KUTZTOWN UNIVERSITY 

ELEMENTARY EDUCATION DEPARTMENT 

PROFESSIONAL SEMESTER PROGRAM 

LESSON PLAN FORMAT 

Teacher Candidate: ___Katie Drury____ Date: ___10-2-20____ 

Cooperating Teacher: __Breanne Cole__ Coop. Initials:___BC_____ 

Group Size: whole class_Allotted Time:30 minutes_Grade Level: kindergarten 

Subject or Topic: ___Starting/Stopping____ Section: ______ 

STANDARD: (PA Common Core): 

Standard - 3.2.1.B1 

Demonstrate various types of motion. Observe and describe how pushes and 
pulls change the motion of objects. 

I. Performance Objectives (Learning Outcomes) 

The students will be able to identify when an object has been pushed or 
pulled and if that object’s motion has been stopped are started. 

II. Instructional Materials 

● computer 

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new 
content) 

● Prerequisite skills:  
○ Understanding of what it means when something isn’t moving 
● Vocab:  
○ Start 
○ stop 
 ● Big Idea:  
○ To start or stop an object it can be pushed or pulled. 
● New Content:  
○ A push or pull can start/stop an object 

IV. Implementation 

A. Introduction - 

● “Good morning boys and girls! I hope everyone is having a great day. To 
start off I have a question for you all. Has anyone here played the game 
red light green light?” 
○ If students say yes pick one to explain the game 
○ If they say no explain the game yourself 
● “In the game red light green light people race to the person/light. That 
person says red light when they want the people to stop running and 
green light when they want them to start running. The winner is the 
person who gets to the light first. The whole game is all about stopping 
and starting and I want you to think about that game as we start our 
lesson today. Our lesson is all about stopping and starting.” 

B. Development –  

● “To get us in the mindset of stopping and starting we are going to watch 
a short read aloud of a book called “Go! Go! Go! Stop!” To listen to our 
book we need our listening ears on, so everybody click the on” 
○ Mimic flipping a switch near your ears 
● Play read aloud video 
○ https://www.youtube.com/watch?v=fGkkJEhgnGk&t=187s 
● “This book was a great story about starting and stopping, but what does 
it mean to make an object start or stop? Raise your hand if you have a 
guess.” 
○ Pick on 1-2 students 
● Great ideas! An object stops when it isn’t moving anymore. To start 
means an object begins to move. Now we know what it means when an 
object starts or stops, but how do we get things to start or stop moving? 
I’ll give you a hint, think about our last two lessons.” 
○ Pick on 3-4 students 
○ Repeat parts of the answers that relate to pushing or pulling 
● “To make an object start or stop we can push or pull it. Think back to our 
game, red light, green light. In this game it’s hard to see the push in this, 
but when we run we are actually pushing against the ground. Another 
 good example is a door. To get a door to start moving we either push it or 
pull it. What are some other things we may push to start?” 
○ Pick 2-3 students 
● “Good examples! A push or pull can also be used to stop an object already 
in motion. For example, to stop a dog from running away we pull on its 
leash. What are some other examples of things we may stop with a push 
or pull?” 
○ Pick 2-3 students 

C. Closure –  

● “Let’s play a little game to see if we got this down. I am going to give an 
example of something and say if I am pushing it or pulling it. You then 
have to say if it will make the object start moving or stop moving. If you 
think it started then give me a green check. If you think it will stop 
moving then give me a red “x”.” 
○ If I push a cart will it start moving or stop moving? 
○ If I pull on the moving cart will it start moving or stop? 
○ If I push on a moving wagon will it start moving or stop? 
○ If I pull a wagon will it start moving or stop? 
● “Great job today everybody! To celebrate let’s all raise the roof.” 
○ Raise the roof 
● “Now everybody can unmute their mic and say goodbye to all of your 
friends.” 
○ Wave goodbye 

D. Accommodations / Differentiation - 

● If students struggle with check marks they can give a thumbs 

up/down 

E. Assessment/Evaluation plan  

1. Formative 

● game 

2. Summative 

A. Student Performance 

B. Personal Reflection 
 1. Did I use a variety of praises to keep the kids engaged? 

2. Did I answer any questions in a timely manner? 

3. Were the students engaged throughout the entire lesson? 

Resources 

1. Zoe and Me ! (Producer). (2020, April 11). G

​ o! Go! Go! Stop!​ [Video file]. 
Retrieved from 
https://www.youtube.com/watch?v=fGkkJEhgnGk&t=187s