Force+and+Motion

Caitlin Titus Kindergarten

__Push and Pull__ (using Play-Doh)

After the lesson, students will be able to correctly recall and inform me that pushing and pulling can make objects move as well as stop their movement. PA Academic Standards: · Subject: Science and Technology o Area 3.4: Physical Science, Chemistry, and Physics § Grade 3.4.4: Grade 4 •Identify characteristics of sound such as pitch, loudness and echoes. •Recognize forces that attract or repel other objects and demonstrate them. •Describe various types of motions. •Compare the relative movement of objects and describe types of motion that are evident. •Describe the position of an object by locating it relative to another object or the background (e. g., geographic direction, left, up). I will ask students if there is anything around the room that they can push to move (i.e., their chairs, the door, books, closet doors, papers, etc.). I will then ask them if there is anything they can push or pull to stop from moving (i.e., the door will be the most obvious example for students to understand and I will demonstrate this).
 * Section ONE: Identify all standards and subjects**
 * Objectives**:
 * Standards**:
 * Standard C:** Observe and describe different types of force and motion.
 * Section TWO: Identifying method(s) of assessment and point of use throughout lesson**
 * Pre-assessment:**

I will ask students about what and how we can make things move and we will learn about how not only pushing and pulling can make objects move but it can also change their shape and make things. We will use Playdoh to experiment and understand this concept.
 * Formative assessment:**

Students will be able to recognize that pushing and pulling can not only make things move, but also it may stop them. We are only briefly touching on this subject today it will be discussed in more detail on Thursday. They will also be able to recognize different times when they push or pull an item, such as Playdoh. Playing with Playdoh will help students gain a deeper understanding of the two concepts and it will allow them to apply these actions to their daily life which is important.
 * Summative assessment:**

Hook: I will read “Push AND Pull” to the students and we will talk about the things that were pushed and those that were pulled in the book. Procedure: 1. I will move students to the carpet by tables. I will ask them to sit in their assigned spots and sit criss-cross applesauce hands in their laps just like that and eyes on me pretty please. 2. Read “Push AND Pull” to students. 3. We will talk about the items that were pushed and the things that were pulled in the book. a. Ask students to recall items b. Did items push or pull objects? 4. We will talk about how pushing and pulling can move items and stop them. I will have students tell me items around the room they can push to move and items they can push to stop. If they are struggling I will help them and give them an object and ask if they can push that or pull it. a. Can push-chairs, desks, color box on each table, 5. Once we have completed this activity on the carpet, I will explain to students that we are going to now work with Playdoh for about 10 minutes and I am going to ask them questions about what they did. I will instruct students to think about what they are doing with the Playdoh and to try and think about whether they are pushing it or pulling it to make new shapes. 6. After the 10 minutes are up, I will ask students to please put their Playdoh back into the container and once they are done to put the container and to place it on the round white table. We will then sit on the carpet and talk about what we did with the Playdoh. Closing: I will ask the students how they got the Playdoh out of the container (pull) and how they got it back in (push). We will talk about if they pulled it apart, if they pushed it back together, if they squished it, if they pressed (or pushed) anything into it to make a shaper and if they pulled anything out of it. After the lesson, students will be dismissed to go and put a chair away by their table colors. Once the student has placed his or her chair on the stack, they will be permitted to get their backpacks and jackets and come back to the carpet and get ready for dismissal. Playdoh “Push and Pull” I will be walking around the classroom while students are working with their Playdoh. I will make sure that I go to those students who may need help and I will ask them to demonstrate different actions for me. I will ask them to push the Playdoh into the container and ask them to pull it out.
 * Section THREE: Identifying the learning activities/instructional strategies and details as to how the lesson will be carried out—**
 * Time Frame:** 30 minutes
 * Lesson details:**
 * Transition**:
 * Materials**:
 * Differential Instruction:**

Caitlin Watson 2nd Grade Force and Motion (also Magnetism) Engage, Explore, Explain

