SDSU Science Content Area Task Lesson Plan #2

Learning Segment: Forces and Interactions Push & Pull

Lesson Name: Push & Pull Stations Duration of Lesson: Nov. 14, 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.
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 PS2.B: Types of refute student ideas about
questions or test solutions to Interactions causes.
problems in K2 builds on When objects touch or
prior experiences and collide, they push on
progresses to simple one another and can
investigations, based on fair change motion. (K-PS2-
tests, which provide data to 1)
support explanations or PS3.C: Relationship
design solutions. Between Energy and
With guidance, plan and Forces
conduct an investigation A bigger push or pull
in collaboration with makes things speed up
peers. or slow down more
quickly

Learning Objectives:
Students will be able to:
Identify stations of which can be pushed or pulled.
Explain the differences between push and pull
Go through each station and experiment with the objects.
Collaborate with peers throughout the stations.

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.

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Resources, Materials, and Grouping:
Materials:
Push It or Pull It? - Roxanne Lanczak Williams
Station 1 (Bowling): 10 empty soda bottles and a ball
Station 2 (Ramps): 2 cars (Hot Wheels), building blocks, different height ramps
(made from cardboard/wood)
Station 3 (Chair Pulley): 2 chairs, string, small bag, various items with different
weight
Station 4 (Magnet): 2 magnet, paper clip, washer
Push and Pull worksheet
T-Chart from first lesson
Materials Management:
All materials will be provided by the teacher. The teacher will set up the stations
at four different corners of the room. Students will be given worksheets that fill
out going through each station.
Grouping Structure:
The students will be divided into groups three groups of 5 students, and one
group of 6.
After the stations, students will come together as a whole group and discuss the
stations.
Resources:
http://www.weareteachers.com/simple-physics-experiments-for-kids-pushing-and-
pulling/

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 Movement: Two fists on top of each other, pull toward body.
Sentence frame: I think station _ is [push/pull] because _

Assessments:
Prior to the stations, the teacher will go over the vocabulary and ask students the
movements that goes along with the words. Students will be assessed through observation
from the teacher to see who has connected the movement with the language. During the
stations, students are assessed through observation, questions, and conversations while
they work in small groups. Students will also be filling out a worksheet that requires
them to identify the stations that are push or pull. After the station, the students come
back to the rug and review the worksheet. The teacher will ask which category each
station belonged to (Push or Pull) and students will answer.

INSTRUCTIONAL SEQUENCE
Instruction [Anticipatory stage/Engage]:
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 ask students if theres any activities/movements that the students did over the
weekend that they could add on their list (from the first lesson). After adding words and
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reviewing if those movements were push or pull. The teacher will read aloud Push It or
Pull It? - Roxanne Lanczak Williams. This book requires students to listen and answer
the questions when the book asks if the object is being pushed or pulled.

Instruction [Exploratory stage/Explore]:

There will be experiments set up around the classroom for students to explore. The
teacher will introduce each station and explain to the students the instructions. Students
are also given a worksheet for them to fill out after each station and circle Push or
Pull depending on what they think it is. The teacher will divide the students into 4
groups, then place groups to different areas. Students will be given 5-7 minutes to
experiment in each station. The teacher will go through each station and help direct
students.
Station 1: Soda bottle bowling (push) Students experiment with pushing a ball
hard and with less force to knock over soda bottles. Students compare a big push
to a small push. What kind of push made the ball move the fastest? The purpose
of this experiment is to show that when objects collide (ball and soda bottle), they
push on one another and change motion.
Station 2: Chair pulley (pull) - Students will experiment with pulling a rope from
one end to the other. They will be a small bag within the loop to send back and
forth by pulling. Students will experiment with pulling the rope hard and then
gently. What kind of pull moved the bag the farthest? How did the different
weight of the items affect the pull? The purpose of this experiment is to show that
the greater mass of an object (the item in the bag), the more force it will take to
move the object.
Station 3: Ramp (push) Students will create ramps using the cardboard pieces
and building blocks. They will investigate how the height of a ramp can change
how fast and far their car can go.
Station 4: Magnet (pull) - Students will experiment with magnets and compare the
weight of the materials (paper clip, washer) and how it affects the magnets pull.

Instruction [Student Explanation stage/Explain]:

After everyone has gone through each station, the students will come back together and
review the stations and worksheet. The teacher will go through each station and ask the
students which group it belongs to, then they must explain why the station is a push/pull.
Students may use the sentence frame: I think station _ is [push/pull] because ___

Instruction [Closure/Evaluate]:
To bring this lesson into a conclusion, the students will add the station activities to the
designated category on T-chart from the first 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 in groups with
other students that will help them stay focus and understand the concept. 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
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these students repeat and follow the teachers movement. During the stations, the teacher
will give direct support and ask questions that lead them to Push or Pull.

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Instructional Material:
Push or Pull? worksheet that students will complete after each station.

Push or Pull?
Bowling:

Push or Pull

Chair Pulley:

Push or
Pull

Ramps:

Push or
Pull

Magnets:

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 Push or
Pull

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