PS.1.1.1
Use models to explain the effect of a push or pull on the motion of an object, with or without contact.
Embedded Files
District Recommended Resources for 1st Grade Science
Science Phenomena Resources
Next Generation Science Standards YouTube Channel
Step 1: Lesson Standards & Learning Goals
Dimension 1:
SEP: Develop and Use Models
Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s).
Dimension 2:
CCC: Cause and Effect
Dimension 3:
Disciplinary Core Ideas:
Forces can start motion and change motion. Pushes and pulls can have different strengths and directions. Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.
Sample Essential Questions
Sample Essential Questions
How does a force affect the motion of an object?
How can I use models to explain the effect of a force on an object?
How is a force without contact similar to or different from a force with contact?
Vocabulary
Vocabulary
contact
force
magnets
model
motion
movement
position
pull
push
Students will be able to...
Students will be able to...
Describe the way objects move.
Develop and Use Models- Students develop and use a model to represent the relationship of a push and pull (e.g., physically doing the action or using a picture).
Constructing Explanations and Designing Solutions- Use information from observations to construct an evidence-based account for motion (push and pull).
Students will know...
Students will know...
A force is a push or a pull.
Pushing or pulling on an object can make it move, stop it from moving, or change its direction.
Pushes and pulls can happen with contact (e.g., kicking a ball) or at a distance (e.g., magnets).
Step 2: Assessment
Formative Assessments
Formative Assessments
Writing Prompts
Explain how a push or pull changes the motion of an object.
How can you move an object without making contact with it?
Kick It! Go outside and kick a ball. Did the ball move? Why? (Possible sentence stem: The ball [moved or did not move] because _______________________.)
Blow It! Blow a cotton ball from one end of a table to the other end. What force moved the cotton ball? (Possible sentence stem: The cotton ball moved because _______________.)
Magnetic Cars Use a magnetic wand to move a magnetic car to the finish line without touching the car with your hands or the wand. How did the car move? What challenges did you encounter?
Mini Projects and Investigations
Science A-Z: Things Move Unit Guide There are many projects and investigations in the “Projects and Activities” section!
Force and Motion Set: Use this set to focus on push and pull. The teacher can demonstrate and/or give students an opportunity to investigate.
Magnetic Cars or Magna Tiles Cars: Can you design a way to move your car across the track without touching it?
Pipe cleaner bottle: Students place pre-cut pipe cleaners into a plastic water bottle and use a magnetic wand to move the pipe cleaner pieces. Ask: What happened to the pipe cleaner pieces when you put the magnetic wand close to the bottle?
Magnetic Painting: Students have a paper plate with two drops of paint on it and a paperclip. Students use a magnetic wand beneath the paper plate to move the paperclip around, spreading the paint around to make a painting!
Ask a DTLS about using the Engineering Design Process or for additional support materials.
NCDPI Formative Assessment Examples
Culminating Activity
After students have investigated pushes and pulls with and without contact, they will work in pairs to complete a cause and effect graphic organizer. Provide an example, such as those listed below, to help students get started.
I push a pencil on my desk. (The pencil rolls away from me.)
I pull a door. (The door is pulled towards me.)
I put a magnet over a paperclip. (The paperclip is pulled up to the magnet.)
Ask students to think about the investigations they did. What are some cause and effect relationships they saw?
Step 3: Lesson Instructions
Possible Activating Strategies
Possible Activating Strategies
Anchor Chart
(Source: https://thewonderofscience.com/kps21)
With Contact: Science A-Z: Things Move Unit Guide Spark Activity
With Contact: Balancing Forces Interactive Tool Use the interactive tool to show forces on a seesaw. Ask students: What would happen if I put a 5 kg object on one side of the seesaw? Why?
Without Contact: Science A-Z: Magnets Unit Guide Spark Activity
Without Contact: Science A-Z: Investigation File “My First Answer” p. 6-7
Additional Literacy Connections
Motion by Andrea Rivera
Push and Pull (YouTube Video)
Magnets Push, Magnets Pull by David A Adler YouTube
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