Science: Energy in Motion - Unit F Chapter 1 Introduction: Forces in Motion/Lesson 1: What are

forces?

Teacher: Subject: Science Class: Date:

CCLS: Teaching Point (TP): - What are forces?

RI. 2.1: Ask and answer such questions as who, what, Understanding that a force as something that pushes or
where, when, why, and how to demonstrate key pulls on an object to make it move..
understanding of details in text. Understanding that a force is used to change the
RI.2.2: Identify the main topic of a multi paragraph text location of an object and the direction it is moving in.
RI.2.10: as well as the focus of specific paragraphs Actionable Steps:
within the text.By the end of the year, read and  Introduce vocabulary
comprehend informational texts.  Skim text for introduction and lesson
1/discuss what we see.
 Create circle map for prior knowledge
 Read text in small groups and discuss
 Writing what we learned
 Share
Resources/Materials/Media: Smart Board, text book, chart paper, pencil, paper, various objects that
require pushing or pulling, teacher's guide, Brain Pop Jr..

HOT Questions (Higher Order Thinking): How are fossils formed?, How long do you think it takes fossils to form?,
Where do we find fossils? Why are fossils important to us? How do fossils get covered up?

Academic Vocabulary: force, wind, gravity, magnet, motion

Consider Plan
Do Now Motivation Play "Push Me, Pull Me": Ask children riddles such as
Link to prior knowledge "When you pull me I open, when you push me I close.
Teaching Point What am I?" drawer, door

Instruction: Checks for understanding Draw Circle Map on the Smart Board (inner circle reads
(I do…) Clear, explicit instruction "Force". Ask students to write down anything they might
Engaging - ‘minds-on’ know about force.
HOT Questioning
In depth content knowledge Review vocabulary words that will come up in unit.
Meaningful
force, wind, gravity, magnet, motion
Multiple entry points
Pacing and timing
Resources/materials/media
Real world problem
Relevant
Rigor
Student accountability
Text complexity
Thinking skills

Practice: Checks for understanding Relate picture to text:

Interactive Discussion 1. Students pre-test making a circle map in their "Science
(We do…) Graduated practice Rigor & Journals (Using #2 pencil).
High level thinking

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Mnemonic aids 2. Students preview pages F2-F11 Students are
Multiple entry points encouraged to discuss in the pictures with their partners.
Pacing and timing Discuss what they see using accountable talk and higher
Prompts and scaffolds order DOK questioning.
Real world problem
Student questions
3. Have students read the paragraph on top of page F5.
Teacher model/demo
Text complexity What are the pictures of? (Add anything not mentioned to
the Circle Map. Have students use "Context Clues" to
discover the meaning of the word "force" Remind
students that sometime you can find the meaning of an
unfamiliar word by looking for clue words in the same or
nearby sentences.

Encourage students by offering questions such as "which

child is pushing the dog? Which is the other child
pulling on?"

Remind students about Main idea and details. Usually

the main idea is in the first sentence (topic sentence).

Have students discuss the pictures on pages F6-7 and ask

them if they can find the words that describes the pictures
they see. Encourage students to discuss what they see
with their partners.

Pages F6-7

A. Have students discuss;

1. What is a force? Push or pull that can make something
move.
2. How can you use a force to change the location of an
object? You can push or puul an object to a different
place.
B. Relate picture to text: As students read page F6, point
out the pictures on page F6-7. Tell children as they read
they should look for sentences that tell something about
the pictures. Children share after read and discussions.
Encourage them to look at the photographs carefully in
order to relate the pictures to the text. Ask the following
questions:
Questions (Table discussions)
1. What is the dog pulling?
The girl.
2. What is the girl pulling?
The dog.
3. What force is the engine using to move the train
forward?
A pull.
4. What force would the engine use to help it stop the
train?

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A push.

C. Use process skills by observing: Have students read

page F7.
Teacher: Use a ball to help students distinguish the
difference between location and direction. Tell students
to observe carefully what you do to the ball and the way
the ball moves. Push the ball a few times so it rolls along a
straight path.
Questioning:
1. How did the ball change direction? It moved from one
palce to another.
2. Did the ball change direction as it moves? No, it kept
moving in the same direction.
Teacher: Now push the ball as before, but as it is moving,
tap the side of the ball so it changes direction.
3. Did the ball change direction this time? Yes, it started
moving in one direction and then went in a different
direction.
4. How did I change direction of the ball? By pushing it as
it was moving.
5. How is the direction of the ball changing? It is being
pushed back and forth.

