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How instruction is differentiated at each grade level

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How instruction is differentiated at each grade level

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Kindergarten:
Learners at this level are new to this topic. While they may have a basic understanding of forces and reactions, it must be taught as a new topic to them. Since they are being introduced to the topic, the lesson that precedes this is and introduction to STEM. Instruction must be differentiated to tailor student needs by making sure that the lesson is being taught so everyone in the classroom can follow along easily. For example, changing instruction to tailor learners needs can be done by making the lesson more visual and physical so they are actively participating in the activity and can help them gain more of an understanding of what is being taught.

3rd Grade:
This is the first year that a standardized test is introduced to the students. Teachers have more strict guidelines to follow because of this, so there is not as much freedom with this topic as there were for teachers in earlier grades. Students also need to be taught about the test as well as what will be on the test, since the test is new to the students and the topic is being refreshed but at a higher and more involved level. As well as, third grade is when learners make the transition from learning to read to reading to learn. This is the start of independent learning and that the teacher does not need to be as hands on as they were in the previous grade levels.

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Standards
K Activity 1
Tug of War Activity
3rd Grade car activity
Scope and Sequence Chart for Kindergarten
Scope and Sequence Chart for 3rd Grade

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How is sequenced in the curriculum for 3rd Grade?

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How is sequenced in the curriculum for 3rd Grade?

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Disciplinary Core Ideas: Forces and Motion (PS2.A) → Types of Interactions (PS2.B). This is the order the main topic needs to be taught at for this level. The subtopics build off of each other.

Sequence of Lessons: The lessons that precede this lesson are the ability to identify material to see what is best for the intended purpose. It is important that they already know this because the lesson builds off of that information by now showing how forces can effect the said material. This lesson and activity is a combination of the first two main topics that must be taught at this level. The next lesson that may follow this lesson are how to form a concluding statement to solidify what the lesson taught, this will involve the students ability to make observations on the activity that provides evidence to prove that a pattern can be used to predict future motion. Also, the next lesson will start including magnetic and electric interactions on an object, and not just forces.

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It is important for new teachers to know about this information when creating lesson plans and assessments. Teachers need to be able to reinforce student's knowledge about a particular topic, as well as determine what information they already know and where there needs to be more instruction. New teachers should know how to integrate curriculum from previous years for students better understanding of current grade level curriculum. It is important that students are encouraged to ask questions and make connections. New teachers also need to know the NYS grade level standards that they are required to teach, and how they can organize the material in a way that will be relevant to future instruction.

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Forces and Motion (PS2.A) → Types of Interactions (PS2.B): This is the order the topic needs to be taught at for this level. The subtopics build off of each other. Topic that might need to precede: Make observations on the activity that provides evidence to prove that a pattern can be used to predict future motion. (forming a concluding statement to solidify what they were taught)

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Sequence in Kindergarten for curriculum:

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Sequence in Kindergarten for curriculum:

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Forces and Motion (PS2.A) → Types of Interactions (PS2.B) → Relationship Between Energy and Forces (PS3.C): These build off of one another in the kindergarten curriculum alone. The topic needs to be taught in this order. Topics that might need to precede: Analyzing the data the students gathered in the activity and determine what happened (forming a concluding statement on the lesson to solidify what they were taught)

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Activity 1:
The students will explore with motion and forces by creating and building a miniature car from various given materials that also meets certain size requirements or characteristics. After completion of the car, students will send the car down a created ramp or slope in hope that the car will travel at least 100 cm. Students will make predictions about why their car traveled a certain distance, and if they were to make changes to the structure would the car go further.

Activity 2:
Students will play the game of “tug of war” while exploring the impact of unbalanced and balanced forces. They will create three different teams to compete against other teams in the game and record their ideas. The teams will be created to be used to answer a testable science question. The class will compete in the game to test some of the questions. The students will make predictions, observations, and ask questions.

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Forces and Interactions in Kindergarten and 3rd grade

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Forces and Interactions in Kindergarten and 3rd grade

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The topic "Forces and Interactions" is taught to Kindergarteners so that they will be able to identify how different strength pushes and/or kicks can affect how far and which direction an object goes. Students are given a broad idea of how different forces and interactions can affect the motion of stability of an object. This builds the foundation for later grade levels as each builds off one another. The topic expands into 3rd grade by the students applying their knowledge at a deeper level with more scientific concepts such as magnetics and waves. Students are expected to plan and carry out their own investigations, while considering different variables. They will begin to understand the concept that forces in motion stay in motion and an object at rest will stay at rest, unless acted on by an outside force. This concept will be reinforced by the students participating in various activities to provide authentic examples.

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Developmental capabilities that impact the student’s understanding and grasp of  information vary between Kindergarten and 3rd grade students. Characteristics of Kindergarteners that must be considered when implementing a forces and interactions lesson include: their ability to learn is based on visual examples and verbal directions (due to their beginning reading level), students have difficulty thinking in abstract terms, and Kindergarten struggle with attention for long periods of time due to the new school structured environment. 3rd grade students are expected to meet higher levels of reading, behavior, abstract thinking, and writing. 3rd grade students are transitioning from learning to read to reading to learn. Students are encouraged to participate in more independent thinking and activities. 3rd graders are also beginning to take more summative tests and are expected to comprehend and follow written directions.

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How is sequenced in the curriculum for Kindergarten?

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How is sequenced in the curriculum for Kindergarten?

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Disciplinary Core Ideas: Forces and Motions (PS2.A) → Types of Interactions (PS2.B) → Relationship Between Energy and Forces (PS2.C)

Sequence of Lessons: The lessons that precede this lesson are of a different topic. This would be the first lesson to introduce STEM to students. A lesson on engineering design could follow this topic. Knowing Science believes that in a sequence this would be lesson 9 of a kindergarten curriculum and that lesson 10 would be an engineering lesson.

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Activity 1:
Students will be given tennis balls to push or kick towards a target. They will be given the opportunity to try different strategies to see how far and which direction the ball goes as they push or kick the tennis ball. While doing this, students should be sharing their strategies with other students to help each other in controlling the direction of the moving object and the ability to hit the tennis ball so it hits the target. While doing so, students will be investigating the effects of different strengths or different directions of pushes or kicks. They should be able to explain the strengths of forces created when pushing an object using different strategies and methods at the end of the activity.

Activity 2:
Students will be given two kick balls. The purpose of this activity is for the students to investigate interactions between colliding objects using pushes and pulls. Students will roll the balls towards each other, observing how the ball is pushed, pulled, started, stopped, and collides with other objects and how that affects their position and speed. They will also be given the opportunity to play kick ball and make the same observations. Students will then be put into groups and will discuss how other objects can be pulled, pushed and collide with another. They should be able to explain that objects can be stopped or change direction when another force acts upon it. Kickball allows the students to engage in a fun activity and understand the topics being discussed.

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Forces and interactions spirals through the curriculum because in kindergarten the student begins by learning the basic forces of motion. In the next grade levels, experiments are added to the topic and students are beginning to make connections and predictions. After that, students begin to learn about magnetism and waves. Students will eventually reach a complete physics class in high school.

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