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Standards https://www.nextgenscience.org/dci-arrangement/k-ps2-motion-and-stability-forces-and-interactions
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* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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K-PS2 Motion and Stability: Forces and Interactions

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The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas . Integrated and reprinted with permission from the National Academy of Sciences.

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Here is a short video clip to review the basic components of friction. It applies scientific knowledge to real life scenarios, helping viewers visualize how much of an impact friction has on daily life.
What is Friction?

PV

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What is Friction? | Physics | Infinity Learn

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Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
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Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
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Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
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* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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3-PS2-1 Motion and Stability: Forces and Interactions

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The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas . Integrated and reprinted with permission from the National Academy of Sciences.

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Kindergarten: Activity #1 to Practice Friction 

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Kindergarten: Activity #1 to Practice Friction 

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Push a box across a flat, smooth surface. Observe how the box moves across the surface. Now compare to how the box moves when a is pushed up a slope or rough surface (PV).

https://www.istockphoto.com/vector/cartoon-of-man-pushing-large-box-up-to-hill-gm656990212-119769785

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Kindergarten: Activity #2 to Practice Friction 

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Kindergarten: Activity #2 to Practice Friction 

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Take note of how it feels when hands are rubbed together with soap and water versus how warm hands get when rubbed together bare

https://www.generalandmedical.com/live-healthy/posts/2019/november/handwashing-know-how/

EG

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Kindergarten: Activity #3 to Practice Friction 

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Kindergarten: Activity #3 to Practice Friction 

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1. Set up an inclined plane that has a smooth surface
2. Grab two coffee mugs
3. Lay one mug on its glossy side and the other on its rough bottom surface
4. Push both of the mugs up and down the plane and observe how they move (PV)

https://www.teachengineering.org/lessons/view/duk_friction_smary_less

PV

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Have students work in groups to observe and record data about the forces used for a Newton’s Cradle when different numbers of balls are pulled from both sides, when the forces are unbalanced, or from one on each side at the same time, when the forces are balanced.

https://i.ebayimg.com/images/i/301776636754-0-1/s-l1000.jpg

GB

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Students can work together in a hands-on experiment to observe how there is a zero net force when a box is being pushed on from both sides without moving, and how the motion of the box changes when unequal forces are being used.

https://img.haikudeck.com/mg/zaxYmmdDXN_1429919834631.jpg

GB

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Students should work in small groups to conduct an experiment to observe how friction of different surfaces affects the motion of an object. They can do this by recording data about how the speed of a ball rolling down an inclined plane changes when the plane's surface is made of different materials that create varying levels of friction.

https://i.ytimg.com/vi/Trlo9IDiB9s/hqdefault.jpg

GB

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How much of the topic is taught at each level? In how much depth is it addressed?

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How much of the topic is taught at each level? In how much depth is it addressed?

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At the kindergarten level, the focus is on pushes and pulls but the topic is not taught in-depth. The 3rd-grade level focuses more in-depth on the specific balanced and unbalanced forces that are being used.

EG

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What developmental differences (in students) need to be addressed at each level? For example, what developmental changes take place between K/1/2 and 3/4/5 that would have an impact on what you teach and how you teach it?

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What developmental differences (in students) need to be addressed at each level? For example, what developmental changes take place between K/1/2 and 3/4/5 that would have an impact on what you teach and how you teach it?

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Communication:
From kindergarten to 3rd grade, the students are changing in their communication skills and have improved on their ability to read. This allows the teacher to be able to use more advanced language for the 3rd graders and talk about more complicated ideas than for the kindergartners where the idea would be taught more simplified.

Ability to Follow Directions:
In 3rd grade compared to kindergarteners, their ability to understand and follow directions has improved. That combined with the improvement of their communication skills makes working in groups more beneficial. It is easier for them to work cooperatively and to collaborate in their ideas together, so as a teacher it would be beneficial to have the students work in groups. In kindergarten, however, it might be more beneficial to work together as a class since directions are harder for them to follow.

Attentiveness:
Another difference in development between kindergartners and 3rd graders is their attention span. 3rd graders can focus on a task for longer than kindergartners can. For teaching this lesson, 3rd grade could go more in-depth in planning and conducting an investigation, whereas kindergarten should do more of a shorter task like making observations about what they see.

