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Kindergarten

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									                              Kindergarten
                                 Unit 2



                      Push and Pull

                          By
               Erin Moore and Pat Moore




                                                           1
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                             Unit Plan
                  Kindergarten Unit 2: Push and Pull

     ***Digital photographs of students throughout the Unit are
                      needed in every lesson. 


           Lesson                     Pacing/page                  Materials
                                           #
Important Notes to                    p. 4

Teachers
Lesson 1                              3 days                  Object for hiding
                                                              Large ball (playground or beach)
Where am I?                                                   Piece of paper
                                      P. 5-9                  Block or dice for each student
                                                              Crayons/pencil
*vocabulary                                                   Empty can
                                                              Multicolored counters or
                                                               manipulatives
                                                              Cotton ball

Lesson 2                              3 days                  Toy trucks
                                                              Toy cars
Toys That Move                                                Wagon
                                      p. 10-14                Plastic sled
                                                              Toys from home
*vocabulary                                                   An assortment of wind-up toys
                                                              Sentence strips
                                                              Paper
                                                              Scissors
                                                              Glue
                                                              Magazines/catalogs

Lesson 3                              2 days                  Masking tape
                                                              Slide
Down the Slide                                                Stopwatch
                                      p. 15-18                Sticky notes
                                                              Chart (teacher created, not found
                                                               in Unit)
                                                              Extra adults 



                                                                                              2
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Lesson 4                              2 days                  Swings
                                                              Extra adults 
Swingin’ Science                                              Pre-punched file card with 4 holes
                                      p. 19-22                 (one for each student)
                                                              2 , 1-foot lengths of yarn for each
                                                               student
                                                              Unsharpened pencil or small dowel
                                                               for each student

Lesson 5                              2 days                  Rope
                                                              Ball (sphere)
Down the Ramp                                                 Toy cars
                                      p. 23-27                Can (cylinder)
                                                              Blocks (cube)
                                                              Ice cream cone (cone)
                                                              Box (prism)
                                                              Ramps (wood/poster/game board)
                                      2 days                   Books sets: Make It Move and
Lesson 6                                                   
                                                               Push or Pull by Susan Canizares
Media Days                                                     and Betsy Chessen
                                      p.28-31                 Media player
                                                              I Fall Down by Vicki Cobb
*vocabulary                                                   And Everyone Shouted Pull by
                                                               Claire Llewellyn
                                                              Move It! by Adrienne Mason
                                                              Forces Make Things Move by
                                                               Kimberly Brewbaker-Bradley
                                                              Other favorite read aloud books


Lesson 7                              1 day                   Cotton balls
                                                              Straws
Pushed From Behind                                            Small items to blow and suck up
                                      p. 32-35                Hair dryer
                                                              Vacuum cleaner (canister with
                                                               hose would be best)
                                                              Nylons for vacuum screen
                                                              Charting materials

Lesson 8                              2 days                  Several objects or similar size,
                                                               but different mass
If You Drop It, It                                            Book set of Gravity
                                      p. 36-39                Magic School Bus Gains Weight
Will Fall!                                                     video

Lesson 9                              2 days                  Bouncy balls
                                                              Tennis balls
Science Centers                                               Masking tape
                                      p.40-44                 Measuring tape
                                                              Water table/tub/bucket
                                                              Water
                                                              Water-proof objects to drop
                                                              Toy or paper boats

                                                                                                  3
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                                              Straws
                                                              Tempra-paint
                                                              White paper
                                                              Smock and drop cloth
                                                              Magnets with a variety of objects
                                                               that are attractable and non-
                                                               attracting
                                                              Paper
                                                              Scissors
                                                              Brads
                                                              Dominos

Lesson 10                             2 days                  Digital Photos of class taken
                                                               throughout the Unit
Writing a Book!                                               Paper
                                      p.45-48                 Pencils
                                                              Vocabulary Cards
                                                              Book references
                                                              Book-binding tools

Extra handouts and                    p. 49-52                Vocabulary cards

information




                                                                                               4
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Teacher Note:

In order to complete the Summative Assessment for this
Unit, teacher will need to record the activity for their
class through pictures. It is recommended that digital
pictures be taken of the students as they perform the
activities and investigations of this Unit. Students will
be identifying the science concepts and using vocabulary
with these pictures prompts for their final assessment.



It is essential that you have many different kinds of toys
and items that move for this Unit. Some of the items
that are needed are:
   Scooter
   Spinner
   Wagon
   Toys that twist, turn, twirl, screw, and wind-up
   Balls
   Trucks of varied size
   Cars of varied size

You will also require a ramp. This can be as simple as a
game board or a large piece of foam board (presentation
material that can be purchased at any office supply
store.)



                                                           5
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
               Lesson 1: Where am I?
Unit 2 – Push and Pull
Standard: Force and Motion
Grade: K
Content Statement:
P.FM.E.1
Position – A position of an object can be described by locating the object relative to other objects or a background. The
description of the motion of an object from one observer’s view may be different from that reported from a different
observer’s view.
P.FM.E.2
Gravity – Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground
no matter where the object is on the earth.
P.FM.E.3
Force – A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is
related to the size of the force. The change is also related to the mass of the object on which the force is being
exerted. When an object does not move in response to a force, it is because another force is being applied by the
environment.

Lesson Overview:
Students will describe positions of multiple objects (moving and at rest) using
science vocabulary.
Content Expectations:
P.FM.00.11
Describe the position of an object (above, below, in front of, behind, on) in relation to other objects
around it.
P.FM.00.12
Describe the direction of a moving object (for example: away from or closer to) from different
observer’s views.
S.CN.00.01
Explore the use of language to communicate with a variety of audiences and for different purposes
including problem solving, explaining, looking for solutions, constructing relationships, and
expressing courtesies.
W.GN.00.03
Write a brief informational piece such as a page for a class book using drawings, words, word-like
clusters, and/or sentences.


Essential Question:
What scientific words describe position?
Prior Expectations/Grade:
                                                                                                                         6
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
none
Where do these expectations lead to?
        1st grade P.PM.E.3—Magnets
        3rd grade—Unit 1: Changes in Motion
        5th grade – Unit 1: Measuring Changes in Motion


I can… Statements: (Learners’ Goals)
I   can describe the position of many objects (above, below, in front)
I   can use science words correctly.
I   can describe the direction of a moving object (away from, closer to).
I   can draw a picture and write about the object’s position.


5 E’s                 Time         What it looks like/Steps
                                   Day 1
Engage                                 The class will play a game of “Hot and Cold”. Choose
(hook)                                   one student (the seeker) and have him leave the room or
                      10-15              put on a blindfold. The teacher hides an item (can be any
                      minutes            kind of item like a toy or a ball, etc.). The rest of class
                                         watches where the teacher puts it, but doesn’t say anything
                                         about where the item is hidden. The seeker comes back in
                                         the room and begins to search for the item. As he seeks,
                                         the teacher models ―Hot and Cold‖. Hot=close to the
                                         hidden object. Cold=farther away from the object.
                                         Hotter…colder…freezing. When the seeker finds the item,
                                         you can choose a new seeker and re-hide the item.

                                            After you have done this a few times, it is time for a
                                             ―Science Debrief‖ (this is the Unit’s name for class
                                             discussion.)

                                            Science Debrief: This game was a lot of fun! We had a
                      5 minutes              good time trying to find the objects hidden in the
                                             classroom, but it took a long time. It was a good game, but
                                             if we needed to find that object in a hurry, giving clues like
                                             ―hotter‖ and ―super-cold‖ would not have been very easy.
                                             What kinds of words would have helped make the seeking
                                             go faster?

                                            As the students answer, write their words on the board or
                                             chart paper. You should get answers like: behind you, over

                                                                                                         7
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                             there, to your right, next to the table… If you don’t get
                                             those words from your class, help supply them. 

                      10 -15            
Explore               minutes
                                             After playing ―Hot and Cold‖, students will need to move
                                             into a large circle on the floor. The teacher will be a part of
(activity/                                   the circle and using a ball (playground or beach ball) the
lesson)                                      teacher will explain that when the ball is not moving it is AT
                                             REST.
and                                         Then the teacher will gently roll the ball in the middle of the
                                             circle and describe its location or position in the circle. For
                                             example, ―The ball is close to Kenny, but far from me.‖ Or
Explain                                      ‖The ball is closer to Lila than it is to Bridget.‖ Wherever the
                                             ball lands indicates the next person to roll it gently in the
                                             circle.
                                            Take enough turns so that everyone gets a chance to
                                             describe the ball’s position. Using the vocabulary: In front
                                             of, away from, closer to, toward, fast/faster, slow/slower,
                                             between, under, below, on, model sentences and
                                             encourage students to use these terms in their
                                             descriptions.

