Larissa Mogavero

Lesson Plan Title:Movin and Groovin

Date: 9/22-26/2014
Grade Level: 1st

Mrs. Davis
Lesson Plan Topic: Motion
Estimated Time: 1 hour
Schorr Elementary

1. Standard(s):
(1)2.1 Investigate and describe that objects may move in a variety of ways (straight lines,
rotating, rolling, revolving, zigzag, circular).
(1)2.2 Make objects move, stop, change direction and balance.
(1)2.3 Investigate, observe, and describe objects moving at different speeds.
(1)2.4 Observe and describe how magnets can be used to make objects move without
being touched.
(1)2.5 Observe and describe how things fall to the ground unless something holds them
up.
2.Teaching Model:
One teach, one assist.
The student teacher will take the lead on all science lessons during this week while the
preservice mentor assists students during instructional time and formatively assesses.
3.Objectives:
First grade students will be able to describe what motion is and how things move at
different speeds.
First grade students will be able to describe the different ways things move.
First grade students will be able to identify the different forces of motion.
4.Materials
Monday
ipad for Scientific Method song
Moovin and Groovin Journals
yoyo
football
globe
cup
straw
tennis ball
Tuesday
Ropes
Labels for Push and Pull and Both
Objects from home/school *see developmental activities

 iPad for Flocabulary video on motion

Wednesday
Toy cars
books
cardboard
Thursday
2 identical balls
rock
paper ball
honey
spoon
bowl
Friday
Magnet book
Magnets
paper clips
keys
nails
crayons
feathers
rubberbands
5.Instructional Procedures
Monday What is Motion? How Do Things Move?
a.Motivation/Engagement:
1.Play scientific method song.
a.Discuss how students will be performing the scientific method all week. They
will be just like real scientists following the steps. They will be using their science
journals to track their observations, experiments, and findings.
2.State the questions students will focus on today. What is motion? How do things move?
b.Developmental Activities:
3.Discuss the things in the students environment they have seen that move. List their
observations on chart paper.
4.Have students open to the first page in their science Movin and Groovin books.
a.Fill out what is motion question. Motion is how something moves.
5.Instruct students to move around the room.
a. Give ways that students can move: jumping up or down, skipping, turning in
circles, moving in zig-zags, moving in a straight line, etc. Set limitations on how
students shouldnt move (e.g. running, bumping into things, pushing people, etc).
6.Have students sit down.

a. Explain to students that even though they are sitting their bodies are still in
motion. Can students guess why this might be?
b.Have students sit completely still. Tell them to place a hand on their throat to
feel their pulse. Tell them to place a hand on their chest to feel their breathing.
What do they feel? Their body is moving, therefore their body is in motion.
7. Have students draw a picture of themselves in motion in their science books. Then
have students draw a picture of them sitting still.
8. Introduce the ways that things move.
a.Ask students, Do things move in the same way?
b.Go over the vocabulary for all the ways things move.
c.Using the elmo, fill in the boxes on the paper using arrows. Have students do the
same in their books.
9. Move to the carpet area. Have students bring a pencil and their journals.
a.Tell students each of these objects moves in a different way. What are some of
their predictions?
a.Put all objects in motion one at a time and have students draw the ways in which
they observed the objects move. Use the following objects: yo-yo back and forth,
ball up and down, football zig-zag, globe circular, cup curved, straw straight.
c.Closure:
10. Have students return to their desks.
a.Ask students to share the things they learned today from their activities.
b.Review with students what motion is and the different ways things move.
c.Briefly introduce how the things in motion moved because we pushed or pulled
them.
Tuesday Force: Push or Pull
a.Motivation/Engagement:
1.Use Kagan Take-off Touch-down
a.Ask students if they have ever been forced to do something, like brush their
teeth. Take-off.
b. Explain to students that the word force means to make someone or something
do something. Have everyone repeat the word force.
b.Developmental Activities:
2.Instruct student to take out their science journals and open to the page on force.
a.Tell students that their question today is What is force?
b.Have students stand behind their chairs. Instruct them to pull their chair out.
This is the force of pull.
c.Instruct students to push their chair in. This is the force of push.
d.Have students seated. Write in definition of force using the elmo. A force is a
push or pull.

