Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Unit 6: Effects of Pushes and Pulls
2nd Grade Science
Unit Overview
This is an introductory unit. Learning will focus on students’ conceptual understanding of how pushes and pulls can affect the motion of objects.
Concepts presented in this unit have not been addressed in any previous grade level.
While students may have personal experiences with pushes and pulls, this is the first time this concept will be studied in a structured manner.
This unit serves to build a foundational understanding of forces by focusing on how forces (pushes and pulls) can affect the motion of objects.
Students who demonstrate mastery of this unit will be able to identify a force as a push or pull, draw arrows to demonstrate the direction of
motion caused by a given push or pull, make predictions about how a given push or pull will affect the motion of an object (speed up, slow down,
stop, or change directions), and construct explanations about how changing the mass of an object will impact the force needed to move said
object. End of the year learning for this standard requires students to gain a conceptual understanding of gravity and magnetism in addition to
pushes and pulls. However, the concept of gravity and magnetism as forces will be addressed in units 8 and 9 of this school year.
Instruction during this unit should include students actively engaged in conducting structured investigations that provide authentic experiences for
students to apply varying strength pushes and pulls to multiple objects. Students should collect and organize data from these investigations on
charts and graphs. Guided instruction should assist students in how to use these graphs to analyze data to identify patterns, draw conclusions, and
make predictions. As the unit progresses so should students’ ability to analyze data independently. In addition to gathering quantitative data that
can be analyzed, students should develop labeled (using words and arrows) models that represent their observations during investigations. The
use of science notebooks to assist students in recording data and learning is encouraged.
The Forces and Motion Lesson Module included on the ACPS 2nd grade Science Curriculum Map serves as an exemplar for what instruction during
this unit should include. Instructional strategies included in this module offer opportunities for students to investigate, read about, write about,
and discuss how pushes and pulls affect the motion of objects. The focus questions built into each lesson are designed to draw students’ attention
to targeted learning goals, and student response sheets assist students in documenting results of testing and organizing and analyzing data. SCCCR
Math standards have been intentionally integrated within the investigations to provide students with authentic opportunities to infuse math and
science. While this module provides best practice instructional strategies aligned to state indicators for this unit that are intentionally sequenced
to progressively build students’ conceptual understanding, instruction that extends students’ learning beyond the module are recommended. This
should include, but is not limited to, students generating their own questions about pushes and pulls. Students should be given opportunities to
not only ask questions, but to also investigate answers to their questions. Encouraging students to bring in additional objects to be tested would
foster ownership in the learning process, increase relevance, and offer home-school connections. Interactive computer simulations, video clips,
and literary texts are included in the recommended resources section of this document.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Scientific literacy is an essential component to building students’ conceptual understanding. The literary resources included in this document offer
suggested text that can be used for read-alouds, guided reading, close readings, or shared reading. Teachers can use these texts to develop
students’ ability to notice and use organizational structures (titles, headings, and table of contents) and text features (pictures, bold words, and
charts/graphs) to synthesize information (RI.11.1). Picture walks will guide students in making connections between key facts in text and
information found in text features (RI.8.1 & RI.8.2). Quarter 2 ELA focuses on informative/explanatory writing. Students could use multiple
resources (data from investigations, informational texts, and videos/simulations) to create a forces book that includes interesting facts and details
to inform readers (W.2.1). A center that requires students to add labels and captions to their science models (drawings) would provide further
integration with quarter 2 ELA requirements. Literacy stations could also include fluency centers where students document the number of words
they can read in a given period of time (1 minute) from sentences about earth materials.
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Standard 2.P.4: The student will demonstrate an understanding of the effects of pushes, pulls, and friction on the motion of objects.
Targeted Learning Indicators
2. P.4A.1: Analyze and interpret data from observations and measurements to compare the effects of different strengths and directions of pushing
and pulling on the motion of an object.
2. P.4A.2: Develop and use models to exemplify the effects of pushing and pulling on an object.
Recurring Learning Indicators
This is an introductory unit and no recurring indicators are included.
What students must know, understand, and do
Know
Understand
Do
 A push or a pull is a force.
 A push or a pull can change the
motion of an object.
