyday actions.

Facilitation Tip

During Relay Race, stand at the start line to immediately correct any mislabeling of a push as a pull, using the motion itself as evidence.

What to look for

Present students with images of common actions (e.g., opening a door, kicking a ball, lifting a box, rowing a boat). Ask them to label each action as a 'push' or 'pull' and briefly explain why.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 25 min · Small Groups

Ramp Investigation: Force Strength

Set up ramps at different angles. Small groups push toy cars with varying force levels, measure distances with rulers, and predict next outcomes. Chart results on group tables.

Analyze how various forces cause objects to start moving or stop.

Facilitation Tip

For Ramp Investigation, demonstrate how to keep the ramp angle and surface texture constant so only the force strength varies across trials.

What to look for

Ask students: 'Imagine you are pushing a toy car. What happens if you push it harder? Now, imagine you are pulling a wagon. What happens if you pull it with more force?' Facilitate a discussion about how the strength of the push or pull affects the object's motion.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 20 min · Individual

Classroom Hunt: Spot the Forces

Provide checklists of pushes and pulls. Individuals walk the room, note examples like opening doors or kicking balls, then share findings in a whole-class tally.

Predict the effect of a stronger push or pull on an object's motion.

Facilitation Tip

In Classroom Hunt, model how to silently signal a found force with a thumbs-up to keep the energy high but orderly.

What to look for

On a small card, have students draw one object that requires a push to move and one object that requires a pull to move. Under each drawing, they should write one sentence describing the action.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 35 min · Whole Class

Prediction Circle: What Happens Next?

Sit in a circle with balls and hoops. One student predicts effect of a push or pull, demonstrates, and class verifies. Rotate turns with peer feedback.

Differentiate between a push and a pull in everyday actions.

Facilitation Tip

Set a clear 30-second timer for Prediction Circle to prevent over-talking and maintain focus on outcomes.

What to look for

Present students with images of common actions (e.g., opening a door, kicking a ball, lifting a box, rowing a boat). Ask them to label each action as a 'push' or 'pull' and briefly explain why.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Start with body-based pushes and pulls so students feel the difference before naming them. Use everyday vocabulary first—‘make it go’ or ‘make it stop’—before introducing ‘push’ and ‘pull.’ Avoid abstract diagrams until students have experienced forces directly. Research shows that movement-based activities paired with immediate discussion solidify understanding more than worksheets alone.

Students confidently label forces, explain effects, and predict outcomes by the end of these activities. They describe how stronger forces change speed or distance and recognize that forces can slow or stop motion as well as start it.

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Watch Out for These Misconceptions

• During Relay Race, watch for students who assume any motion is caused by a push.

  Pause the race after a rolling ball naturally slows and ask the group to feel air resistance on their hands, then re-run the trial to observe the slowing effect of this opposing force.

• During Ramp Investigation, watch for students who think forces disappear as soon as an object stops moving.

  Place a soft barrier at the bottom of the ramp and ask students to compare the stopping distance after a strong push versus a gentle one, pointing out friction’s ongoing role.

• During Prediction Circle, watch for students who say all pushes and pulls have the same effect regardless of strength.

  Use two elastic bands of different thicknesses in the circle to predict and test which band launches a toy car farther, then measure the distances to revise their thinking.

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Methods used in this brief

• Experiential Learning