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Lesson Plans/Lesson Plan Summaries

SDSU Science Content Area Task Lesson Plan #1

Learning Segment: Forces and Interactions Push & Pull

Lesson Name: Introduction to Push & Pull Duration of Lesson: Nov. 10, 2016, 45 min.
Grade Level(s): Kindergarten Subject(s): SCIENCE

NGSS Content Standards:

Performance Expectations:
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 & Engineering Disciplinary Core Ideas: Crosscutting Concepts:
Practices: PS2.A: Forces and Cause and Effect
Planning and Carrying Motion Simple tests can be
Out Investigations Pushes and pulls can have designed to gather
Planning and carrying out different strengths and evidence to support or
investigations to answer directions. refute student ideas about
questions or test solutions to causes.
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.

Learning Objectives:
Students will be able to:
Recognize the two types of forces: push and pull.
Describe activities that involves pushes and pulls.

Misconceptions/Prior Knowledge:
Misconception:
Only animate objects can exert a force. Thus, if an object is at rest on a table,
no forces are acting upon it.
A force is needed to keep an object moving with a constant speed.

Resources, Materials, and Grouping:

Materials:
Chart paper & markers (for list & T-Chart)
Pictures for vocabulary & T-Chart) [see instructional material]
Apple TV & laptop to play BrainPOP Jr. video
Materials Management:
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 All materials will be provided by the teacher.
Grouping Structure:
The students will be in a whole group during the whole lesson, except when
partner-talk is assigned.
References:
BrainPOP Jr.:
https://jr.brainpop.com/science/forces/pushesandpulls/preview.weml

Academic Language Requirements:

Force A push or pull that can change the way something moves.
Push A force that moves something or someone away from us.
o Movement: Have palms out and push away from body.
Pull A force that moves something closer to us.
o Two fists on top of each other, pull toward body.
Sentence frame: An example of [push/pull] is ___.

Assessments:
After watching the BrainPOP Jr. video, the teacher will ask students what objects were
shown that can be pushed or pulled. The teacher will create a T-chart and organize the
student answers. The student responses should be examples that were shown in the
video. Examples include: Push cart, door (to open), ball (to throw), bowling; Pull
wagon, door (to close), basket (pick it up). The teacher will have pictures that goes
along with the answers. Then, the teacher will show another set of pictures and have
students answer which category it belongs to. Students may say push/ pull and/or
use motion that was taught in the beginning of instruction.

INSTRUCTIONAL SEQUENCE

Instruction [Anticipatory stage/Engage]:

The teacher will introduce the lesson by asking the students, How do we move?
[This will get students to start thinking about how they use their bodies to move things
around.]
Students can demonstrate their movement if they have a hard time using their words to
explain. The teacher will then ask a probe question: How can objects move without
being picked up? For example, if I wanted to move my chair across the room how will
I do it without picking it up? Students will give responses and the teacher will make a
list of their answers. [*If students run out of ideas, ask how do other objects move such
as paper, pencil, Pete the Cat(the students stuffed animal)]

Instruction [Exploratory stage/Explore]:

After making the list, the teacher will mention to the students, For the next couple of
days, we will be learning about forces, specifically push and pull. The teacher will
introduce the vocabulary words:
Force A push or pull that can change the way something moves.
Push A force that moves something or someone away from us.
Pull A force that moves something closer to us.
The teacher will read each vocabulary, then have students repeat. The movements for
push and pull will be shown when the definitions are explained.
Push: Have palms out and push away from body.
Pull: Two fists on top of each other, pull toward body.
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 Then, the teacher will show a Brain POP Jr. video about Pushes and Pulls.

Instruction [Student Explanation stage/Explain]:

After the video, the teacher will show T-chart labeled Push on one side and Pull on
the other side. The teacher will ask students what objects were shown that can be
pushed. Student response should include: doors (to open), cart, ball (to throw). Then
the teacher will ask students what objects can be pulled. Student response should
include: doors (to close), wagon, basket (to pick up). Then, the teacher will ask
students to think about other things that the students do in their lives that can be pushed
or pulled. The teacher will write down their responses.

Instruction [Student Elaboration stage/Elaborate]:

Students will do a Think-Pair-Share on what they learned about push and pull. This
gives students the opportunity to discuss what movements are paired with push and
pull and examples for either topic. Students may use the sentence frame: An example
of [push/pull] is __.

Instruction [Closure/Evaluate]:
To bring this lesson into a conclusion, the teacher will tell students to pay closer
attention to their movement when they go home for the weekend, specifically focusing
on the type of force they are doing (is it a push? Is it a pull?) because the students will
get to share this information on the following science lesson.

Differentiated Instruction:
IED Students:
(I do not have any IED-classified students but this is what I would do if I did) These
students will receive direct support from the teacher. Students will be paired up with
other students that will help them get started / staying focused. Students will receive
positive reinforcements throughout the lesson.

ELD Students:
Vocabulary words and answers for the T-chart will include pictures and text. The
teacher will constantly be doing the movements when push and pull are stated, as well
as have these students repeat and follow the teachers movement. During Think-Pair-
Share, the teacher will listen closely and give direct support to help student
communicate their answer. They may also use the sentence frame provided.

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Instructional Materials:
This is for the T-chart. The pictures coordinate from the BrainPOP Jr. video.

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Instructional Material:
Push and Pull pictures that goes with the vocabulary words

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