Grade Level: Kindergarten/1st grade
Anchoring Question/Phenomena for the unit: How do objects move?
Desired Results 

Driving Question for this week’s lesson:


Connections to the Standards 

Disciplinary Core Idea(s) Addressed in this Lesson:

Science and Engineering Practices Addressed in this Lesson:

Crosscutting Concepts Addressed in this Lesson:

Engineering Connections Addressed in this Lesson:

Nature of Science Connections Addressed in this Lesson:


Other STEM Connections


Learning Objectives/Outcomes: What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

Time 
Students Do 
Lead Teacher Does 
Other Teachers Do 
Notes 





9:30 
Introductions 
Introductions 
Participate 
Morning meeting by having students do a dance move in a circle while saying “good morning” then the group mimics the dance move 
9:40 
Enage 
Engage 
Support to each group of students 
Set out activities for explore, Record 
9:55 
Explore 
Explore 
Support to each group of students 

Take a break in between explore and explain. Bathroom break, go noodle, dancing video 

10:30 
Explain 
Explain 
Support to each group of students 
Record 
11:00 
Extend + Evaluate 
Extend + Evaluate 
Support to each group of students 

5E Learning Cycle 
Engage  15 minutes 

Explore  25 minutes 

Explain  30 minutes


Extend  30 minutes

Evaluate  15 minutes

What evidence will you gather to understand if all of your students met the learning outcomes you described above?

Accommodations and Modifications 
What needs do you anticipate students might need based on prior experiences?  Students may need accommodations with sentence starters as well as reading the worksheet. 
Materials 

Item(s) 
Source (including links, even if the link is just a picture) 
Quantity 
Basketball, tennis ball, golf ball 

1 
Tennis ball 

1 
Golf Ball 

1 
Worksheet 
https://docs.google.com/document/d/1IY0l FxveDSCh_Nj_IisblWvZdfuhUAq1H19l GNQ8/edit?usp=sharing 
13 copies 
Book: “Just Like Rube Goldberg: The Incredible True Story of the Man Behind the Machines” 

Already checked out 
Toy cars 

4 cars 
Marbles 

4 marbles 

Penny 

4 pennies 
Straws 

20 straws 
Masking tape 

3 rolls 
Pompoms 

1 pack (at least 15 individual) 
Markers/crayons 

6 packs 
Blank Pieces of Paper 

15 
Anchor chart paper 

1 
Grade Level: Kindergarten/1st
Anchoring Question/Phenomena for the unit: Objects move
Desired Results  C 

Driving Question for this week’s lesson:


Connections to the Standards 

Disciplinary Core Idea(s) Addressed in this Lesson:

Science and Engineering Practices Addressed in this Lesson:

Crosscutting Concepts Addressed in this Lesson:

Engineering Connections Addressed in this Lesson:

Nature of Science Connections Addressed in this Lesson:


Other STEM Connections


Learning Objectives/Outcomes: What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).


Timeline of Activities  C 
Time 
Students Do 
Lead Teacher Does 
Other Teachers Do 
Notes 
9:309:45 
Students are coming in and working on morning work 
Traveling around the room, catching up with students and helping with morning work 
Greeting students, signins with parents 

9:4510:00 
Engaging in discussion 
Recapping what we did last week; leading discussion and asking prompting questions 
Sitting by students who need help focusing; behavior management 

10:0010:30 
Tug of War  students will be divided into two equal teams, then unequal teams, one person on one side and everyone else on the other, then teachers v. students 
Referee 
Acting as safety monitors: making sure that students are being safe and on task while we are doing the activity 
record 
10:3011:00 
Anchor Charts  students are drawing reallife examples of pulling Push and Pull Video and Discussion Before & After Video 
Supporting students and walking around 
Supporting students and walking around 

11:0011:30 
Rube Goldberg Planning and Connection to Main Idea  students are observing the video of a RG, then begin planning their design again 
Facilitating conversation, explaining what materials will be available to them, then walking around and helping with planning 
Backup to lead 

11:3011:45 
Conclusion  students are listening 
Explaining what is upcoming in the next week 
Backup to lead 

5E Learning Cycle 
Engage 

Explore 


Explain

Extend

Evaluate

What evidence will you gather to understand if all of your students met the learning outcomes you described above?

Accommodations and Modifications 
What needs do you anticipate students might need based on prior experiences?

