Review: Pushes, Pulls and Changing Paths
Describe how touching pushes and pulls change a toy’s motion.
Bring the unit skills together
Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.
The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.
Use the skills in a new task
Draw or write four parts for “Pushes, Pulls and Changing Paths”—one pretend example from each lesson. In each part, show what happened, give your answer, and say which clue helped you. If the question gives numbers, show your working too. Finish with one thing the practice case does not tell us. You may say your answers aloud.
Work on paper or in your own document. Explain the choices you made.
- Choose one pretend example from each of the four lessons.
- Name what each example shows.
- If the example gives numbers, show your calculation and unit. Otherwise, say which clue explains your answer.
- Say that the case details are supplied for practice; they are not your own real-life observations.
- Say one thing the example does not tell us, or one change that could give a different answer.
Compare with a model response
Panel 1: Which scientific label fits the specifically described step or feature? Supplied case: A hand presses a toy away. Result: push. Reasoning: The answer is push. In the notes, it means “a touch that acts away from you.” An adult reads toy-motion picture descriptions. A force is a push or pull. Touching can start, stop or redirect motion; a drawing cannot measure its strength. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 2: Which scientific label fits the specifically described step or feature? Supplied case: Still, then rolling. Result: start. Reasoning: The answer is start. In the notes, it means “still changes to moving.” Use two picture captions for each pretend toy. Name the observed change rather than guessing an unseen cause. Faster and slower compare motion over the same time. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 3: Which scientific label fits the specifically described step or feature? Supplied case: Up then up again. Result: straight. Reasoning: The answer is straight. In the notes, it means “the route keeps its direction.” Follow a toy’s printed route using your finger. Left and right depend on the map’s fixed arrow. A barrier can change a moving object’s path when they touch. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 4: Which scientific label fits the specifically described step or feature? Supplied case: Toy stays still at the start. Result: start push. Reasoning: The answer is start push. In the notes, it means “helps a still toy begin moving.” Pretend records show one change at a time. Choose the change matching the observed problem. No toy building or small objects are needed; draw the improvement. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.
A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.