 Pushes and pulls can make objects
move faster, slower, stop, or
change directions.
 Some objects are designed to be
pushed.
 Some objects are designed to be
pulled.
 Both the strength of a push or pull and the direction of a
push or pull can affect the motion of an object.
 If the strength of a push or pull increases, an object will
move faster.
 If the strength of a push or pull decreases, an object will
move slower.
 Heavier objects will move slower than lighter objects if
the push or pull is the same for both.
 If a push or a pull is applied to a moving object it can
change the direction and or speed of the object.
 Compare the effects of different strengths
and directions of pushing and pulling on the
motion of an object.
 Conduct structured investigations to
explain how different strengths of pushes
and pulls affect the motion of an object.
 Use mathematical thinking to measure and
organize data from investigations.
 Gather and organize data from
investigations on tables, charts, and graphs.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
 If you push an object, it will move
away from you.
 If you pull an object it will move
towards you.

 If the push or pull is in a direction that is not the
direction the object is moving, it will change direction.
 If the push or pull is in the same direction as the moving
object, the object will speed up.
 If the push or pull is in the opposite direction as the
moving object, the object will slow down or stop.
 The mass of the moving object will have an effect on its
motion and how easy or difficult it is to change its speed
and/or direction.
NOTE TO TEACHER: This may be an opportunity for
students to draw conclusions from t-charts, object graphs,
picture graphs, and bar graphs.
SCIENTIFIC TOOLS used to measure force (rulers,
measuring tapes, meter sticks)
Enduring Understanding
Solids and liquids are two forms of matter that have distinct observable
properties. Some matter can be mixed together and then separated again.
Solids and liquids can be changed from one form to another when heat is
added or removed.
 Analyze and interpret data from
investigations and observations to explain
how different strength pushes and pulls can
affect the motion of an object.
 Make predictions (oral and written) about
how a push or pull will affect the motion of
an object.
 Construct arguments and explanations (oral
and written) using evidence from data and
primary resources about how pushes and
pulls affect the motion of an object.
 Ask and answer questions about how a
push or pull will affect the motion of an
object.
 Develop and use models with labels (words
and arrow symbols) to demonstrate how a
push or pull affects the motion of an object.
 Gather and communicate (orally and in
writing) information about pushes and pulls
from observations and informational text to
explain how they affect the motion of
objects.
Overarching Essential Questions
The overarching questions are based on the targeted learning
indicators for this unit. Students should be able to answer these
questions by the end of this instructional unit.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Overarching Questions:
How can solids and liquids be mixed and separated?
How can adding or removing heat change solids and liquids?
Domain - Specific Vocabulary
force
push
pull
toward
away
move
motion
fast
slow
strong
weak
mass
heavy
light
direction
heavier
decrease
increase
graph
chart
investigation
stop
opposite
speed
Cross Cutting Concepts (CCCs)
Cross Cutting Concepts (CCCs) are reoccurring themes that are evident in all domains of science and engineering. They transcend the
boundaries of disciplines and serve to help students create a framework for connecting knowledge across disciplines. Instruction of CCCs
should not be isolated, but rather teachers must plan to include intentional references to the CCCs within their science instruction.
The following Cross Cutting Concepts and a description of their relevance to this unit of study have been identified:
Patterns: Students can analyze data from investigations about how pushes and pulls affect the motion of an object to identify patterns and
make predictions.
Cause and Effect: The strength and direction of a push or a pull causes changes in the speed and direction of an object’s motion.
Scale, Quantity, and Proportion: Not appropriate at this level of understanding for the content presented in this unit.
Systems: Not appropriate at this level of understanding for the content presented in this unit.
Structure and Function: The structure of an object makes it easier to push or pull.
Energy and Matter: Flows, Cycles, and Conservation: Not appropriate at this level of understanding for the content presented in this unit.
Stability and Change: Changing the strength and direction of a push or pull will change the motion of an object.
Resources
Content Resources:
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
BBC Pushes and Pulls (interactive simulation)
Forces and Movement (interactive simulation)
BrainPop Jr: Pushes and Pulls (video)
Push or Pull Assessment (ACPSD unit 6 resources)
Pushes and Pulls: Venn Diagram (ACPSD unit 6 resources)
Forces and Motion Module (ACPSD Unit 6 resources)
Trade Books:
Busby, Peter. (2003) First to fly: how Wilbur and Orville Wright invented the airplane. Crown Publishing.