Materials 

Item(s) 
Source (including links, even if the link is just a picture) 
Quantity 
Fidget Toys 
https://www.brainbalancecenters.com/blog/greatclassroomfriendlyfidgetsforstudentswithadhd 
57 
Rope for Tug of War 

1 
Bandana 

1 
Worksheet 
12 

Comic Book Cells 
https://www.papertraildesign.com/wpcontent/uploads/2020/08/ComicBookTemplate3.jpg 
24 
Pencils (with erasers!) 
If they don't have erasers on them, please 
15 


provide erasers! 

Blank Anchor Charts 

4 
Evaluation Wksht 
https://docs.google.com/document/d/1FqP8H1oL_w6petjc0G8F4hNFWKGqMmY/edit 
14 
Grade Level: Kindergarten/1st grade
Anchoring Question/Phenomena for the unit: How do objects move?
Desired Results 

Driving Question for this week’s lesson:


Connections to the Standards 

Disciplinary Core Idea(s) Addressed in this Lesson:

Science and Engineering Practices Addressed in this Lesson:

Crosscutting Concepts Addressed in this Lesson:

Engineering Connections Addressed in this Lesson:

Nature of Science Connections Addressed in this Lesson:


Other STEM Connections


Learning Objectives/Outcomes: What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

Time 
Students Do 
Lead Teacher Does 
Other Teachers Do 
Notes 
9:15 
Word search 
Set up lesson 
Set up lesson 

9:30 
Engage 



9:40 
Explore 



10:00 
Explain 



10:10 
Bathroom and Snack break 

10:30 
Rube goldberg 



11:15 
Exit Ticket 








5E Learning Cycle 
Engage  10 


Explore  30 

Explain  15


Formative Assessment Plan & Evidence 
What evidence will you gather to understand if all of your students met the learning outcomes you described above? We will gather an exit ticket from each student where they will explain how weight affects force. We will also record student discussion about this topic as well. 
Accommodations and Modifications 
What needs do you anticipate students might need based on prior experiences? Extra time to complete activities. Brain breaks. 
Materials 


Extend  60 minutes

Evaluate  10 
Item(s) 
Source (including links, even if the link is just a picture) 
Quantity 
Empty Cereal Boxes 

46 
String 

One large spool 
Wood Ball 

4 
Ping Pong Ball 

4 
Marbles 

12 
Painters’s tape 

A couple rolls 
Wooden Dominolike pieces 


Pencils 

20 
Worksheet 
14 

Paper Cups 

20 
Paper Plates 

20 
Paper Bowls 

20 
Toy Cars 

10 
Rulers 

4 

Grade Level: Kindergarten/1st grade
Anchoring Question/Phenomena for the unit: How do objects move?
Desired Results 

Driving Question for this week’s lesson:


Connections to the Standards 

Disciplinary Core Idea(s) Addressed in this Lesson:

Science and Engineering Practices Addressed in this Lesson:

Crosscutting Concepts Addressed in this Lesson:

Engineering Connections Addressed in this Lesson:

Nature of Science Connections Addressed in this Lesson:


Other STEM Connections


Learning Objectives/Outcomes: What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

Time 
Students Do 
Lead Teacher Does 
Other Teachers Do 
Notes 
9:15 
Students arrive, complete morning work (color page about planets, gravity related) 
Makes sure students are completing work, seated, and stuff put away 
Sign students in 

9:30 
Participate in classroom review discussion from last week 
Ask: Raise your hand if you can name different ways objects can move that we’ve learned during Saturday Science. Right, so it sounds like we’ve definitely learned that things move by pushing and pulling, or another word for that is force. But what happens if we don’t push or pull an object, does it move? 
Make sure students are listening and participating to the best of their abilities 

9:35 
Watch pencil drop demonstration and participate in classroom discussion 
Drops pencil and asks students to explain why it fell and explain gravity 
Make sure students are listening and participating to the best of their abilities 

9:40 
Read “Gravity” and complete “zero gravity classroom worksheet” 
Read book and walk around and assist students 
Make sure students understand the tasks and assist when needed 

9:45 
Explain zero gravity picture to table group and class 
Help students explain their pictures to the class 
Help students explain to table groups 

9:50 
Build balloon rocket and test 
Explain balloon rockets and assist in building and testing 
Assist in building and testing 

10:15 
Participate in class discussion about balloon rocket races 
Ask students: How does the force of air affect the balloon’s movement? How does gravity affect the balloon’s movement? What would happen to the balloons if there wasn’t gravity on Earth? 
Make sure students are listening and participating to the best of their abilities 

