Standards-Aligned Lesson Plan Template

Subject(s): __Science_______________________________________ Grade: _______Kindergarten_______

Teacher(s): _______Miss Moreno____________ School: _______Loma Vista Elementary___________

Date:___________
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:

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.

Science and Engineering

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

Disciplinary Core Ideas

PS2.A: Forces and Motion
Pushes and pulls can have different strengths and directions. (K-PS2-1),(K-PS2-2)
Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. (K-PS2-
1),(K-PS2-2)
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)

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD P1.K.5 Bridging Demonstrate active listening to read-aloud and oral presentations by asking and answering
questions with oral sentence frames and occasional prompting and support.

4. Learning Objective: (What will students know & be able to do as a result of STUDENT-FRIENDLY
this lesson?) TRANSLATION

Students will investigate and compare which object requires more force or We will compare a wooden block
direction to be pushed and moved across the finish line. and a paper clip in an
experiment to see which one
Blooms Taxonomy analysis. needs more force to move across
the finish line.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?)(TPE1.3) TRANSLATION
We will be able to tell the
Students will be able to determine how objects move by applying force through teacher how objects move by
pushing or pulling on the object by conducting an investigative experiment. applying force by pushing or
pulling on them through an
experiment.
6. Essential Questions (TPE1.5):

What is force?

What are examples of pushing?

What are examples of pulling?

How can you show strength?

How will direction affect an object?

 Part II STUDENTS INFORMATION (TPE1.1,3.2)
7. Class Information:

a. Total number - There are a total of 29 students in both the AM and PM Kindergarten class.
In the morning class there is a total of 19 students; 13 boys and 6 girls.
In the evening class there is a total of 10 students; 5 boys and 5 girls.
b. English Learners/Standard English Learners - There is a total of 11 EL students with four different

proficiency levels.
6 students at the basic level (1), meaning they have very limited or no understanding of English.
2 students at the low intermediate level (2), meaning they can understand short conversations on

simple topics
1 student at the High intermediate level (3), meaning this student can understand standard speech

delivered in most settings with some repetition and rewording.

2 students at a proficient level (4), meaning they have adequate language skills for day-to-day

conversations.
c. Students with Special Needs There are no students in the class that have been medically diagnosed

with special needs. There is one student in the processes of starting the testing process for ADHD or

another learning disability, but there have not been any formal diagnoses of the student.
d. Academic language abilities, content knowledge and skills in content area - Students at this

stage are acquiring language abilities. Through phonics phonemic awareness, listening and learning to read,

theses student are gaining their foundational skills for language. Students can describe and detail simple

opinions, and pull from informational text. Students vary in reading levels from one another at this stage.

This is the first unit of science the student will be having this year. They have had one other science lesson

in their class that I conducted. IT was an introductory lesson just providing the students with an

understanding of what pushing and pulling is.

e. Linguistic background There are 5 students in the classroom that speak Spanish. All of these students

are considered English Language Learners.

f. Cultural background (home/family) - The majority of the students come from Hispanic backgrounds

predominantly from cities within Mexico. There are 6 white students and the rest of the classes are made up

of Hispanic/Latino/White background. Five of the students speak Spanish at home all of which are

considered EL and the rest of the Hispanic population speaks English.

g. Health considerations (if any) The students in this classroom are on track developmentally with fine

motor skills and gross motor skills. They are able to properly hold and grasp pencils, crayons and scissors.

This provides them with the foundation to start writing simple words and sentences. They are also very

active and open to whole group and small group physical activities. This classroom is open and accessible

for each student and provides open areas of carpet for them to stretch and sit if they do not want to sit at

their desk.
h. Physical development factors that may influence instruction in this academic content area The

students in this classroom are on track developmentally with fine motor skills and gross motor skills. They

are able to properly hold and grasp pencils, crayons and scissors. This provides them with the foundation to

start writing simple words and sentences. They are also very active and open to whole group and small

group physical activities. This classroom is open and accessible for each student and provides open areas of

carpet for them to stretch and sit if they do not want to sit at their desk.
i. Social development factors that may influence instruction in this academic content area The

students are very sociable. Their caregivers are familiar with one another or are related creating a tight knit

between the classes. This creates times of distraction and moments of students being on task together.
 They are very talkative with one another and enjoy working in small groups with friends or family. The class

is open and accepting to one another and treats each other with kindness and respect.
j. Emotional development factors that may influence instruction in this academic content area

The students are open to one another feelings. They encourage and are aware of the things they do to one

another apologizing or cheering each other on in lessons or games. The students worry about lunch and

playing more than their academic standing within the classroom. They fish for praise from the teachers and

are aware of the rules within the classroom.

k. Interests/Aspirations (relevant to this academic area) - The student are interested in playing with 3D

shapes and having time on the carpet as a whole group. They enjoy speaking and sharing with one another

and love playing educational games online with the class or individually on iPads. This is a great tool that

can be utilized for lessons in Math, Language Arts, Social Studies and Physical Development. Through pair

sharing or teacher and student sharing they can discuss and chat with other people to relay their ides and

what they gathered from the lessons.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):

I anticipate that it will be difficult to teach the lesson in a whole class setting. There are many students that require
more one on one or small group attention in order to understand and gain information from the lesson. I also
anticipate that several of the students will disrupt or interrupt the lesson or go off task during the instruction.

