5 E’s Science Lesson Plan
Title of Lesson
What Makes Objects Move?
Teacher
Bridges/Correia
FLORIDA SUNSHINE STATE
STANDARDS BENCHMARKS
SC.1.P.13.1: Demonstrate that the way to change the motion of an object is
by applying a push or a pull.
Dates and Duration
Focus of the Lesson
15-60 minutes for 03-05 days
First Grade Science Students will know that a push or a pull can change
the motion of an object and will demonstrate using pushes and pulls to
change the motion of 4 different objects, they will record the motion of each
object as data in their Science Journals using the words "push" or "pull".
Materials/ Resources/ Special Materials: Student Science Journals, a set of four objects for each partner (toy car,zipper,piece of
Instructions:
yarn, and cube ), and two different types of balls for each group (easy to roll, hard to roll).
Resources: Duval County Pacing Guide (Riverdeep),Scott Foresman Science
Textbook, Ch. 9, and
Bill Nye Motion Video:http://www.youtube.com/watch?v=HN7bRkHWMeY
Foss Web Online Roller Coaster:
http://www.fossweb.com/modulesK-2/BalanceandMotion/activities/rollercoaster.html
Special Instructions: Objects used could easily be substituted for objects
around the classroom or outside objects (playground).
Engage
Day 1: 15 minutes
Day 1: Students will begin a KWL concerning motion. They will answer the question
What do they already know about how objects move (predictions)?
As an engage students will go outside and watch the playground with their science journals.
They will record objects that they notice moving.
K
What do we already know about how objects move?
Explore
Day 2: 60 minutes
Students will gather around the KWL and answer the question,
what do they "want" to know about how objects move (observations)?
Students will respond whole group. Students will observe four objects as a class,
they will be asked to predict how these objects move or stop moving.
Students will journal their predictions and return to the floor to share.
Students will be given a partner and asked to explore how their objects move
and journal their data.
Students will return to the floor to share how the objects moved, they may or
may not use the words, "push" and "pull". They may use the words,
"fast", "slow", "hard to move", etc. This will begin the Explain phase, students
may generate vocabulary words, “push” and “pull” through their observations.
Teacher will encourage their use of these words and review the next day.
Explain
Day 3: 15-20 minutes
Students will review findings from the day before. Teacher will then lead students
in a discussion of what the students have "learned" about how objects move
(conclusions).
The teacher will explain that objects are either in motion or at rest. The teacher
will ask, "How do you make an object move? (push/pull)"
The teacher will show a student in a chair. "What can I do to move this object?
" The teacher will explain, objects are moved by a force. "What force am I using
to move this object (pushing the chair). "What force am I using the move the
object now? (pulling the chair)" Am I pushing on the chair or is the chair pushing
on me?
Students will make a t-chart in their science journals for "push" and "pull".
What are some objects that can be pushed? What are some objects that can be
pulled? Are there objects that can be pushed and pulled? Teacher may record
the objects on sentence strips and post them in a hanging chart with students
under the titles, push and pull. Students will then record these objects and others
for each force. They will go back and add the words, “push and pull”.
Examples for Push: Buttons on a keyboard, pencil onto your paper, marker on
the board, pencil into a pencil sharpener, etc.
Examples for Pull:zippers, shoelaces, toys with strings, backpack zippers, socks
on your feet, etc.
Examples for Both: Chairs, swings, etc.
Push ______ Pull
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Technology Resources:
Students will watch Bill Nye the Science Guy, Motion and respond in their journals.
Foss Web Explanation Online:http://www.fossweb.com/modulesK-2/BalanceandMotion/index.html
Extend
Day 4: 15-20 minutes
Students will add to the KWL chart with their findings from the week.
Students will be asked, "Can you change how objects move?"
Students may be allowed to choose an object to predict its motion when effected
by a force. They will carry out this
inquiry with a partner and record the results in their Science Journals.
Technology Resource:
http://www.fossweb.com/modulesK-2/BalanceandMotion/activities/rollercoaster.html
Engage assessment: Students will record what they observe on the
Evaluate:
Day 1-4
playground as motion. They will record this data in their Science Journals.
Explore assessment: Students will predict how their objects will move
and then record in a t-chart the motion for each. They will use
Explain assessment: Students will record objects that can be
pulled/pushed in their science journals. They should be able to answer,
"what is a push? and "what is a pull?".
Extend assessment: Students will use their knowledge of forces of
motion to design their own lab. They will choose their scenario of how
an object is pushed or pulled, observe and record the results.
Evaluate: Whole Group Discussion Charts, Student Science Journals,
Student Directed Lab Results, and Individual Performance Task for Motion.
Homework:
Students will be encourage to notice and observe pushes and pulls at home. They can share them
together on our blog as comments or during in-class discussions.
Differentiated Instruction:
ELL: Students will be paired, given extra time, and visual representation
of vocabulary used.
Inclusion: Students will have directions given one-on-one, will be paired with a teacher if necessary,
and actively involved with hands on demostrations.
Technology Integration:
Regular Education: Students will be given time with hands-on exploration
and teacher modeling of the Science Journal Process.
Teacher will use an online KWL chart as well as several other Google Documents to enagage and
record our thinking. Teacher will use Bill Nye the Science Guy videos (online) with the Explain portion
of this lesson as content support.
DCPS Science Department 2009-10