                                            Science Debrief: Show the students the vocabulary cards
                      5 min.                 included in this unit. (You may want to consider laminating
                                             a set for each table group and make enough so that every
                                             student has their own to practice with or use while they
                                             write.) Let them know that those are the important science
                                             words that help describe the position of objects.

                                   ++++++++++++++++++++++++++++++++++++++++++++++++++

                                   Day 2
                      5-10 min.        Play the ball rolling game again to reinforce the vocabulary
                                         for this lesson. Make sure they use the terms correctly to
                                         describe the position or location of the ball.
                                       Have the kids return to their seats and give each student a
                      10 min.            piece of paper and block, dice, or some kind of
                                         manipulative. Ask the class to put the block ON the paper,
                                         put the block UNDER the paper, etc.
                                       Use the following terms for this activity: on, in front of,
                                         toward, behind, under, above, below, between, on top of,
                                         left, right, away from, and closer to.
                                       After you have finished that exercise, students will draw a
                      15-20
                                         picture of two objects and write a sentence, words, or
                      min.
                                         word-like clusters to describe the positions. For example,
                                         ―The car is next to the bike.‖ The students can use the
                                                                                                    8
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                             copies of the vocabulary cards included in this unit for
                                             ideas or help.

Explain                            See above
                                   +++++++++++++++++++++++++++++++++++++++++++++++++++
Elaborate                          Day 3
                      15-20             Play ―Shake Up‖. For this game the students will need to
                      min.                 be divided into small groups of 3-5. Each group will need
                                           the same materials: an empty can or opaque container; 3-5
                                           different colors of the same manipulative; one cotton ball.
                                        Each student chooses a color of manipulative. Whatever
                                           color they choose is the game piece they will be describing
                                           the position for. It will be their ―perspective‖.
                                        Taking turns, students shake the can containing the
                                           manipulatives and empty it on the table. Each student will
                                           describe the position of their ―Color‖ relative to the cotton
                                           ball using the vocabulary for this unit.
                                   This could be a center activity that would take the place of a whole-
                                   group science lesson for this day.
Evaluate                           Check below
(assessment)


            Misconceptions                                       Proper Conception:


Literacy Connections:                                      Vocabulary:
                                                                At rest
                                                                Above
                                                                Below
                                                                In front of
                                                                Behind
                                                                On
                                                                Under
                                                                Between
                                                                On top of
                                                                Away from
                                                                Closer to
                                                                Toward
                                                                Right
                                                                Left
                                                                                                        9
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Math Connection:                                           Resources/Other:
                                                                Vocabulary Cards for this Unit




Materials:
        Object for hiding
        Large ball (playground or beach)
        Piece of paper
        Block or dice for each student
        Crayons/pencil
        Empty can
        Multicolored counters or manipulatives
        Cotton ball


Balanced Assessments:                          What evidence will show that the
students understand?
Selected      Constructed                    Performance          Informal             Self-
Response      Response                       Task                 Observation          Assessment
              Responses from                 Playing each         Participation in
              each activity                  game                 each activity
              using vocabulary
              terms




                                                                                                  10
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
              Lesson 2: Toys That Move
Unit 2 – Push and Pull
Standard: Force and Motion
Grade: K

Content Statement:
P.FM.E.1
Position – A position of an object can be described by locating the object relative to other objects or a background. The
description of the motion of an object from one observer’s view may be different from that reported from a different
observer’s view.
P.FM.E.2
Gravity – Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground
no matter where the object is on the earth.
P.FM.E.3
Force – A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is
related to the size of the force. The change is also related to the mass of the object on which the force is being
exerted. When an object does not move in response to a force, it is because another force is being applied by the
environment.
Lesson Overview:
Students will conduct a series of observations and investigations to see how
things (toys) move with pushes and pulls.
Content Expectations:
P.FM.00.31
Demonstrate pushes and pulls on objects that can move.
P.FM.00.32
Observe that objects initially at rest will move in the direction of a push or pull.
P.FM.00.33
Observe how pushes and pulls can change the speed or direction of moving objects.
S.IP.00.11
Make purposeful observations of the movements of objects in response to pushes and pulls.
S.IP.00.13
Plan and conduct simple investigations about pushes and pulls changing the speed or direction of moving objects.
S.IP.00.14
Manipulate simple tools (pencil) to collect data about the affect of pulls or pushes changing the speed or direction of
moving objects.

                                                                                                                          11
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
S.IP.00.16
Construct simple charts from investigations about pushes and pulls changing the speed or direction of moving objects.
S.IA.00.11
Share ideas through purposeful conversation about how pushes and pulls affect the speed or direction of moving
objects.
S.RS.00.11
Demonstrate the effect of pushes or pulls on the motion of objects through various illustrations, performances, models,
exhibits, or activities.
W.GN.00.03
Write a brief informational piece such as a page for a class book using drawings, words, word-like clusters, and/or
sentences.



Essential Question:
How do things, like toys, move?


Prior Expectations/Grade:

Where do these expectations lead to?
        1st grade P.PM.E.3—Magnets
        3rd grade—Unit 1: Changes in Motion
        5th grade – Unit 1: Measuring Changes in Motion


I can… Statements: (Learners’ Goals)
I   can push a toy.
I   can pull a toy.
I   can predict toy movements.
I   can observe the effect different strengths of force.
I   can demonstrate push and pull in many ways.
I   can predict which toy will go farther.
I   can investigate which toy will go farther.
I   can make a bar graph.
I   can write sentences about how toys move using vocabulary from this Unit.


5 E’s                  Time           What it looks like/Steps
                                      You will need to provide some toy trucks (like a Tonka truck), small
Engage                                cars (like Matchbox), a wagon, and plastic sled for this lesson.
(hook)
                                      Day 1
                       5 minutes
                                                                                                                    12
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                        Put the cars and truck on the floor and invite the kids to
                                         come play with them for a short amount of time. The
                                         teacher can play along with them, modeling pushes and
                                         pulls.
                                       Have the students ―Freeze‖ and then ask them how they
                                         got the cars to move. Tell the students that things to do not
                                         move by themselves and they need to get moving
                                         somehow. What did we do to make them move?
                                         Hopefully, they will say that pushed or pulled them on the
                                         floor.
                      20               Put all of the cars and truck away for a while, leaving the
Explore               minutes            big Tonka truck behind. Have the kids return to their seats
(activity/                               for this demonstration.
lesson)                                On a table, place the Tonka truck and ask the students
                                         how you can make it move. They should say something
                                         that includes the idea of a push. Ask them whether it will
                                         take a big push or a small push. Demonstrate big and
                                         small pushes on the truck and ask them what happened
                                         after each (small push=small distance --- big push=bigger
                                         distance), Make sure they understand this relationship.
                                       Now put the truck away and bring the wagon and sled to
                                         the front. Have a ―student volunteer‖ get near the wagon
                                         and ask the class whether it will take a push or a pull to
                                         move while using the handle (Pull). What kind of force will
                                         it take if I move it from behind (Push)? Ask the class
                                         whether they think it will take a big or small pull to pull an
                                         empty wagon (small). How about with the volunteer in it
                                         (big)? How about with 2 volunteers in it (bigger)? How
                                         about with a teacher in it (bigger still)? Which would take a
                                         bigger pull, a teacher or a kid? Why?
                                       Then try it out, first with the teacher pulling, then with
                                         another student pulling so they can experience the different
                                         kind of force needed.
                                       Now, you are going to repeat this demonstration using the
                                         sled instead of the wagon. Since the sled has no wheels,
                                         the students should make connections about the wheels
                                         helping to make moving easier on these kinds of surfaces.
                                       At the end of Day 1, invite the students to bring in toys that
                                         move to the classroom. They will be needed for Day 2’s
                                         Lesson.
                                   ++++++++++++++++++++++++++++++++++++++++++++++++++

Engage                5 min.
                                   Day 2
(hook)                                 Sitting in a circle, with the teacher a part of it, sing the song
                                         ―Row, Row, Row Your Boat‖ complete with rowing arm
                                                                                                       13
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                             motions. After you sing the song once, point out that if you
                                             were in a real boat, rowing would be pushing and pulling.
                                             Ask the student which motion is the push (arms out) and
                                             which is the pull (arms in). Sing again, with arm motion,
                                             and ask the students to call out whether they ended on a
                                             push or pull. Do it some more, manipulating the arm
                                             motion so that there are different answers each time.
                                            Explain that a ―pull‖ moves objects toward something and a
                                             ―push‖ moves objects away from something. Allow the
                                             students to show you this using their arms, hands, or a toy.
                                             Show the students the ―Push and Pull Reminder Cards‖
                                             from this Unit.

