WSU TAP LESSON PLAN TEMPLATE

Wichita State University

Teacher Apprentice Program

Name: Angela Jamison School: McKinley Elementary School

Student Selection/ Size: 20 Grade Level: Kindergarten

Subject: Science Lesson Topic: Push and Pull

Lesson Length: 1 hour Lesson Source: education.com, TPT

Internship Instructor: Dawn Dodd Success Coach: Susan Rippe

LESSON PLAN LOGISTICS

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.

PS3.C: Relationship Between Energy and Forces  A bigger push or pull makes
KCCR Standard(s) things speed up or slow down more quickly. (secondary to K-PS2-1)
Content Area #1

PS2.A: Forces and Motion  Pushes and pulls can have different strengths and
directions. (KPS2-1),(K-PS2-2)  Pushing or pulling on an object can change the
speed or direction of its motion and can start or stop it. (K-PS2-1),(K-PS2-2)

W.K.2 Use a combination of drawing, dictating, and writing to compose

informative/explanatory texts in which they name what they are writing about and
KCCR Standard(s)
Content Area #2
supply some information about the topic.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide
additional detail.
Lesson Objective
Unit Objective: TSWBAT plan and conduct an investigation to compare the effects of different
strengths of pushes and pulls on the motion of an object when given two objects with 80% accuracy.

Lesson Objective(s): TSWBAT complete pulls and pushes of different strengths and directions when
given a car with 100% accuracy.

TSWBAT connect that pushing or pulling an object can change the speed or direction of its motion
and can start or stop it when using cars at different speeds or directions with 80% accuracy.

TSWBAT plan an investigation on how objects move when given a toy car or ball with 75%
accuracy.

TSWBAT explain the difference between a push and a pull with 100% accuracy when given a
worksheet.

TSWBAT describe and understand how objects move during a small group discussion with 80%
accuracy.

Language objectives: TSWBAT use a combination of drawing, dictating, and writing to compose a
sentence in which they name a push and a pull when given a paper, crayons, and a pencil with 80%
accuracy.

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 TSWBAT share and discuss their observations with a partner during an investigation when given time
to discuss with 80% accuracy.

____X__ Classroom
Type of Lesson Delivery
_______ Virtual

(Describe an activity/assignment that students will do to show they have achieved each objective)
(State how students will be evaluated and the specific criteria you will use to determine mastery of
the objective) (Label whether the assessment will be formal or informal, formative/summative)
Include all details for assessment. (Note needs to align with objective)

Assessment & Criteria Students will fill out an exit ticket by doing level one or level two on the notecards given to them (see
exit ticket below). This is only lesson one in a unit so this is an informal, formative assessment. It
shows me whether the students understood a push, pull, or both.

Force- is a push or pull. It can move an object in different directions and at different speeds.

A push moves an object away from you or a place. Ex. Swing, kicking a ball,
Content Vocabulary
A Pull moves an object closer to you. EX. Pulling a wagon, pulling on a rope, picking something up
from the ground.
Materials:
 Toy cars, balls,
 Give it a Push! Give it a Pull!, by Jennifer Boothroyd
 Laptop
 Smart Board
Preparation for Lesson  Worksheets below need to be printed off and ready to go

Resources Required:
https://www.youtube.com/watch?v=CC_K41PPgBc
https://www.youtube.com/watch?v=E-SnC_WKsCg
https://www.youtube.com/watch?v=-lOyW3pEUl0

All students will draw pictures to communicate their answers and will have help writing their
sentences.
Student who is Deaf, will sign her answer to the interpreter and can have hand-over-hand help for
Universal Design writing her sentence.
Student with behavorial issues will have a para nearby to keep him on task and to help him
understand if struggling. **Student tents to act out more when he does not understand and does not
want to be wrong. He would rather be in trouble than be wrong.
The students will create their own work because they will be investigating push/pull forces. During
the investigation, the students will also investigate what bigger and smaller pushes and pulls do. They
Lesson Considerations
will find that it causes more or less speed, cause direction to change, and that it can start or stop
motion.

