Name: Ronilyn Aquino

Grade/Subject: 2nd / Science

Type of Setting: Second grade Integrated Co-Teaching classroom. This lesson has been designed for an urban, public school setting of diverse learners on the moderate socioeconomic spectrum. This class is comprised of a group of twentynine students with various multiple intelligences, learning styles, and strengths and weaknesses amongst the content area. In light of the variety in student population the lesson has been constructed and can be modified in order to support the students through differentiation. Date of Lesson: Monday, May 5, 2014 1. PURPOSE (Concepts Essential Questions): a. Essential Questions: i. What is a force? ii. What is motion? iii. What is the difference between push and pull? iv. How does the amount of force affect a push or a pull? 2. VOCABULARY & KEY TERMS: a. Force: a push or pull. b. Motion: a change of an object or person from one place to another. c. Push: a force to move something or someone away from oneself. d. Pull: a force to move something or someone toward oneself. 3. OBJECTIVE(S): Students will be able to define force and motion. Students will be able to categorize forces as either push or pull.

Students will be able to explain why a force is a push or pull. Students will be able to manipulate the force on an object based on the size and weight of an object.

Students will be able to collaborate with peers to complete a task.

4. COMMON CORE LEARNING STANDARDS: Science Standards PS 5.1: Identify a force as push or a pull. PS 5.1b: Demonstrate how the position or direction of an object can be changed by pushing or pulling (forces and motion). 5. PRE-ASSESSMENT (2-3 minutes): This lesson has been designed to take place as the second lesson within the unit Forces and Motion. The students thus far have observed and described the position of an object relative to another object by using words such as over, under, on top of, next to, by completing a scavenger hunt. The students have been previously assessed and have proven they have an adequate understanding of positioning of objects in relation to one another. Students have also demonstrated that they are capable of working successfully in collaboration with one another to complete a task. 6. LESSON PRESENTATION: a. SET-INDUCTION (5 minutes): During the lesson the students will briefly review what force and motion are. The teacher will have students turn and talk to a partner to discuss both force and motion. The teacher will walk around the room and actively observe the

conversations and ask questions when appropriate. The teacher will have students share their thoughts on forces and motion. The teacher will then present the student with pre-recorded definitions of each and the lesson is ready to unfold. b. PROCEDURE (40 minutes): i. Mini-lesson (15 minutes): The teacher will ask the students to gather around him/her in the meeting area creating a fishbowl type set up. The teacher will have set-up a large pot tied to a rope. The teacher will ask the students to observe the force that the teacher will now exert on the pot. The teacher will take the rope and pull the pot gently towards him/her. The teacher will ask the students to remember what a force is, based on the definition, classify the force that has just been made on the pot. Students will identify the first force as a pull. The teacher will ask the students in which direction did the pot move? Away from me or towards me? The teacher will now set the pot directly in arms reach in front of him/her and push it gently. The teacher will ask the students that based on the definition, what type of force did I exert on the pot? Which direction did the pot move away from me or towards me?

Students will identify the force as a push and that it moved away from the teacher.

The teacher will now fill the pot with water, weights, etc. in order to make the pot substantially heavier.

The teacher will now push and pull the object with the same amount of force.

The teacher will ask the students what was done to the pot? The teacher will ask the students what happens when I push the heavier pot with the same force?

Students with prompting will respond that because the pot is now heavier it takes more force to push and pull the object.

The teacher will now present the students with the two charts of push and pull complete with definitions.

The teacher will ask the students to turn and talk to a partner and discuss the different types of pushes and pulls we do everyday.

The teacher will have the students share their thoughts. Students will now return to their seats. ii. Group Practice (25 minutes):

Students will work in groups 5-6 students. There will be five different stations set up around the classroom.

The table will be divided into two equal halves. One half will be labeled push and one will be labeled pull.

The students will now work together to divide the items into the push and pull categories, based on the definitions and examples that we as a class have come up with.

After the students have divided the items into the different categories of push and pull they will record their answers on a matching worksheet.

The students will now select two items, one from the push category and another from the pull category. They will explain what their item is, what force they would exert on the object (push/pull) in their own lives. o Example: I placed the zipper in the pull category. I use the force of pull when I zipper my jacket to go outside.

The students will also draw a picture of each force, push and pull. c. CLOSURE (5 minutes):

After the students have worked in their small instruction groups for approximately twenty-five minutes, the students will be called back to the meeting area.