                                            Now, have the students get their toys that move which they
Explore               10 min.                should have brought from home. If they didn’t bring one,
(activity/                                   provide one for them. Hopefully, you will be able to provide
                                             a variety of different kinds of toys like a top and wind-up
lesson)                                      toy. Have them show their toy and have the rest of the
                                             class guess how they will move. Then ask the owners to
                                             demonstrate what they do and get the others to identify
                                             how they move.
                                            Have the students put their toys away.

                                            Divide the children into small groups and give each group a
                      5 min.                 wind-up toy. Explain that they are going to do an
                                             investigation to see which toy will move the furthest when
                                             the toy is fully wound. Which toy do they think will win?
                                            Give each group a long strip of paper (like a sentence
                                             strip). Ask them to put the toy at the start of the paper and
                                             fully wind it. Mark the paper with a pencil at the point
                                             where the toy stops. Cut the paper off at that point.

                      5 min.            
Explain                                  Bring the children back together as a class and pin or tape
                                         the paper onto the wall to make a simple bar graph, putting
(student                                 a label to the left of each strip in order to name the toy.
demonstrate                            Discuss if their prediction was right. Can they explain why
understand-                              the winner went the farthest?
ing)                                   Explain that winding up is a push too because you use your
                                         fingers to make the winder move.
                                   ++++++++++++++++++++++++++++++++++++++++++++++++++
                                   Day 3
Elaborate
                      5 min.       Review pushing and pulling, big forces and small forces. You can
                                   also sing ―Row Row Row Your Boat‖ again to help review.

                                                                                                      14
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                   For this part of the lesson you will need several catalogs and
                      15-20        magazines for children that include many pictures of toys. Some
                      min.         teacher catalogs have great pictures that can be used.
                                        Give the students magazines/catalogs, scissors, glue, and
                                            a piece of paper.
                                        Have the students choose a picture, cut it out, and glue it to
                                            their paper.
                                        Students will write a statement about their toy and what
                                            kind of force makes it move. Examples: (a truck) You
                                            push the truck to make it go. (a wagon) I pull Joey in the
                                            wagon. (a doll) I push my doll in the stroller.
                                        For students who finish this quickly, have them choose
                                            more toys that move and write about them.
Evaluate                           Check below



            Misconceptions                                       Proper Conception:
                                                            


Literacy Connections:                                      Vocabulary:
                                                                Push
                                                                Pull
                                                                Fast/faster
                                                                Slow/slower
Math Connection:                                           Resources/Other:
Bar graphs
                                                                Push and Pull vocabulary cards


Materials:
        Toy trucks
        Toy cars
        Wagon
        Plastic sled
        Toys from home
        An assortment of wind-up toys
        Sentence strips
        Paper
        Scissors
        Glue
                                                                                                   15
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
         Magazines/catalogs
Balanced Assessments:                                 What evidence will show that the
students understand?
Selected      Constructed                           Performance               Informal               Self-
Response      Response                              Task                      Observation            Assessment
              Sentence writing                      Push and pull             Participation          Good predictors?
              Bar graph                             activities,
                                                    demonstration,
                                                    and explanation


               Lesson 3: Down the Slide
Unit 2 – Push and Pull
Standard: Force and Motion
Grade: K
Content Statement:
P.FM.E.1
Position – A position of an object can be described by locating the object relative to other objects or a background. The
description of the motion of an object from one observer’s view may be different from that reported from a different
observer’s view.
P.FM.E.2
Gravity – Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground
no matter where the object is on the earth.
P.FM.E.3
Force – A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is
related to the size of the force. The change is also related to the mass of the object on which the force is being
exerted. When an object does not move in response to a force, it is because another force is being applied by the
environment.


Lesson Overview:
Children will be timed sliding down slides using pushes. They will chart their
data and make observations during activity and discussion.
Content Expectations:
P.FM.00.31
Demonstrate pushes and pulls on objects that can move.
P.FM.00.32
Observe that objects initially at rest will move in the direction of a push or pull.
P.FM.00.33
Observe how pushes and pulls can change the speed or direction of moving objects.
P.FM.00.34
Observe how the shape and mass of an object can affect motion.
S.IP.00.11
Make purposeful observations of the movements of objects in response to pushes and pulls.
S.IP.00.13

                                                                                                                       16
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Plan and conduct simple investigations about pushes and pulls changing the speed or direction of moving objects.
S.IP.00.14
Manipulate simple tools (pencil) to collect data about the affect of pulls or pushes changing the speed or direction of moving objects.
S.IP.00.16
Construct simple charts from investigations about pushes and pulls changing the speed or direction of moving objects.
S.IA.00.11
Share ideas through purposeful conversation about how pushes and pulls affect the speed or direction of moving objects.
S.IA.00.12
Communicate and present findings of observations about the motion of an object (for example: away from or closer to) from different
observer’s views.
S.IA.00.13
Develop strategies for information gathering (ask and expert, make observations, conduct investigations, watch a video) about
forces affecting the motion of objects.
S.RS.00.11
Demonstrate the effect of pushes or pulls on the motion of objects through various illustrations, performances, models, exhibits, or
activities.



Essential Question:
What kind of push makes us slide fastest?
Do pushes effect speed?


Prior Expectations/Grade:

Where do these expectations lead to?
          1st grade P.PM.E.3—Magnets
          3rd grade—Unit 1: Changes in Motion
          5th grade – Unit 1: Measuring Changes in Motion


I can… Statements: (Learners’ Goals)
I can slide three ways, no push, self push, and partner push.
I can help time each trial.
I can help construct a chart.
I can discuss and describe data on charts.


5 E’s                      Time            What it looks like/Steps
                                           **For this lesson you will need another adult to help with set up and
Engage                                     observation. You will also need a slide. (Hopefully, you have
(hook)                                     access to one on the playground.)

                                           **Teacher prep: With a piece of making tape mark off sections of
                                           the slide where the slope begins at the top and another where the
                                           slope stops at the bottom.

                                                                                                                                   17
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                   Day 1
                      5 min.       To engage the class, tell them that they are going to be doing
                                   science on the playground. Before they go outside, put a piece of
                                   masking tape on their pants, across their sides, level with their hip
                                   bones. This is a visual aid for the timing of the sliding in the
                                   exploration.

                                   Line up and head outside to the slide.
                                   Each person will take turns sliding three ways:
Explore               20-30             No Push – When they are sitting at the top of slide not
(activity/            minutes              moving, they are “at rest.” Sit at the top of the slide just
lesson)                                    above the top tape mark. Hold your position until the timer
                                           (the other adult and perhaps a student volunteer after
                                           modeling) says, ―Go!‖ Let go, cross your arms, and wiggle
                                           forward until gravity starts to pull you down, and slide. The
                                           timer stops the watch when the tape crosses the tape line
                                           at the bottom.
                                        Self Push – Get into the same starting position as above,
                                           but this time, when the timer says, ―Go!‖ push yourself off
                                           with your hands and arms. Timing happens the same way.
                                        Partner Push – Once again, start in the same position.
                                           This time have a friend push you down the slide when the
                                           timer says, ―Go!‖ Timing happens the same way.

                                   The teacher or adult volunteer will record the times for each slider
                                   on a slip of paper or sticky note for each student. This data will be
                                   used in a chart on Day 2.

                                   **This does not have to happen in a whole group. If you have
                                   access to other slides and adult volunteers, kids can slide in small
                                   groups.
                                   +++++++++++++++++++++++++++++++++++++++++++++++++++
Explain                            Day 2
(student                                Remind kids of the sliding they did yesterday. Present the
demonstrate           5 min.               chart with all of the children’s names on it and some of the
understand-                                times recorded on the chart. The blank times will be filled
ing)                                       in during explanation and discussion.
                                        Give each student their sticky note with 3 times on it. Ask
                      10 min.              the students, one at a time, what their ―missing time‖ is and
                                           record it on the chart.
                                        When the chart is complete, ask the class, ―Which kind of
                      10 min.              push was the fastest, no push, self push, or partner push?‖
                                           (*The answer could be either self or partner push,
                                           depending on the weight or strength of the students
                                           involved.)
                                                                                                      18
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                          ―Which push was the strongest?‖ (*Answer: same as
                                           above.)
                                       ―Do you think the size and mass of the person doing the
                                           pushing makes a difference in how fast someone goes
                                           down the slide? Why?‖ (*Answer: Yes, a bigger person
                                           can usually push harder.) Please make sure that you say
                                           the words “size and mass”. It is important that you
                                           use the correct terms in context here.
                      5-10 min.    Look at the chart and see who was the fastest, slowest, and the
Elaborate                          same. Ask the kids why this could happen.

