Reeba Thompson

Kindergarten
McCook Central
12/10/2015
Reflection:
This is lesson two of my science mini unit for Kindergarten and discussed the types
of force that can be made on an object: push and pull. The part of the lesson where
the whole class sort took place was a bit hectic and confusing. I would choose a
different method for this part, such as small groups. However, the students got a
kick out of trying different motions since they were able to get up and get moving.
The sort worksheet was very age appropriate and although some of the students
struggled identifying a few of the pictures, overall it was a successful lesson.
Lesson Goals/Standards:
Performance Expectation:
K-PS2-1- Plan and conduct an investigation to compare he effects of different
strengths or different directions of pushes and pulls on the motion of an
object.
K-PS2-2- Analyze data to determine if a design solution works as intended to
change the speed or direction of an object with a push or a pull.
Science and Engineering Practice:
Planning and Carrying Out Investigations
With guidance plan and conduct an investigation in collaboration with
peers.
Analyzing and Interpreting Data
Analyze data to form rests of an object or tool to determine if it works
as intended
Disciplinary Core Idea:
PS2.B.: Types of Interactions
When objects touch or collide, they push on one another and can
change motion
Crosscutting Concepts
Cause and Effect
Simple tests can be designed together evidence to support or refute
student ideas about causes
CCSS ELA/Math
ELA/Literacy
W.K.7: Participate in shared research and writing projects
SL.K.3: Ask and answer questions in order to seek help, get information, or
clarify something that is not understood.
Mathematics
MP.2: Reason abstractly and quantitatively
K.MD.A.1: Describe measurable attributes of objects, such as length or
weight. Describe several measurable attributes of a single object

K.MD.A.2: Directly compare two objects with a measurable attribute in

common to see which object has more of/less of the attribute, and
describe the difference.
Lesson Objectives:
During the lesson, students will be able to identify/brainstorm how an object
can be moved.
During the lesson, students can collaborate with classmates to identify how
an object can be moved.
After the lesson, students will be able to determine the difference between
pushes and pulls.
Materials:
Contextual Factors/Learner Characteristics:
The Kindergarten classroom contains 18 students of age ranging from 5-7.
The students are seated in 4 small pods with 4-6 students in each row. All but
one student is white; the one other female student is Hispanic and also an
ELL. There are three students on IEPs. Two of those students were put on IEPs
for speech. The other IEP student has delays and struggles in many areas.
She will almost always need extra assistance if at all possible.
A. The Lesson
1. Introduction (10 minutes)
Review the key themes from previous lesson.
i. What is motion? Which direction does gravity make an object
fall? Give an example of gravity acting on an object.
As we continue to explore motion and force, we need to understand
how a force makes an object move.
Today we are going to brainstorm ideas on how objects can be
moved, work with each other to move objects and test things out in
the classroom, and learn about pushes and pulls.
2. Content Delivery (7 minutes)
i. Ask the students what are some objects that can be moved?
Look around the classroom, think of your home or room, or
even some things around town.
ii. Ask students if objects are able to move on their own. (use
an example, chair, to demonstrate that it will not move
unless pushed, pulled, etc.)
iii. I wonder the different ways we can make objects move. We
are going to investigate this question in our own classroom
today. With your partner, walk around the classroom figure
out all the ways to make objects move.
iv. Be sure that students are spread out and not all in the same
area. Ask questions to different partners to see what they are
finding out.
1. I see you are pulling Mrs. Skoglunds tote. What are
some other ways you could make it move?

v. After a few minutes of exploration, call students back to their

desks and discuss their findings. Call on certain individuals
and write down all the ways they found to make objects
move.
vi. Clarify that all movements are actually either a push or pull
and demonstrate that to the students.
vii. Make a Venn diagram for Push, Pull, and both. Go through all
the ways students thought of to make objects move and
whether they are a push, pull, or both.
3. Closure
Students will complete a push or pull sort
Teacher will review what was learned during the lesson.
i. Today we learned that although there seem to be many ways
to move, all movements are either considered to be a push or
a pull.
ii. Give me an example of a push.
iii. Give me an example of a pull.