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Your name: Alyssa Goeckel

Mentor teacher (CT): Deirdre Bennett


Unit Title: Science
Lesson Title: Push and Pull
Driving Question for Lesson: How do objects move?
Standards:

K-PS2-1:
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion
of an object.
DCI:
PS2.B: Types of Interactions
When objects touch or collide, they push on one another and can change motion. (K-PS2-1)
PS3.C: Relationship Between Energy and Forces
A bigger push or pull makes things speed up or slow down more quickly. (Secondary to K-PS2-1)
Learning Goals to be addressed in the lesson
- I can identify objects that can be moved
- I can investigate, describe and demonstrate the different ways objects can move.
- I will understand the difference between different movements. (push,pull,etc.)
CONTENT
K-PS2-1:
Plan and
conduct an
investigation to
compare the
effects of
different
strengths or

PRACTICES
Planning and Carrying Out
Investigations
Planning and carrying out investigations to
answer questions or test solutions to
problems in K2 builds on prior
experiences and progresses to simple
investigations, based on fair tests, which
provide data to support explanations or

WHY IS THIS IMPORTANT?

This lesson is important because it is the


first stepping stone for future concepts
about force and gravity, which they will
encounter in later elementary years.
Teaching them these terms at a young age
helps them build a conceptual base and
vocab. Students encounter the different
concepts in this lesson in their everyday

different
directions of
pushes and
pulls on the
motion of an
object.

DCI:
PS2.B: Types of Interactions
When objects touch or collide, they push
on one another and can change motion. (KPS2-1)
PS3.C: Relationship Between Energy
and Forces
A bigger push or pull makes things speed
up or slow down more quickly. (Secondary
to K-PS2-1)
-

Students will be able to


understand that objects
require a force to move.
Students will understand
there are different
amounts and types of
force, and that they affect
objects in different ways

design solutions.
With guidance, plan and conduct an
investigation in collaboration with peers.
(K-PS2-1)

lives so it is important that they are able to


identify these life experiences.

Scientific Investigations Use a Variety of


Methods
Scientists use different ways to study the
world. (K-PS2-1)

Students will investigate


with objects to identify
different types of force

Students will understand a


cause and effect
relationship

Lesson Overview
The purpose of this lesson is to show students how different objects can move depending on the different type of force or
movement you perform on it. Students will learn that there are different types of forces, each having a different consequence.

Materials
- Large butcher paper
- Marker
- Various objects
o Wooden blocks
o Toy car
o Ping pong ball
o Pencils
o Crayons
- Smaller pieces of drawing paper

Anticipated Student Understandings and Experiences to Be Drawn Upon in the Lesson


Cultural Resources in Support of Learning [everyday connections]
o Students move objects every day, whether it is pushing their chair in or kicking a soccer ball. This is a very accessible
concept to them because they have been enacting these different types of forces and movements essentially since birth.
They can draw on these connections throughout the entire lesson, helping them to articulate their thoughts and identify
these different forces.
Science conceptions
o I dont believe that my students have had much explicit science instruction thus far in the year, but this is a very
accessible concept that they will be able to use prior knowledge to understand. Students are moving objects every day
but it is important for them to be able to explain this in order to progress in force and motion instruction.
Linguistic, social and academic challenges, resources and supports:
o I have a handful of students that experience linguistic, social and academic challenges so it will be important to give
step-by-step instruction in order to make things clear. I will also make sure to individually check for understanding with
these students to ensure they are following. I also will address safety concerns prior to dancing and investigation with
the objects during group work.

Lesson Procedures
Activity
Procedures and management (What the teacher will
Element
do)
& Time
Intro/Activit
Invite all students to sit on the rug in their carpet
y #1
spots.
15 minutes

Introduce that we are going to do an activity


about the different types of movement and that we
will be starting with a dance.

Play the cha-cha slide on projector and dance to


the words of the song with students.

Once song is finished, ask students to go back to


their carpet spots. Give the incentive that the quietest
student will get to share first in our next discussion.

Explain that we just used our bodies to move,


then pose the question of whether or not there are
different objects we can move.

Brainstorm different objects that we can move


and write on large piece of butcher paper.

Next, ask students how they could move these


objects. Record on next piece of butcher paper.
Transition

Tell students that there are different objects at


their table for them to explore and investigate with.
Have students transition to the table by calling

Students (Anticipated student responses)

Students will dance the cha-cha


slide
Students will brainstorm different
objects and different movements/forces
to make them move.

Students move to tables

Special
Needs &
Notes
Make sure
students are
safe and
respectful of
one
anothers
space.

quietest table first, and so on.


Activity #2:
12 min

As students explore different types of movement


go around to each table to push students thinking.
Ask them what they are doing to the object? They are
of course moving it, but how? Are you pushing it,
kicking it, bouncing it, etc.

Students will be exploring different


materials and actively describing
specifically what they are doing.

Transition/A
ctivity #3:
5min

Get students attention for next discussion session


by asking everyone to put their objects in the center
of the table and hands in the air.
Call on quiet students to share what they did at
their tables in their groups.
Record these on the chart, while making another
column for key words. Such as, push, pull, slide, roll,
bounce, etc.
Pass out sheets of paper and ask students to draw
a picture of something they did at their table with
their objects.

Students will be sharing what they


investigated at their tables.

5 minutes.
Transition/
Activity #4

2 minutes
Ending
Note

As students hand in and share their work, have them tell


you what object they are moving and how they are doing
it.

Address
safety
concerns
and being
responsible
with the
objects.

Students will be drawing themselves


performing these actions, drawing
connections to what they did in their
groups.
Students will have to voice what they have
learned or taken away from the activity.

Make sure
each student
has an
opportunity
to share
with you or
their group
what they
have drawn.

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