                                   Explain to kids that a big push = a big distance and faster time and
                                   a little push = a shorter distance or slower time. They are directly
                                   related.

                                   You can also explain to the class that they were being pushed in
                                   the direction they were sliding. A push down = sliding down…
Evaluate                           Check below
(assessment)


            Misconceptions                                       Proper Conception:
                                                            
Literacy Connections:                                      Vocabulary:
                                                                Push
                                                                Slow/slower
                                                                Fast/faster
                                                                At rest
                                                                Size
                                                                Mass
                                                                Speed
                                                                Direction
Math Connection:                                           Resources/Other:
Data collection and chart making




Materials:
     Masking tape
     Slide
                                                                                                    19
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
          Stopwatch
          Sticky notes
          Chart (teacher created, not found in Unit)
          Extra adults 
Balanced Assessments:                                        What evidence will show that the
students understand?
Selected      Constructed                                 Performance                  Informal        Self-
Response      Response                                    Task                         Observation     Assessment
Choices in    Filling in times on                         Sliding and                  Participation
discussion    chart.                                      charting
questions




              Lesson 4: Swingin’ Science
Unit 2 – Push and Pull
Standard: Force and Motion
Grade: K

Content Statement:
P.FM.E.1
Position – A position of an object can be described by locating the object relative to other objects or a background. The
description of the motion of an object from one observer’s view may be different from that reported from a different
observer’s view.
P.FM.E.2
Gravity – Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground
no matter where the object is on the earth.
P.FM.E.3
Force – A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is
related to the size of the force. The change is also related to the mass of the object on which the force is being
exerted. When an object does not move in response to a force, it is because another force is being applied by the
environment.
Lesson Overview:
Children will use swings to examine pushes and pulls and changes in direction
Content Expectations:
P.FM.00.31
Demonstrate pushes and pulls on objects that can move.
P.FM.00.32
Observe that objects initially at rest will move in the direction of a push or pull.

                                                                                                                       20
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
P.FM.00.33
Observe how pushes and pulls can change the speed or direction of moving objects.
P.FM.00.34
Observe how the shape and mass of an object can affect motion.
S.IP.00.11
Make purposeful observations of the movements of objects in response to pushes and pulls.
S.IP.00.13
Plan and conduct simple investigations about pushes and pulls changing the speed or direction of moving objects.
S.IA.00.11
Share ideas through purposeful conversation about how pushes and pulls affect the speed or direction of moving objects.
S.IA.00.12
Communicate and present findings of observations about the motion of an object (for example: away from or closer to) from different
observer’s views.
S.IA.00.13
Develop strategies for information gathering (ask and expert, make observations, conduct investigations, watch a video) about
forces affecting the motion of objects.
S.RS.00.11
Demonstrate the effect of pushes or pulls on the motion of objects through various illustrations, performances, models, exhibits, or
activities.

  Essential Question:
How do pushes and pulls effect speed and direction?


Prior Expectations/Grade:

Where do these expectations lead to?
          1st grade P.PM.E.3—Magnets
          3rd grade—Unit 1: Changes in Motion
          5th grade – Unit 1: Measuring Changes in Motion


I can… Statements: (Learners’ Goals)
I can swing.
I can observe how pushes and pulls affect speed and direction while swinging.
I can follow directions, stay safe, and take turns.


5 E’s                     Time            What it looks like/Steps
                                          Day 1
Engage
(hook)                                    **For this lesson you will need another adult to help with set up and
                                          observation. You will also need swings. (Hopefully, you have
                                          access to some on the playground.)
                          5 minutes
                                          Remind the children of when they did Science on the playground
                                          the other day. They will be going out again, but instead of sliding,
                                          they will be swinging. It is very important that swingers and non-
                                                                                                                                21
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                   swingers stay a safe distance away during these explorations.

                                   **For this exploration, students will need to swing sideways in
                                   addition to traditional swinging. Many playgrounds prohibit
                                   this activity, but it is needed for this exploration of pushes and
                                   pulls.

                                   Head outside to the swings!!!

                                   **This should be modeled as a whole group and explored in smaller
Explore                            groups with an adult volunteer if possible.
(activity/
lesson)                                     Have a student sit on a swing. Stay still. Does the student
                      20-30                  start moving? (No, the swing can’t move until a force is
                      min.                   exerted. The student is at rest.)
                                            The adult will pull the swing back. The child should sit still
                                             and not pump. Have the small group count how many
                                             passes the swinger makes before coming to a stop.
                                            The adult will pull the swing back again, but this time give
                                             the child an additional ―good‖ push on the second pass.
                                             Count again. Were there more passes? Why? (Yes, the
                                             adult gave another push in the same direction to continue
                                             the motion.)
                                            Using 2 empty swings with chain lengths the same, have 2
                                             students about the same height, pull the swings back at the
                                             same time. One swing will go without a push. The other
                                             swing will receive one push. Which swing went faster?
                                             Which swing goes farther? (The pushed swing goes faster
                                             and farther since the push is a stronger force than gravity
                                             alone. When 2 objects have equal mass, the object with
                                             the stronger force applied will accelerate more.)
                                            Choose 2 swings, side by side, and have 1 student start
                                             swinging. After a few sweeps, ask the partner to push you
                                             from the side. Does your direction change? Why? (Yes,
                                             because a push or pull causes a change in direction.)
                                            Now, sit in a swing and have a partner sit in the swing next
                                             to you. Both of you should lift your feet off the ground and
                                             not move. Then reach out with one arm and push your
                                             partner. Who moves? (Both students move) In what
                                             direction? (The one pushing moves opposite to the push,
                                             while the one that pushed moves in the direction of the
                                             push.) What happens if you push harder? (The harder the
                                             push, the greater the movement.)
Explain                             See     above in parenthesis!

                                                                                                       22
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
(student
demonstrate
understand-
ing)
                                   +++++++++++++++++++++++++++++++++++++++++++++++++++
Elaborate                          Day 2
                                   Make an indoor mini-swing.
                      15 min.           Students will need 2 pieces of yarn--1 foot in length (these
                                          are the chains of the swing)
                                        A pre-punched note card with 4 holes (*this is the seat of
                                          the swing)
                                        An unsharpened pencil or small dowel (*this is the bar the
                                          swing attaches to)
                                   Students will thread 1 piece of yarn through both holes of one side
                                   and make a knot. They will repeat this on the other side.
                                   Students will hang this on the pencil to make a swing.

                      10 min.      With partners (one holding, the other swinging), students will
                                   elaborate with continued exploration of applied forces: pushing,
                                   pulling, and changing directions.
Evaluate                           Check below
(assessment)
            Misconceptions                                       Proper Conception:
                                                            
Literacy Connections:                                      Vocabulary:
                                                                At rest
                                                                Push
                                                                Pull
                                                                Direction
                                                                Away from
                                                                Closer to
                                                                Toward
                                                                Behind
Math Connection:                                           Resources/Other:


Materials:
     Swings
     Extra adults 
                                                                                                      23
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
      Pre-punched file card with 4 holes (one for each student)
      2 , 1-foot lengths of yarn for each student
      Unsharpened pencil or small dowel for each student


Balanced Assessments:                               What evidence will show that the
students understand?
Selected      Constructed                         Performance              Informal                  Self-
Response      Response                            Task                     Observation               Assessment
                                                  Swinging                 Participation,            Question
                                                  discussion               taking turns,             themselves and
                                                                           cooperation               compare answers




                                Lesson 5: Down the Ramp!

Unit 2 – Push and Pull
Standard: Force and Motion
Grade: K

Content Statement:
P.FM.E.1
Position – A position of an object can be described by locating the object relative to other objects or a background. The
description of the motion of an object from one observer’s view may be different from that reported from a different
observer’s view.
P.FM.E.2
Gravity – Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground
no matter where the object is on the earth.
P.FM.E.3
Force – A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is
related to the size of the force. The change is also related to the mass of the object on which the force is being
exerted. When an object does not move in response to a force, it is because another force is being applied by the
environment.


