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Kindergarten students explore many similar concepts to what was taught in prekindergarten, including that there can be different strengths and directions of pushes or pulls, pushes and pulls can change the speed and/or direction of an object, pushes and pulls can cause an object to start or stop moving. They expand upon these ideas in kindergarten by also exploring how the motion of two objects are both affected when they interact with each other. They also compare the effects of applying forces with different strengths and directions upon the same object (New York State P-12 Science Learning Standards, 2018). The next time this topic is explored is in third grade, where it is explored in greater depth. Third grade students also learn about how there can be multiple forces acting upon an object at one time, forces can be balanced or unbalanced, which can create a certain net force. Third grade curriculum also adds the concept of unseen forces (electric and magnetic) (New York State P-12 Science Learning Standards, 2018). After third grade, the topics within forces and interactions become their own focus and become more in depth. In fourth grade, the interaction of multiple forces is considered in relation to the energy the forces transfer when they interact. In sixth grade, the electricity and magnetism aspect of forces and interactions becomes its own focus topic and the energy aspect, which was connected to interactions and forces in fourth grade, becomes its own topic as well. (WeTeachNYC, 2018). (LB)

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Arrow, J. (2019, April 11). How to Use Play for Learning. Edutopia; George Lucas Educational Foundation. https://www.edutopia.org/article/how-use-play-learning

Cherry, K. (2006, February 13). The Preoperational Stage of Cognitive Development. Verywell Mind; Verywellmind. https://www.verywellmind.com/preoperational-stage-of-cognitive-development-2795461

Kindergarten Science Lessons. (n.d.). Retrieved March 1, 2022, from https://www.ccsdut.org/cms/lib/UT02205719/Centricity/domain/22/science/Teacher%20Edition_Kindergarten.pdf

Magnet Basics. (2019). Kjmagnetics.com. https://www.kjmagnetics.com/blog.asp?p=magnet-basics

Magnet Experiment for Kids | Push & Pull | 3M Science at Home. (2020). 3m.com; MMM-ext. https://www.3m.com/3M/en_US/gives-us/education/science-at-home/push-and-pull/

McInerney, M. M. | M. M., designer, an I. based graphic, One, M. of, fun, is the craft designer behind award winning blog M. com-a, Unique, C. O. W. of, Children, C. C. for, Facebook, their parents M. can also be found on, Twitter, Instagram, Google+, & Twitter, one of her favorite places to hang out is on P. (2020, April 19). Magnet Activities. Kids Activities Blog. https://kidsactivitiesblog.com/61459/magnet-activities/

Miller, A. (2012, February 8). 6 Strategies for Differentiated Instruction in Project-Based Learning. Edutopia; George Lucas Educational Foundation. https://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller

New York State P-12 Science Learning Standards. (2018). http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/p-12-science-learning-standards.pdf

Preschool Science: Learning About Force with Cars & Ramps. (2015, January 26). Where Imagination Grows. https://whereimaginationgrows.com/science-for-kids-force-cars-ramps/

Teaching Ideas for Force & Motion and Patterns in Motion. (2018, August 12). What I Have Learned. https://www.whatihavelearnedteaching.com/teaching-ideas-for-force-motion-and-patterns-in-motion/

Tennis Ball Stock Photos, Pictures & Royalty-Free Images - iStock. (n.d.). Www.istockphoto.com. Retrieved March 3, 2022, from https://www.istockphoto.com/photos/tennis-ball

WeTeachNYC. (2018). Science scope and sequence: PK-8. WeTeachNYC. https://www.weteachnyc.org/resources/resource/science-scope-and-sequence-pk-8/

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Forces and Interactions along with pushes and pulls are second in sequence addressed in NGSS. This topic should be introduced right after Matter and its interactions but before discussing ecosystems and weather and climate. Within the topic of pushes and pulls there are two different components, one being the exploration of the effects of pushes and pulls and the other which is for students to 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. To be able to work with this concept, kindergarten students should understand the meaning of push versus pull, and the meaning of direction, strength, and speed in the context of the topic of forces and interactions before they can compare the impacts of altering strength and direction.(New York State P-12 Science Learning Standards, 2018). (MM,LB)

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Forces and interactions is the first topic of four in the sequence for third grade science learning standards. Forces and interactions has four components to it, one being asking questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with one another. Forces and Interactions is followed by Interdependent Relationships in Ecosystems. (New York State P-12 Science Learning Standards, 2018) (ME)

