5e lesson plan template PDF

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5E Lesson Plan Template

General Information Lesson Title: Energy and Forces Subject(s): Science Grade/Level/Setting: Kindergarten Prerequisite Skills/Prior Knowledge: Students need to know how to listen to instructions, how to ask questions, or have previous experience of pushing or pulling an object.

Standards and Objectives State/National Academic 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.

Learning Objective(s): Students will cooperate with the teacher and with their classmates to conduct a hands-on investigation about force to find out, through the experiment, the meaning of the word force. Students will demonstrate understanding of the scientific meaning of force by achieving a score of at least 8 correct answers out of 10 points on the Pushes and Pulls Genius Challenge worksheet.

Materials

Technology

15 baggies each filled with:

Generation Genius video:

10 Cheerios, 1 straw cut into half, 1 piece of 12 inch yarn

https://www.generationgenius.com/videolessons/ pushes-and-pulls/

a ball Poster board or chalk board with 2 columns labeled: PUSH or PULL 2 post it notes for each student

Writing or drawing utensils for students

25 copies of

GG-Pushes-and-PullsGC_rev-1.pdf

summative

assessment

Language Demands Language Function: Students will discover what forces are used to set an object in motion, students will learn that more force equals more motion. Students will engage in asking questions to complete their investigation. Students will demonstrate their understanding by writing or drawing an example of an item that can be moved by pushing or pulling on a post it notes. They will then add that post it note in the correct column to a chart labeled with two columns PUSH or PULL.

Vocabulary: Force, motion, movement, question, investigate, direction, pull, push, stop, strong, weak

Discourse and/or Syntax: A force is a push or a pull. A force can move an object to us or away from us. Force moves things in different directions and if the force (push or pull) is stronger the object moves faster or further. If the force is weaker, the object doesn’t move as fast or as far.

Have any of you ever gone bowling? When the ball goes rolling down the lane, that is an example of a force that is pushing. The ball is pushed towards the pins at the end of the bowling lane.

How many of you put on your socks and shoes today? You were using a pulling force to move the objects closer to you. You pulled your socks on over your feet and then you pulled your shoes on over your socks.

Forces can put objects into motion. Everything that is moving around you has been put into motion by a push or a pull. To make an object move or change its motion we must use force. Force by pushing can move an object away from us like pushing the bowling ball down the lane to hit the pins. A pulling force can move an

object closer to us like when we pulled our socks on over our feet or when we pull the blankets up around our chins at night. Forces can be strong or weak. When a force is applied: • An object can move fast • An object can move slow • An object can stop moving at all

Teacher will continue the discussion by asking the class discussion questions before showing them a video. 1. Can you name an object that can move on its own? 2. Tell me some ways that we can make objects move? 3. A lot of you play a sport that uses a ball. Tell me some ways you can make the ball move when playing that sport? 4. What fast moving animals can you think of? Are there any animals that are very slow moving?

After showing the class the video, the discussion will continue as follows.

1. 2. 3. 4.

Is Dr. Jeff pushing or pulling the punching bag in the video? Can you think of an example of pushing or pulling when you are at the grocery store? How did Olivia move the basketball? Did she use force? What kind of force? How do you think forces can help you when you are playing a sport that uses a ball?

Instructional Strategies and Learning Tasks

Engage:

Activity Description/Teacher

Student Actions

Teacher reminds students that quiet hands will be called on to share.

Students raise hands to answer the questions and contribute their experiences.

Teacher asks students. Have you ever swung on the swings at the

playground? Have you ever helped mom move the grocery cart around the store? Have you ever thrown a ball back and forth with a friend?

Students will successfully name an item that can be pulled and an item that can be pushed onto a post it note and onto the classroom PUSH or PULL chart.

Explore:

Teacher says: Lets discover more ways that we can make things move. Partner up with a buddy and sit across the table from them. Now take out the contents of your baggie. Place the string in a line in the middle between you.

Each student will draw a picture or name an activity in which items are pushed or pulled onto a post it note.

Each student (when called on) will then place the post it note with the item that they drew or have written on onto the chart that is provided.

Children are sitting at tables across from a partner.

Each child is figuring out how to make the cheerios move towards the middle of the table.

Now remove 5 cheerios for you and give 5 cheerios to your partner. Each of you get a straw to use however you choose. Make the cheerios move towards and away from the string in the middle of the table. Explain:

A force is a push or a pull that makes things move. Teacher walks around while explaining/pointing out how different forces are used to make the cheerios move, to observe and to encourage

Children are actively engaged in the experiment of moving the cheerios. While listening to teacher.

each child’s participation. Elaborate:

Teacher asks some students to share what they just experienced.

Students raise their hand to share about their experiment.

Evaluate:

Teacher hands out the pushes and pulls worksheet and gives students instructions on how to complete the worksheet.

Students complete the pushes and pulls worksheet on their own.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.

Gifted and Talented: Students are given a choice to answer 2 of the following 3 questions in their science journal. Question 1 Draw an example of a push or pull. Write the word beneath your picture.

Question 2 Draw an example of something that can be both pushed AND pulled.

Question 3 Write down what force is and how it can be changed. Use at least two sentences.

ELL: Students will be given an interpreted worksheet

This is a packet for purchase online that has dual language instruction. Before the lesson, the vocabulary words will be translated and placed onto a picture card. The student will have access to the cards throughout the lesson. Teacher will refer to the student to let him/her share the translated words with the class. Students with Other Special Needs: Student will work with his/her aide to complete the hands on assignment. Student will be allowed to answer fewer than 10 questions on the worksheet or more time will be given if needed to secure the

“force” concept with the student.

Assessment Formative Teacher watches students and asks questions to specific students as they engage in the lesson to assess individual understanding. Teacher circulates around the room during the investigation to assess each students engagement with the lesson. Teacher asks students direct questions to help them to verbalize what they understand about the concept of force.

Summative

GG-Pushes-and-PullsGC_rev-1.pdf

Students will demonstrate understanding by completing the worksheet with 8 out of 10 answered correctly....