Lesson Overview:
                                                                                                                       24
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Students will spend time investigating the motion of objects using a ramp. They will
explore push and pull. They will brainstorm everyday pushes and pulls. They will be
introduced to 3-D objects (sphere, cylinder, and cube).

Content Expectations:
P.FM.00.31
Demonstrate pushes and pulls on objects that can move.
P.FM.00.32
Observe that objects initially at rest will move in the direction of a push or pull.
P.FM.00.33
Observe how pushes and pulls can change the speed or direction of moving objects.
P.FM.00.34
Observe how the shape and mass of an object can affect motion.
S.IP.00.11
Make purposeful observations of the movements of objects in response to pushes and pulls.
S.IP.00.12
Generate questions based on observations of objects falling toward the Earth.
S.IP.00.13
Plan and conduct simple investigations about pushes and pulls changing the speed or direction of moving objects.
P.FM.00.11
Describe the position of an object (above, below, in front of, behind, on) in relation to other objects around it.
P.FM.00.12
Describe the direction of a moving object (for example: away from or closer to) from different observer’s views.
S.RS.00.11
Demonstrate the effect of pushes or pulls on the motion of objects through various illustrations, performances, models, exhibits, or
activities.
G.GS.00.01
Relate familiar three dimensional objects inside and outside the classroom to their geometric name, e.g. ball/sphere, box/cube, soup
can/cylinder, ice cream cone/cone, refrigerator/prism.
S.IA.00.11
Share ideas through purposeful conversation about how pushes and pulls affect the speed or direction of moving objects.
S.IA.00.12
Communicate and present findings of observations about the motion of an object (for example: away from or closer to) from different
observer’s views.
S.IA.00.13
Develop strategies for information gathering (ask and expert, make observations, conduct investigations, watch a video) about
forces affecting the motion of objects.



Essential Question:
What makes objects move down the ramp?


Prior Expectations/Grade:

Where do these expectations lead to?
          1st grade P.PM.E.3—Magnets
          3rd grade—Unit 1: Changes in Motion
          5th grade – Unit 1: Measuring Changes in Motion


                                                                                                                                25
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
I can… Statements: (Learners’ Goals)
I can brainstorm everyday pushes and pulls.
I can explore motion and direction using a ramp.
I can explain the difference between push and pull.
I can discuss my observations.
I can generate an investigation about how objects move.
I can relate familiar objects with their geometric name. (block=cube; ball=sphere; can=cylinder)
I can describe motion from different perspectives.
I can tell the difference between objects that slide and roll.


5 E’s                 Time         What it looks like/Steps
                                   Day 1
Engage
(hook)                5 min.       Brainstorm examples of things that need a push (balls, swings, toy
                                   cars, push door closed, push down lids, etc.) to start moving and
                                   objects that require a pull (wagon, tug-of-war, shade pulls, rope on
                                   the flag, pull up socks/pants/zipper, pull doors, etc.)

                      5-10 min.    Demonstrate pulls with the class by playing a game of tug-of-war.
                                   Have the students explain the difference between pushes and pulls.

                                   Students will explore the path of moving objects and describe
Explore                            motion by working in groups with balls, toy cars, cylinders, ramps.
(activity/
lesson)                            Give students sufficient time to conduct simple investigations into
                      20 min.      the motion of objects down the ramps. *At this stage in their
                                   learning, students ask and answer ―What would happen if…‖
                                   questions as they change their angle of their ramps and find other
                                   objects to roll down the ramp.*

                                   Suggestions for making ramps:
                                        Pieces of particle board
                                        Foam board
                                        Game boards
                                        Toy car ramps
                                        Styrofoam
                                        Even poster board
                                   You can prop them up on chairs, desks, walls, or any stationary
                                   objects.

                                   Facilitate the student activity by circulating among the groups and
                                   listening to their ideas and observing their simple investigations.
                                   Add a different shaped item to the students’ objects, such as a
                                                                                                       26
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                   block or cube, and ask students to describe the motion of the block
                                   down the ramp.
                                   ++++++++++++++++++++++++++++++++++++++++++++++++++
                                   Day 2
                      5-10 min.    Continue exploration with the ramp. Add more objects for the kids
                                   to try.

                      10 min.      After students have had time exploring motion with the ramps, ask
Explain                            students to share their observations.
(student                           Ask students what started the objects moving down the ramp.
demonstrate                        (push or pull?)
understand-                        What object went down best?
ing)                               Did the height or length of the ramp make a difference?

                      10 min.      Students will go back to the ramps in small groups. This time they
Elaborate                          will have a new set of objects: a ball (sphere), block (cube), soup
                                   can (cylinder), ice cream cone (cone), and rectangular box (prism).
                                   In this investigation, students will look for objects that roll and slide.
                                   It is very important that students begin to relate the common object
                                   to their geometric name.

                                   Ask the students in each small group to describe the motion of the
                                   objects from their position. Is the sphere moving away from you?
                                   Is the cube moving toward you?

                                   What was the difference in motion between the cube (block) and
                                   the sphere (ball)? Why does the cube go slower? (It is sliding, not
                                   rolling.)

Evaluate                           Check below
(assessment)
            Misconceptions                                       Proper Conception:
                                                            
Literacy Connections:                                      Vocabulary:
                                                                Push
                                                                Pull
                                                                Speed
                                                                Direction
                                                                Shape
                                                                Cone
                                                                Cube
                                                                Cylinder
                                                                                                          27
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                                                 Prism
                                                                 Sphere
                                                                 Toward
                                                                 Away
Math Connection:                                           Resources/Other:
Relate common objects to geometric objects




Materials:
        Rope
        Ball (sphere)
        Toy cars
        Can (cylinder)
        Blocks (cube)
        Ice cream cone (cone)
        Box (prism)
        Ramps (board, foam, poster board, game board, etc.)




Balanced Assessments:                          What evidence will show that the
students understand?
Selected      Constructed                    Performance           Informal                    Self-
Response      Response                       Task                  Observation                 Assessment
                                             Investigation with    Participation, the
                                                                   questions they are asking
                                             ramp                  while investigating




                                                                                                        28
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                     Lesson 6: Media Days

Unit 2 – Push and Pull
Standard: Force and Motion
Grade: K

Content Statement:
P.FM.E.1
Position – A position of an object can be described by locating the object relative to other objects or a background. The
description of the motion of an object from one observer’s view may be different from that reported from a different
observer’s view.
P.FM.E.2
Gravity – Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground
no matter where the object is on the earth.
P.FM.E.3

                                                                                                                       29
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Force – A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is
related to the size of the force. The change is also related to the mass of the object on which the force is being
exerted. When an object does not move in response to a force, it is because another force is being applied by the
environment.
Lesson Overview:
Students will watch movies, look at, and read books about force and motion.
They will make text-to-text and text-to-self connections.

Content Expectations:
R.IT.00.02
With teacher guidance, discuss informational text patterns including descriptive and sequential.
R.IT.00.04
Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make
meaning, and make connections.
R.CM.00.01
Begin to make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connection
personal knowledge and experience to ideas in text through oral and written responses.
R.CM.00.04
Apply significant knowledge from grade level science, social studies, and mathematics texts.
S.IA.00.13
Develop strategies for information gathering (ask and expert, make observations, conduct investigations, watch a
video) about forces affecting the motion of objects.
S.CN.00.01
Explore the use of language to communicate with a variety of audiences and for different purposes including problem
solving, explaining, looking for solutions, constructing relationships, and expressing courtesies.
S.DS.00.03
Respond to multiple text types by reflecting, making meaning, and making connections.
G.GS.00.01
Relate familiar three dimensional objects inside and outside the classroom to their geometric name, e.g. ball/sphere,
box/cube, soup can/cylinder, ice cream cone/cone, refrigerator/prism.



Essential Question:
How do objects move?


Prior Expectations/Grade:

Where do these expectations lead to?
         1st grade P.PM.E.3—Magnets
         3rd grade—Unit 1: Changes in Motion
         5th grade – Unit 1: Measuring Changes in Motion


I can… Statements: (Learners’ Goals)
I can make text-to-text connections.
                                                                                                                     30
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
I can make text-to-self connections.
I can describe how objects move, push, and pull.
I can indentify sequence in non-fictions texts.


5 E’s                 Time         What it looks like/Steps
                                   Day 1
Engage
(hook)                             Take a picture walk through Make It Move and Push or Pull by
                      5 min.       Susan Canizares and Betsy Chessen. These are independent
                                   reading book sets that can be checked via Web Max at the WMISD.

