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Push or Pull

Printable view

Summary

Students will understand that a force (pushing or pulling) can move an object.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

Students will understand that a force (pushing or pulling) can move an object.

Major Subject Area Connections

  • Language Arts
  • Math
  • Science
  • Social Studies

Grades

  • Kindergarten
  • First grade

Class Time

Sessions: One
Session Length: 20-30 minutes
Total Length: 0-45 minutes

Groupings

  • Whole group
  • Individual work

Background Knowledge

Students should have a basic knowledge of movement.

Terms and Concepts

  • Force
  • Push
  • Pull

Materials

  • Nebraska quarters (optional)
  • 1 overhead projector
  • 1 overhead transparency (or photocopy) of the “Nebraska Quarter Reverse” page
  • “Push or Pull” worksheet
  • 1 class map of the United States
  • Locate a copy of a text that gives basic information about forces, such as:
    • Force Makes Things Move by Kimberly Brubaker Bradley
    • Forces Around Us by Sally Hewitt
  • Chart paper
  • Markers
  • Classroom objects or toys that can be moved by a force
  • Texts about life as a pioneer to use in a classroom library, such as:
    • Children of the Frontier, I Can Read Book by Sylvia Whitman
    • Dandelions by Eve Bunting
    • Life on a Pioneer Homestead by Sally Senzell Isaacs
    • Pioneers: Life as a Homesteader by Emily Raabe
    • Prairie Friends, I Can Read Book by Nancy Smiler Levinson
    • The Schoolchildren’s Blizzard by Marty Rhodes Figley
    • The Snow Walker by Margaret K. Wetterer

Preparations

  • Gather Nebraska quarters (1 per student) (optional)
  • Make copies of the “Push or Pull” worksheet (1 per student)
  • Make an overhead transparency of the “Nebraska Quarter Reverse” page.
  • Locate a text that gives information about forces (see examples under “Materials”).
  • Gather a variety of simple classroom objects or toys that can be moved by a force (push or pull).
  • Gather a collection of texts about life as a pioneer to use in a classroom library (see examples under “Materials”).

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/211.pdf.

  1. Describe the 50 State Quarters® Program for background information, if necessary, using the example of your own state, if available. Locate Nebraska on a classroom map. Note its position in relation to your school’s location.
  2. Display the “Nebraska Quarter Reverse” overhead transparency or photocopy. Optionally, distribute actual quarters. Have the students identify the images in this coin design, including Chimney Rock, pioneers (people), and a (Conestoga or covered) wagon.
  3. Ask the students why they think that the images might be important to Nebraska, and accept all responses. Collect the quarters, if used, at the end of the discussion.
  4. Ask the students how they get to school. Record the student responses on chart paper. Responses could include by car, walking, by bus, or by bike.
  5. Ask the students to look at the coin image again and tell you how the people (pioneers) are traveling. The students should respond “wagon” (or “covered wagon”) and “walking.
  6. Ask the students what is moving the wagon. The students should respond “large animals” or “oxen.” Turn off the overhead.
  7. Introduce the students to the selected text about forces. As a group, preview the text and illustrations to generate observations about what is occurring at different points in the text. Read the selected text to the class and attend to any unfamiliar vocabulary.
  8. Write the term “force” on a piece of chart paper. Explain that a force is “a push or pull that makes an object move.” Tell the students that an object won’t move without a force of some kind being applied to it.
  9. Bring a chair to the front of the room. Push it away. Have the students tell you whether it was a push or pull that moved it. Now pull the chair toward you. Ask the students what force moved the chair.
  10. Place a variety of classroom objects or toys out in the classroom. Ask for volunteers to come up and push or pull them. Have the class tell you how the toys were moved.
  11. Display the “Nebraska Quarter Reverse” page again. Have the students tell you whether the oxen are pushing or pulling the wagon. Students should respond “pulling.”
  12. Distribute a “Push or Pull” worksheet to each student. Review the directions. Read the definition at the top of the page and complete it as a class.
  13. Allow time for the students to complete the worksheet. Review the answers as a class.
  14. Collect the students’ worksheets.

Differentiated Learning Options

Allow students to work with partners to complete the worksheet.

Enrichments/Extensions

  • Have students visit the playground and look for opportunities to see how the forces of pushing and pulling move the playground equipment.
  • Have a push/pull center where students can practice moving common objects and say what force is being used.
  • Introduce or review the quarter’s value (25 cents) during mathematics-centered activities.
  • Have students bring to class quarters commemorating others states and locate these states on the classroom map.

  • Take anecdotal notes about the students’ participation in class discussions.
  • Evaluate the students’ worksheet for their achievement of the lesson’s objectives.
There are no related resources for this lesson plan.

This lesson plan is not associated with any Common Core Standards.

Discipline: Mathematics
Domain: All Problem Solving
Cluster: Instructional programs from kindergarten through grade 12 should enable all students to
Grade(s): Grades K–12
Standards:

  • Build new mathematical knowledge through problem solving
  • Solve problems that arise in mathematics and in other contexts
  • Apply and adapt a variety of appropriate strategies to solve problems
  • Monitor and reflect on the process of mathematical problem solving

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Science, Technology, and Society
Grade(s): Grades K–12
Standards:

Teachers should:

  • enable learners to identify, describe, and examine both current and historical examples of the interaction and interdependence of science, technology, and society in a variety of cultural settings
  • provide opportunities for learners to make judgments about how science and technology have transformed the physical world and human society and our understanding of time, space, place, and human-environment interactions
  • have learners analyze the way in which science and technology influence core societal values, beliefs, and attitudes and how societal attitudes influence scientific and technological endeavors
  • prompt learners to evaluate various policies proposed to deal with social changes resulting from new technologies
  • help learners to identify and interpret various perspectives about human societies and the physical world using scientific knowledge, technologies, and an understanding of ethical standards of this and other cultures
  • encourage learners to formulate strategies and develop policy proposals pertaining to science/technology-society issues

Discipline: Science
Domain: K-4 Content Standards
Cluster: Physical Science
Grade(s): Grades K–12
Standards:

  • Properties of objects and materials
  • Position and motion of objects
  • Light, heat, electricity, and magnetism

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–12
Standards:

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades K–12
Standards:

  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: People, Places, and Environment
Grade(s): Grades K–12
Standards:

Teachers should:

  • Enable learners to use, interpret, and distinguish various representations of Earth such as maps, globes, and photographs, and to use appropriate geographic tools
  • Encourage learners to construct, use, and refine maps and mental maps, calculate distance, scale, area, and density, and organize information about people, places, regions, and environments in a spatial context
  • Help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of physical systems such as landforms, climate, and natural resources, and explain changes in the physical systems
  • Guide learners in exploring characteristics, distribution, and migration of human populations on Earth’s surface
  • Have learners describe how people create places that reflect culture, human needs, current values and ideals, and government policies
  • Provide opportunities for learners to examine, interpret, and analyze interactions of human beings and their physical environments, and to observe and analyze social and economic effects of environmental changes, both positive and negative
  • Challenge learners to consider, compare, and evaluate existing uses of resources and land in communities, regions, countries, and the world
  • Direct learners to explore ways in which Earth’s physical features have changed over time, and describe and assess ways historical events have influenced and been influenced by physical and human geographic features

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