Name: Katrina Tracz Grade: Kindergarten Date: February 1, 2022

Content Area: Science Unit: Pushes and Lesson: Venn Diagram

Pulls

I can recognize pushes and pulls in pictures.

I can sort pushes and pulls.
Learning Target
I can compare pushes and pulls.

K-PS2-1 K Forces and Interactions: Pushes and Pulls:

Plan and conduct an investigation to compare the effects
Standards of different strengths or different directions of pushes and
pulls on the motion of an object.

- Hula hoops or rope/string (to make Venn Diagram)

- Objects found in the room
- Images of objects
- Anchor charts from previous lessons
Materials Needed
- Computer
- https://www.youtube.com/watch?v=GH29VWIPyfg
- Projector
- Clicker

 Whole  Hands-on/ discovery

group  Small group
 Student- Partners
Instructional Strategies centered  ______________________________
 1-on-1 ____
 Discussio
n-based

We will start the lesson by doing a quick review of a push

and pull is. During this may need to look back at the
Anchor chart we created as a class in a previous lesson.
Next, we will watch a video about what a Venn Diagram
is (https://www.youtube.com/watch?v=GH29VWIPyfg).
Introduction to Lesson After video, I will restate what a Venn Diagram is and
(4-5 Minutes) what we will be using it for at the center. I will continue by
explaining the other centers to the students. After I have
explained each center, I will pull up our document we use
to show students their groups and where they are
starting. Once everyone is at their center, I will start the
center timer, this is used through PowerPoint.

Small Group Practice At the beginning of the group, I will state the I can
 statement for the lesson; I can recognize push and pull
pictures, I can sort push and push, and I can compare
push and pull. Students will then be given a bunch of
pictures of different objects and movements. Students will
sort these pictures/objects based on if they are a push or
(4-5 minutes) a pull. Throughout this I will help guide students to think
more about the pictures they are seeing by asking
questions; What is happening in this picture? What kind of
force is being used? Why can’t this be a push or pull? Ask
blank to explain this picture to you.

Once the students have completed sorting the pictures,

we will have a discussion that helps us to compare our
Share out
findings. I will prompt students with questions like, what
(1-2 minutes)
do you notice about the pictures in push/pull/both? How
do you know?

To help close the lesson, I will ask one student to explain

what a push is and have another student give an
example. I will then have a student explain what a pull is
Closing/ Transition of
and have another student give an example. I will then
Lesson
have a student give an example of something that could
(2-3 minutes)
be a push and a pull. I will explain to students that we will
be continuing to do this throughout our science unit.

 Pre-test  Written
 Post-test  Project/ Product
Assessment: Describe
 Digital  Other: I will be taking anecdotal notes
details of assessment
 Oral on whether the students are meeting
and highlight in plan
the goal of the lesson. Making notes
above where the
of which students need an extension,
assessment will take
modification, or if the lesson needs to
place
be done again. This will be happening
during the small group practice.

Technology I will be using the projector and computer for most of the
Component lesson. I will begin by using it to watch the video I found
on YouTube. I will then use it to show the students who is
in their groups and where their groups will start. During
guided practice, I will be projecting our center time – this
is the green dot, yellow dot, red dot, and stars that you will
see in the background). Throughout the lesson, I will be
using a clicker to change the speed of the timer. This
allows me to add or speed up time, depending on what is
 happening at the center I am leading. I will also be using
the computer to play the clean-up song at the end of
centers.

Students will be interacting with anchor charts that we

already created as a class, helping to be engaged in the
lesson. Using the anchor charts along with talking with
Intervention/
peers allows students to engage in the lesson in multiple
Modifications
ways. Students can use the anchor charts and their peers
to get a better understanding of the topic of pushes and
pulls.

Linguistic: For beginning ELLs, I will be using multiple

opportunities and contexts where children can hear key
terms being used. (Pushes and pulls). I will also be using
sentence starters to help support my ELLs and others,
these are on one of the anchor charts that we have created
in previous lessons. Students also have access to these
anchor charts throughout this lesson. The charts will help
Accommodations them put their ideas/thoughts together.
Social: I will be allowing students multiple opportunities to
discuss with others about their thoughts and ideas
throughout the lesson. These discussions will be small
groupings, along with time for them to talk one-on-one.
Academic: Having the anchor charts accessible to allow
students to look at them for guidance with the idea of
pushes and pulls.

Cross-Curricular Students will be speaking and engaging with each other

Connections along with the teacher during this time. Students will be
thinking about and using their past experiences of pushes
and pulls. Students will also be using what we have been
learning in math to compare to objects based on size and
shape.

Transition out of Since this is during centers, children will see that the circle
Lesson is turning red. Students will then begin to clean up the
center they are working at. Once the song starts to play
students will transition to the next center. When centers
are complete, I will say, “Clean up your centers, clean up
your whole center and put it away”, as the students start
to clean up, I will play the clean-up song.