ENGAGE:
Teacher:
Place the paper on the edge of a table or desk with most of the paper off the table.
Stack a stack of washers on top of the paper.
Hold onto the loose edge of the paper and quickly pull down on the paper.
Students:
Write what happens to the stack of washers in science notebook or sheet of paper.
Brainstorm activities in their real-life that require a push and/or a pull.
EXPLORE:
Teacher:
Define Force as a push or pull.
Call on students to take turns acting out an activity involving some type of force. (ex: moving chair)
Students:
Guess what activity is being acted out and what type of force occurred (push or pull).
EXPLAIN:
Teachers and students:
Use the action acted out (ex: moving chair) as new words for the song, "Here We Go Round the Mulberry Bush." Ex: "This is the way we move our chair, move our chair, move our chair. This is the way we move our chair, with a push or pull in the morning."
During this activity, ask these questions.
1. What makes things stop and go?
2. How can we make them go faster or slower?
3. How does the weight of an object affect the motion?
Teacher:
Model a push and pull of the rolling chair.
During this activity, ask the questions.
1. What made the chair move?
2. What can make the chair go faster? Slower?
3. What could make the chair stop?
ELABORATE & EVALUATE
Students:
Watch the video on Brainpop Jr. about forces.
Complete the 5 question quiz on Brainpop Jr. You can print and copy the quiz or take the digital quiz through Brainpop Jr. You can also enter the questions in online quizzing websites, such as Kahoot.
Complete an exit slip (see assessments) answering:
1. Name 2 outside activities that would require a push.
2. Name 2 outside activities that would require a pull.
OR
Have several pictures of activities available. As each student walks to the door. They choose one picture and tell whether the activity requires a push or pull.
ENGAGE:
Teacher:
Place the paper on the edge of a table or desk with most of the paper off the table.
Stack a stack of washers on top of the paper.
Hold onto the loose edge of the paper and quickly pull down on the paper.
Students:
Write what happens to the stack of washers in science notebook or sheet of paper.
Brainstorm activities in their real-life that require a push and/or a pull.
EXPLORE:
Teacher:
Define Force as a push or pull.
Call on students to take turns acting out an activity involving some type of force. (ex: moving chair)
Students:
Guess what activity is being acted out and what type of force occurred (push or pull).
EXPLAIN:
Teachers and students:
Use the action acted out (ex: moving chair) as new words for the song, "Here We Go Round the Mulberry Bush." Ex: "This is the way we move our chair, move our chair, move our chair. This is the way we move our chair, with a push or pull in the morning."
During this activity, ask these questions.
1. What makes things stop and go?
2. How can we make them go faster or slower?
3. How does the weight of an object affect the motion?
Teacher:
Model a push and pull of the rolling chair.
During this activity, ask the questions.
1. What made the chair move?
2. What can make the chair go faster? Slower?
3. What could make the chair stop?
ELABORATE & EVALUATE
Students:
Watch the video on Brainpop Jr. about forces.
Complete the 5 question quiz on Brainpop Jr. You can print and copy the quiz or take the digital quiz through Brainpop Jr. You can also enter the questions in online quizzing websites, such as Kahoot.
Complete an exit slip (see assessments) answering:
1. Name 2 outside activities that would require a push.
2. Name 2 outside activities that would require a pull.
OR
Have several pictures of activities available. As each student walks to the door. They choose one picture and tell whether the activity requires a push or pull.
