Total Duration: |
31 to 60 Minutes |
Materials and Resources: |
Move It! Motion, Forces and You by Adrienne Mason Motion, by Darlene R. Stille How Things Move, by Don L. Curry Energy in Motion by Melissa Stewart Give it a Push! Give it a Pull! by Jennifer Boothroyd Push and Pull by Patricia Murphy And Everyone Shouted, "Pull!" by Claire Llewellyn Venn diagram on chart tablet for recording push and pull ideas during the discussion, available for download in Attachments. science notebook, pencil clipboard, Student Observations of Movement of Objects (available for download in Attachments) |
Technology Resources Needed: |
Forces and Motion, BBC interactive |
Background/Preparation: |
The prior experience with the motion of objects reinforces the investigation of "push" and "pull" of objects in this activity. Students will investigate strengths of pushes and pulls on a variety of objects to identify a pattern of distance, speed, and direction. |
ENGAGE: The class will review the movement of objects recorded on the chart during Day 1: "Move It!" lesson. Any misconceptions or areas that were confusing not addressed in Day 1 should be discussed now. The students will brainstorm opposite movement that results in motion, such as walk/run, open/close, push/pull. EXPLORE: Students will locate objects in the classroom that push or pull or need to be pushed or pulled to be used. They will perform those actions with classroom objects and record findings in their science notebook. The teacher will question, observe, and record student thoughts on the Student Observations of Movement of Objects sheet, available for download in Attachments. Students will come back together. Through discussion as a group complete a push/pull Venn Diagram, available for download in the Attachments. EXPLAIN: Students will work together as a whole group to create definitions of push and pull. The book, Give it a Push! Give it a Pull! by Jennifer Boothroyd will be read to the class. The class definitions will be compared with ones presented in the book. ELABORATE: Students will go outdoors to practice pushing and pulling with objects on the playground, such as doing pull-ups or push-ups. Students will answer the questions:
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Assessment Strategies |
Teacher observation of student inquiry and recording of thoughts on "Student Observations of Movement of Objects" sheet. Misconceptions should be addressed with the student(s) following the lesson or on Day 3 at the beginning of the lesson. Class discussion of comments posted on chart paper Drawings/recording of thoughts in their science notebook |
Acceleration: |
Books found in Materials and Equipment may be shared, if time permits |
Intervention: |
The teacher should provide additional opportunities for students to push and pull objects and observe the movement of them. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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