Students’ Learning Outcomes
· Define force by giving examples.
· Investigate the ways in which motion of an object can be changed.
Information for Teachers
· A force a push or a pull is an action that can alteration the figure, size and gesture of an object.
· A push or a pull is a force.
· A ball hit by a child is an example of push.
· Hitting a ball by a cricketer is another example of pushing.
· Opening of a door is an example of pulling.
· An object can be set into motion by pushing and pulling it.
· Motion increases by increasing the force.
· Motion decreases by decreasing the force.
Material / Resources
A book, a toy car, a student bag, chair, a tennis ball, textbook
Worm up activity
· Ask him/her to move the chair away from her/him.
· Ask the whole class what did he/she do?
(Expected response: A push)
· Now call another student and ask him/her to move a chair towards her/him.
· Then ask to the class what did he/she do?
(Students’ response: A pull)
· Send them back to their seats and informs them that a push or a pull.
· Force can also change the motion of the object.
· Ask students, when you pick up your school bag, what are you using, a push or a pull?
(Students’ response: A pull)
· Show a toy car to the students and call three students in front of the class.
· Ask the first student we want to move this car, how can you do this?
· Ask the student to demonstrate his/her idea and move the car.
· Ask the second student to stop it.
· Now ask the third student: can you speed up the moving toy car?
· Ask the class what they observed. How did the first student move the car? How did the other one stop it? What did the third student do to increase the speed?
· Conclude that we need different strengths of push and pull to move, stop or speed up objects.
· Students can repeat this activity in groups.
· Ask the students: When you are riding a bicycle what are you doing on the pedals? (Students’ response: Pushing)
· Ask the students what happens when you push harder? (Students’ response: It starts moving faster by applying more force)
· We can conclude that things move faster when more force is applied.
· Ask the students, do we apply any force on the board while writing?
· After the students’ response show the students that when you are writing on the board, you are exerting a force on the marker to push or pull it across the board.
· Ask them to work in pairs and prepare a list of activities from their daily routine where they have to apply a push or a pull.
Sum up / Conclusion
· Ask the students what they had learned and then write conclusions on the board. Direct them to note down the conclusions on their notebooks.
· Push or pull is a force exerted on an object.
· During push the object moves away from them and during pull it comes towards them.
· Force can change the direction of moving objects.
· Force can speed up or stop moving objects.
· When you push harder on an object you apply more force and it moves faster.
· Write the following questions on the board in the form of table.
· Call the students one by one in an encouraging way and ask them to put a tick. In the correct column.
· How do you move the chair towards you?
· What do you do with the button to ring the doorbell?
· What are you doing on the keys, when you type on the computer?
· What do you do to open the door of a car?
Ask the students to:
· Survey at your home to find things that need either a push or a pull to make them move.
· Search from everyday life where pushes where or pull are applied and make alist on their note books.
· Ask them to draw pictures showing the following works and ask them to make an arrow in the direction of push or pull. (Instruct them to draw only line- diagram)
1. A truck pushing a car.
2. Pulling an apple from the tree.
3. A girl pushing a baby cart.
4. A boy pushing a scotty
5. A girl pulling a bag..