Science 1 Lesson Plan

Teacher Candidate: Caitlyn Tomaro Date: 2/15/24

Group Size: 22 Allotted Time: 50 minutes Grade Level: Kindergarten

Subject or Topic: Pushes and Pulls (Science)

Common Core/PA Standard(s): Standard - 3.2.K.B7
• Distinguish between scientific fact and opinion. • Ask questions about objects, organisms, and
events. • Understand that all scientific investigations involve asking and answering questions and
comparing the answer with what is already known. • Plan and conduct a simple investigation and
understand that different questions require different kinds of investigations. • Use simple
equipment (tools and other technologies) to gather data and understand that this allows scientists
to collect more information than relying only on their senses to gather information. • Use
data/evidence to construct explanations and understand that scientists develop explanations based
on their evidence and compare them with their current scientific knowledge. • Communicate
procedures and explanations giving priority to evidence and understanding that scientists make
their results public, describe their investigations so they can be reproduced, and review and ask
questions about the work of other scientists
Learning Targets/Objectives: Students will be able to simulate a digging machine by using
plastic spoons, dirt, and tupperware to create a hole in the dirt.

Assessment Approaches: Evidence:

1. Pretest 1. Paper with matching and multiple choice given before unit
2. Checklist 2. Each student was able to create a hole in the dirt or not
Scale (if applicable)

Subject Matter/Content:
Prerequisites:
 No prerequisites needed

Key Vocabulary:
 Machine: A device that helps do a physical task
 Work words: tells us what we are going to do to complete a task
 Pull: to use force to drag something towards you
 Push: to use force to move something away from you
 Grind: to reduce to small pieces
 Scrub: to clean by rubbing really hard
 Dig: to cut up, remove, or turn over earth
 Excavator: large industrial machines used to move large amounts of material, like rock
and soil.

Content/Facts:
 What machines are
  A device that helps do a physical task
 What work words are
 Example: Push, pull, grind, scrub, dig
 What different machines are used for
 Machines are used for making clothes, building houses, making toys, or making
food, or even digging machines
 What machines are used at home/school?
 Home: washing machine, dish washer, vacuum, etc.
 School: stapler, elevator, pencil sharpener

Introduction/Activating/Launch Strategies:
(Preview, book, Voc, predict, purpose)
 Intro the pretest, what it is, and why
 Pass out pretest and have student take it
 Can be done whole group
 After pretest, call students to the carpet
 Explain that we’ll start learning some science
 We’re going to be learning about machines
 Can read a book about machines to the students
 Push and Pull Book
 Pull up slides, but keep smartboard off while talking

Development/Teaching Approaches:
 Start by talking about what helped the animals get the wagon to the market
 Wheels
 Explain that wheels are a kind of machine that can help you get something from place to
place
 Transition into talking about what machines are
 Students can turn and talk to discuss what they think machines are
 What do they help us do?
 Have 3 students share some of their answers.
 Explain that a machine is something that help us do a physical task
 Explain that when we do a physical task there is usually a work word involved
 Define work word
 A work word is a word that is telling us what we or the machine is doing
 Examples: push, pull, grind, scrub, or dig
 Can anybody tell me about a time they might have done something using one of these
work words?
 Was there a time that you ever pushed, pulled, grinded, scrubbed, or dug?
 Students can turn and talk to discuss
 3 students can share their answers
 Explain that when we use machines there is also a work word that is involved
 Pull up slides and have students try to think of the work words for different types
of machines or actions
 Explain that machines are used for so many different things and can be all around us
 Give them examples like: making clothes or shoes or making toys or food
  Have a discussion about what machines the students might see or use at home or school
 Home: washing machine, dish washer, vacuum, etc.
 School: stapler, elevator, pencil sharpener
 Explain that machines can also be huge and used to help during construction
 Also used to build pools, houses, or schools
 Pull up a slide of an excavator
 Explain that the picture on the slide is an excavator or also a digging machine
 Ask anybody if they’ve ever seen one
 Explain a little bit about what is does and why it is used
 Excavator: a machine used to dig a lot of dirt very quickly
 Play a video of an excavator digging
 Excavator Video
 Ask the students what they thought about the excavator in the video
 Introduce activity to students
 Students will pretend to be excavators using spoons, tupperware, and dirt
 They will use the spoons one at a time to dig in the tupperware with the dirt and move the
dirt over to an empty tupperware
 Have them point out the work work before they start
 Dig
 This will be done at their tables and in their groups
 Explain expectations to them before they start and that they need to make sure everyone
has a turn
 Give them 5-7 minutes to explore the activity
 Rotate around to make sure everyone is on task and gets a turn
 Ring doorbell to gain students attention
 Tell them to clean up and come back to the carpet to talk
 Pull up a picture of the world's largest excavator but keep the smartboard off

Closure/Summarizing Strategies:
 Ask students what they thought about the experiment
 Students can raise their hands and share
 Show students a picture of the biggest excavator
 Explain that this does what they were doing except it is huge
 Have a student tell me a little bit about what they learned today
 Could include their favorite part
 Explain what will be the next science lesson
 Different kinds of machines and what they’re used for
 Congratulate students on how well they did
 Set expectations for them as we move onto the next subject

Accommodations/Differentiation:
 Colton can sit at desk
 Redirect Jensen if necessary.

Materials and Resources:

 Push and pull book
  Excavator video
 12 small tupperwares
 12 plastic spoons
 Small bag of dirt
 Pushes and pulls slides
 Smartboard
 Doorbell
 Computer

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Question

Additional reflection/thoughts