                      15-20        Read these books aloud to the class. For each picture there is a
Explore               min.         teacher explanation. Share that information with the students.
(activity/
lesson)                            Conduct a guided reading lesson using these book sets. With
                                   teacher guidance, discuss informational text patterns including
                                   description and sequence. Focus on making text-to-self and text-to-
                                   text connections.
                                   +++++++++++++++++++++++++++++++++++++++++++++++++++
Explain                            Day 2
(student
demonstrate           15 -20       Show the movie ―How Things Move‖. It is a United Streaming video
understand-           min.         that can be accessed through WMISD.
ing)
                                   It may be fun to re-sing ―Row Row Row Your Boat‖ to describe
                                   pushes and pulls again!

                      10-15        After the movie or in a center, read aloud and share books about
Elaborate             min. +       forces and motion. Some good titles include: I Fall Down by Vicki
                                   Cobb, And Everyone Shouted Pull by Claire Llewellyn, Move It!
                                   by Adrienne Mason, Forces Make Things Move by Kimberly
                                   Brewbaker-Bradley.

                                   If these books are not available, read other favorite books and
                                   explore them for more examples of push and pull. Every door
                                   closing, zipper pulled, and slide counts!
Evaluate                           Check below
(assessment)


            Misconceptions                                     Proper Conception:
                                                          

                                                                                                     31
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Literacy Connections:                                      Vocabulary:
        Sequence                                               Push
        Non-fiction organization                               Pull
        Description                                            Direction
        Pre-reading picture walk                               Speed
        Text-to-text connections                               Shape
        Text-to-self connections                               Circle, square, triangle
                                                                Cone, cylinder, sphere, prism, cube
Math Connection:                                           Resources/Other:
        Relating familiar objects with geometric               United Streaming
         shapes                                                 WebMax


Materials:
        Books sets: Make It Move and Push or Pull by Susan Canizares and Betsy Chessen
        Media player
        I Fall Down by Vicki Cobb
        And Everyone Shouted Pull by Claire Llewellyn
        Move It! by Adrienne Mason
        Forces Make Things Move by Kimberly Brewbaker-Bradley
        Other favorite read aloud books




Balanced Assessments:                          What evidence will show that the
students understand?
Selected      Constructed                    Performance          Informal            Self-
Response      Response                       Task                 Observation         Assessment
              Guided Reading                 Watch movie
              Discussion                     Read books
              Connections                    Make connection




                                                                                                       32
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                           Lesson 7: Pushed From Behind

Unit 2 – Push and Pull
Standard: Force and Motion
Grade: K

Content Statement:
P.FM.E.1
Position – A position of an object can be described by locating the object relative to other objects or a background. The
description of the motion of an object from one observer’s view may be different from that reported from a different
observer’s view.
                                                                                                                      33
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
P.FM.E.2
Gravity – Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground
no matter where the object is on the earth.
P.FM.E.3
Force – A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is
related to the size of the force. The change is also related to the mass of the object on which the force is being
exerted. When an object does not move in response to a force, it is because another force is being applied by the
environment.
Lesson Overview:
Students will explore pushes and pulls using air.
Content Expectations:
P.FM.00.31
Demonstrate pushes and pulls on objects that can move.
P.FM.00.32
Observe that objects initially at rest will move in the direction of a push or pull.
P.FM.00.33
Observe how pushes and pulls can change the speed or direction of moving objects.
P.FM.00.34
Observe how the shape and mass of an object can affect motion.
S.IP.00.11
Make purposeful observations of the movements of objects in response to pushes and pulls.
S.IP.00.13
Plan and conduct simple investigations about pushes and pulls changing the speed or direction of moving objects.
S.IP.00.16
Construct simple charts from investigations about pushes and pulls changing the speed or direction of moving objects.
S.IA.00.11
Share ideas through purposeful conversation about how pushes and pulls affect the speed or direction of moving
objects.
S.IA.00.12
Communicate and present findings of observations about the motion of an object (for example: away from or closer to)
from different observer’s views.
S.IA.00.13
Develop strategies for information gathering (ask and expert, make observations, conduct investigations, watch a
video) about forces affecting the motion of objects.
S.RS.00.11
Demonstrate the effect of pushes or pulls on the motion of objects through various illustrations, performances, models,
exhibits, or activities.
S.CN.00.01
Explore the use of language to communicate with a variety of audiences and for different purposes including problem
solving, explaining, looking for solutions, constructing relationships, and expressing courtesies.



Essential Question:
How does air move objects?


Prior Expectations/Grade:


                                                                                                                       34
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Where do these expectations lead to?
        1st grade P.PM.E.3—Magnets
        3rd grade—Unit 1: Changes in Motion
        5th grade – Unit 1: Measuring Changes in Motion


I can… Statements: (Learners’ Goals)
I can move an object using air through a straw.
I can make predictions about air movement.
I can help chart my guesses.
I can test my hypothesis in other ways.


5 E’s                 Time         What it looks like/Steps
                      5 min.            
Engage                                       Students are going to have a cotton ball race. Give each
                                             child a straw and a cotton ball. Two at a time, they will
(hook)                                       blow the cotton ball with the straw across the table. Who is
                                             the winner? Why?

                      15-20             
Explore               min.
                                             Start a discussion about how air can move things. This is
                                             an extension of yesterday’s movie. See if you can get kids
(activity/                                   to think of the push of a hairdryer and the pull of a vacuum
lesson)                                      cleaner.

                                            Get out the hair dryer and canister vacuum cleaner and
                                             explore or demonstrate the pushes and pulls.

                                            Now, make the race more interesting by putting a straw
                                             blower against the hairdryer (*it would be really fun if the
                                             hair dryer had different strengths, so the teacher can
                                             manipulate the winner of the race). Try each ―heat‖ with
                                             a different object: cotton ball, small toys, balls, other small
                                             objects.

Explain               Done                  Have the students predict the winner (hypothesis), conduct
(student              during                 the experiment, and then chart the data.
demonstrate           explore
understand-           
ing)
                      5-10              
Elaborate             min.
                                             Now, try the hair dryer’s push against the vacuum’s pull
                                             (you are going to want to buffer the suction of the vacuum

                                                                                                         35
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                             with a screen or some kind, like a nylon.)

                                       Make hypothesis and chart.
Evaluate                           Check below
(assessment)


            Misconceptions                                       Proper Conception:
                                                            


Literacy Connections:                                      Vocabulary:
                                                                Push
                                                                Pull
                                                                Direction
                                                                Speed
                                                                Toward
                                                                Away
                                                                Closer to
Math Connection:                                           Resources/Other:




Materials:
        Cotton balls
        Straws
        Small items to blow and suck up
        Hair dryer
        Vacuum cleaner (canister with hose would be best)
        Nylons for vacuum screen
        Charting materials


Balanced Assessments:                          What evidence will show that the
students understand?
Selected        Constructed                  Performance          Informal                Self-
Response        Response                     Task                 Observation             Assessment
Race hypothesis Help to construct            Cotton ball race     Participation           Was my guess
                chart                                             Cooperation             right or wrong?
                                                                                                          36
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                                           Did my guesses
                                                           change?




                Lesson 8: If You Drop It, It Will Fall!

Unit 2 – Push and Pull
                                                                        37
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Standard: Force and Motion
Grade: K

Content Statement:
P.FM.E.1
Position – A position of an object can be described by locating the object relative to other objects or a background. The
description of the motion of an object from one observer’s view may be different from that reported from a different
observer’s view.
P.FM.E.2
Gravity – Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground
no matter where the object is on the earth.
P.FM.E.3
Force – A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is
related to the size of the force. The change is also related to the mass of the object on which the force is being
exerted. When an object does not move in response to a force, it is because another force is being applied by the
environment.
Lesson Overview:
Students will observe and explore the affects of gravity.
Content Expectations:
P.FM.00.21
Observe how objects fall toward the Earth.
S.IP.00.12
Generate questions based on observations of objects falling toward the Earth.
R.IT.00.02
With teacher guidance, discuss informational text patterns including descriptive and sequential.
R.IT.00.04
Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make
meaning, and make connections.
R.CM.00.01
Begin to make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connection
personal knowledge and experience to ideas in text through oral and written responses.
R.CM.00.04
Apply significant knowledge from grade level science, social studies, and mathematics texts.
S.CN.00.01
Explore the use of language to communicate with a variety of audiences and for different purposes including problem
solving, explaining, looking for solutions, constructing relationships, and expressing courtesies.
S.DS.00.03
Respond to multiple text types by reflecting, making meaning, and making connections.



