Science 5 Lesson Plan

Teacher Candidate: Caitlyn Tomaro Date: 2/29/24

Group Size: 22 Allotted Time: 50 minutes Grade Level: Kindergarten

Subject or Topic: Pushes and Pulls (Science)

Common Core/PA Standard(s): • Use simple equipment (tools and other technologies) to
gather data and understand that this allows scientists to collect more information than relying
only on their senses to gather information. • Use data/evidence to construct explanations and
understand that scientists develop explanations based on their evidence and compare them with
their current scientific knowledge.

Steele Standards:
K- Plan and conduct an investigation to compare the effects of different strengths or
PS2-1 different directions of pushes and pulls on the motion of an object.

K-PS2- Analyze data to determine if a design solution works as intended to change the speed
2. or direction of an object with a push or a pull.*

Learning Targets/Objectives: Students will be able to bounce ball

Assessment Approaches: Evidence:

1. Anecdotal 1. Students can work together to bounce a ball into a
Observations cup
Scale (if applicable)

Subject Matter/Content:
Prerequisites:
 Lesson 1:
 What machines are
 What different machines are used for
 Clothing, food, construction
 What work words are
 Lesson 2:
 Why builders need big machines
 Different types of machines
 Excavator
 Dumptruck
 Crane
 Bulldozer
 Cement Mixer
 Lesson 3:
  Motion, speed, and strength
 How to knock down cement walls, house, building, etc.
 Wrecking ball and what it is
 Wrecking ball swung from high, medium, low
 Lesson 4:
 Speed, Direction, strength
 How to make bowling ball knock down pins
 Bounce of bumpers
 Bounce = change of directions
 Keep speed up and bounce off bumpers to hit as many pins as possible

Key Vocabulary:
 Mountains: An elevated platform
 Falling Rocks: Pieces of rock that come loose and tumble down the mountain; from rain,
etc.
 Tumble: To suddenly topple to the ground

Content/Facts:
 Mountains are made of rock
 When mountains get wet rocks can tumble down
 Called falling rocks
 Falling rock sign
 Rocks can tumble fast or slow
 The faster something is moving, the harder it will push whatever it crashes in to
 Acts as a bulldozer
 Put something in the way of the boulder, it will bounce off and change directions

Introduction/Activating/Launch Strategies:
(Preview, book, Voc, predict, purpose)
 Call students to the carpet and take a deep breath before getting started
 Ask students about what we did last time during science
 Push and pull of wrecking ball
 Noticed from high, medium, and low swings
 Tell students about what we will be doing for this lesson
 Speed and direction changes
 Talking about mountains and falling rocks
 Pull up PowerPoint slides

Development/Teaching Approaches:
 Talk about mountains
 People might go to ski, they’re in national parks, live near them
 Pull up pictures of rocks by mountains
 Ask students if they have ever seen one of the signs before
 Ask students what they think it means
 Students can turn and talk
 3 students can share
 Explain that the signs are warning people to be aware of falling rocks
 Mountains are made of rock
 Sometimes when mountains get wet (or sometimes not wet) the rocks can come
loose and tumble down the mountains
 Rock could tumble slowly and only move a little bit down the mountain
 Stop and ask: What do you think might happen if a rock tumbles slowly and hits a tree?
 Students can turn and talk
 3 can share their answers
 Now ask: What do you think will happen if a rock that’s moving fast bumps into a tree?
 Students can turn and talk
 3 can share
 If a small rock that is slowly tumbling hits a tree, it will push up against the tree, but the
rock will stop right where it hit the tree
 If a rock tumbles fast, it will have a stronger push. Strong enough to knock down a tree.
 Just like a bowling ball knocking over bowling pins
 The faster a thing moves, the stronger it pushes something
 Why there’s falling rock signs
 Warning to drivers that rocks could tumble so fast down a mountain, they could damage
your car
 True Story:
 In Italy, house and barn built at the bottom of a hill
 A large rock came tumbling down and missed the house and animals, but the barn
was in its way
 Not tumbling very fast, but it was a big rock
 The rock gave big enough push to knock down the walls of the barn
 Acted like a bulldozer
 Ask students: What could you do to change the direction a giant rock was rolling so that
it wouldn’t hit the house
 Students can turn and talk
 3 students can share their answers
 Explain activity:
 Game called boulder bump
 Protect tiny town from being hit by a boulder that is rolling down a hill
 Tiny town is at the bottom of a hill made of cardboard
 Have to get the boulder into the dumptruck to be taken away without hitting any
houses
 5 strong poles made of push pins
 Putting push pin pulls in the boulders (ping pong balls) path, the boulder
will change directions
 Put pushpin pulls in the right places in the cardboard to get the boulder right into
the back of the dump truck
 Allow students to sit in a circle and work in whole group to complete this activity
 Work with and ask students questions to find the right place to put the push pins in the
cardboard
 I am in charge of experiment
 Give students 7-10 minutes to figure out where the pushpins go
Closure/Summarizing Strategies:
 If students can’t figure it out at the end of the time, let them see where they belong
 Ask students about tumbling rocks, their speed, changing directions, and what happens
when they hit things
 Ask students to tell me their favorite part of the lesson
 If time is remaining, students can get out play dough for a brain break

Accommodations/Differentiation:
 Colton can sit at desk
 Redirect Jensen if necessary.

Materials and Resources:

 Clip board
 Cardboard
 2 Dixie Cups
 Ping Pong Balls
 2 Big chapter books
 5 push pins
 PP slides

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Question