e.Explain to students that we cannot physically see the force, but we can feel it
and see the action it causes.
f.Fill in words in science journal on the elmo. Instruct students to do the same
after you have written yours.
g.Instruct students to draw a picture of themselves pushing in their chair and
pulling it out. They do not need to fill out the bottom.
3.Move students to the carpet.
a.Set up a Venn diagram with ropes.
b.Show students the set of objects you have brought from home and tell them that
they are going to sort whether we apply the force of push or pull.
c.Connect to prior knowledge about their use of Venn diagrams in that the middle
area means something can be both. Objects can perform pushes and pulls.
d. Objects to be sorted for push: broom, baby stroller, scooter, ball, buttons on
remote, and soap bottle.
Objects for pull: tying shoe lace, button on water gun, rope.
Objects for push and pull: drawers in teachers desk, air pump, violin bow,
weights, zipper on jacket, toy car.
e.Ask students to make some predictions.
f.Perform push and pull and guide students through sorting the objects with you as
a class.
4.Tell students to return to their seats and flip to the next page in their science journals.
a.Complete journal page by sorting the objects.
b.Use the elmo and write in the name of the objects under the right category. Give
students the name of the object and show them if necessary the object. Ask them
what category you should write it under.
c.Draw a picture of each object next to each word. Students can do the same after
you.
c.Closure:
5.Discuss the findings of todays experiments. What did students learn?
a.What is force?
b.What types of forces did they learn about today?
c.Why do objects move?
6.Show flocabulary video of motion if time permits.
Wednesday Speed How can I make something go at different speeds?
a. Motivation/Engagement:
1.Have students stand behind their desks.
2.Tell them to run in place. Tell them to run in slow motion.
3.Inform students that they will be learning about speed.
4.Brainstorm a list of things that move fast and things that move slow. List on a two
column chart paper.

5.Include the new vocabulary word motion when talking about how things can move in
fast or slow motion.
b.Developmental Activities:
1.Complete demonstration of speed using the toy cars and chairs.
a.Have students move to the carpet. Place students on two sides so that there is an
aisle between them.
b.Push one toy car to make it go fast and far. Push another toy car starting from
the same point, but with less force.
c.Ask students the following questions: Did both cars move at the same speed?
No. What caused one to move at a faster speed? You gave it a bigger push. More
force was applied to it. How about for the slower car? What caused it go slower?
Less force.
d. Have students notice that the distance the cars traveled was different too. How
did the force determine how far they went?
2.Demonstrate how ramps affect the speed of the cars.
a.Place two piles of books at different slopes with cardboard going down.
b.Push cards down the ramps.
c.Asks students what they observed. The ramp at a higher distance sent the car
going faster and farther. The ramp at a lower distance sent the car going slower
and not as far.
6.Pair students with partners and give each pair a toy car, set of books, and cardboard
tube to explore speed and ramps. Have them test out the different forces that can be
applied to make something move fast or slow and different heights.
7.Call students back to their desks.
a.Have students open their science journals to their Super Speeds page.
b.Ask students to describe their findindings from their experiment. What things
did they notice when they applied more force? Less force?
c.Fill out page using the elmo. Have students copy in the information in their
book after you.
d.How did the levels of the ramps affect the speed of the cars?
c.Closer
1.Ask students what they learned today about force. How does it affect motion?
2.When they worked with their toy cars, what force were they applying to it? Push or
pull?
3.What can they do to make their cars go faster? Apply more force, push.
4.Using the ramp, how could they make their cars go faster? Place the ramp at a higher
distance.
Thursday Gravity. What does Gravity do?
a.Motivation/Engagement:
1.Have students get out of their seats and instruct them to jump once.

