1st Grade Science in the Toy Box Unit
Section 1, Lesson 1: Pushes and Pulls
Home | Toy Box Home | Set the Stage | Sect.1, Lesson 1 | Sect.1, Lesson 2 | Sect.1, Lesson 3 | Sect.2, Lesson 1 | Sect.2, Lesson 2 | Sect.2, Lesson 3 | Sect.3, Lesson 1 | Sect.3, Lesson 2 (Omit Lesson) | Sect.3, Lesson 3 (Omit Lesson) | Sect.4, Lesson 1 | Sect.4, Lesson 2 (Omit Lesson) | Sect.4, Lesson 3 | Sect.4, Lesson 4 (Omit Lesson) | Sect.5, Lesson 1-3 (Omit Lessons) | End of Unit Assessment
Essential & Unit Questions* 1 Benchmarks 2 Formative and Summative Assessments 3 Using Assessments to Monitor Student Learning
How can we make something change the way it's moving?

What are some ways to describe something?

 4F(K-2)#2: The way to change how something is moving is to give it a push or a pull.

11B(K-2)#3: One way to describe something is to say how it is like something else.

 Class list of and discussion about push words and pull words (See Develop Science Processes and Assessment Tip on page C13 in Teacher's Guide.)
  • Do the students know the difference between a push and a pull?
  • Do students recognize that people can make things move with pushes and pulls?
  • Can the students use their own words (ones not found in the poem) to describe pushes and pulls?
How can we make things easier to move? (create a tool to drag things instead of carrying them)

How are model toys like the real thing? How are they different from the real thing? (relate to the model travois)

Why are models helpful?

 3A(K-2) #1: Tools are used to do things better or more easily and to do things that could otherwise not be done at all.

11B(K-2)#1: Many of the toys children play with are like real things only in some ways. They are not the same size, are missing many details, or are not able to do all of the same things.

11B(K-2)#2: A model of something is different from the real thing but can be used to learn something about the real thing.

 Class construction, discussion, and demonstration of travois model (See Make A Travois on page C13 in Teacher's Guide.)

Note: A travois can be illustrated by pulling/dragging a stack of books on a blanket across the floor. The demonstration does not need to be elaborate. The goal is for students to see that they can move the stack of books that they couldn't ordinarily move without some type of tool.
  • Do students recognize that a tool can make it easier to move an object?
  • Can students generate examples of tools that can assist them in moving objects more easily?
  • Can students explain how the class travois is like the real thing and different from the real thing?
Home | Toy Box Home | Set the Stage | Sect.1, Lesson 1 | Sect.1, Lesson 2 | Sect.1, Lesson 3 | Sect.2, Lesson 1 | Sect.2, Lesson 2 | Sect.2, Lesson 3 | Sect.3, Lesson 1 | Sect.3, Lesson 2 (Omit Lesson) | Sect.3, Lesson 3 (Omit Lesson) | Sect.4, Lesson 1 | Sect.4, Lesson 2 (Omit Lesson) | Sect.4, Lesson 3 | Sect.4, Lesson 4 (Omit Lesson) | Sect.5, Lesson 1-3 (Omit Lessons) | End of Unit Assessment
* Essential/Unit questions are major questions driving the unit. They are directly aligned with the benchmarks. No single lesson addresses each question in its entirety. By the end of the unit, students should be able to answer these core questions.

1. For conceptual benchmarks.
2. Bolded sections indicate portion of benchmark addressed
3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning.

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