10:20 
Bathroom and Snack Break 

10:30 
Continue to build and revise rube goldberg machines independently 
Make sure students have materials needed and assist in cutting and passing out tape 
Make sure students have materials needed and assist in cutting and passing out tape 

11:15 
Complete exit ticket first then review answers as class 
Allow students to complete independently but read questions aloud 
Assist in reading and help students with spelling 

5E Learning Cycle 
Engage 

Explore  

Explain 

Extend

Evaluate  10 minutes

What evidence will you gather to understand if all of your students met the learning outcomes you described above? We will collect zero gravity wks, balloon rocket wks, and exit ticket that will all meet the learning outcomes described
What needs do you anticipate students might need based on prior experiences?
Students may need help with reading questions aloud for the exit ticket as well as spelling words.
Item(s) 
Source (including links, even if the link is just a picture) 
Quantity 

Worksheet 
14 copies 
https://www.generationgenius.com/wpconten t/uploads/2019/06/GravityWorksheetGG.pdf 
Exit Ticket 
14 copies 

Worksheet 
14 copies 
Rocket Balloons 

15 balloons 
Fishing wire 

1 rod for the balloon races 
Rube goldberg materials from last week 


Pencils 

16 pencils 
https://www.crayola.com/freecoloringpages/print/spaceyshapescoloringpage/ 
Coloring page while students are entering 
14 copies 
Crayons 

10 packs 
Straws 

14 straws 

Masking tape 

Roll of tape 
Anchor Charts 

3 
Gravity by Jason Chin 

1 
Paper clips 

2 
Balloon pump 

2 
Grade Level: Kindergarten/1st grade
Anchoring Question/Phenomena for the unit: How do objects move?
Desired Results 

Driving Question for this week’s lesson: ● 

Connections to the Standards 

Disciplinary Core Idea(s) Addressed in this Lesson:

Science and Engineering Practices Addressed in this Lesson:

Crosscutting Concepts Addressed in this Lesson:

Engineering Connections Addressed in this Lesson:

Nature of Science Connections Addressed in this Lesson:


Other STEM Connections
(Highlight or comment below which sections have specific connections) 

Learning Objectives/Outcomes: What do you want students to be able to explain in response to the specific lesson questions? (Use kids’ words).

Time 
Students Do 
Lead Teacher Does 
Other Teachers Do 
Notes 





9:159:30 
Coloring page, then assembling their sheep puppet 
Greeting students, signing them in 
Behavior Management 

9:309:40 
Watch read aloud while raising their puppets when we see an example of force 
Lead discussion, pause video when students raise their puppet to discuss where they see force in the story 
Behavior Management 

9:409:45 
Listen, discuss, ask questions 
Review 
Behavior Management 
I will talk about what we have covered in our time in Saturday Science to lead into our activity that is around force. They have demonstrated an understanding of force previously, so this will just be recapping. 
9:4510:00 
Racing their Hot Wheel cars on a rainbow track using different amounts of force 
Facilitating conversation around how much force is needed to get to certain colors on the race track 
Behavior Management 

10:0010:30 
Students will be building 
Going table to table to help 
Behavior Management 


their marble races and testing them out 
students 


10:3010:45 
Watching and making observations 
Leading a demonstration of how friction can act on an object by rolling a glue stick down 

















5E Learning Cycle 
Engage 


Explore 

Explain

Extend

Evaluate 

Formative Assessment Plan & Evidence 
What evidence will you gather to understand if all of your students met the learning outcomes you described above? ● 
Accommodations and Modifications 
What needs do you anticipate students might need based on prior experiences? ● 
Materials 


Item(s) 
Source (including links, even if the link is just a picture) 
Quantity 
Coloring Page 
https://docs.google.com/document/d/1lMWjJUfn56OcJ02aJvUYocLLXDXcl4g556ABLv1XFKQ/edit?usp=sharing 
14 
Popsicle Sticks 

14 
Masking Tape 

A couple rolls 
Sheets of cardboard 

3 
Straws 

4 

Hot glue gun and glue sticks 

1 gun + 2 sticks 
Marbles 

3 
Paper plates 

14 
Construction paper (multicolor) 

40 sheets 
Toy Cars 

5 
Note Cards 

20 
Safety scissors 

14 
Spool of string/yarn 

3 
Glue sticks 

2 
2 stacks of books 

510 books (going to lift two ramps, so the stacks need to be the same height) 