For my EL students, they may have trouble remembering the vocabulary and focusing on the lesson because of
difficulty understanding the directions. They may also not participate because they are unsure of what the
experiment is.

For my student being tested for ADHD, I feel that this student will have trouble focusing and will cause other
students to be distracted or disrupt their work. This has happened in the past. I also feel that this student may shut
down during the experiment of choose not to participate at all.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )

In order to modify the lesson to benefit all students I will be splitting the class into small groups and making this a
center during class. This will allow me to provide a smaller group of students one on one attention and allow them to
explore the tactiles and matierals. I will also be able to provide them with more examples and time to test out their
predictions.

For my ELs, I will go over the vocabulary a few times to ensure they understand pushing, pulling, force, strength and
direction. I will then modify the directions to ensure that they are easier to understand. I will also provide visuals to
connect the words and vocabulary to a specific thing or image of pushing or pulling. I will also provide sentence
frames for the students. The wooden block will __________ to the finish line than the paper clip. I know this because
__________. The paper clip will _____________ to the finish line than the wooden block. I know this because
________________.

For my student that is being tested for ADHD, I will have him work on his own within the group. I will also provide him
with assistance and have him share what he is doing with the group to provide him with a more open space. I have
also learned that he enjoys speaking to the class so this will also aid him to stay on task so he can share what he is
doing with the group.
For the AM class I will be splitting the class into centers and having a small group come to me for the science lesson.
I will also utilize the small groups in the PM class.

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
Communication: students will communicate with their partner during the experiment. They will discuss how
many puff it takes to move a paper clip or a wooden block across the finish line.

Collaboration: The students will work with a partner to collect data during the experiment and discuss their
findings together

Critical Thinking: The students will try to figure out how many puffs of air it will take to move a wooden block
across a finish line. They will collect data and try to figure out why it took that many puffs to move the block.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)

I will show the students a Brain Pop video on pushing and pulling before the lesson. To ensure that they have a
greater understanding of what those terms mean as well as other crucial terms used within the experiment.

12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)

Visual representations of the vocabulary with pictures attached will be made available for the students. This
will provide them with additional assistance in distinguishing between pushing, pulling, force, strength and
direction.
I will act out pushing and pulling using objects in class to ensure that the students can understand the
difference between the two terms.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
 outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:

I will assess if the students are documenting the amount of puffs it takes to move the two objects across the finish
line. I will also be asking the students to explain which force they are applying (pushing or pulling) on the object to
move it across the finish line.

b. Summative (if applicable):

I will have the students use the data they collected from the experiments to write a scientific explanation that
includes a claim on how they made the specific object move across the finish line or why they think the wooden
block did not move across the finish line. I will also have them compare if pushing on the object affected its
movement more or if pulling affected if movement more.

DOK level Two Skill/Concept

c. Attach rubric here ( and copy and paste your objective above your rubric):

Objective
Students will investigate and compare which object requires more force or direction to be pushed and moved across
the finish line.

Comparing Push and Pull

1pt 2pt 3pt

Students do not Students work Students

Participate in participate in with their partner participate and
Experiment experiment or but do not work well with
work with their participate during their partner.
partner entire
experiment.

Students do not Students only Students

Compare effects compare different compare the compare the
of different strengths on the effects of effects of
strengths objects different different
strengths on one strengths on both
object objects.
Students do not
Compare effects compare the Students Students
of different effects of compare only one compare multiple
directions of different effect of different effects of
pushing and directions of directions of directions of
pulling pushing and pushing and pushing and
pulling pulling. pulling
 Part V - INSTRUCTIONAL PROCEDURE
14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

1 Student Journal: Cross the Finish Line (per student)

1 Student CER (per student)
1 Pencil (per student)
1 Small paperclip (per pair)
1 Wooden block (per pair) *Be sure to use sufficiently light block and/or sufficiently smooth surface so that students
can succeed in moving it.
1 Straw (per student)
 16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN: 3-5 minutes
1. Engage: Provide a brief real-world phenomenon, an object, or an issue hat engages students
interests in the topic one or more questions for investigation.
I show the students the brain pop video describing the vocabulary. After the video I will first go over the vocabulary:
pushing, pulling, strength, force and direction, once again. I will have the students explain what each word means
and how they can do the action on an object. I will then introduce that we will be applying force on a wooden block
and a paperclip to either push or pull it across a finish line. I will ask the students how many puffs of breath they
think it would take to move the paperclip and the wooden block.
BODY: 15-20 minutes
2. Explore: Provide materials so that students engage in first hand experience with the issue under
study.
I will lead the students in an example of how to blow the straw to move the objects across the finish line. I will also
explain the importance of blowing the same way each time or with different strengths to move the objects across the
finish line. I will tell the students that they may want to think about the different directions they blow on the objects
to move them. I will then give two students a straw and a wooden block and paper clip to practice the experiment as
a pair. I will also tell them they need to count how many puffs of air it takes them to move the wooden block or the
paper clip and write it down. Each students will be able to engage in the experiment as well as collect data.