Essential Question:
How do objects fall to the Earth?


Prior Expectations/Grade:
                                                                                                                       38
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Where do these expectations lead to?
        1st grade P.PM.E.3—Magnets
        3rd grade—Unit 1: Changes in Motion
        5th grade – Unit 1: Measuring Changes in Motion


I can… Statements: (Learners’ Goals)
I can observe falling objects.
I can predict which object will reach the Earth first.
I can drop objects and observe their fall.


5 E’s                 Time         What it looks like/Steps
                                   Day 1
Engage
(hook)                10 min.      The teacher should stand in front of the room holding an object.
                                   Ask the class what will happen if you let it go. They should answer
                                   that it will fall to the ground. Ask them if they know why that
                                   happens.

                                   Drop the object and watch it fall. Tell the students that the reason it
                                   falls is because of the force of gravity.

                                   Sing the song ―Gravity, Of Course‖
                                   (To the tune of Mary Had a Little Lamb)

                                   Take a ball and toss it around
                                   When it falls, it falls to the ground
                                   Why does it do this?
                                   What’s the force?
                                   It is GRAVITY, of course! (SHOUT!)

                      15 min.      Give the students the opportunity to demonstrate how things fall
Explore                            down. Have students toss a ball up and observe it change direction
(activity/                         and fall down.
lesson)                            Students explore different size, shape, and mass of objects and
                                   observe and describe the path of motion as the objects fall down.

                                   Investigate:
                                       1. Choose 2 objects of different mass (perhaps a wad of
                                           paper and ball
                                       2. Have the class predict which one will reach the ground first.
                                       3. Drop them from the SAME HEIGHT at the SAME TIME
                                                                                                  39
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                      4. Have kids watch closely
                                      5. Which one hits the ground first? (They should hit at the
                                         same time.) **This experiment dispels a common
                                         misconception. Read the rest of the lesson for the
                                         explanation.
                                      6. Have the class explore now, with many different objects of
                                         different size and mass.
                                   ++++++++++++++++++++++++++++++++++++++++++++++++++
                                   Day 2
Explain
(student              20 min.               Sing ―Gravity, of Course‖ again to refresh their memories
demonstrate                                  about the force of gravity.
understand-
ing)                                    Show the movie ―Magic School Bus Gains Weight‖ through
                                         WebMax at WMISD.
Elaborate                              In a guided reading lesson, read Gravity by Susan
                                         Canizares and Daniel Moreton. Focus on non-fiction
                                         description and sequencing. Make connections (text-to-
                                         text and text-to-self).
Evaluate                           Check below
(assessment)
            Misconceptions                                       Proper Conception:
      Heavier or more massive objects                        All objects fall to the Earth at the
         fall to the Earth at a faster rate.                   same rate. *The rate of falling
                                                               objects is not appropriate for
                                                               kindergarteners.*
Literacy Connections:                                      Vocabulary:
        Sequence                                               Pull
        Non-fiction organization                               Direction
        Description                                            Speed
        Pre-reading picture walk                               Shape
        Text-to-text connections                               Mass
        Text-to-self connections                               Size
                                                                Fast/faster
                                                                Slow/slower
Math Connection:                                           Resources/Other:
                                                                WebMax via WMISD


Materials:
                                                                                                     40
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
     Several objects or similar size, but different mass
     Book set of Gravity
     Magic School Bus Gains Weight video
Balanced Assessments:                          What evidence will show that the
students understand?
Selected      Constructed                    Performance         Informal        Self-
Response      Response                       Task                Observation     Assessment
              Prediction                     Observation         Participation   Check prediction
                                             Conduct their
                                             own investigation




                             Lesson 9: Science Centers


                                                                                               41
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Unit 2 – Push and Pull
Standard: Force and Motion
Grade: K

Content Statement:
P.FM.E.1
Position – A position of an object can be described by locating the object relative to other objects or a background. The
description of the motion of an object from one observer’s view may be different from that reported from a different
observer’s view.
P.FM.E.2
Gravity – Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground
no matter where the object is on the earth.
P.FM.E.3
Force – A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is
related to the size of the force. The change is also related to the mass of the object on which the force is being
exerted. When an object does not move in response to a force, it is because another force is being applied by the
environment.
Lesson Overview:
This lesson contains the instructions for 6 centers. It is recommended that
this lesson takes two days, 3 centers per day. Each center runs for 15
minutes.

Content Expectations:
P.FM.00.21
Observe how objects fall toward the Earth.
P.FM.00.31
Demonstrate pushes and pulls on objects that can move.
P.FM.00.32
Observe that objects initially at rest will move in the direction of a push or pull.
P.FM.00.33
Observe how pushes and pulls can change the speed or direction of moving objects.
P.FM.00.34
Observe how the shape and mass of an object can affect motion.
S.IP.00.11
Make purposeful observations of the movements of objects in response to pushes and pulls.
S.IP.00.12
Generate questions based on observations of objects falling toward the Earth.
S.IP.00.13
Plan and conduct simple investigations about pushes and pulls changing the speed or direction of moving objects.

S.IA.00.11
Share ideas through purposeful conversation about how pushes and pulls affect the speed or direction of moving
objects.
S.IA.00.12
Communicate and present findings of observations about the motion of an object (for example: away from or closer to)

                                                                                                                       42
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
from different observer’s views.
S.IA.00.13
Develop strategies for information gathering (ask and expert, make observations, conduct investigations, watch a
video) about forces affecting the motion of objects.
S.RS.00.11
Demonstrate the effect of pushes or pulls on the motion of objects through various illustrations, performances, models,
exhibits, or activities.
S.CN.00.01
Explore the use of language to communicate with a variety of audiences and for different purposes including problem
solving, explaining, looking for solutions, constructing relationships, and expressing courtesies.



Essential Question:
How do objects move?
Why do objects fall?


Prior Expectations/Grade:

Where do these expectations lead to?
        1st grade P.PM.E.3—Magnets
        3rd grade—Unit 1: Changes in Motion
        5th grade – Unit 1: Measuring Changes in Motion


I can… Statements: (Learners’ Goals)
I can conduct an investigation about falls and bounces.
I can predict splash size and race winners.
I can use my air to pull and push paint.
I can explore push and pull with magnets.
I can build and play with a pinwheel.
I can build and knock over dominos.


5 E’s                  Time           What it looks like/Steps
                                      Day 1
Engage                                Three centers!
(hook)
                                      Day 2
                                      Three centers!

                                      Explain and preview the Science Centers.
                                         1. Bouncing ball (teacher-led)
                                         2. Splashes and boat races

                                                                                                                    43
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                      3. Straw painting (adult-led)
                                      4. Magnet push and pull
                                      5. Build a pinwheel (adult-supervised)
                                      6. Dominos
                                   Center 1: Bouncing Ball
Explore
                                       Us the tape measure to measure 16 inches, 32 and 48 on
(activity/                                 a wall. Mark these with masking tape.
lesson)                                Drop the tennis ball from the 16 inch height, ask your
                                           friends to see what happens. How high does the ball
                                           bounce? Do this 2 more times.
                                       Repeat with the other 2 height. Why do you think the ball
                                           bounces at different heights?
                                       Try again using a small rubber bouncy ball. What is the
                                           difference in the bounce?

                                   Center 2: Splashes and boat races
                                       Using a water table, tub of water, or even a bucket, give
                                           students a variety of water-proof objects of different size
                                           and mass. The kids will be dropping them in the water
                                           from the same heights, observing their fall to the water, and
                                           the size of the splash. Kids should predict which one will
                                           hit first (they should hit at the same time) and the sizes of
                                           splashes.
                                       After dropping objects, kids can have boat races. Using
                                           toy boats or paper boats, students should give the boats
                                           pushes and pulls at varied strengths. Predict winners!

                                   Center 3: Straw Painting
                                       You will need straws, a variety of Tempra or water-based
                                           paint, and white paper.
                                       Have the students use the straw to suck up (a pull) a small
                                           amount of paint. Have them blow (push) the paint out of
                                           their straws onto the white paper. It will make very cool
                                           splashes of color.
                                       This could be messy, so smocks and drop cloths may be
                                           necessary.

                                   Center 4: Magnet Pushes and Pulls
                                       Students will be given a variety of magnets and a variety of
                                           small objects that may or may not be attracted to magnets.
                                       Students will explore with the push and pull of magnets.
                                       Try to see how many objects can be on your magnet at one
                                           time.


