Unit Plan 2 (PreK Science): Pushes Make Things Move
PreK science unit exploring pushes and pulls as children investigate motion, speed, direction, distance, and surfaces through hands-on play, ramps, and simple observation-based demonstrations.
Focus: Children investigate how different pushes and pulls can start motion, change speed, change direction, and change how far objects roll, slide, or spin.
Grade Level: PreK
Subject Area: Science (Physical Science • Inquiry/Skills)
Total Unit Duration: 5 sessions (one week), 30–40 minutes per session
I. Introduction
This week, children become “motion detectives” as they explore what happens when they push and pull different objects. They test gentle vs. strong pushes, straight vs. sideways pushes, and how different surfaces (carpet, tile, sandpaper) change motion. Children use simple talk moves and picture-based recording to share what they notice: “It went far,” “It went fast,” “It turned,” or “It stopped.” The unit ends with a short “Motion Station” share where children demonstrate one push/pull test and explain what they learned.
Essential Questions
- What happens when we push or pull an object?
- How do strong and gentle pushes change how fast or how far something moves?
- How does the direction of a push (straight, sideways) change movement?
- How do surfaces (smooth, rough) help objects move more—or stop them?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Explore and describe how pushes and pulls can make objects start moving, stop, or change direction.
- Compare the effects of gentle vs. strong pushes on how fast or how far an object moves.
- Investigate how a surface (smooth vs. rough) affects rolling and sliding.
- Use simple “science talk” to share observations (e.g., “I pushed it hard and it went far.”).
- Create a simple drawing/model to show what they tested and what happened.
Standards Alignment — PreK (NGSS-based custom)
- PK-PS2-1 — Explore how pushes and pulls make things move.
- Example: Roll cars down ramps and notice, “It goes faster on the tall ramp,” or “It stops on the rough mat.”
Success Criteria — Student Language
- I can show a push and a pull.
- I can tell what happened when I pushed gently or strongly.
- I can show that a push can make something go straight or turn.
- I can tell if something moved far or not far and fast or slow.
- I can draw what I tested and tell what I noticed.