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How might you use this information as a new teacher?

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How might you use this information as a new teacher?

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Understanding how standards/ content spiral from grade to grade is important, and as new teachers we will use this to ensure that we not only build a good foundation on the new content that we teach, but that we also work off of what the students already know and understand about content that they may have already seen in previous years.

Differentiation is something all teachers should be aware of, as they will all need to utilize it. No two students are the same, and each students requires different supports and assistance. As future teachers, we will use the information and apply
it in the classroom so all students have the opportunity to grow and show their strengths.

Using this information, as new teachers we may look at the activity section of this assignment and recognize that although topics build off of each other from grade to grade,  there are significant ways to alter activities to resemble the increased complexity of the content.

We also learned, and will use, the fact that it is important to take into account the developmental state of the student in general. In elementary school, students are going through rapid developmental changes, and these changes all affect the way students learn. Because of this, it is important to acknowledge these changes and know where the students are developmentally to create the best learning environment possible.

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Forces and Interactions spiral throughout the elementary school curriculum because the students will see these same topics throughout their school career, where the concepts increasing in complexity and reinforce their previous learning.

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K-PS2-1. 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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3-PS2-1. 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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In Kindergarten, forces are explained in simple terms as pushes and pulls. This is used to explain different strengths or different directions of pushes and pulls on the object in motion. For example, they use an example of a person pushing an object in Kindergarten. Kindergarten contains two components to teach them the basic ideas about pushes and pulls. When they get to third grade, they go into more detail by using the term forces and talking about the effects of balanced and unbalanced forces on an object in motion. In third grade there are four components that build on what the students have learned in Kindergarten. The example I used above of a person pushing an object is turned into the idea of an unbalanced force on one side of an object can make it start moving. Third grade also introduces friction which is a more complex topic. Third grade includes more crosscutting concepts such as patterns, which they will use to make predictions, and science, engineering, and technology which can lead to new and improved technologies.

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Forces and Interactions Sequenced in the Curriculum

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Forces and Interactions Sequenced in the Curriculum

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Forces and Interactions is the second topic of physical science taught in Kindergarten, where in third grade it is the first topic taught.
For this topic, there are multiple components in Kindergarten. The first components is "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" and the second component is "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", sequenced in this order. The students should plan and conduct an investigation first and then analyze their data after so they can reflect on their observations.
By third grade, they begin to build on these components and add to them, showing how this topic spirals throughout the elementary school curriculum. There are four components in the third grade Forces and Interactions topic; the first component is," Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the

motion of an object", following with "Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion", "Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other", and "Define a simple design problem that can be solved by applying scientific ideas about magnets". These components should be sequenced in this order because when the students plan and conduct an investigation first, they will make observations based on their investigation, analyze their data and findings, and come to a conclusion.

In kindergarten, their are certain topics that need to precede and and follow Forces and Interactions. Before kindergarteners are taught this topic, they will need to be taught what physical science is, how to ask questions and make observations, plan and conduct an investigation and how to design and develop models. These topics begin to be taught in preschool so they have a foundation in kindergarten. Before Forces and Interactions, they learn about matter and its interactions, practicing how to plan and and conduct an investigation. After they are taught Forces and Interactions, they learn about Interdependent relationships and Weather and climate.
In third grade, there are topics that need to precede and follow Forces and Interactions. At this time, they were taught this topic in kindergarten and revisit it in third grade, therefore they were be building on some topics such as "forces and motion" and "types of interactions" before beginning to plan and conduct an investigation. Having this knowledge before diving into this topic will build a foundation and help with their. understanding. After this topic, third graders will learn about Interdependent relationships in Ecosystems, Life Cycles and traits and Weather and Climate. These topics such as Physical Science, Life Science, and Earth and Space Science begin in Preschool and they spiral throughout the elementary school curriculum.

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For a Kindergarten class, a sloped track could be used to start cars of the same size and weight at different sides, and two students could push the cars over the edge to send them towards each other at the same rate of speed to observe the effects of the cars colliding. This could be changed to observe what happens when the cars are different sizes or weights, or if they are traveling at different speed, such as one car at rest while the other races down the hill into the resting car.

For a Third grade class, the students could each have a ramp and a small crate they are trying to send down the ramp, but without anything in the crate, the crate is stationary due to friction. The students will be provided with multiple objects of varying weights to put in their crates to attempt to have the crate move down the ramp without being pushed by the student. Depending on the amount of weight in the crate, the students should observe a change in speed of the crate moving down the ramp.

These activities are similar because they both deal with forces and interactions between objects. In kindergarten, the force of the students pushing the cars over the edge, as well as the force of gravity moving the cars. In third grade, the force of friction and the force of gravity are involved in the motion of the crate. both of these activities rely on gravity to be part of the forces the students work with. The difference between the two activities is the kindergarten activity is looking at the force of collisions and third grade is looking at the force of friction.

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Developmental Differences to be Addressed

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Developmental Differences to be Addressed

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Language: In kindergarten, simple language and vocabulary is used in when teaching forces and interactions so that the students are more focused on the concept rather than vocabulary words that they cannot comprehend. In kindergarten, students vocabulary and language are not as developed as they are in third grade. In kindergarten, students language development is at the point where they can make simple comparisons, so the concepts we talk about in regard to the lesson and at the conclusion of the activity may reflect that. In third grade, more scientific and advanced vocabulary words are used to get students to build on the concept that they have been learning since kindergarten with scientific words that are more appropriate.

Length of the Lesson: Cognitively, in kindergarten students can stick with an activity for 15 minutes and finish a short project. Because of this in kindergarten, the lesson surrounding this standard may be short or broken up into multiple lessons. In third grade, students cognitively have a longer attention span. They can sit and pay attention to something that interests them for at least 30–45 minutes, and because of this, the lesson we teach may be longer.

Asking questions: By third grade, students have cognitively developed the ability to look for the reasons behind things and ask questions for more information. Because of this the lesson in third grade may be more focused around questioning by the students about the topic and having them do research based work to answer their own questions.

Group Work: In third grade, group work is important because developmentally, socialization becomes really important for them. Because of this, lessons and activities may encourage a lot of group work. In kindergarten, the social development of students is not as complex, and students just begin making and exploring strong friendships with same gender peers. Because of this, group work may be utilized less in kindergarten.

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Acknowledging that within each class in each grade level, students will be at various levels, it is important to be able to differentiate the lesson so that  all students are not only able to complete the lesson but also able to learn from the lesson.

1. Hit on the different kinds of learning styles: auditory, visual, and kinesthetic.
Examples may include

Auditory: Verbally teach the content to the students.

Visual: Draw diagrams, provide pictures, and give physical hand outs that the students can refer to for looking at the content again.

Kinesthetic: Provide opportunities for the student to work hands on with the content, such as working on a hands on activity related to the content.

2. Provide various options for students on how they will show that they mastered the content. For example,

Students who like to write may complete a written report about the content taught.

Visual learners may create a graphic organizer or some other sort of visual presentation about the content.

Auditory learners may give an oral report about the content.

Kinesthetic learners may plan and conduct an activity relating to the content.

3. When appropriate, provide a choice in the working environment for students. For example,

Allow students to choose to work in small groups

Allow students to work individually if preferred.

Create quiet spaces where there are no distractions.

4. Use scaffolding when appropriate

5. Provide alternate opportunities for students to work with technology, which can be beneficial to students who have developmentally delayed fine motor skills, but also to expand the options of learning for all students.