                                                                                                    44
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                   Center 5: Build a Pinwheel
                                       You will need scissors, brads, and paper.
                                       Directions for this activity are located at the end of this Unit.

                                   Center 6: Dominos
                                        Give a number of dominos, kids will set them up and knock
                                            them over with a push!
                                   Explain pushes, pull, and falls during the preview of the centers and
Explain                            during the centers, themselves.
(student
demonstrate
understand-
ing)
Elaborate
Evaluate                           Check below
(assessment)




            Misconceptions                                       Proper Conception:
      Heavier or more massive objects                        All objects fall to the Earth at the
         fall to the Earth at a faster rate.                     same rate. *The rate of falling
                                                                 objects is not appropriate for
                                                                 kindergarteners.*
Literacy Connections:                                      Vocabulary:
                                                                Push
                                                                Pull
                                                                Direction
                                                                Speed
                                                                Size
                                                                Mass
                                                                Fast/faster
                                                                Slow/slower

Math Connection:                                           Resources/Other:
        Measurement                                            Direction for Pinwheels (located at
                                                                 the end of the Unit)



                                                                                                       45
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Materials:
        Bouncy balls
        Tennis balls
        Masking tape
        Measuring tape
        Water table/tub/bucket
        Water
        Water-proof objects to drop
        Toy or paper boats
        Straws
        Tempra-paint
        White paper
        Smock and drop cloth
        Magnets with a variety of objects that are attractable and non-attracting
        Paper
        Scissors
        Brads
        Dominos




Balanced Assessments:                          What evidence will show that the
students understand?
Selected      Constructed                    Performance         Informal            Self-
Response      Response                       Task                Observation         Assessment
Predictions   Painting with                  Center activities   Participation and   Re-evaluation of
              straws                                             cooperation         predictions




                                                                                                   46
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                               Lesson 10: Writing a Book!

Unit 2 – Push and Pull
Standard: Force and Motion
Grade: K

Content Statement:
P.FM.E.1
Position – A position of an object can be described by locating the object relative to other objects or a background. The
description of the motion of an object from one observer’s view may be different from that reported from a different
observer’s view.
P.FM.E.2
Gravity – Earth pulls down on all objects with a force called gravity. With very few exceptions, objects fall to the ground
no matter where the object is on the earth.
P.FM.E.3
Force – A force is either a push or a pull. The motion of objects can be changed by forces. The size of the change is
related to the size of the force. The change is also related to the mass of the object on which the force is being
exerted. When an object does not move in response to a force, it is because another force is being applied by the
environment.
Lesson Overview:
Students are going to show what they know by contributing to a class book.
Students will take part in a Unit assessment.

Content Expectations:
P.FM.00.11
Describe the position of an object (above, below, in front of, behind, on) in relation to other objects around it.
P.FM.00.12
Describe the direction of a moving object (for example: away from or closer to) from different observer’s views.
P.FM.00.21
Observe how objects fall toward the Earth.
S.IP.00.11
Make purposeful observations of the movements of objects in response to pushes and pulls.
S.IA.00.11
Share ideas through purposeful conversation about how pushes and pulls affect the speed or direction of moving
objects.
S.IA.00.12
Communicate and present findings of observations about the motion of an object (for example: away from or closer to)
from different observer’s views.

                                                                                                                       47
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
S.RS.00.11
Demonstrate the effect of pushes or pulls on the motion of objects through various illustrations, performances, models,
exhibits, or activities.
R.IT.00.04
Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make
meaning, and make connections.
R.CM.00.01
Begin to make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connection
personal knowledge and experience to ideas in text through oral and written responses.
R.CM.00.04
Apply significant knowledge from grade level science, social studies, and mathematics texts.
Writing
W.GN.00.03
Write a brief informational piece such as a page for a class book using drawings, words, word-like clusters, and/or
sentences.
W.GN.00.04
Contribute to a class research project by adding relevant information to a class book including gathering information
from teacher selected resources and using the writing process to develop the project.
Speaking
S.CN.00.01
Explore the use of language to communicate with a variety of audiences and for different purposes including problem
solving, explaining, looking for solutions, constructing relationships, and expressing courtesies.
S.DS.00.03
Respond to multiple text types by reflecting, making meaning, and making connections.



Essential Question:
What have you learned about force and motion?


Prior Expectations/Grade:

Where do these expectations lead to?
        1st grade P.PM.E.3—Magnets
        3rd grade—Unit 1: Changes in Motion
        5th grade – Unit 1: Measuring Changes in Motion


I can… Statements: (Learners’ Goals)
I can write a caption for a photograph.
I can pre-write, rough draft, and make a final copy to put in a class book.
I can identify pushes, pulls, direction of fall, and object position.
I can discuss my ideas with my teacher and class.


5 E’s                  Time           What it looks like/Steps
                                                                                                                    48
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                      5 + min.      Day 1
Engage
(hook)                              Teacher will show the class the collection of photographs taken of
                                    the class as they have done this Unit.
                      15-20         Students will choose a picture (of themselves or one they like) and
Explore                             use it as a writing prompt to describe what is happening in the
(activity/                          picture. Using science vocabulary, students will write a rough draft
lesson)                             of a caption for this picture.

                                    Have students read their rough draft to the teacher and peers.
Explain                             Make sure their writing focuses on description of position (from
(student                            observer’s view), motion (push and pull), and gravity; and use of
demonstrate                         science terms.
understand-
ing)                                Facilitate student discussion about their observations found in the
                                    pictures
                      10-15         +++++++++++++++++++++++++++++++++++++++++++++++++
Elaborate                           Day 2

                                    Re-write for final copy and attach to photo. Combine all pictures to
                                    form a class book.
                      15 min.       Summative Assessment:
Evaluate                            Using the class photos, individually assess student learning from
(assessment)                        this unit. Below are suggested activities for this assessment.
                                          Circle pictures that demonstrate a push
                                          Place an ―X‖ on pictures that demonstrate a pull
                                          Circle the word that best describes the position of the
                                              object
                                          Draw an arrow that shows the path the ball will fall


            Misconceptions                                       Proper Conception:
      Heavier or more massive objects                        All objects fall to the Earth at the
         fall to the Earth at a faster rate.                     same rate. *The rate of falling
                                                                 objects is not appropriate for
                                                                 kindergarteners.*


Literacy Connections:                                      Vocabulary:
        Writing Process                                        Push
        Sequence                                               Pull
                                                                Direction
        Non-fiction organization                               Speed
        Description                                            Shape

                                                                                                        49
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
      Text-to-text connections                                  Size
      Text-to-self connections                                  Mass
                                                                 At rest
                                                                 Above
                                                                 Below
                                                                 In front of
                                                                 Behind
                                                                 On
                                                                 Under
                                                                 Between
                                                                 On top of
                                                                 Away from
                                                                 Closer to
                                                                 Toward
                                                                 Fast, faster
                                                                 Slow, slower
                                                                 North, South, East, West
                                                                 Right, Left
                                                                 Circle, square, triangle
                                                                 Cone, cylinder, sphere


Math Connection:                                           Resources/Other:
                                                              Digital Pictures taken throughout the
                                                                  Unit
                                                                 Vocabulary Cards


Materials:
        Digital Photos of class taken throughout the Unit
        Paper
        Pencils
        Vocabulary Cards
        Book references
        Book-binding tools for preferred method


Balanced Assessments:                          What evidence will show that the
students understand?
Selected          Constructed                Performance            Informal                 Self-
Response          Response                   Task                   Observation              Assessment
Selecting correct Picture caption            Peer discussion        Participation            Comparing
answers on        writing                    and writing                                     observations with
summative                                                                                    peers
assessment

                                                                                                           50
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                       slow                                slower




                       fast                                faster




                                                           In front
                   At rest

                                                                      51
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
   Between                                                         Behind




            On top of

                                                               Under



                                                           above




                               Below




                                                                            52
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
                                                           Closer to
                Away from




                    Toward                                    On




                                                                       53
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
Kindergarten Push and Pull Vocabulary
        Push
        Pull
        Direction
        Speed
        Shape
        Size
        Mass
        At rest
        Above
        Below
        In front of
        Behind
        On
        Under
        Between
        On top of
        Away from
        Closer to
        Toward
        Fast, faster
        Slow, slower

                                                           54
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY
        North
        South
        East
        West
        Right
        Left
        Circle, square, triangle
        Cone, cylinder, sphere
        Weight




                                                           55
MMSTLC Grant Science
Manistee, Wexford-Missaukee Regional Math Science Center
June 1, 2009, Template   DRAFT ONLY

								
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