Kelsey Fahey

ELED 3221--090
November 14, 2017

INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT

Push vs. Pull

Elementary Science
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Big Idea: Force and motion (push, pull, magnets)

Grade Level: 1st Grade

Rationale: Students are learning this material because force and motion is all around us. There
are many examples children see daily that pertain to force and motion and how things move.
Whether its riding the school bus, playing at recess, or pulling out a chair; force is involved.
Students are curious of the world around them and figuring out how things work. This lesson
contains experiments that allow students to explore what they know about push, pull and
magnets. Students began learning about force in motion in Kindergarten by understanding
positions of objects and ways they can move. In first grade students study how forces affect the
motion of an object. Students also discover how some forces can make things move without
touching them, like using magnets.

NC Essential Standard(s):
K.P.1.2: Give examples of different ways objects and organisms move
1.P.1.1: Explain the importance of a push or pull to changing the motion of an object
1.P.1.2: Explain how some forces (pushes and pulls) can be used to make things move without
touching them, such as magnets
1.P.1.3: Predict the effects of a given force on the motion of an object, including balanced forces

Next Generation Science Standard(s):

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.

Instructional Objective: Students will be able to work in groups to explore the stations while
each completing the worksheets connected to each station. Students will independently complete
the Force and Motion quiz with 80% accuracy to prove mastery.

Prerequisite knowledge and skills:

Students will know that in order for an object to move, some type of force needs to be applied.
Students should know that we use magnets in the real world almost daily. Students should be
able to collaborate and work in a group. Students should know not every object moves the same
way. Students should know there are different types of force.
Teacher needs to have a basic understanding on how magnets work (opposites attract). Teachers
need to know that different objects require a different amount of force. Teacher should for the
most part know what objects are magnetic and what objects are not. Teacher should know that
friction cause an object in motion to slow down/stop. Teacher should know that gravity is the
force that pulls us to earth. Teacher should know that lighter objects need less force to move than
heavy objects do.

Materials/Resources:
Newton and Me By. Lynne Mayer
Force and Motion quiz (one per student)
Science notebooks
Pencils
Station 1:
- Bin containing: 2 screws, 2 paperclips, 2 washers, 2 rulers, 2 buttons, 2 pennies, 2
feathers and 2 pairs of scissors
- Magnetic or Not worksheets
- Set of magnets
Station 2:
- 2 bouncy balls, 2 toy cars and 2 wooden blocks
- How Objects Move worksheets
Station 3:
- Push and Pull graphic organizer
- Worksheet with pictures
- Scissors
- Glue sticks

Source of your lesson: Worksheets from

https://www.tunstallsteachingtidbits.com/2016/03/magnets-force-motion-8933.html

Estimated Time: 60 Minutes (2-days)

Accommodation for Special Needs/different learning styles:

ESL: Provide these students with an anchor chart containing all the vocabulary with pictures for
this unit. Place these students in a group with peers who will help them, but dont let them do the
work for that student. Allow these students to sit near your desk to complete the quiz so you can
help answer questions. Make sure to check on these students frequently during the stations to
confirm they are not lost and know what they should be doing.
ADHD: These students need to be placed in a group with students who wont distract them. Make
sure these students are using their materials properly and not playing with them. If transitioning
through stations seems to be too much excitement for them, give this student tasks and classroom
jobs to keep them engaged. Place this student in a private, quiet place to take the quiz so they are
not tempted to talk.

Safety considerations: will be provided with childproof scissors. Students will use all the
materials correctly, or they will not get to participate. Students will walk slowly to each station
so there are no accidents.
Kelsey
ELED 3221--090
November 14, 2017
______________________________________________________________________________

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. Additionally, I expect you to include possible
questions and anticipated student responses to your questions for each section.

Engage: 5-10 Minutes

Ask students to come join you on the front carpet. Students have been learning about forces and
motion for a couple days. To review and get an understanding of what they know, ask:

Who can tell me something they remember about magnets?

Opposites attract!
Magnets can pick things that are magnetic up
We use them a lot
There is a positive and negative charge
Is everything magnetic?
No!
Only some things are magnetic, like steel!
Good job, you guys have also been talking about pushing and pulling, right?
Yes!
Who can give me an example of something you push?
A swing!
Buttons, like on a keyboard or machine
What is something you pull?
A door!
Zippers, like on my jacket!
Who can tell me what friction is?
It causes things to stop moving!
It slows things down!
How does it do that?
They rub against each other, like when we rub our hands together and it gets warm

You guys really seem to know your stuff about force and motion. Today were going to be
rotating through 3 stations that are going to let us explore what weve been learning about! Im
going to split you guys into 6 groups, you and your group are going to rotate through the stations
together, but you each will have your own work to do. All the materials and directions are
already at each station set up for you. You each will have 7 minutes per station before you have
to switch, so make sure you guys are working and not playing around or you will be working
alone with me. Bring a pencil and your science notebook with you for the stations.
(Depending on number of students or materials available, you can have 6 stations (2 set up for
each activity) with 6 groups. Or if that is too chaotic, have 3 stations with 3 bigger groups
rotating.)
Explore: 25 Minutes
As the students are moving through the stations, walk around and ask questions about what they
are doing.
Station 1: Magnetic or Not?
This station includes magnets for each students and a shallow bin that contains: a screw, paper
clip, a washer, ruler, a button, a penny, a feather and a pair of scissors. The worksheet will have
two graphs and two columns that say magnetic and non-magnetic. The directions tell students
they first need to write down their prediction for each object. Once the predictions are made, the
students will test each object with their magnet and record their final results. They will then write
one sentence on the back stating what results they found surprising.