At this time the teacher will ask at least one student from each of the groups to share their lists of items and examples of their sentences and pictures.

The teacher will now take a students chair and push it. The teacher will ask the students what force was placed on the chair and which direction did it move in relation to the teacher.

The teacher will now take a students chair and pull it. The teacher will ask the students what force was placed on the chair and which direction did it move in relation to the teacher.

The teacher will now have a student sit on the chair. The teacher will ask the students what happened to the force.

The teacher will collect the students papers in order to assess the students work and make a book of push and pull for the class.

At this time the lesson will come to a close.

7. MATERIALS & RESOURCES: Pot & Rope Weights Pencils (30) Color Pencils / Crayons Differentiated Push and Pull Worksheets Push & Pull Posters with definitions Objects & Pictures for Push and Pull Group work

8. FOLLOW-UP ACTIVITY / ASSIGNMENT: The assignment for this lesson is for students to demonstrate their understanding of what force and motion are as well as the difference between push and pull. This activity has been constructed to allow students to demonstrate their understanding of identifying an item and classifying the force on that item as a push or pull. The activity will also allow for the students to practice working as a team in a collaborative group. Students will be able to explain their understanding of

push and pull through differentiated worksheets, writing and picture representation. At the end of the lesson students will then have the opportunity to then discuss their findings with the whole class and make connections between their data. 9. EVALUATION / ASSESSMENT: The evaluation and assessment piece of this lesson will be occurring throughout the lesson informally as well as formally after the lesson has come to a conclusion. The students will be informally assessed throughout the lesson by responses and questioning. The students will be informally assessed as well by their peers during collaborative group work. The teacher will also be informally assessing as the teacher works within the small group with the students to ensure understanding as well as application of skills. Students responses and activity during the lesson will be used as an informal and formal assessment. Their homework as well as the end of the unit culminating assessment will formally assess students understanding. 10. DIFFERENTIATION: During the students independent work, the teacher will set up five different groups for differentiated guided instruction. The five different groups will disperse into five different areas throughout the room. The students will be grouped based on their different needs. The group(s) that a remedial will receive less abstract items to classify as well as a worksheet that offers more support and prompting. The on-level group(s) will receive a few items that are not abstract and some items that are little more difficult to identify as push or pull and a little less support on the

design of the worksheet. The enrichment group(s) will have many items that can be classified as either push or pull but they will need to support their decision heavily by the reasoning. 11. RESOURCES: http://schools.nyc.gov/documents/stem/science/k8sciencess.pdf

Name: ___________________

Date:________

Write the name of each of the items in the push or pull column based on where you and your team members have placed the items on the table. Use the fill in the blanks sentencing to help you decide where each of the items belongs on the chart and on the table. Push Pull

Name: _________________

Date:_________

Use the fill-in the blank sentences below to help you sort your items into the push or pull categories. 1. I ___________ on my socks before I ________ on my sneakers. 2. I ____________ the pencil on the paper so I can write. 3. Ally ____________ herself up the tree when so she can climb to the top. 4. James ___________ the soccer ball into the net by kicking to get a goal!

Name: ____________________ Date:_______ Now that you have sorted the items on the table in front of you, think of some of the different things you push & pull each day. Write three sentences explaining three different pushes and pulls that you do each day.

Name: ____________________ Date:_______ Now that you have sorted the items on the table in front of you, think of some of the different things you push & pull each day. Select one push or pull that you do each day. Draw a picture of a push or pull you do each day. Write a sentence explaining your picture. Is your picture of a push or pull? How do you know?

Push: a force to move something away from oneself. Pull: a force to move something toward oneself. Name: ____________________ Date:_______ Now that you have sorted the items on the table in front of you, think of some of the different things you push & pull each day. Select one push or pull that you do each day. Draw a picture of a push or pull you do each day. Write a sentence explaining your picture. Is your picture of a push or pull? How do you know?

Push: a force to move something away from oneself. Pull: a force to move something toward oneself. Pushes and Pulls I do each day! Use these sentence starters and fill in the blanks to help you think about different pushes and pulls you do each day! 1. When I wake up I brush my teeth. I squeeze the toothpaste. 2. I ________ the sheets back on my bed.

3. I ________ open the cabinet to get a bowl for my cereal. 4. I ________ my backpack on my back. 5. I ________ myself into the car. 6. I ________ the door closed to the car and say goodbye.