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Kindergarten:
PS2.B: Types of Interactions When objects touch or collide, they push on one another and can change motion. (K-PS2-1)
Third Grade:

PS2.B: Types of Interactions Objects in contact exert forces on each other. (3-PS2-1)

Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. (3-PS2-3),(3-PS2-4)

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/p-12-science-learning-standards.pdf

(AK, TW, AN, EK, MW)

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Kindergarten
Third Grade

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What is being taught on the topic in Third Grade?

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What is being taught on the topic in Third Grade?

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-Students spend less time on the topic but they are learning more in depth information on the material.
-Students will be implementing their knowledge by focusing on unbalanced and balanced objects which is seen through a string and pulley
-Students are learning types of interaction that don't require contact such as electric and magnetic forces
-At this level they don't need to describe these interactions instead they just have to recognize when one is present.
-Students will be able to demonstrate their understanding from kindergarten when mirroring forces such as "push and pull" when it is being applied to the new forces they are learning
(AK, TW, AN)

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What is being taught on the topic in Kindergarten? 

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What is being taught on the topic in Kindergarten? 

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-Students tend to spend a little more time on the topic as it is the first time learning about it.
-There is introduction on the "push and pull concept"
-Students are able to see how a magnetic object attracts another object, which is demonstrated as the form of "pull"
-Whereas when a magnetic object repels another object it is demonstrated as the form of "push"
(AK, TW, AN)

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Curriculum Sequencing & Multiple Components

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Curriculum Sequencing & Multiple Components

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Kindergarten:
-Students in Kindergarten will not really understand motion and forces at all. So they will have to start by learning that objects need some sort of help to begin moving, such as a person.
-Then they will progress into understanding the difference between pushing an object and pulling an object.
-They will begin to understand that different objects need different strengths to push or pull them.
Third Grade:
-In third grade students will define the strength as force and begin to understand motion.
-Students will experiment with balanced and unbalanced forces on the motion of the objects and reflect on the effects.
-Students will begin to predict the effects of forces on the motion of objects.
-Students will begin to experiment with electric or magnetic interactions of two objects not in contact.
-They will explore Newton’s Laws of Motion and begin to understand inertia.
(MW, AN)

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Science scope and sequence: PK-8 | WeTeachNYC

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The New York City PK-8 Science Scope and Sequence 2022 is an updated scope and sequence for Science, aligned to the NYS P-12 Science Learning Standards (which are based on the Next Generation Science Standards). ...

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Kindergarten:
-Students are learning the basics or what types of interactions are.
-They begin to learn how objects move and how force is used to do this
-Students begin to learn how motion and force is associated with "push and pull"
- Students learn terms which they are able to comprehend and are able to see with demonstration.
Third Grade:
-Students learn more complex definitions
-Students start to learn what makes an object unbalance vs. balanced
-Students start to learn Newton's Law of motions and how it helps understand what motions and forces are
-Students are able to see more demonstrations that incorporate real life or hands on activities.
(EK, MW, AK, TW, AN)

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-Kindergarteners are at a different stages of cognitive and language development than than third graders are.
Kindergarten (Ages 5-6):
-Preoperational Stage
-Students have trouble grasping more than one concept at a time, and thus can center on just one aspect of what they are learning, also know as centration (McLeod, 2018).
-Because of this, teaching about forces should start very simple and straightforward, acknowledging what a force is in plain terms.  One should avoid using demonstrations that use more than one type of force at a time.
-It is important for students to be able to see items coming in contact with one another creating the pushes and pulls.  They require concrete examples.
-It is also necessary to keep ing mind the vocabulary you're using with Kindergarteners.  They are likely just being introduced to the world of science terminology while their vocabulary in general is still somewhat limited.  It is important to highlight the fact that "pushing and pulling" can be used as science terms.
Third Grade (Ages 8-9):
-Concrete Operational Stage
-Children have capacity to think logically and operationally, so it's possible to introduce more abstract concepts with a wider range on content (McLeod, 2018).
-They can explore things they cannot directly see like magnetism, but it is important that they still have concrete objects with which to work (i.e. magnets).  They should be asked to simply visual these concepts because  children in this stage can only work logically in a concrete sense.
-Third graders have a larger vocabulary which makes it possible for the teacher to use more complex words in their explanations.

McLeod, S. A. (2018, June 06). Jean piaget's theory of cognitive development. Simply Psychology. https://www.simplypsychology.org/piaget.html

(AK, EK)

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Using our Information in Kindergarten and Third Grade Classrooms

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Using our Information in Kindergarten and Third Grade Classrooms

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Kindergarten:
-keeping in mind that kindergarten students might not know what is happening we want to make sure we give them a baseline of what motions and forces are.
Using this information we can apply it to the understanding of "pushes and pulls"
-Using experiments and activities we described, we will make sure the let the students explore by performing hands on activities.
-We want to make sure students are able to fully understand each material being used, and in doing so we want to give the students the chance to test out the materials used.
-As future teachers we also want to make sure we are open minded making sure to meet each of the students needs
Third Grade
-At this grade we would assume students have learned the basic understanding of "pushes and pulls" in Kindergarten so they are able to explore other ideas in the laws of motions
-If students are not sure, they might need a brief refresher to better understand the material that is going to be taught
-To mix up how students learn the different laws of motions, we can split them up into groups where they are able to grasp a better understanding on individual laws.
-As future teachers we will make sure we are using proper terminology and to help students better understand the definitions of forces and motions.
-Students at this grade level will have a better understanding of how everything works, especially while participating in hands-on activities.
-Teachers should be open minded to help meet each of the students needs to succeed in learning the topic.
(EK, MW, AK, TW, AN)

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Kindergarten:
-When learning about types of interactions, in kindergarten, our instruction would be about talking about pushes and pulls.
-Throughout the lesson students will know that “push” would mean the force that is responsible for an object to move from the state of rest.
-They would also know that “pull” would be the force that is responsible for an object to move from the state of rest but in the opposite direction when compared to the push.
Third Grade:
-In 3rd grade, we can add on to the student knowledge of types of interactions in our lesson when we explain that forces between a pair of objects do not require that the objects be in contact.
-Here we would introduce magnetic and electric forces.
-Students would be able to understand these terms by doing various activities like using magnets or rubbing a balloon and using the static electricity to move hair for example.
(TW, MW)

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Kindergarten:
-Introduce everyday interactions of forces that are familiar to students.
-First have the students stand up and tell them to move their chairs so that they can make a big circle with them around the room.
-After doing so, have students sit in their chairs, and then place different items in the middle of the circle, such as balls, toy cars, a tug-of-war rope, and blocks.
-Allow students interact with these items and each other.
-Have a discussion starting with the way students moved the chairs, and then talk about how they interacted with the toys and other items that were in the circle.
-Explain how the pushes and pulls that they used were forces and they can be seen in everyday activities.
-The teacher can then create a large t-chart and go around the room, asking each student for an example of situations using pushing and pulling.

Third Grade:
-Students understand how pushes and pulls work when objects come in contact with one another.
-Introduce to them the concept of magnetism.
- Give students a pair of magnets and allow them to interact with them.
-Ask students to go around the room and see if the magnets attract or repel items other than other magnets.
-Have a discussion about their observations and talk about what the magnets attracted and repelled.
-Relate attraction and repulsion to pushes and pulls and establish a connection to show that they are forces.
-Have students brainstorm and create their own t-charts on other items that magnets may attract or repel.

(EK, TW)