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Sequenced through the Curriculum for 3rd Grade

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Sequenced through the Curriculum for 3rd Grade

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In 3rd grade, it is important for teachers to define the words force, balance, and prediction. This instruction would then be followed by telling the students to think about a ball. Ask the students, “Would the ball move on a flat ground without being touched?” and “Would it move on a hill?” Students can then make predictions on what would happen if a ball was set on a steep hill.  Understanding this will help them anticipate future motion of an object and be better prepared for the upcoming lesson and activity.
(DM, AML, SG, AL, LB)

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Students have developed their reading and writing skills and can write down their predictions and also partake in a written evaluation after the lesson.

(DM, ALM, SG, AL, LB)

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Developmental Differences in Kindergarten 

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Developmental Differences in Kindergarten 

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Instead of reading/writing students draw and make verbal predictions as they may not have the literacy skills to write in a science journal.

(DM, AML, SG, AL, LB)

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Differentiating Instruction in 3rd Grade

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Differentiating Instruction in 3rd Grade

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The 3rd grade students can read up on and research topics including forces, pulling, pushing, and interactions to better understand them and connect them to the lesson. They can also make predictions off of what they learned, and they can better understand their evaluations and conclusions. Some students may be more gifted learners and can read more advanced texts. They may also be able to take their predictions and explain how they would prove.

(DM, AML, SG, AL, LB)

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Differentiating Instruction in Kindergarten 

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Differentiating Instruction in Kindergarten 

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In kindergarten, we would have more example-based instruction because some students may not be able to read and write at their grade level. However, some students may be more gifted, so we can give them writing tasks to complete instead of drawing or verbal.

(DM, AML, SG, AL, LB)

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Sequenced through the Curriculum for Kindergarten

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Sequenced through the Curriculum for Kindergarten

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Before learning about pushes and pulls in kindergarten, they need to have prior knowledge about the movement of objects. We can ask our students questions like, “Can objects move on their own?” and “What are some ways we can make objects move?”. Asking our students these questions will allow them to think about how objects actually move. After students give their responses, we can define the following terms with them: motion, speed, and direction. When students understand these definitions, they will be able to make connections to our push and pull activities during the lesson on the slide on the playground.
(DM, AML, SG, AL, LB)

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We will go out to the playground and bring a rope outside with us. The students will write down in their science journal what they think will happen when the teacher and the student pull on each end of the rope. Will the teacher win the tug of war or will the student win?

Two students will be pushed across the zipline. One student will be pushed softly and the other will be pushed with more force, after verbal instruction given by the teacher. The students will make a verbal prediction stating whether they thought that either the student with the soft push or the student with the harder push would travel further. The students would then create a written evaluation of what happened and whether their verbal prediction was correct or not.

(DM, AML, SG, AL, LB)

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We will all go out to the playground, and the students will bring their science journals outside with them. The teacher will demonstrate gentle pushing down a slide. Next, the students will draw what they see in their science journals.

Raise your hand if you think you push yourself up on the monkey bars. Raise your hand if you think you pull yourself up on the monkey bars. The teacher will demonstrate by pulling themself up and across the monkey bars. The students will draw what they see in their science journals.

(DM, AML, SG, AL, LB)

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Standards for Teaching Pushes and Pulls in 3rd Grade

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Standards for Teaching Pushes and Pulls in 3rd Grade

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3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

The standard says, “examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.” The students can use their prior knowledge about pushes and pulls to predict future motion of objects.

(DM, AML, SG, AL, LB)

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Standards for Teaching Pushes and Pulls in Kindergarten 

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Standards for Teaching Pushes and Pulls in Kindergarten 

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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.

The standard says, “examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object.” Students gain a basic understanding of pushes and pulls that create a foundation for more in depth instruction.

(DM, AML, SG, AL, 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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As new teachers, we can use the spiralling technique through the standards to show a progression of learning. We can build on simple topics throughout the year making them more complex along the way.

There is less necessity to review standards allowing students to understand the material fully before moving on to the next topic in the spiral curriculum where the topic is taught more in depth.

Students are meeting standards by the end of the school year by practicing and learning throughout the year to be ready for high-stakes testing.

(DM, AML, SG, AL, LB)

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It goes from just pushing and pulling objects to seeing how other factors affect the push and pull of these objects

(DM, AML, SG, AL, LB)

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Kindergarten
3rd Grade

(DM, AML, SG, AL, LB)

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Pushes and Pulls

(DM, AML, SG, AL, LB)