3. Develop: Systematically develop the concepts that arise during the exploration phase.

As the students are attempting to move the two objects across the finish line. I will be asking them questions such
as: Why is it harder to move the wooden block and not the paperclip? Is there a difference in the amount of puffs
of air it takes to move the paperclip than the wooden block? Why do you think it take more? These questions will
facilitate critical thinking throughout the experiments it will also allow the students to build connections to the math
component that will be presented at this time. The students will also see the different in the amount of puffs it takes
to move each object through their data collection.

CLOSE:
4. Apply: Present a new problem or situation that can be addressed given students newly formed
understandings.

Throughout the experiment students will be collecting data on how many breaths it take to move the block and the
paperclip across the finish line. The students will then answer a questionnaire/rubric regarding their findings and also
their participation. This will be a great way for me to distinguish is the students were able to understand and
complete the experiment. I will then ask the students how they can using pushing or pulling with different amounts
of force in their life. I will provide them with examples pushing a friend on the swing. Or pumping your legs on the
swing to move. Riding a bike at recess, how can you using pushing or pulling to go faster.

I was given this source to create and modify my lesson.

https://alica1.acceleratelearning.com/scopes/11142/elements/463603

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with
Special Needs. On student work samples, please include scores according to rubric categories.

Low- Junior struggles to focus and understand directions during lessons. At times I had to completely stop the
lesson to reiterate the instructions to help him understand. Luckily he and his partner worked well together. It was
difficult for him to participate and he mainly sat there or played with the straw or block. He was unable to provide me
with a comparison between the block and the paperclip and was unable to provide me with information regarding the
differing strengths. In the end he received a 3.

Medium- Timmy worked well with his partner. He struggled to describe more than one object which resulted in a 2
for that specific category. As the lesson continued he experienced some difficulty expanding his thinking past more
than one object. When it came to comparing differing strengths he was unable to provide me with any information or
work to show that he understood this aspect of the experiment. In the end Timmy received a 5.

Medium- Jasmine is another student considered at the medium level. Her work differs from Timmys work. She was
able to provide more of a comparison between the paper clip and the block. She also worked extremely well with her
partner. She struggled a bit when it came to discussing the different strengths it took to move the objects. In the end
Jasmine received a 7.
High-Mila is an exceptionally bright and intuitive student. She worked extremely well with her partner. She was able
to describe and compare multiple objects. She was able to describe the differing strengths needed to move the
paperclip but had some trouble describing the different strength needed to move the block. She received an 8.

High- Valerie went above and beyond during the lesson she compared multiple objects with her partner, she was
able to distinguish the different strengths needed to move each object and she graphed more than two objects. She
received a 9.

EL-Evelyn did exceptionally well during this experiment. She worked well with her partner and provided great
examples when comparing objects. She struggled when comparing different strengths of multiple objects but was
able to tell me more about the different strength it took to move the paper clip. She received an 8.

Student with Special needs- Axel had some difficulty focusing during the lesson. I had to at one point separate
him from the group. After he was able to regroup he joined and refused to work with a partner. He was able to
compare objects on his own but struggled to compare the different strengths needed to move the objects. He
received a 4.

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.

I feel that the students were able to grasp the concept of pushing or pulling using the straw to move the paperclip
and the block. I feel that they had a strong understanding of how to compare different objects and discuss with they
would need to be pushed or pulled to move them across the finish line. I also feel that the students excelled when
working on this experiment with a partner.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do
you think they were not able to achieve the lesson objective in these areas?

I feel that the concept of different strengths was a bit challenging for the students to understand. They had some
trouble being able to discuss what it meant and also how to show it. I would provide them with examples or have
them tell me if I was using a lot of strength to move a table or a light strength. They were able to understand it when
I showed them and had them tell me. But when comparing it between the block and the paper clip they did not
understand it.

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific
pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-Specific
Pedagogy)

I was constantly changing the way I was teaching for each group and student. There were moments when I
would have to stop or move away from what was on my lesson plan to make the lesson more accessible for the
students. For some of my higher students I had to provide them with multiple ways to compare objects or even
give them several objects to challenge their thinking. Only three of the students were able to finish the last
worksheet.

4. What would you change about the lesson and why (according to your data analysis)?

Stem scope provides a base for lessons. I feel that in the future I would only take the standards they provide and
form my own lesson utilizing backward design more. There were moments when I felt that the students were
completely bored and uninterested in the experiment. I feel that I will in the future rely on my capabilities to create a
lesson and run them by the other teachers to see if they feel that they are fascinating and standard focused lesson.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.