Science 3 Lesson Plan

Teacher Candidate: Caitlyn Tomaro Date: 2/22/24

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

Subject or Topic: Pushes and Pulls (Science)

Common Core/PA Standard(s): Standard - 3.1.K.A9 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.

Steele Standards:
K- Plan and conduct an investigation to compare the effects of different strengths or
PS2-1 different directions of pushes and pulls on the motion of an object.

K-PS2- Analyze data to determine if a design solution works as intended to change the speed
2. or direction of an object with a push or a pull.*

Learning Targets/Objectives: Students will be able to swing the washer to knock over their
cups from different heights

Assessment Approaches: Evidence:

1. Science Journal 1. Drawing of wrecking ball knocking down concrete wall
Scale (if applicable)

Subject Matter/Content:
Prerequisites:
 Lesson 1:
 What machines are
 What different machines are used for
 Clothing, food, construction
 What work words are
 Lesson 2:
 Why builders need big machines
 Different types of machines
 Excavator
 Dumptruck
 Crane
 Bulldozer
 Cement Mixer

Key Vocabulary:
  Concrete: An artificial, or human-made, stone
 Sledgehammer: A large heavy hammer usually used with both hands
 Explosives: Used for blowing up concrete building; used by professionals only
 Work words: The words that tell us what a machine is doing
 Wrecking ball: A heavy iron ball that is swung to demolish old buildings

Content/Facts:
 The East Berlin Wall is located between East and West Berlin
 The East Berlin Wall is 96 miles long, 12 feet high, and made of concrete
 The wall fell in 1989 and was brought down with a wrecking ball
 Wrecking ball: A heavy iron ball that is swung to demolish old buildings
 Wrecking ball swings from higher point, it will hit the wall harder
 Wrecking ball swings from low point, it wall hit the wall softer
 If hits too hard, can send pieces flying
 Needs to hit wall just right

Introduction/Activating/Launch Strategies:
(Preview, book, Voc, predict, purpose)
 Call students to the carpet
 Set expectations for them about what is going to happen and give them the plan for the
lesson
 Ask them about what we learned in our last science lesson
 Take students outside to get them to look at dried cement
 Different types of machines and what they do
 Explain to them today that we are going to learn about using a machine to knock down a
concrete wall
 Pull up powerpoint slides
 Show a picture of a concrete wall
 Ask students what they think the wall is made out of
 Students can turn and talk with their neighbors
 Explain what concrete is and what it is used for
 Remind them that it is what comes out of a cement truck after it dries
 This is from our last lesson (talked about cement trucks)
 Pull up next slides of the Berlin wall

Development/Teaching Approaches:
 Explain to the students what the Berlin wall is and talk a little bit about it
 Located in Germany
 Berlin is the biggest city in Germany
 City of Berlin got divided into two very different parts
 Left and right
 Bring up left and right marshmallow activity
 East Berlin didn’t want people to be free
 West Berlin was free
 A wall was built to stop people from leaving East Berlin and being free
 This wall was 12 feet high, 96 miles long, and made of concrete
  Eventually, East Berlin changed their minds and decided they wanted their people
to be free
 This means the wall had to be torn down
 Ask students to discuss how they would knock down a concrete wall
 3 can share their answers
 Explain the different machines you could use to knock down a concrete wall
 Sledgehammer - gives concrete a push, only knocks out a couple of chunks here
or there, not enough to take down an entire concrete wall
 Explosives - creates a huge push, can only be done by trained professionals, and
there can be mistakes that are made
 A machine that can bash the wall in a safe way
 Define a wrecking ball and what it does
 Wrecking ball: A heavy iron ball that is swung to demolish old buildings
 Work Word: push
 Pull up a picture and video of a wrecking ball knocking down a concrete wall
 Explain that you can’t hit the wall too hard because then it will go flying everywhere
 You need the push of the wrecking ball to be just hard enough to knock the wall
down, but not any harder
 Ask the students the questions “How do you think you make a wrecking ball hit harder?
How do you make it hit not as hard?”
 Students can turn and talk
 3 can share their answers
 Start to explain the experiment to the students
 Take 3 plastic/styrofoam cups and set them up side by side
 Explain this is our wall
 A ruler with a washer attached by a piece of string and set the bottom part of the
ruler on the floor so it is standing up vertically
 The washer should be at the top and hanging down
 Explain and show that the ruler is like our wrecking ball
 Going to take the washer and drop it from three different lengths
 High: 90 degrees from the floor
 Medium: lower than that; in between high and low
 Low: almost touching the ruler; could be a little higher
 Set expectations before the students start working
 Students are going to get into groups and work on the floor
 One person grabs that supplies and brings it to their spot on the floor
 That same student can set it up and take their turn first doing the experiment
 Walk around while students are doing the experiment to make sure everyone is getting a
turn and not fighting
 Set a 5-7 minute timer for students to complete experiment
 After the timer goes off, call students to the carpet

Closure/Summarizing Strategies:
 Ask students if they had fun with the experiment
 Go through the parts of the experiment and ask students what the cups and the ruler
represented
  Ask students what the work word was that our “wrecking ball” was doing
 Students can draw a wrecking ball in their science journal
 Can give them choices if they're struggling
 Push, pull, scrub, dig
 Congratulate them on their hard work
 Can pull up a brain break if there is time before special

Accommodations/Differentiation:
 Put Colton in a group you think he will work best with
 Redirect Jensen if necessary.

Materials and Resources:

 PowerPoint slides
 6 sets of rulers with washers
 18 red cups
 My computer
 Doc cam

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

Remediation Plan (if applicable)

Personal Reflection Question

Additional reflection/thoughts