Overview and Context

Your name(s):

Allie Trillet

Grade level and school:

Burns Park; 1st Grade

Title of lesson/activity:

Changing Motion: Starting Things Moving and Changing Direction

Teaching date(s) and time(s):

March 22, 2016; 10:45 - 11:30

Estimated time for lesson/activity:

45 min

Overview of lesson:

Review the what makes car start moving chart and reinforce the
idea that ever successful method of getting a car to move involved
some force (a push or a pull). Forces come in different strengths.
Do the strengths change the motion? Children demonstrate a small
force by pushing a pencil gently. Predict what would happen if we
used a bigger force on the pencils. Students gently and forcefully
pull and push toy cars and observe the results in their science
notebooks.

Context of lesson:

Students are in the middle of a unit on motion in which they are learning
about the forces which make objects move.

Sources:

Science Companion Teacher Lesson Manual

Learning Goals
Learning Goals

Connection to Standards

Student will be able to describe how

an objects motion is affected by the
strength of a push or pull

PS2.A: Forces and Motion

Connection to Activities

Students will push and pull their car

as a means of initiating movement in
their car. Students will record the
Pushes and pulls can have
different strengths and directions. affects of exerting a greater push or
pull on their toy car.

(K-PS2-1),(K-PS2-2)
EEE Connection
Investigation Question:

Why do objects move?

Claim with evidence:

Objects move as the result of a push or a pull (a force).

The stronger the force that is exerted on the object, the
farther the object moves.
The toy cars only moved after a push or a pull was
exerted upon them. The cars did not move if no force
was exerted.

Attending to the Learners

Anticipating student ideas:

This is the 5th lesson in a series of 13 lesson on motion. At this point,

students have observed motion, drawn motion and acted out motion but
have not yet discussed why an object moves. From their initial
assessments, I can confidently say that I believe that most students have
knowledge that objects do not move on their own that they need some
force to make them move but I am not confident that the students have the
language to express that idea. This lessons goal will be to help all students
make the connection that some force needs to be enacted on an object to
make it move.

Making the content accessible to all

students:

To make content accessible to all students, I will do the following:

- Review the essential questions as a class
- Review vocabulary words as a class
- Write new observations and knowledge on the board where it is visible to
all students
- Engage students in a mentimeter quiz to gauge the thinking of the class
as a whole
- Engage students in experiments which will enhance their knowledge

Assessments
Type of Assessment

Learning-Goals Connection

Mentimeter Quiz

Student will be able to describe how an objects motion is affected by the strength of a
push or pull
- The assessment will allow for me to see the knowledge that students have of the
effects of forces of various strengths will have on an object. Answers to the mentimeter
quiz should be a, b, c, a, b, c.

Written Notes

Student will be able to describe how an objects motion is affected by the strength of a
push or pull
- By listening to student conversations and explanations, I will record students
descriptions of an objects motion after pushes and pulls of various strength. I will also
take notes of the students answers in their notebooks. Answers to the notebook pages
should be a, b, c, a, b, c. I will take notes accordingly.

Instructional Sequence

Materials:

Class posters
Essential Question poster
Pencils
Toy cars
String
Science notebooks
iPads
Ladybug
Computer

Time

Steps Describing What the Teacher and Students Will Do

10 min

Engage:
- Review the concept of force (a force is a push or a pull)
- Review the methods and results listed on the what makes the
cars start moving? chart. Reinforce the methods which
successfully got the car moving
- Forces come in different strengths. There are big and strong
forces, and there are small, weak and gentle forces.
- Do big forces and small forces change motion in different ways?
- What are the differences?
- Children demonstrate a small force by gently pushing a pencil
across their desk.
- What are other small forces on a pencil blowing on it, fanning it
with cardboard.
- Predict what would happen if they used a bigger force on their
pencil.
- Have a student exert a large force by trying to push the desk a far
distance. Have them try again to push it with a little force.

Notes and Reminders (including

management considerations)

25 min

Explore:
- Using the website www.govote.at students answer, as a table
group, on the iPad, the following questions. (Project and record
the answers on the board.)
- Each iPad will be pre-set-up for the students such that the
students simply have to select their answer to the survey
question.
- Students can choose to select choices a, b or c.
- Students click their desired answer and select submit to send
their answers to the computer projection on the board
- Students then select Next Question to move to the following
question in the presentation
- Students and teachers will be able to see the general consensus
of the class predictions of the results of forces on the toy cars
- If I pull gently on the string, my car will speed up a) a little, b)
medium, c) a lot
- If I pull on the string harder, my car will speed up a) a little, b)
medium, c) a lot
- If I pull the string the hardest, my car will speed up a) a little, b)
medium, c) a lot
- If I push my car gently and it sped up a) a little, b) medium, c) a
lot
- If I push my car harder and it sped up a) a little, b) medium, c) a
lot
- If I push my car the hardest and it sped up a) a little, b) medium,
c) a lot
- Review student predictions and discuss student thinking behind
answer questions in such a way
- Divide the students in half
- One half will do the Pulling Toy Cars activity, one half will do
the Pushing Toy Cars activity
- Model each activity for the class
- Pulling Toy Cars - Each partner pair will take turns gently
pulling the string towards themselves to move the car, they will
record their results to question 1 on page 8. Encourage students
to repeat two more times, pulling slightly harder each time
- Pushing Toy Cars - Each pair will choose a way to move their
car which includes a push. Students take turns gently pushing
the car away from themselves, they will record their results to
question 1 on page 9. Encourage students to repeat two more
times, pushing slightly harder each time.

10 min

Reflect and Discuss

- How did students make their cars move
- Did the motion of their cars change when they pulled and pushed
their cars? How?
- How did pushing and pulling the cars harder and harder affect
the motion of the cars?
- Do children have any theres about why harder pushes and pulls
tended to cause the cars to roll out of control? Emphasize good
thinking and theorizing rather than a correct answer
- Can students think of other examples of big and small forces
- Review Essential Questions - allow students ample time to turn
and talk as well as share answers with the class.

Reflection on Planning
Learning goal for self:

The learning goal which I have for myself for this lesson is that I work on my
management techniques. In this lesson there are not only a great amount of
materials but a large number of moving parts as well. As I prepare for and
facilitate this lesson, I aim to implement well-considered and effect
management techniques that will set my students up for success. This will
include explicit instruction and modeling as well as direct expectations for
behavior throughout the lesson.

Preparing to teach this lesson:

In preparing to teach this lesson I did the following:

- Prepared my materials accordingly
- Participated in the activity myself
- Insured that technology was working correctly on all modes of
communication
- Prepared class posters and vocabulary sheets