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As would be expected, the third grade curriculum dives deeper into the topic of forces by exploring how objects can be affected by multiple forces and how objects can be affected by unseen forces (electric and magnetic). This includes the idea that “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” (New York State P-12 Science Learning Standards, 2018). Third graders are asked to think about how magnetic and electrical forces behave and cause interactions. Forces are explored qualitatively and conceptually and quantities are explored conceptually in this third grade topic (New York State P-12 Science Learning Standards, 2018).  (LB)

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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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Having an understanding of the capabilities and levels of development that each grade level is at will equip you as a novice teacher as to what content should be taught and also what activities should accompany that content. Knowing that lessons spiral in curriculum as students progress in grade levels creates awareness of the importance of the content you teach in that it will be a block for students to climb into more complex ideas and thought processes. (MM)

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Differentiation for 3rd grade Instruction

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Differentiation for 3rd grade Instruction

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Differentiation for the third grade instruction would be breaking the class into small groups to work at different learning stations. Each station would focus on a different activity with different materials. Using magnets, one station can be a hands-on activity while another is using technology to show how the magnets use forces to push and pull different objects. The groups would be created with purpose based on each students ability and skills. (JS)(Miller, 2012)

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Students will explore the use of a magnet and its effects on different objects. Students will be provided with multiple objects that they can choose from, and test their magnetism. Students will learn that only certain materials are attracted to the magnet. By doing this activity, this teaches students the different effects of magnets and different forces on objects. (ME)
(Magnet Experiment for Kids | Push & Pull | 3M Science at Home, 2020)

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"Piaget determined that children in the concrete operational stage were fairly good at the use of inductive logic (inductive reasoning). Inductive logic involves going from a specific experience to a general principle. The concrete operational stage is the third stage and is characterized by the development of logical thought. Thinking still tends to be very concrete, but children become much more logical and sophisticated in their thinking during this stage of development. While this is an important stage in and of itself, it also serves as an important transition between earlier stages of development and the coming stage where kids will learn how to think more abstractly and hypothetically. Kids at this age become more logical about concrete and specific things, but they still struggle with abstract ideas." (Cherry, 2006). (MM)

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Developmental Stages of Kindergarteners 

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Developmental Stages of Kindergarteners 

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Kindergarteners can not focus for long periods of time therefore science lessons should be taught once a week for 20-30 minutes.(Kindergarten Science Lessons, n.d.). (JS) Kindergarten science lessons should be play-based, involving materials that the students are familiar with.  Experiments should be held within the classroom environment and utilize tools that students can relate to and be excited by(Arrow, 2019). (YV) The preoperational stage occurs roughly between the ages 2 and 7. Language development is one of the hallmarks of this period. “Piaget noted that children in this stage do not yet understand concrete logic, cannot mentally manipulate information, and are unable to take the point of view of other people, which he termed egocentrism”(Cherry, 2006). (MM)

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This topic is taught at a baseline level in Kindergarten. They focus on simpler concepts related to the strength of forces and the direction of forces. They think about the concepts of forces using qualitative descriptions. They also focus on thinking about forces in a physical, observable sense and from their own perspective, meaning that they can see how what they do affects what the object they interact with does.(New York State P-12 Science Learning Standards, 2018). (LB)

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Science Spiraling 8: Forces and Interactions

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Science Spiraling 8: Forces and Interactions

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Differentiation for kindergarten instruction would be based on flexibility with activity materials.  The described lesson includes the use of toy cars to represent pushes and pulls on objects, but this activity could be done with any material that can roll.  If a student is uninterested in using the materials introduced, they would have the option to choose any other appropriate material to use in their activity that would produce a similar outcome to the toy cars.(Miller, 2012). (YV)

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Students would explore the effects of pushes and pulls using toy cars. There would be a track in which two different cars were up on an incline, the students would then push the cars to send them down to collide with each other. This would demonstrate the effects of when two objects in motion collide. In addition students would compare different situations when they push a car to send it into motion running both into another car at rest and also a clear path allowing it to slow on its own. Having these different situations and also adjusting the speed and direction by their pushes gives students an exciting and realistic example of how pushes and pulls work. (Teaching Ideas for Force & Motion and Patterns in Motion, 2018). (MM,JS)

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"3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other" (New York State P-12 Science Learning Standards, 2018). (MM, JS, LB, ME, YV)

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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" (New York State P-12 Science Learning Standards, 2018). (MM,ME,LB,YV,JS)