Introduction to Pushes and Pulls

Kindergarteners learn best when they move, touch, and test ideas with their own bodies. Forces feel abstract until children use their muscles to push a toy car across the floor or pull a block to themselves. Active stations and hands-on challenges turn invisible pushes and pulls into concrete experiences that build lasting intuition.

• Kindergarten
• Science
• 3 activities
• 15 min–30 min

Learning Objectives

1. Identify objects that can be pushed or pulled.
2. Demonstrate how the strength of a push or pull affects an object's motion.
3. Compare the distance an object travels when pushed with different amounts of force.
4. Predict the outcome of pushing an object from opposite directions.

Stations Rotation

⏱ 30 min·Small Groups

Stations Rotation: Force Lab

Set up three stations with different materials: heavy blocks, light feathers, and rolling cars. Students rotate in small groups to test how a 'gentle' versus a 'strong' push affects each object, recording their findings with simple drawings.

Prepare & details

Analyze what happens to an object when we push or pull it.

Facilitation Tip: During Force Lab, circulate with a stopwatch and quietly time how long balls roll on different surfaces so students notice friction without losing momentum.

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

Think-Pair-Share

⏱ 15 min·Pairs

Think-Pair-Share: Tug of War Logic

Show a picture of two children pulling a rope in opposite directions. Ask students to think about what happens if one person pulls harder, then have them share their prediction with a partner before testing it with a soft ribbon.

Prepare & details

Differentiate how the strength of a push changes how far an object travels.

Facilitation Tip: Set clear boundaries for the Tug of War ropes so children step back safely and focus on force directions rather than crowding.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Inquiry Circle

⏱ 20 min·Whole Class

Inquiry Circle: The Heavy Box Challenge

Place a heavy box in the center of the room and ask the class to brainstorm ways to move it to the door. Students take turns trying single-finger pushes versus whole-hand pushes to feel the difference in force required.

Prepare & details

Predict what would happen if two people pushed an object from opposite sides.

Facilitation Tip: For The Heavy Box Challenge, provide a single push block so every pair uses the same tool and compares results fairly.

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

Teachers succeed when they let children feel the difference between a gentle tap and a hard shove before naming the actions. Avoid rushing to definitions; instead, name what students are already doing as they play. Research shows that labeling actions in the moment—'You pulled the truck toward you'—helps children connect language to lived experience, which strengthens memory.

What to Expect

Students will show they understand forces by labeling pushes and pulls accurately, predicting simple motions, and using force words during play. They will also begin to explain why an object keeps moving after a push or why a pull brings an object closer.

Watch Out for These Misconceptions

Common Misconception

During Force Lab, watch for children who stop touching an object and assume it immediately stops moving.

What to Teach Instead

Roll a ball on a smooth floor, then ask children to step back and observe how it continues moving before stopping on its own. Point out that the push gave the ball energy that lasted even after your hand left.

Common Misconception

During Tug of War Logic, watch for children who assume pulling is the only way to bring an object closer.

What to Teach Instead

Have a child stand on the opposite side of the rope from you and demonstrate pushing the rope toward themselves to bring the toy closer. Ask the class to describe the direction of the force relative to each person’s position.

Assessment Ideas

Quick Check

After sorting classroom objects into 'Objects I can push' and 'Objects I can pull,' ask each child to explain one choice, listening for force words like 'shove,' 'tug,' or 'yank'.

Exit Ticket

After the toy car drawing activity, collect each student’s sheet and check that the push arrow points away from the child and the pull arrow points toward the child.

Discussion Prompt

During the two-toy-car scenario, listen for predictions that include direction and strength (e.g., 'It will go fast to the right because both pushes are strong') to assess their understanding of balanced and unbalanced forces.

Extensions & Scaffolding

• Challenge: Give pairs a feather and ask them to move it using only pushes and pulls, then describe the forces they used.
• Scaffolding: Provide picture cards of pushes and pulls to sort at each station, so children who need visual support can match actions to images.
• Deeper exploration: Add ramps and ask students to predict how far a ball will roll after a push, then test and record their predictions.

Key Vocabulary

Push	To use force to move something away from you.
Pull	To use force to move something toward you.
Force	A push or a pull that can make something move, stop, or change direction.
Motion	The act of moving or changing place or position.