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Dakota State University College of Education Lesson Plan Format

This lesson plan is for a kindergarten class on teaching the concepts of push and pull. The lesson objectives are for students to be able to identify if an action is a push or pull with 80% accuracy after reading a book on the topics and class discussion. The plan outlines introducing the topics, reading the book, reviewing concepts through student modeling and flashcards, having students make a class book illustrating examples of pushes and pulls, and assessing understanding through informal observation. Differentiation is provided through varying support to students during discussion and the activity.

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33 views

Dakota State University College of Education Lesson Plan Format

This lesson plan is for a kindergarten class on teaching the concepts of push and pull. The lesson objectives are for students to be able to identify if an action is a push or pull with 80% accuracy after reading a book on the topics and class discussion. The plan outlines introducing the topics, reading the book, reviewing concepts through student modeling and flashcards, having students make a class book illustrating examples of pushes and pulls, and assessing understanding through informal observation. Differentiation is provided through varying support to students during discussion and the activity.

Uploaded by

api-277836685
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Megan Smidt


Grade Level: Kindergarten
School: May Overby Elementary
Date: Jan. 18, 2017
Time: 2:20

Reflection from prior lesson:

Today I introduced the push and pull flashcards to the students. I held one up at a time
and they had to tell me if it was push or pull. The flashcards really reinforced the
discussion. Next time I would start the flashcards right away. The students did better with
identifying push and pull when they were working on their book. I would like to think of
a way to help the students remember which spelling was push or pull. I pointed to the
word so many times, but I am not sure what I would do to really help with that.

Lesson Goal(s) / Standards:

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. [Clarification
Statement: Examples of pushes or pulls could include a string attached to an object being
pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding
and pushing on each other.] [Assessment Boundary: Assessment is limited to different
relative strengths or different directions, but not both at the same time. Assessment does not
include non-contact pushes or pulls such as those produced by magnets.]

Lesson Objectives:

After reading the book, Push and Pull and having a class discussion, students will be able
to identify whether an action is a push or pull with 80% accuracy.

Materials Needed:

Push and Pull book


Crayons
Pencil
Class Book Push and Pull

Contextual Factors/ Learner Characteristics:


There are twenty-five students in this class. The classroom has five tables with five
students sitting at each table. There is a wide range of skill and developmental levels.
They like to work in groups and do well working together. There is a carpet at the front of
the classroom for whole class instruction and plenty of room for working in partners if
needed. Technology is available in the computer lab and there is a Promethean Board in
the classroom.

A. The Lesson

1. Introduction (5 minutes)
getting attention:

What have we been talking about this week?

relating to past experience and/or knowledge:

Have you pushed anything today? Have you pulled anything today?

creating a need to know:

Push and pull is important for us to know so we can use it to describe our own
actions!

sharing objective, in general terms:

Today we are going to learn how to tell if an action is a push or a pull!

2. Content Delivery (30 minutes, Scientist Discussion, Read Aloud, Hands On)

This week we have been talking about push and pull. I would like to read you a
book about Push and Pull.

Read the book to the children asking students questions about the pages.

Lets review. Who can show me how to push something?

Allow one student to model.

How do you pull something?

Allow one student to model.

What are some objects you can push?

Students provide answers.

What are some objects you can pull?


Lets review our flashcards.

Review flashcards.

Now, today we are going to make a class book. I would like for every student to
draw a picture of something you are pushing and something you are pulling.

You need to be able to describe what you are pushing and pulling and also use at
least three colors.

When you are done, show me the ready signal and I will come around and check
it!

3. Closure (5 minutes)

Since I have put our class book together, I think we should read it! Everyone
come to the carpet and we will read our book as a class.

B. Assessments Used

Informal:
Can students identify push and pull when asked.

C. Differentiated Instruction

I will support the students with more needs during the discussion, the other students will
receive less support from me. I will walk around and aid the students who need help
throughout the lesson and hands on activity.

D. Resources

https://www.teacherspayteachers.com/Product/Push-and-Pull-A-Force-of-Motion-
Science-Unit-1551016

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