Science ideas: Point out to students that both a push and

a pull are used to make something move. Show how a can
opener is used to open a can, how an old fashioned
sharpener uses pushing and pulling to sharpen a pencil as
you push and pull the handle.

Pages F8-9

D. Have students read page F8. (pictures on 8 &9) Help

them synthesize information from the text to understand
the main idea: If someone or something pushes a
moving object, its direction ca be changed. Ask:
1. What happens to a rolling ball on the ground when
nothing touches it? It keeps rolling in a straight line.
2. What happens if the ball is pushed? It could change
direction.
B. Relate picture to text: Direct student's attention to the
close up zigzag portion of the maze. Have students trace
the path the marble will follow as it goes down this part of
the maze. Ask:
Questions (Table discussions)
1. Why won't the marble go in a straight line?
The sides of the maze will push on the marble and change
its direction.
Have students use their fingers to trace a part of the maze

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where the marble will go in a straight line.
Ask:
2. Why will the marble go in a straight line along these
parts of the maze?
Because nothing will push harder on one side of it than on
the other side.
E. Have students read page F9. (pictures on 8 &9) Now
have them sit in a circle on the classroom floor. Place a
basketball in the center of the circle and give it a push to
start it traveling. Ask:
1. Is the basketball going in a straight line of changing
direction? going in a straight line.
2. What would make it change direction? Someone
pushing or tapping it on one side or another.
Develop process skills:
Predict: To have students predict the outcome to
determine the direction the ball will travel, start a ball
rolling and ask:
1. If someone taps the ball on the right side, which way
will it go? To the left.
Call on a volunteer to test the prediction by tapping the
ball on the right side. Follow a similar procedure, having
students make additional suggestions. then call on
volunteers to make the ball travel back and forth in a
zigzag motion, and in a curved motion. Each time Ask:
2. What is cauding the ball to change direction? It is being
tapped or pushed on the side.

Pages F10-11:
A. Have students read page F10 and discuss;
1. How can you tell the wind is pushing the sailboat? You
can see the wind pushing on the sail and water.
Critical Thinking: Ask this question to provide students
an opportunity to make inferences.
2. How can wind and water make things move faster? The
stronger the wind, the faster it makes things move. The
stronger the water flows, the faster it makes things
move.
After students read page F!!, Ask:
2. What force is the child using to slide down hill? Is it
pushing or pulling? Gravity; it is pulling the sled down
the hill..

B. Explain to students that a cause effects how things

move. Remind students that an effect is something
that happens and a cause is the reason why it happens.
1. What is the cause and effect of the sailbaot moving?
The wind.
2. What is the cause and effect of the raft moving? The
water flowing.

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Practice: Any student choice
Independent Assessments related to TP
(You do…) and are flexible
Checks for understanding
Cognitive activities
Collaborative learning
Conferencing
Connect to other learning
Flexible thoughtful groupings
Guided groups
Multiple means to show what
they know
Real world problem
Text complexity
Writing component
In class Link to teaching point
sharing, Self-Assessment of learning
discussion Student reflection of their
and reflection learning
Post lesson Reflection and Next Steps for teacher aligned to Danielson’s Framework for Teaching
Planning and Preparation
Professional Responsibilities
3. What is the cause and effect of the sled moving? Gravity
pushing.
4. What is the cause and effect of the iron moving in the
picture? Magnetism
(After Pages F6-9)
Critical thinking: Have students apply their
understanding of how objects change direction by
explaining how the marble in each picture on pages F8-9
is being made to change direction.
Independent Work: Writing - Children write a topic
sentence "How objects move" with supporting details
found in text and from discussions in class.
Homework: What items in your home require a force
to use them? What is the force being used?
Students summarize what they learned, adding to the class
circle map and discussing what they learned.
Optional: Box and toilet paper marble maze. Requires parent
volunteers to complete project.
Environment
Instruction
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Post lesson Reflection and Next Steps for students
Data source Data noted and collected Future teaching points
based on data analysis
Observations

Student work

Groupings for next Achieved Approaching Having difficulty

lesson

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