Learning Segment 1

Subject: Science Reading

Date/Time:

Grade: 1

Strand: Physical Science

Reading

Topic: Motion and

Materials
Key Ideas and Details

Content Statement:
Objects can be moved
in a variety of ways,
such as zigzag, circular
and back and forth.
(Focus on: The motion
of an object can be
affected by pushing or
pulling.)
Ask and answer
questions about key
details in a text.

Objectives: Students will be able to accurately define push and pull

along with being able to identify objects that are pushed, pulled, or
both. This will do this with 87.5% accuracy as shown by a 7/8 on the
picture sort. Students will be able to answer questions about details
in the book and about their stories in the reading series when asked.

I Can Statement: I can

tell when something is
pushed and when it is
pulled.
I can answer questions
about details in a story.

Preassessment: Force and Motion

worksheet

Summative
Assessment: push and
pull sort

Formative Assessment:
Discussion of forces of
motion (push and pull)
during reading of book

Materials/ Equipment: "Force and Motion" worksheet, push and pull sort, Newton and Me by
Lynne Mayer (Kindle Cloud edition is easiest for this lesson), a ball, a rope, a heavy box
Engage:
1. Pass out the "Force and Motion"
worksheet.
2. Tell the students to do the best
they can to match the
vocabulary word to the
definition and to answer the
question on the bottom. It's ok
if they don't know the answers
as this is a pre-assessment to see
what they already know.

Explore/
Evaluate/ Conclusion:
Explain/Elaborate:
1. Divide students
1. During the reading,
into groups of 6.
ask students to
2. Each group is
explain (Bloomsgiven a set of
comprehension)
pictures.
why the ball fell
3. With the
when the dog let go
pictures, the
of it. Ask them to
group must
infer (Bloomsdecide
Evaluation) why
(Blooms-

3. Collect them when finished.

4. Students will have already read
Chicken Little and Little
Rabbit's Tale during the
morning's reading lessons.
5. Ask the students to recall
(Blooms-knowledge)what
happened in our stories this
morning. What caused the apple
and acorn to fall?
6. Discuss gravity and how it is a
force that pulls things to the
earth.
7. Read the book Newton and Me
by Lynne Mayer.

2.

3.

4.

5.

the ball wont roll

far on the rough
grass. Why does it
go farther on the
smooth and hard
surface? What is
the difference
between a push and
a pull?
Have the students
explore during the
questioning to give
then more of a
visual. (DeweyLearning through
experiences)
Have the students
take a ball and push
it on a smooth
surface and a rough
surface to test
(BloomsEvaluation) if the
book is correct.
Measure how far
the ball moves on
each. What
happens if you
push the ball harder
or softer?
Use a rope and
have one student
pull one end while
you pull the other.
What happens if
one person pulls
harder than the
other? What
happens if they
both pull using the
same amount of
force?
Have a box filled
with books or
something with a
large amount of

evaluation)
whether the
object is being
pushed, pulled,
or both.
4. Have the
students justify
(Bloomsevaluation)
their reasoning
as many of
these items
could go either
way.

weight. Ask the

students to push or
pull the box. How
could they make
moving the box
easier? Could they
take out some
weight or have
another student
help?
6. Have the students
compare (Bloomsevaluation) what
they are seeing to
what the details in
the story are. Is the
same thing
happening?
Differentiation: Give real life
examples and allow the students to try
pushing and pulling objects around the
room. Students are also seeing and
doing things along with having to listen
to explanations. (Gardner - Multiple
Intelligences)

Reflection of Lesson:

Intervention: If students
are having problems
understanding, show more
examples of pushing and
pulling. You can work in
small group to explore
objects that need to be
pushed and pulled. (toy
cars, balls, thumb tacks
and a foam block, etc.)
(Vygotsky - ZPD)

Enrichment: Have
students go on a hunt
around the room for
objects that can be
pushed and/or pulled.
Challenge them to
figure out why some
objects may be easier to
push or pull than others
(wheels, weight, size,
shape). (Vygotsky
-ZPD)

Learning Segment 2
Subject: Science

Date/Time:

Grade: 1

Strand: Physical Science

Topic: Motion and

Materials

Content Statement:
Objects can be moved
in a variety of ways,
such as zigzag, circular
and back and forth.

Objectives: Students will be able to identify different ways that

I Can Statement: I can
objects move and tell at least one way that they can get a ball to move identify how objects
as shown by a written statement
move.
Preassessment: Discussion of objects
and their motions

Formative Assessment:
making a ball move
experiment

Summative
Assessment: writing
sample

Materials/ Equipment: soccer ball, 12 marbles, writing paper, homework page

Engage:
1. Lead a class discussion about
how objects can move.
2. Relate questions back to the
stories that we've read and the
previous activity about pushing
and pulling to get objects to
move.
3. Show students the soccer ball.
Ask students to tell (BloomsKnowledge) all of the different
ways we could get this ball to
move.
4. If they say, for example, zigzag,
ask them to explain (BloomsEvaluation) how they would
get the ball to move that way
and test (Blooms-analysis)
what they say by doing so with
the soccer ball.
5. Continue this until a variety of
ways are mentioned.

