Lesson Plan

Name: Olivia Lee Date: 9/5/16

Subject: 1st Grade Science Grade: 1
Virginia SOL: VA SOL 1st Grade Science- 1.c Start time: 8:00am Stop time: 8:45
Lesson Title: The Pushes and Pulls of Life
Objectives (What do you want students to know, do, or feel as a result of your instruction?)
1. Define a push force as a movement going away from yourself and pull force as a movement coming to yourself.
2. Define movement as a reaction to a pull or push
3. Compare, through exploration, the difference between a push, pull, and what each do to movement.

Critical vocabulary: Push Pull Movement Force

Materials/resources: A squishy ball per two students, a ball with a string through it per two students!

Intro (how do you capture their attention and get them interested?):
- When the students are coming into science class, I will be throwing a ball against the wall. Once all
the students are seated and very interested we will begin the exploration part of the lesson!
Explore
- Now that I have the students attention, I will continue to through the ball and ask some questions.
1. What is this?( knowledge)
2. What is happening what am I doing to the ball? (Analysis)
3. What am I doing to throwing the ball? (Synthesis)
4. What would happen if I didnt push the ball? (Evaluation)

- Set down the ball and grab the ball that has a rope/string around it and ask a few new questions!
1. Ask them what would happened if I just hold the rope? (Application)
2. Pull on the rope, and ask them what just happened?
3. Did I push or pull on the rope ball?
4. What is different from last time? (maybe so them the difference of pushing the ball v. pulling the ball to
remind them)! (Comprehension)
- Next, show force by pushing the ball fast or slow and by pulling the ball fast or slow! Ask questions!
1. Push the ball against the wall again by throwing the ball hard against the wall, ask: did the ball move
faster? (Analysis)
2. Why? If so, why did the ball move faster? (Evaluation)
3. Then throw the ball lightly against the wall and ask: did it move as fast? (Analysis)
4. Why did the ball move? Was it a big force or a little force?
- Note: this question answer process can take a while so allow time to work through the questions!

Acquire
Make it possible for them to learn new knowledge, skills, movements, or attitudes. Sure you can just tell them stuff
but they are more likely to remember if they are responsible for getting the information through something they do.
- Explain that the push and pull on the ball is caused by force.
- The more force behind the push or pull creates more movement!
Note: this is a pretty basic explanation of the concept considering this is for1st graders!
 Lesson Plan

Apply
- Let the students acquire new knowledge about movement through push and pull by giving each team of two a
ball and a ball with a string. Then can (within reason) bounce the ball for push and pull the ball to have a first
had experience in how push and pull effect movement.
- Then, ask them to find another item in the room that can either be pushed or pulled to show that movement
changes based on the force used!

Closure :
- Now switch partners with the person standing to your left. Then, tell each other what a push or pull means.
- Then I will ask volunteers to share their favorite part of the push and pull lesson!
- As our final piece to the closure, I will ask the students to do the hand motions for push and pull! We will use
these hand motions the rest of the week as review for the concept of push and pull affecting movement!

Homework:
- When you get home practice the hand motions before bed and find an object that can be pushed or pulled
and write it down in your planners! We will share what you found in class the next day! Please DONT bring
the item to class!
Assessment:
- What is a push?
- What is a pull?
- If Jen pushes a ball towards the wall, will it move away from her?
a) Yes b) No
- If Jen pulls a ball towards her, will it move toward her?
a) Yes b) No

Reflections (So, how did it go? What will you change to make it better? Do it now or youll forget.)

- Fictionally, I feel that getting first graders to not blurt out during question discovery time will be difficult!