Library ISBN 0-375-91287-8 Trade ISBN 0-375-81287-3
Lexile Level: 990L
The Wright Brothers were introduced to flight via a flying toy their father gave them. This book chronicles how Wilbur and Orville were destined
for a place in history. It features colorful illustrations and side bars that bring the Wright Brothers and their work to life.
Glass, Andrew. (2003) The wondrous whirligigs: The Wright Brothers first flying machine. Holiday House.
ISBN 0-8234-1717-4
The Wright Brothers modify a flying toy. They displayed attributes that help inventors such as curiosity, determination, and enthusiasm.
Gerstein, Mordicai (2007). The Man Who Walked Between the Towers. Squire Fish Reprint Edition.
ISBN: 978-0312368784
Lexile: 480L
Grade Level: K-up
The story of a daring tightrope walk between skyscrapers, as seen in Robert Zemeckis' The Walk, starring Joseph Gordon-Levitt.
Hodgkins, Fran (2007). How People Learned to Fly. Harper Collins.
ISBN: 978-0064452212
Lexile: N/A
Grade Level: K-4
This book describes the creative, fascinating, and wacky experiments that people tried before the airplane was invented.
Llewellyn, Claire (2004). And Everyone Shouted, "Pull!": A First Look at Forces and Motion (First Look: Science). Picture Window Books.
ISBN: 978-1404806566
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Lexile: N/A
Grade Level: PK-2
Learn about forces and motion as you join the farm animals on their trip to the market. The wheels on their cart help when they push, pull and
stop on their journey.
Mason, Adrienne. (2005). Move It!: Motion, Forces and You. Kids Can Press.
ISBN: 978-1553377597
Lexile: 690L
Grade level: K-2
Loaded with surprising facts and hands-on activities designed to hold young readers' interest and tap into their fascination with the everyday world
McCully, Emily Arnold (1997). Mirette on the High Wire. Puffin Books.
ISBN: 978-0698114432
Lexile: 580L
Grade Level: K-4
Mirette sets out to show him that sometimes a student can be the greatest teacher of all.
Murphy, Patricia (2002). Push and Pull (Rookie Read-About Science). Children’s Pr.
ISBN: 978-0516268644
Lexile: N/A
Grade Level: PK-up
Parkes, Brenda. (1998) Push or pull? New York: Newbridge Publishing.
ISBN 1-56784-904-0
This simple book has photographs illustrating each concept of push and pull. The illustrations are of children doing everyday things.
Pipe, Jim. (2002) What does a wheel do? Copper Beech Books/Millbrook
Library ISBN: 0-7613-2722-3
Lexile:
Questions are posed about how things move. Simple investigations are presented using ordinary materials to explore shapes, surfaces, and slopes.
There are extensions in the “Solve the Puzzle” question that follows each explanation of why something works. Illustrations make directions clear.
Shaw, Nancy. (1988). Sheep in a Jeep. HMH Books for Young Readers.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
ISBN: 978-0395470305
Lexile: 130L
Grade level: PK-3
How many sheep can we fit in the jeep? Will it still move?
Stille, Darlene P. (2004) Push and Pull, Fast and Slow. Picture Window Books.
ISBN: 978-1404803480
Lexile: 570L
Grade level: K-4
Explore the concepts of motion by learning about movement, speed, force, and inertia.
Career Connections
Airplane designer
Designs, constructs, and tests airplanes, rockets, missiles, and spacecraft.
Automotive Engineer
Develops new or improved designs for automobiles. May work on the structure of the car, the engine, or the interior design.
Mechanical Engineer
Plans, designs, constructs, and tests machines, tools, and engines.
Robotics Engineer
Researches, designs, constructs, and tests robots.
Roller Coaster Designer
A roller coaster designer is a mechanical engineer who invents new roller coaster rides. They develop ideas for the loops, twists and turns of a
roller coaster, build models of the ride, test the models for safety, and lead the construction of their new roller coaster.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.