KG

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How would you differentiate your instruction at each level?  Why would you make the modifications you described?

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How would you differentiate your instruction at each level?  Why would you make the modifications you described?

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As a teacher, I would make sure that I'm knowledgeable of the backgrounds of all my students. I would learn what their strengths are, their areas of improvement, their cultural and linguistic background, and their interests to make sure the lesson is well suited for everyone.

When modifying instruction for the 3rd-grade class, I will use flexible grouping to make collaborating better. I will have them work in small groups where everyone will get to share their ideas and feel comfortable contributing to the experiment.

Another thing that I could do is make the information accessible to everyone. If some students are bilingual and English isn't their first language, I could print out the handouts in their native language.

KG

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https://www.generalandmedical.com/live-healthy/posts/2019/november/handwashing-know-how/

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Standards https://www.nextgenscience.org/dci-arrangement/k-ps2-motion-and-stability-forces-and-interactions

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https://www.teachengineering.org/lessons/view/duk_friction_smary_less

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https://www.nextgenscience.org/pe/3-ps2-1-motion-and-stability-forces-and-interactions

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* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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3-PS2-1 Motion and Stability: Forces and Interactions

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The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas . Integrated and reprinted with permission from the National Academy of Sciences.

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Spiralling is helpful to understand as a new teacher because it allows teachers to revisit topics that students learned about in previous years while growing their knowledge and adding on to what they already know. It is a beneficial technique to use in the classroom because students start out by learning the basic facts about a topic, and then little by little, begin to focus more in depth to expand their knowledge. That way, each time the topic is encountered throughout their education, students can learn more about the subject and make their way towards mastery.

GB

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As a new teacher, you can use your knowledge about spiralling to come up with ways to build on the foundational skills your students have already established. To incorporate old topics, teachers can set time aside to review units learned in previous years. Gradually, teachers can find ways to connect reviewed topics to new materials. New teachers can ask the teachers their students previously had to give them review sheets with materials their students might recognize. If more experienced teachers are free, maybe the new teacher could have the other teacher come in and talk to the class about friction.

PV

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https://www.understood.org/articles/en/developmental-milestones-for-typical-second-and-third-graders

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This article is part of

A simple, step-by-step tool to help you figure out if the struggles you're seeing might be signs of a learning and thinking difference

By the time kids start second and third grade, school isn't new to them. But the skills they develop in these years are. At this age, kids make leaps in language and in the ways they think. Their social-emotional skills grow, too.

Check out these developmental milestones to get a sense of the skills kids develop as 7- and 8-year-olds.

At ages 7 and 8, kids work on refining their physical skills. Their fine motor control and stamina may improve. Most second and third graders:

At this age, thinking and problem-solving skills are taking off. Kids tend to talk at a more adult level and start to explore specific activities that interest them. Most kids this age:

Language development typically continues at a steady pace these two years. Kids start trying out words they've read but not heard, so you may hear some mispronunciations. By the end of third grade, most kids:

Second and third grade can be a little rough socially and emotionally. Kids often start narrowing down to a few good friends, but those friendships can change quickly. Most kids are eager to fit in and try out new personalities to see where they fit. By the end of third grade, most kids:

These milestones are typical for this two-year span, but kids develop at their own pace. If you have concerns about development, share them. Parents, teachers, and health care providers can work together to find answers and come up with a plan.

By the end of third grade, kids tend to find something they enjoy doing and can pay attention to that activity for nearly an hour, if not longer.

It's typical for kids this age to be moody one minute and OK the next.

Parents, teachers, and health care providers should work together if there are any developmental concerns.

About the Author

About the Author

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences.

Reviewed by

Reviewed by

Molly Algermissen, PhD is an associate professor of medical psychology at Columbia University Medical Center and clinical director of PROMISE.

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Developmental milestones for second and third graders

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This article is part of A simple, step-by-step tool to help you figure out if the struggles you're seeing might be signs of a learning and thinking difference By the time kids start second and third grade, school isn't new to them. But the skills they develop in these years are.

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https://www.colorincolorado.org/article/differentiated-instruction-english-language-learners

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Differentiated Instruction for English Language Learners

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Each student comes to school, not only with unique academic needs, but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.