Students will be able to explain/illustrate what they see when a force, such as a push, pull, or gravity, affects an object's motion. Students will be able to recognize how forces can change an object's motion. Students will be able to recognize what objects are magnetic and how the force of magnetism affects an object's motion. Students will be able to talk and write about their observations on the playground and in the classroom using the vocabulary that goes along with our key concepts. || 32 Scientific Notebooks for the students (These will include pages to complete their observations from the playground in order to keep the lesson focused and the students on track; as well as pages to record their observations from in class activities) Two Clay balls A piece of string or yarn Shoe box lid or folder A crayon A ruler A heavy book A crumpled piece of paper, like a ball Possibly hand out of I'm a Little Playground Song I will manage the materials during the lesson by having them all organized ahead of time in groups of what I will need and when. I will ask my daily scientists to bring me the materials when I need them; the materials will be set up on a table near our experimentation area. || 1. I will handout each student's scientific notebook, which will include a page of key concepts and an observations page to complete after we are out on the playground. 2. We will go over the key concepts and then head out to the playground. 3. When we return to the classroom, we will take some time to discuss what we found out on the playground in relation to force and motion. -Examples: When you swing on a swing, what happens? Can you make it move in different ways and directions? What happened to the ball when you threw it to a friend? Why did it move? Was there a force on the ball? Who applied force on the ball? How did you balance on the seesaw? What happened if your partner was bigger or smaller than you on the seesaw? Why? How did you make the wagon move? What were you applying to the wagon? Are there multiple ways that you can make something move? did you see when you slid down the slide? Is there a force acting on you that made you come down? || The classroom will be split into three different stations. Each station will be set up ready for the students to begin the activity and complete each step in their scientific notebooks. I will first go over the guidelines of the activity: each student must do the action and record what happened by either drawing or writing, each student must respect their classmates and teachers, and I will ask them what they can do to make sure the activity goes well. To begin the lesson, I will introduce the essential question of the unit: How do forces affect objects? Before heading off to our stations, I will go over what needs to be done at each station and have the students read every task. 1st Station- Clay ball activity- The students will push and pull the clay ball with their hand. The students will push and pull the clay ball with the piece of string. The students will move the clay ball around with the folder. 2nd Station- Pendulum Activity- The students will move the crayon back and forth (front to back). The students will move the crayon side to side. The students will move the crayon in a circular motion. 3rd Station- Gravity Station- The students will each hold out a paper ball and drop it. Then, the students will throw the paper ball towards the ceiling. The students will be recording their observations at each station. I will continually encourage them to be using the key concept words in their descriptions and conclusions. We will then come back together as a class to discuss their observations. I will question the students throughout the discussion, especially encouraging them to make connections to the playground activity from the previous day. The next explore phase of the lesson will be exploring the force of magnetism and what objects are magnetic. To begin the lesson, I will ask for helpers to record our observations as a class, while the students will each have their own paper to record predictions and observations. I will have lots of different objects set up to test their magnetism, before testing I will ask the students to predict whether or not the object is magnetic. We will record our predictions, and then I will call up a scientist to test out the object's magnetism. After the exploration part of the lesson, I will question the students to bring the lesson to a conclusion and sum up the idea of the force of magnetism and how it affects an object's motion as well as what characteristics an object must have to be magnetic. ||
 * Subject(s): || Science ||
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 * Science Concept: || The science concept addressed through this lesson is how forces affect all objects. We will be exploring different forces including pushing, pulling, gravity, and magnetism. ||
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 * Driving Question: || How do forces affect objects? ||
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 * Grade/Level: || 2 ||
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 * Learning Outcomes: || Students will be able to understand how forces affect objects.
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 * Summary: || This 3-day lesson on force and motion intends to explore the question, how do forces affect objects? with several different exploration activities. During the engage phase of the lesson, we will discuss our key concepts and relate them to playground examples. After covering the concepts and examples, we will venture out onto the playground, where the students will have their science notebooks to record what they see when completing each activity, such as swinging on a swing(motion, pushing), throwing a ball to a friend(force), and sliding down the slide(gravity). When we return to the classroom, we will talk about our discoveries and experiences on the playground as well as other playground examples of balancing and push/pull. Questioning will be very important. The following day I will set up three stations for the kids to explore, followed by an explain phase after the activities. We will have the clay ball activity, the pendulum activity, and the force of gravity activity. We will discuss how these experiments relate to movement and force on the playground. I will look to have the students direct the discussion by using higher level questioning. The third day will be another day of exploring, followed by explanation. As a class, we will test out which objects are magnetic. The students will make predictions and then I will have a scientist come up to test out their prediction on each object. When we finish, we will talk about how magnetism is a force that affects an object's motion, and what makes an object magnetic. ||
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 * **STANDARDS & ASSESSMENT** ||
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 * Assessment/Rubrics: || To collect evidence of students' learning, I will be questioning throughout the lesson as well as observing their recordings in their scientific notebooks; this will allow me to measure their understanding and how well the lessons went. At the end of the lesson, the students will also be writing me a letter with a picture to explain what they learned and their favorite part of the unit. ||
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 * **MATERIALS AND RESOURCES** ||
 * Science Materials: || Materials needed for this lesson:
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 * **ADDITIONAL INFORMATION** ||
 * Learning Context: || This series of lessons fits into the general context of classroom teaching because it covers a big chunk of the District Unit Map for Force and Motion. The key learning of this unit is that all things including ourselves are affected by force and motion, and the Unit Essential Question is how do forces affect objects? ||
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 * Differentiated Instruction: || When we begin the lesson with the engage phase, I will have the students in groups to provide support to each other. In order to keep the students focused and on task, the scientific notebooks will have the clear expectations of what needs to be done out on the playground; this is also another support for all students. Overall, we will have multiple class discussions to help the students meet the standards of the lesson. There will also be individual work in their notebooks that will enable the advanced students to exceed the standards. The class discussion will help the students make connections to the concepts, activities, and the playground examples, which should support their thinking and learning. ||
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 * Collaboration: || Students will work collaboratively & individually. Students will work in groups of 5. ||
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 * Time Allotment: || 3 class periods. 1 Hr per class. ||
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 * Author's Comments: || The most important aspect of this lesson is providing a focus and using effective questioning strategies to bring it all together. ||
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 * **5E’s Implementation Plan** ||
 * ENGAGE: || During the engage phase of the lesson:
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 * EXPLORE: || During the explore phase of this lesson, we will conduct investigations in the classroom to build upon the understandings from the playground.
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 * EXPLAIN: || After the experiments are completed each day of exploration, we will come together as a class to go over our observations. The students will share their observations and explain what they see happening in each activity. I will continue to prompt them through questioning to expand their thinking. I will encourage them to think of connections from the playground, or any other connection they may have made. It will be good to have their scientific notebooks in front of them with their observations at hand so they can make specific connections and references. ||