Cat Lessonplan1
Cat Lessonplan1
Learning Objectives:
Students will be able to:
Recognize the two types of forces: push and pull.
Describe activities that involves pushes and pulls.
Misconceptions/Prior Knowledge:
Misconception:
Only animate objects can exert a force. Thus, if an object is at rest on a table,
no forces are acting upon it.
A force is needed to keep an object moving with a constant speed.
Assessments:
After watching the BrainPOP Jr. video, the teacher will ask students what objects were
shown that can be pushed or pulled. The teacher will create a T-chart and organize the
student answers. The student responses should be examples that were shown in the
video. Examples include: Push cart, door (to open), ball (to throw), bowling; Pull
wagon, door (to close), basket (pick it up). The teacher will have pictures that goes
along with the answers. Then, the teacher will show another set of pictures and have
students answer which category it belongs to. Students may say push/ pull and/or
use motion that was taught in the beginning of instruction.
INSTRUCTIONAL SEQUENCE
Instruction [Closure/Evaluate]:
To bring this lesson into a conclusion, the teacher will tell students to pay closer
attention to their movement when they go home for the weekend, specifically focusing
on the type of force they are doing (is it a push? Is it a pull?) because the students will
get to share this information on the following science lesson.
Differentiated Instruction:
IED Students:
(I do not have any IED-classified students but this is what I would do if I did) These
students will receive direct support from the teacher. Students will be paired up with
other students that will help them get started / staying focused. Students will receive
positive reinforcements throughout the lesson.
ELD Students:
Vocabulary words and answers for the T-chart will include pictures and text. The
teacher will constantly be doing the movements when push and pull are stated, as well
as have these students repeat and follow the teachers movement. During Think-Pair-
Share, the teacher will listen closely and give direct support to help student
communicate their answer. They may also use the sentence frame provided.