INSTRUCTIONAL SEQUENCE

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 This is the first lesson in the unit so I have no idea what the students know and do not know. I will ask
Prior Lesson(s)
the students questions at the beginning of the lesson to see what they know and do not know. I expect
they will know push/pull but not the force and directions that is behind it.

a. Have students sit at their desks and watch the Smart Board. Go over learning rules
(sitting rules, speaking rules, etc.)
b. When beginning the lesson, pretend like this is going to be like any other lesson.
Then, begin to play with the cars, making them go forward, backward, and crash.
Make sound affects and talk to the students as you play to hook their interest, yet
lead into learning about force, motion, push, and pull.
c. Show students push/pull video on YouTube.
Beginning (est. 2. The purpose of this science lesson is to teach the students how objects are moved and how
(Engage) time) they are put into motion. It is important to study forces and motion to help us understand the world
around us and explore how things interact with each other.
3. While asking the students about the motion of cars going forward and backward, remember
to lead into how forces change motion? Forces can make things speed up, slow down, or change
direction. When you want an object to stop, you can push on it. When you want an object to move
faster, you can use more force for that too.
4. Forces can be strong or weak and they can go in different directions. How far you can push
something depends on how much force you use. A stronger force makes bigger change.
1. In this step, I will play the YouTube video (https://www.youtube.com/watch?v=-
lOyW3pEUl0) . At this point, I have already discussed forces, pulls, and pushes. This video will go
into farther detail regarding these terms, give more examples, and allow the students to play an
interactive game at the end.
a. After the video, I will ask the following questions:
b. How can you move this car towards someone without moving your legs?
c. How can someone move the car back towards you?
d. Answer--- Push the car
e. Remind the students that motion is a change of position. We use force, which is a push or a pull, to put
Middle (est. an object into motion.
(Explain/Explore) time) 2. During We do, the students and I will do a worksheet together to give them more examples
of pushes and pulls.
a. Students will be called upon using their sticks so that everyone is ensured a turn.
3. During the worksheet students will be asked questions and answer questions to keep them
interacted.
4. Questions will include: Why is this a push and not a pull? Or vice versa.
5. What motion makes this a push/pull? Can this be both? Why/why not?
6. When the worksheet is over, transition into the students experiment.

1. Closing and summarize the learning (Identify the assessment activity you will have students
do to show they have achieved the objective: YOU DO)
2. For I DO, students will have two objects. One that pushes and one that pulls. Objects may do
both. The students will play with these objects, crashing them into each other, doing different forces
(different speeds), and observe.
3. When students are done with their experiment, they will draw a picture of their object that
End (est.
pushes and a picture of their object that pulls. When they are done drawing, they will finish the
(Extend/Evaluate) time)
sentence, “I can push a _____. And I can pull a _____”.
4. After the I DO, students will take a brain break to dance to the following YouTube video.
https://www.youtube.com/watch?v=E-SnC_WKsCg&t=3s
5. After the video, students will do an assessment to see what they learned or did not learn.
Before the assessment, the teacher will go over the information they have learned. The students will
only be assessed on level 1 and level 2 of the exit ticket.

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 Logically, the students will go farther into depth regarding motion, pushes, pulls, forces, and
Next Lesson
directions. The students will conduct more experiments in order to support their learning.

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 CHECKLIST FOR LESSON PLAN PROCESS
These are the steps you now take after completing your plan. Please make sure you follow each step to ensure you complete each part of the assignment.