Station 2: How Objects Move!

This station has a bouncy ball, a toy car and a wooden block on the table. Students are given a
chart with pictures of these objects and four columns that say- bounce, roll, spin, slide. Students
will test each object under each column and record their results. There is a white board on the
table for students to use as a ramp for roll and slide. Students will then write one sentence on the
back of the worksheet explaining how friction applies to their results.

Station 3: Push vs. Pull

This station provides two worksheets. One has three columns for Push, Pull, and Both. The
second worksheet has various pictures of objects and actions. The students are to cut out these
pictures and glue them under the right category. The back of the worksheet has a space for
students to write their own example of a push and a pull, and to draw a picture for their example.
Explanation: 5-10 Minutes
Once all the students have completed all the stations, have everyone come back and sit on the
carpet. Allow students to do a turn and talk for a minute to discuss what they did. When the
minute is up, ask:

Who can share something new they learned?

I learned that pennies are not magnetic, I always thought they were!
I learned there are a lot of things that are not magnetic
I thought the ball was going to be a yes for everything, but then we couldnt get it to slide!
Did any of you experience friction during your experiments?
Yes! station two when we had to move the objects
The block slid a lot slower than the car!
The block didnt go as far either!
What are some questions you have now?
What other objects besides a ball roll?
Could we pick up something heavier with the magnets?
How close does the magnet have to be attract the object?
Why is it easier to pull an object than it is to push?

If time allows, test some of the questions students have or look it up together as a class.

Elaborate: 20-25 Minutes

On the next day, you will review some of the ideas you explored from the prior day by reading
Newton and me. After the book is over, ask:

What is an example of a push from the story?

When he rolled the ball!
He pushed his toy truck
He tried to push his dads car, but it didnt move!
What is an example of a pull in our story?
His wagon
When he played tug-of-war with Newton
Why was it so hard for him to pull his wagon?
It was full of rocks
It was heavy
Why was he able to move it when his dad came to help?
His dad was stronger
His dad pushed and the boy pulled, so it was easier to move!
Lets say I have a ping-pong and a bowling ball. I push them with equal force, which object do
you think will go the farthest?
The bowling ball! Its bigger
No, the ping-pong ball is lighter so it will go the farthest
You would have to use more force on the bowling ball since it is heavier
Why was it so hard for the boy to bike up the hill?
He was tired
He was going uphill, and thats harder than going downhill
And it was windy! The wind pushed against him, and that caused him to slow down
Can anyone tell me why every time the boy threw his ball up in the air, it always came back
down?
He didnt throw it hard enough
I remember learning about something called gravity, is that it?
Yes! The force pulling the ball back down is called gravity. Gravity is the force the pulls us to
the earth so we dont float away to space, good job!

After going over the book and how it relates to everything theyve been learning, ask students if
there are any more questions or if they need you to clarify anything before moving on. If so, go
over any more questions as a class and discuss it before sending them back to their desks to take
the follow up quiz.

Today you guys will be answering some questions about everything weve been learning over
the past couple of days. There are five questions and one bonus question. This assignment is to
be completed by yourself, so this should not take you any longer than 10 minutes. Once you are
finished, turn it in to me then return to your desk to read silently.
Pass out the quiz out to each student.

Evaluate: Formative: Students will be assessed on their participation and completion of the
activities from the stations on day one. Although the worksheets are not for a grade, students
need to complete them and glue them inside their science journals.
Summative: Students will be assessed on their completion and accuracy on the quiz. The quiz
will be 5 questions and worth a total of 10 points (2 points per question). Students will have the
chance to get 2 additional points for an extra credit question (12 points possible). Students will
need to score 8/10 points (80%) to show mastery on this topic.

Closure: 5 Minutes
Once every student has completed their quiz, have them come sit on the carpet to wrap up the
lesson.
We have been learning about forces and motions over these past couple of days because its all
important for us to know how force and motion work. We come in contact with magnets
everyday. Whether its closing your refrigerator door, swiping a credit card or starting your car,
you are using magnets everyday without even realizing it. We use some type of push or pull
everyday too. Knowing the difference between a push and a pull is important to help us
understand how objects move and stop moving. We also learned that different sized objects need
different amounts of force. Like we said earlier, it takes little force to roll the ping-pong ball
because its small and light. But we need a lot of force to roll a bowling ball because its bigger
and heavier. When you go home tonight, go through your house and see if you can find objects
that need a lot of force to move, and objects that need a little amount of force. Well share our
findings tomorrow.