2.Ask students if when they jumped, did they come right back to the ground or did they
float in the air?
3.Tell students to jump again noticing how they come straight down.
4.Explain to students this is gravity. It is a force that pulls us toward the earth. Explain
how it pulls all things down, for example when they are going on a slide, they are pulled
down. It is something we cannot see.
b.Developmental activities:
1.Demonstrate the force of gravity by having students gather around as you pore honey.
a.Ask students what is happening. The honey is falling into the bowl. What
direction is it going? Down
b.Why does the honey fall down instead of going up?
c.Explain to students this is the force of gravity pulling the honey down.
2.Have students open to their Groovy Gravity page in their science journal.
a.Read the question aloud: What is gravity?
b.Explain to students the experiment they will be conducting.
c.Show two identical balls. Asks students if you were to drop them what would
happen? Will they both fall? Which one will hit the ground first? Why do you
think so? Record students responses in journal using the elmo. Have students do
the same in their journals.
d.Show students a rock and paper ball. Asks students if you were to drop them
what would happen? Will they both fall? Which one will hit the ground first?
Why do you think so? Record students responses in journal using the elmo.
3.Have students move to the carpet with their journals. Place them in groups or do a class
project?
a.Doing as a class experiment, drop both sets of objects.
b.Ask students what they see, observed. Are the object both falling? Are they
hitting the ground at the same time? Have them record pictures or words of what
they saw.
4.Instruct students to move back to their desks.
a.Discuss student observations.
b.Complete outcome side of charts. Were their predictions right or wrong?
Raise hand/Take-off touch-down
c.Help students come to a conclusion that all the objects fall because of gravity.
All the objects hit the same time because gravitys pull on objects is equal on
heavier and lighter objects.Write or drawn in conclusion part.
d. Answer the last question: What does gravity do? It pulls things down.
c.Closure
a.Ask students what they learned today.
b.Ask what might their lives be like if we didnt have gravity.
c.Would you want to live in a world without gravity? Why or why not?

d.What other places do they know that do not have gravity? The moon.
Magnets
a.Motivation/Engagement:
1.Read book on magnets.
a.Connect to prior knowledge. What do students already know about magnets?
How many of them use or see magnets in their day?
b.Introduce that magnets have a force that can move things without touching
them. Briefly show this.
c.Tell students to listen to the facts about magnets. One fact discussed should be
that magnets are only attracted to certain things.
d.Read book.
2.Have students return to their desks and open to the Magnetic Attraction page in their
journals.
a.Fill in the information about magnets. Have students do the same after they have
watched you. Magnets can attract or pull other objects.
b.Show students the objects they will be testing to see if they are attracted (stick
to) to magnets.
c.Have students make predictions. Guide them in circling yes or no in their
journals.
d.Give each table a set of the following materials: paper clips, cork, key, nail,
crayon, feather, and rubber band. Model for them how they are to use the
materials to see if the magnet sticks (attracts) to them.
e. After students have had the time to explore, call the class attention back and
discuss findings.
f.Complete the rest of the journal page with students.
c.Closer:
1.Have students write or draw what they learned about magnets today. They must give at
least one sentence or draw one picture.
2.Review what magnets are with the students. They are a force that pulls objects to it, or
attracts objects. What things do magnets attract?
3.Review with students all of the vocabulary and previous experiments completed this
week. Which was their favorite? Which would they like to learn more about?
6. Accomodations
Students will be given the option of drawing pictures to communicate their observations
and findings from the activities conducted during the week.
The teacher will model every activity that students will be doing on their own to provide
students with a visual of what they should be doing.
The teacher will read all of the directions to the activities and guide students through
them.

 Vocabulary will be placed on a word-wall to help visual learners see the correlation
between the topic of this weeks science lessons.
Charts will be used to further aid visual learners.
Modifications
Certain students will not be required to fill out the entirety of the science booklet. Their
participation in the activities is the most essential.
Differentiations:
Content will be presented through various modalities such as through childrens
literature, videos, charts, demonstrations, and hands-on experience with materials.
Students will participate in kinesthetic activities that will demonstrate different ways of
understanding motion.
Students will see videos and hear songs about the different concepts being taught.
7. Assessment:
Formative Assessment: Students will be informally assessed by observation. The
preservice mentor, along with the student teacher will monitor how students respond to
comprehension questions. Anecdotal notes will be kept throughout lesson plans.
Formative Assessment: Students science journals will be looked at and checked for
completeness.
8. Homework:
Students will be strongly encouraged to make lists of things they notice in motion in their
everyday life. Students will also be encouraged to do further research on the concepts
discussed throughout the week by looking online with a parents help or by checking out
related books in the library.
Students will be provided with booklets of the concepts discussed during the week that
can be found in their classroom library.