Teachers:

Erin Bryant

Two-Day Lesson
Subject:
Science Force and Motion

Grade:
5th

Common Core State Standards:

AZ Science 5.S5.C2.PO2: Describe the various effects forces can have on an object (e.g., cause motion, halt
motion, change direction of motion, cause deformation).
Objective (Explicit):
SWBAT explain that force affects motion.
Evidence of Mastery (Measurable):
100% of students will explain that force affects motion on an exit ticket. Mastery will be demonstrated by earning at
least a 3 on the corresponding rubric.
Sub-objectives, SWBAT (knowledge, skill, purpose):
SWBAT define force as a push or a pull.
SWBAT identify two occurances as cause and effect.
SWBAT support a claim with reasoning.
Key vocabulary:
Materials:
Force A push or a pull.
Newton and Me by Lynne Mayer (read aloud)
Movement A change in position
(1) large sheet of butcher paper per group. (8 total
per class)
(4) different colored markers per group. (32 total
markers)
(1) copy of book pages per group (8 copies per class)
Engage

Day one - (Monday)

Teacher Will:
What is force?

Students Will:
Answer, A push or a pull

Wed talked about force a bit during our solar system

and Earth-Moon-Sun units. Tell me an example of
force in space?

Answer, Gravity or Black Holes

What about here on Earth? Is gravity a force that

affects us on Earth? How so?

Answer, Yes, gravity makes things fall.

Is it a push or a pull?

Most will anser Pull and some will answer Push.

Ask students to give reason for their claim.

Most will say, Because things are pulled to the ground.

Some will say, Because things are pushed to the ground.

I will clarify that gravity is a pull.

Explore
Teacher Will:
Pose IQ#1 How do we experience force in our
daily lives?
Call on 3-4 students.
I will clear up misconceptions based on student
responses as needed.

Students Will:
Some students will volunteer answers by raising their hand.
Most likely answer, Gravity is a force, it makes things fall to
the ground.

Im going to read a story to you about a boy and his

dog named Newton. Throughout the book they have
many experiences with force. I want you to listen
carefully to the situations.
Conduct read aloud of Newton and Me. Book
pictures will be projected on the SmartBoard as I read.

Students will be slanted, listening to the story.

Give me one situation from the book that had a force,

a push or a pull.

Students will volunteer an example, or will be cold called. Ex:

The boy pulled on the wagon. Or, The boy pushed on his
dads car.

I will answer volunteer answers, and cold-call. Thank

you, and what kind of force was it, a push or a pull?
Write examples down on SmartBoard.
Someone else give me another example of force
from the book.

Students will volunteer an example, or will be cold called. Ex:

The boy pulled on his pants.

Thank you, and was that a push or a pull?

Answer, Push or Pull.

I will clear up misunderstanding, asking why? and

providing feedback as needed.

Each group will receive a copy of pages from Newton

and Me. This is what I expect from you: In your
groups you will identify 4 examples of force. Each
person in a group must identify at least 1. For each
force you will describe the sitution from the book in 1
sentence and you will state if it is a push or a pull.
Even though each person must identify 1 example,
talk to your group members to discuss if it is a push or
a pull and why.
Are there any questions about my expectations? You
will have 15 minutes to complete this.

Ask for clarification as needed.

Person sitting in seat A, please come up and get a

large paper. Make sure everyones name is on the
paper as soon as you sit down. Person sitting in seat
B, come up and get a bag of markers. Each group
member will have a different colored marker. Person
sitting in seat C, come up and get a pack of papers.
Each group member will have their own color marker.

The students sitting in seats A, B, and C will get supplies.

Student talking will increase.

I will raise my fist to indicate that Im waiting for

everyones attention.
I will go over my expectations once more. Is there
anyone who does not understand my expectations for
what you will be doing?

I will set the SmartTimer for 15 minutes. When I say

1-2-3-go, you may begin. 1-2-3-go.

Student groups will go over the pages from the book and
each student will identify one example. Students will
collaborate to decide if it is a push or pull, and why.

There will likely be some disagreement among groups

and I will have to ocassionally provide structure the
conversation and thinking process.
---Take 3 minutes to talk to your group. Make sure you
all agree on the examples and the force (push or pull)
involved. Its okay if you dont agree, but be ready
and able to explain why or why not. After this, we will
share out.
Co-Teaching Strategy
One teach, one observe
Differentiation Strategy
Explain
Teacher Will:

Students Will:

I will call on one person from each group to share

one example given by someone else in their group.
That person will identify the example, the force, and
explain their reasoning.
I will call on each group. (15 minutes for share out.)

The student called on will provide one example from their

group. Ex: The boy pulled the wagon. The force was a pull.
Or The wind pushed the boy when he was riding his bike.
The force was a push.

Ask, How do you know it was a push/pull?

Because it says The boy pulled the wagon.

Are there any that you are not sure if the force is a
push or pull?

Volunteer examples, as needed.

Clear up misunderstandings, whole-group identify

push or pull.
Co-Teaching Strategy
One teach, one observe
Differentiation Strategy
Elaborate

Day Two (Tuesday)

Teacher Will:

Students Will:

Begin class by connecting back to the first half of the

lesson on the previous day and reading the objective
again.
Yesterday we read the book Newton and Me. Tell me
what the book was about. Call on volunteer students
and cold call.

Respond, A boy and his dog names Newton. They were

playing and pulling and pushing.

And after we read the book, What did you do in

We talked about force and came up with examples of

groups?

pushing and pulling in the book. We had to figure out if it was

a push or a pull.

Give me an example of a situation from the book that

your group decided was a push or pull, and explain
why. I will call on each group, cold call if needed.

Each group will explain one of their examples.

Each group has given an example of a situation from

the book that demonstrates force and determined if it
was a push or a pull. Now I want you to consider,
IQ#2 What effect does force have on an object?
Each group will now look over your examples, one at
a time. Together, you will discuss what effect the force
had on the object. What did the object do when it was
pushed or pulled? Next to each example, you will
write what happened to the object when it was pushed
or pulled. You will write the effect next to the example
it goes with. Are there any questions on what you are
expected to do now? You will have 15 minutes to
complete this.

Ask for clarification, if needed.

I will set the SmartTimer for 15 minutes. When I say

1-2-3-go, you may begin. 1-2-3-go.

Work in groups to identify an effect for each push or pull

situation.

When the SmartTimer ends I will ask everyone to

stop.
Co-Teaching Strategy
One teach, one observe
Differentiation Strategy
Evaluate

Teacher Will:

Students Will:

Prompt share-out by asking each group to share one

situation, force, and effect.

Each group will share out one situation, force, and effect.

I will check for understanding, and guide inquiry with

prompting questions.
Connect to cause and effect relationships.
Ask, Think about watching the boy push his truck. If
no one told us he was pushing it, how could we know
that the truck is being pushed?
Give wait time, cold call for responses, one from each
group. Use guiding questions to get students to
connect force affects motion.
Hand out exit ticket.
Go over objective and close.

Respond, We would see it. Or, we would see it move.