Weekly Lesson plans
Lesson 1 Lesson 2
Essential Why do things fall
Questions: down?
ENGAGE Students watch a
(Opening /Hook) gonoodle video on roller
coaster.The teacher
reads the book ‘Roller
Coaster by Marla Frazee’
aloud as she asks
questions .
EXPLORE/EXPLAIN Students are provided
(Work Period) with 6 ft. of foam
insulation, plastic cups
and marbles and a work
sheet. They design their
roller coasters in groups
of 3 and check what the
manage to do on the
work sheet. The learners
gather and the teacher
leads in discussing what
worked, what did not
and why to do and why.
Students draw their
roller coasters during
the writing period.
ELABORATE Teacher reads the book
‘I Fall Down by Vicki
Cobb’ as students take
turns to demonstrate
the activities in the book
.They then do the
dropping races in groups
of 3 and record their
work.
Lesson 3 Lesson 4
How do things move? What makes objects What makes things
move? move faster or slower?
Play the movement Watch Mobi’s lesson on Tell the students that
song, ‘Happy Dance’. Pushes and Pulls. Review the lesson is going to
Brainstorm a list of list from lesson #2. take place in the
objects we can move Identify opposite actions playground. Put a piece
other than our bodies (open/close, push/ pull) of making tape on their
pants across their sides,
level with their hip
bones to aid in timing.
Line up and go out.
Students are sent off to Find things in the Gather around the slide
systematically walk different stations that and explain the
about in the classroom need pushing and pulling procedure and
and investigate the to make them move. precaution to be taken.
different ways the Come together and Allow time for ‘I wonder
objects are moved. The create a push/pull T- questions and I think
teacher observes and chart. statements’.
guides the students by Create a class definition Students are divided
asking questions. of push and pull. into two group each
Students gather and Compare the definitions students takes turns in
share the different ways with the definitions in sliding 3 ways:
they were able to move the books. No Push, Self Push and
objects or how the Partner Push.
objects move. The teacher in charge of
each group times and
records.
Students gather in class
and discuss the fastest
push, strongest push
and the effect of the size
of the partner’s size on
the push.
The students go to the Look at the chart and
playground and practice see who was the fastest,
pushing and pulling on slowest and the same.
the monkey bars, kicking Ask why this could
balls. They also find happen.
other ways they push
and pull on the play
ground.
 CLOSING Teacher leads the Review the chart on Students explain how
students in discussing what objects can be they pushed or pulled
their findings. Drops moved and how they something in the
items, two at a time move. classroom or playground
from same height Ask students to be on and what that action
several times for all to the lookout for moving created.
be convinced. objects and objects
being moved
throughout the day.

Assessment (What is the evidence of learning?)

Formative(On-going) Summative(End)
Roller coaster challenge, dropping races challenge exploration C-E-R rubric, Falling objects quiz, Push and pull quiz
observation and questioning, class discussion. Narscar Challenge
Integration
Writing-Drawing and labeling ‘My Roller Coaster’
Math- Graphing the number of objects that can be moved by pushing, pulling and by both. Comparing the time taken to slide
with no push, self push and with a partners push.
Technology-Narscar Challenge. Designing a car that could be moved by pushing and pulling and using chatter kid to describe
their project.