Explore/
Explain/Elaborate:
1. Group the students
in pairs.
2. Give each pair a
marble.
3. Have students
spread out around
the room and
discover (BloomsSynthesis) how
many different
ways they can get
their marble to
move. (Bruner Discovery
Learning)
4. Allow them to use
other objects in the
room to help them
achieve more
movements.

Evaluate/ Conclusion:
1. Have students
go back to their
seats.
2. Give students
their writing
paper and have
them explain
(Bloomsevaluation)
how their ball
moved and what
they used to get
it to move that
way.
3. Students need at
least two
sentences.
4. Have them turn
paper in and
check them to
see how their
ball was able to

move.
5. Send home
homework page
for students to
find objects in
their home that
move and how
they move. This
page also
reviews push
and pull.

Differentiation: Give students

examples first and have them repeat the
process before going off on their own.
(Bandura - Social/Observational
Learning Theory) Allow students to
carry around a piece of paper to write
down the different ways they can make
their ball move just incase they can't
remember.
Reflection of Lesson:

Intervention: work one on

one or in small group with
students assisting them on
getting their ball to move.
Assist them in coming up
with ideas to help their ball
move in a variety of ways.

Enrichment:
Challenge students to
get their ball to move in
more than one way at
once (such as over and
under).

Learning Segment 3
Subject: Science

Date/Time:

Grade: 1

Strand: Physical Science

Topic: Motion and

Materials

Content Statement:
Objects can be moved
in a variety of ways,
such as zigzag, circular
and back and forth.

Objectives: Given the checklist and materials, students will be able

to build an obstacle course for a marble to go through to show a
variety of motions with 85% accuracy. This will be shown by student
presentation of their obstacle course and getting 6/7 items on their
checklists.

I Can Statement: I can

make an object move in
a variety of ways.

Preassessment: review of the previous

day and how objects move

Summative
Assessment:
presentation of course
and checklist
Force and motion
worksheet

Formative Assessment:
building their course

Materials/ Equipment: for each group: 5 small cups, 1 large cup, 1 toilet paper roll, 1 balloon,
5 note cards, 1 paper plate, play dough, 1 marble, 1 yard stick, 1 roll of masking tape, 5 rubber
bands, 1 pipe cleaner, 1 pair of scissors, 1 zip lock bag to put it all in, 1 checklist
For each student: letter that goes home and a marble
Engage:
Explore/
1. Review the previous lesson on
Explain/Elaborate:
motion and how things move.
1. Give students their
2. Discuss what ways we were able
supplies and check
to get marbles to move.
list.
3. Show students the bag of
2. Spread them out in
materials.
the room so that
4. Tell them that using these
they have plenty of
materials, they will be creating
space to work.
(Blooms-synthesis) an obstacle
3. Along with the
course for their marbles to go
materials in their
through. They will be doing this
bags, they are
in groups. (Bruner - Discovery
allowed to use
Learning)
desks and chairs if
needed. Their

Evaluate/ Conclusion:
1. Once students
are confident
they have
everything they
need, or when
their time is up,
have the
students present
what they did
by pushing their
marble through
their course.
2. Check off the
motions for

marble need to be
able to go through
the course with
only one initial
force (a push or a
pull).
4. As students are
building (Bloomssynthesis), walk
around and ask
questions to get
them to think
deeper (without
giving them any
solutions) and have
them justify
(Bloomsevaluation) what
they are doing.

Differentiation: Vary the supplies

between groups if needed. Give some
students more, some less depending on
the level of the groups. You can also
adjust the time frame for each group to
build their courses. (Vygotsky - ZPD)

Intervention: If one group

is having problems, stick
by them and assist them as
needed. Ask them
questions that will lead
them to a solution that will
help them.

each group as
they explain
(Bloomsevaluation)
what their
marble is doing.
3. Once
everything is
cleaned up, pass
out another
copy of the
"Force and
Motion"
worksheet.
Have the
students
complete this
again to show
what they've
learned.
4. At the end of
this lesson,
students can be
given the letter
home and a
marble to
continue this
activity at home
and hopefully
teach someone
at home what
they've learned.

Enrichment:
Challenge the students
to have at least one
pushing and one
pulling force in their
course.

Reflection of Lesson:
Students were able to get most of the course done. In the future, test students as they complete
their courses rather than giving them the full time. Have something for them to transition into
when they're done. Some groups needed the entire time and were able to get the tasks done
while others completed it in a short amount of time but continued building and overthinking
what they were doing. In the end, my groups that were successful early in the build were
unsuccessful in the end because they kept adding more and tweaking things. It may be a good
idea to record their first build to show that they were able to be successful and then let them keep
going to see if they can change anything if they want.