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/ greatclassroomfriendlyfidgetsforstuden tswithadhd  57 
Rope for Tug of War  1  
Bandana  1  
Worksheet  https://worksheetplace.com/index.php?func tion=DisplaySheet&sheet=Forcemotionw ordsearch&links=2&id=16785&link1=241 &link2=621  12 
Comic Book Cells  https://www.papertraildesign.com/wpconte nt/uploads/2020/08/ComicBookTemplate 3.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/1FqP 8H1oL_w6petjc0G8F4hNFWKGqMmY/ed it?usp=sharing&ouid=11149833538909288 4566&rtpof=true&sd=true  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  https://wordmint.com/public_puzzles/8242 1  14 
Paper Cups  20  
Paper Plates  20  
Paper Bowls  20  
Toy Cars  10  
Rulers  4 
Worksheet https://docs.google.com/document/d/1uRkRP gs8WcePsiUWQjs9ydXqfw7CWcRxRX6xo YUWY/edit?usp=sharing  14 copies  
Exit Ticket https://docs.google.com/document/d/1EiXTR DOOlqq78ptUBxLQBOa2X37dbAv4ob_Ht 5d_U/edit?usp=sharing  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  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/1lMW jJUfn56OcJ02aJvUYocLLXDXcl4g556AB Lv1XFKQ/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) 