SDSU Science Content Area Task Lesson Plan #3

Learning Segment: Forces and Interactions Push & Pull

Lesson Name: Speed and Direction Duration of Lesson: Nov. 14 & 15, 2016,
45 min. each; Total: 90 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.
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 & Engineering Disciplinary Core Ideas: Crosscutting Concepts:
Practices: PS2.A: Forces and Motion Cause and Effect
Planning and Carrying Out Pushes and pulls can Simple tests can be
Investigations have different strengths designed to gather
Planning and carrying out and directions. evidence to support or
investigations to answer Pushing or pulling on refute student ideas about
questions or test solutions to an object can change causes.
problems in K2 builds on the speed or direction of
prior experiences and its motion and can start
progresses to simple or stop it.
investigations, based on fair PS.2.B: Types of
tests, which provide data to Interaction
support explanations or When objects touch or
design solutions. collide, they push on
With guidance, plan and one another and can
conduct an investigation change motion.
in collaboration with PS3.C: Relationship
peers. Between Energy and
Analyzing and Interpreting Forces
Data Analyzing data in K2 A bigger push or pull
builds on prior experiences makes things speed up
and progresses to collecting, or slow down more
recording, and sharing quickly
observations.
Analyze data from tests
of an object or tool to
determine if it works as
intended.

Learning Objectives:
Students will be able to:
Explain the differences between push and pull.
Share and discuss their observation when exploring speed and direction within
push and pull

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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.
The speed of an object is directly related to the force currently applied.
Objects stop because it runs out of energy.

Resources, Materials, and Grouping:

Materials:
Ball
2 boxes that are the same size, different weight (light & heavy)
String
What Can I Push? and What Can I Pull? booklets for each student
Materials Management:
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.
Resources:
Activity reader: https://www.teacherspayteachers.com/Product/Force-and-
Motion-Pushes-and-Pulls-Books-Experiments-Activities-Printables-1614791
http://sciencenetlinks.com/lessons/making-objects-move/

Academic Language Requirements:

Speed How fast or slow something moves.
Direction The path on which something is moving.

Assessments:
Students will be assessed through observation from the teacher during the Explore
stage. The teacher will also check-in with students while they are working on their
activity reader. The teacher will ask their reasoning behind the answer they chose.

INSTRUCTIONAL SEQUENCE
Instruction [Anticipatory stage/Engage]:
Day 1 The teacher will begin the lesson by reviewing the vocabulary words. The
teacher and students will read the words together. Following the words and movements,
the teacher will introduce two new vocabulary words: speed and direction, and have
students repeat and give examples.
Day 2 The teacher will review the speed and direction vocabulary.

Instruction [Exploratory stage/Explore]:

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Day 1 The teacher will have students sit down in a big circle. The teacher will present
students with a rubber ball. The teacher will ask students how do they move the ball
without picking it up [students should reply push]. The teacher will instruct students to
push the ball using a flat hand and to keep the ball moving. While the ball is moving, the
teacher will ask students what the ball is doing and discuss why the ball is moving in
different directions. The teacher will explain that when objects touch or collide, they push
on one another and can change the direction of the object. Then a student will push the
ball towards the teacher and the teacher will let the ball stop by colliding it to their hand.
Discuss what made the ball stop and why did it stop. Then, the teacher will move onto
focus on the strengths of the pushes, What would happen if we were pushing a bowling
ball? or if we were pushing a ping pong ball? Students will answer and the teacher
will restate their answer or correct the answer [the greater mass of an object, the more
force it will take to accelerate the object].
Day 2 The teacher will have students on the rug. The teacher will present students two
boxes of the same size, but with different weight (Box 1 is light and Box 2 is heavy). The
teacher will have one student pull one box with a string and another student pull the other
box. The students will switch, then the teacher will ask the students which box was light
and which box was heavy. The teacher will ask the rest of the students why one box was
harder to pull than the other. Students will answer and the teacher will restate their
answer or correct the answer [refer to the idea: the greater mass of an object, the more
force it will take to accelerate the object].

Instruction [Student Explanation stage/Explain]:

For both days, the students will further their understanding of pushes and pulls by
completing the activity reader. The teacher will read each page and explain what students
must do, then have students work independently or with their table partner. The activity
reader includes information about pushes and pulls, specifically focusing on the strength
of the force to move an object.

Instruction [Closure/Evaluate]:
To bring this lesson into a conclusion, the students will come to the whole group and
discuss the answers for the activity reader. The students will share details they did on
some of the pages, like I drew 5 rocks because its heavier than 1 rock.

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, for example during the activity
reader they will be in a small group where the teacher will read aloud the activity reader
and directs students on completing the tasks.

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. Like the support for IED
students, the teacher will have them in a small group where the activity reader is read out
loud and students receive direct instructions.

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Instructional Material:
What Can I Push Activity Reader (Day 1)

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 What Can I Pull? Activity Reader (Day 2)

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