Kelda Gehrig
ELED 3226
10/28/17
INDIRECT INSTRUCTION (STRUCTURED DISCOVERY) LESSON PLAN FORMAT
Forces of Motion: Push and Pull
Elementary Science
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Big Idea: Push and pull are forces of motion. Every movement in the world has a type of force
applied. Push and pull are the very basics of this concept.
Grade Level: 1st Grade
Rationale: Students need to understand movement around them. They will have interactions
with forces all their lives. This concept is also a very foundational concept. Much of their
following science knowledge will be built upon basics like this.
NC Essential Standard(s):
1.P.1 Understand how forces (pushes or pulls) affect the motion of an object.
1.P.1.1 Explain the importance of a push or pull to changing the motion of an object.
Next Generation Science Standard(s):
K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or
different directions of pushes and pulls on the motion of an object.
Instructional Objective: Students will practice using the terms motion, force, push, and pull in
their conversation and explanations. Students will be able to accurately identify pictures that
portray push and pull.
Prerequisite knowledge and skills:
Students: Students should know directional terms: forward, backward, side to side, up, down,
toward, and away.
Teachers: Teachers should know that motion means moving, force is applied to an object to
create motion, push is applying a force to move away, pull is applying a force to bring closer.
Materials/Resources:
Engage:
10 or more quarters
A sheet of paper
Explore:
7-8 Movement bags
Each bag will contain:
1 toy car
1 piece of paper
1 paper clip
1 straw
1 popsicle stick
1 magnet
1 string
1 small role of tape
Explanation:
Pocket Chart Cards
Elaborate:
SmartBoard Activity
Evaluate:
1 assessment per student
Source of your lesson:
Teacherspayteachers.com
Force and Motion Pushes and Pulls (Books, Experiments, Activities, & Printables) by Crystal
McGinnis
Push and Pull: A Force of Motion Science Unit by KaytieCasKinder
Estimated Time: 35-40 minutes
Accommodation for Special Needs/different learning styles: Students with physical
disabilities will be paired in a group with students who are capable of the physical parts. That
student will be placed in charge of discussion for the group. Students with poor eyesight will be
placed close to the front of the classroom and be provided with large print copies of any
materials. Students who are not at a reading level to be able to read directions will get a read-
aloud.
Safety considerations: All materials provided will be age appropriate. All students will be
instructed in the proper way to do any activities and instructed on safe classroom behaviors. All
activities will be monitored by the teacher.
Kelda Gehrig
ELED 3226
10/28/17
______________________________________________________________________________
Content and Strategies (Procedure)
Engage: (5 minutes)
The teacher will place the stack of coins on the piece of paper at the edge of a desk. The
paper should have more hanging off the desk than on the desk. The teacher will ask the class,
What do you think will happen when I pull this piece of paper out from under the coins?
Possible student answers: the coins will fall down, the paper will rip, the coins will move,
nothing, etc.
The teacher will then pull the paper out. The coins should not move. This can be
practiced before students arrive if the teacher is unsure of how to do it.
The teacher will then ask the students, Why do you think the coins didnt move?
Possible student answers: the coins werent touched, the paper moved too fast, etc. Some
students might notice that the coins did in fact move a little or move down. This is correct, but
not applicable to the lesson. Acknowledge the fantastic observation, but do not elaborate at this
time. That will be covered in future lessons.
This will assess how much the students already know. The teacher should take note of if
any students use the words force, motion, push or pull.
Explore: (10 Minutes)
This will be an experiment the students will conduct. The teacher will introduce the
activity. We observed some movement and no movement. I want you all to explore this a little.
I am going to put you into groups of three. Each group will be given a car. The teacher holds up
the car. You are going to find ways to move the car from one side of a desk to the other. Like
this. The teacher moves the car, pushing it with their finger. I pushed the car with my finger. I
want you all to think a little harder about it though. Pushing with your finger is super easy. I am
going to give each group a bag with stuff in it. You are going to use that to find a way to move
your car. You can use anything in the bag. You cannot use anything else. You also do not have to
use everything. When everyone has found a way, we are going to show the class and talk about
it. Any questions?
After there are no more questions to clarify, the teacher will separate the students into
groups of three. The teacher will spread them out and provide them with a movement bag.
As the students work, the teacher will walk around the classroom observing. If a group is
having trouble, the teacher should ask leading questions like, What if you tape this here? etc. If
a group completes the task very quickly, ask them to explore and find a new way, or a way to
make the car move slower or faster.
Once everyone has completed, call the class back to attention to the front of the room.
Explanation: (10-15 minutes)
The teacher will call the class together and have each group present their method, one at a
time. After each group presents, the teacher should ask the class if the car was moved using a
push or a pull. If the class is struggling, the teacher may ask the group to show again, and as they
do, the teacher will emphasis the moment where the force is applied.
After each group has presented, the teacher will define the terms motion, force, push and
pull using the pocket chart cards.
Elaborate: (5 minutes)
This is the SmartBoard activity. This is a sort. A table with push and pull is in the center
with pictures depicted different movements. The students will sort these pictures to either side of
the table. The teacher will explain each picture using the terms as they are place. Ex. The wagon
is in motion because of a force. That force is pull because the child is moving the object behind
them.
Evaluate: (5 minutes)
Each student will be given an assessment sheet. This sheet will have 6 pictures depicting push
and pull. They will circle the push and draw a square around the pull. A student will show
understanding by getting 5 out of 6 correct.
Closure: (1 minutes)
We all see motion everyday all around us. I want you to start thinking about the type of motion
it is. This will help you to understand how the world works.
Name _________________
Push and Pull
Directions:
Draw a CIRCLE around the pictures that show PUSH.
Draw a SQUARE around the pictures that show PULL.