THE ❏ Send Lesson Plan to Success Coach

PROCESS ❏ Upload Lesson Plan to Blackboard for Internship Instructor
❏ Receive Feedback from Success Coach
❏ Receive Feedback from Internship Instructor
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 ❏ Complete Reflection #1 and highlight all changes made based on feedback from SC and
Instructor
❏ Teach and record lesson***
❏ Submit to PASS:
❏ Lesson plan with completed reflection after teaching
❏ Video with required number of tags (10) aligned with internship construct focus
❏ Specifically address Construct 4 in the comment box in PASS
❏ After receiving PASS feedback, submit the following to Blackboard Internship:
❏ Complete Reflection #2 about PASS feedback
❏ PDF of coach’s PASS feedback including tags

***This step cannot be done until you have received feedback from your internship instructor and success coach. We want you
to have plenty of time to make necessary changes before you teach the lesson.

COMMENTS AND FEEDBACK

Internship Instructor Feedback #1: (Name of Evaluator)

(Summarize feedback here)

Success Coach Feedback #2: (Name of Evaluator)

(Summarize feedback here)

Other Feedback #3: (Peer, Classroom Teacher, etc)

(Summarize feedback here)

STUDENT REFLECTIONS
Reflection #2: Reflection after teaching lesson and reviewing video on PASS
Date:

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Reflection: After delivering this lesson, Answer the following questions – before submitting to PASS. Use the Reflection and
Response Guidelines to assist you.

Reflect on your lesson using a paragraph(s) per construct to address the questions below. Questions are in blue.

Construct 1: Learner and Learning. To ensure that each student learns new knowledge and skills, interns must understand that learning and
developmental patterns vary individually, that students bring unique individual differences to the learning process, and that students need supportive
and safe learning environments to thrive.
 What went well with your lesson?
 What didn’t go well and you wish you could do it over?
 How did you plan ahead for students with exceptionalities, different learning styles, behavior management, etc?
Construct 2: Content Knowledge. Interns must have a deep and flexible understanding of their content area(s) and be able to draw upon it as they
work with students to access information, apply knowledge in real world settings, and work with meaningful issues.
 Were students involved in real-world applications and problem solving? If not, how could they have been?
 Did you adjust your teaching strategies and activities as you taught the lesson?  If so, why and how?
Construct 3: Instructional Practice. Effective instructional practice requires that interns understand and integrate planning, instructional strategies,
and assessment in coordinated and engaging ways.
 What types of formative/summative assessments were used within this lesson?
 Report the outcomes of your assessment(s). Were a majority of students successful?
 Did students meet the lesson objectives?
 Does this lesson need reteaching or another day? How do you know?
 Was this lesson rigorous enough for your students? How do you know?
 Was your lesson truly engaging for the students? How do you know that your students were motivated and engaged and not just compliant
learners.
 Were students interested and motivated to learn during these lessons? Why or why not?  Did you make changes during the lessons to
enhance interest or motivation?
Construct 4: Professional Responsibility. Creating and supporting learning environments that result in students achieving at the highest levels is a
intern’s primary responsibility. To do this well, interns must engage in professional self-renewal, which means they regularly examine their own and
each other’s practice through self- reflection and collaboration, providing collegial support and feedback that assures a continuous cycle of self-
improvement.
 What are 3 positive outcomes of this lesson (for you OR the students)?
 What is one area of growth that you would like to work on for next time? Explain why you chose this area.
Choose from the following list:
Instructional sequence
Expectations/classroom management
Collaboration
assessment/evaluations
 Who did you collaborate with to plan/teach this lesson and how was this beneficial? (coach, SPED colleague, teammate, para, etc. )

(Place reflection #2 below)

Reflection #3: Feedback from Success Coach in PASS *This section due 5/6 along with the PDF of tags from coach and
yourself*
Date:

Describe Actions and Changes I made based on the overall feedback (lesson plan and video feedback):
1. How would you summarize the overall feedback received?
2. Describe actions you will take in planning and delivering future lessons based on this overall feedback.
3. Reflect on the overall lesson plan design and delivery based on all four constructs. Use the Reflection and Response
Guidelines to assist you. (Specifically reflect on each of the 4 constructs below using the questions in the guidelines).

(Place reflection #3 below before submitting to Internship course in Blackboard)

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