Using the VELS and this content, which concepts do you currently incorporate in your program? What would you like to do more of?

Force is a push or pull on any object. There are balanced and unbalanced forces. When there’s an unbalanced force it causes motion. Otherwise, objects stay stable.  Motion is when an object changes position. Acceleration is a change in an objects velocity.  Velocity is the speed and direction of an object in motion.  This is all built on Newton's laws of motion. The first law of motion is that an object will stay in motion unless an outside force stops it. The second law of motion is force = mass x acceleration. The more force placed on an object, the faster it will move, and also the bigger the mass of an object, the more force it will take to move it. Newton's third law of motion is that for every action there is an equal and opposite reaction. 

I have not used any of this in my class yet. However, I used to when I was a kindergarten teacher every year. We had so much fun going out on the playground and discovering the differences between pushes and pulls, and different areas where we could see it on the playground. I would give students different materials to see how they would respond in several situations. Using the swings, how materials travel down the slide, and usings a ball. After I get done with the life, science investigation, we will start this in pre-K.

VELS Science

Element 1: Physical Sciences

Goal 1: Children construct concepts of the properties of matter, sound, motion and energy through inquiry, exploration and investigations

Younger Preschoolers

(36-48 months)

1. Investigate and describe different types or speeds of motion

Older Preschoolers

(48-60 months)

1. Use evidence to discuss what makes something move the way it does and how some movements can be controlled.

When the students explore force and motion, it is typically in play in our block center. They are investigating the way ramps work as they create them and send the cars or other toys down the ramp over and over. We use this exploring and their natural curiosity to build the vocabulary associated.

VELS:

Element 1: Physical Sciences

Younger Preschoolers

Goal 1: Children construct concepts of the properties of matter, sound, motion and energy through inquiry, exploration and investigations.

1. Investigate and describe different types or speeds of motion

2. Use objects to effect motion (e.g., build ramp with blocks so cars go faster)

Older Preschoolers

1. Use evidence to discuss what

makes something move the way it

does and how some movements

can be controlled

2. Describe objects by their physical

properties and states of matter

I would like to follow their natural curiosity in regards to this. This is hard in my current setup with one child who has it in their IEP to not have vehicles. In thinking outside the box, perhaps using balls and motion to get the same concept. I would love to also bring this to the forest for fun learning and building our own ramps using cardboard and the branches or trees, letting them create. Come on spring!

Force = A push or pull on an object (a change in motion). Forces can be balanced or unbalanced.

Balanced force = Object stays in place.

Unbalanced force= When a force is removed causing the object to go into motion.

Gravity = A force that pulls objects toward

Earth.

Motion = A change in an object's position.

Velocity = The speed and direction of an object's motion.

Acceleration = A change in an object's velocity (Faster/Slower).

Newton's Law of Motion: (3 laws)

1. An object at rest will stay at rest and an object in motion will stay in motion unless acted upon by an outside force.

2. Force = Mass x Acceleration- The more force put into an object the more it will accelerate.

3. For every action, there is an equal or opposite reaction. (What goes up, must come down).

These laws can be tested in the classroom setting giving students real-life examples to learn about force and motion.

VELS Standards

Element 1: Physical Sciences

Goal 1: Children construct concepts of the properties of matter, sound, motion, and energy through inquiry, exploration, and investigations.

Motion and Stability: Forces and Interactions

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.

2. 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. Energy Make observations to determine the effect of sunlight on Earth’s surface.

3. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.

We just finished our Force and Motion unit in my Kindergarten class and I feel like this is one of my favorite Science units every year. The kids get lots of hands-on practice and love experimenting with objects during learning experiences. The students worked well together taking turns with shared materials and when we came back together as a group to share our learning there was lots of excitement when it was their turn to share with the whole group. I would love to have more hands-on ideas to provide my students with opportunities to play during these meaningful learning experiences. I feel like my team of teachers has implemented learning experiences that hit upon 1 & 2 as described above, but #3 is lacking in our unit. I'd love to provide more time and materials to allow students to build/construct things throughout this unit.

• A force is a push and pull on an object

• Motion is the change in object’s position

• Velocity is an object’s speed and direction

• Acceleration is a change in an object’s velocity 

• Newton’s Laws of Motions

1.  An object at rest will stay at rest and an object in motion will stay in motion unless acted upon by an outside force

2. Force = mass x acceleration

3. Every action has an equal and opposite reaction 

This year, I have not explicitly taught many physical science concepts (we have focused on earth and life sciences), however there are so many natural opportunities to more intentionally incorporate the key concepts around forces and motion. Our class has cross-country skied together, during which we could incorporate learning around speed, acceleration, slope, friction, and gravity. We have also gone ice skating (speed, acceleration, friction) and spent a lot of time sledding (again, so many similar concepts). Currently, we’re learning about space, leading up to the solar eclipse. We have talked briefly about forces and motion through learning about various orbits and gravitational forces, however we could certainly be more intentional about teaching these concepts.

_{The concept of force causing a change in motion (or a change in how an object moves) - and the idea that a force can be a push or a pull - are big concepts here.}

_{We are building an understanding of how we can use forces (pushes and pulls) to change an object’s motion, and that we can change that force to change an object’s speed/velocity.}

_{VELS -}

_{SC.1.1.YP.2 Use objects to effect motion (e.g., build ramp with blocks so cars go faster),}

_{SC.4.1.YP.1 - Investigate properties of movement through ramps, pulleys, tracks, etc.,}

_{and SC.4.1.YP.5 - Investigate objects that require positioning and movement}

_{We offer many opportunities to explore ramps with cars, balls, and other objects (as well as water), allowing children to change the incline and path over and over.}

_{Within this, children talk about the speeds of motion of the cars (SC.1.1.YP.1 - Investigate and describe different types of speeds of motion), though I haven’t intentionally used the term “motion” in this (or velocity). They also describe different speeds in other activities such as in running games as well as in pretending to be different animals on the way to morning meeting (e.g. moving slowly like turtles).}

_{SC.1.1.OP.1 Use evidence to discuss what makes something move the way it does and how some movements can be controlled.}

_{I could do more to encourage discussion about what children know and what they’re observing with ramps. I could also incorporate a short, non-fiction text to encourage discussion.}

_{EDIT - I forgot to add speed and friction to concepts that children are exploring in this work - though I have not intentionally worked with friction yet. I'm excited to try out some rug vs foil vs bare floor races!}

• Force is push or pull on an object; force can be balanced (unmoving) or unbalanced (causing motion)

• Motion is SPEED + DIRECTION = VELOCITY

• Newton’s 1st Low of Motion - objects in motion stay in motion until something uses force against it; objects not in motion stay out of motion until force is enacted upon it

• Newton’s 2nd Law - FORCE = MASS X ACCELERATION; more force means object moves faster

• Newton’s 3rd law of motion - For every action there is an equal and opposite reaction

Using the VELS and this content, which concepts do you currently incorporate in your program? What would you like to do more of?

Element 1: Physical Sciences

Goal 1: Children construct concepts of the properties of matter, sound, motion and energy through inquiry, exploration and investigation.

We do a lot of physical science curriculum especially in outdoor environments.  This work includes sit spots where children take an intentional 10 minutes to use their senses to notice their surroundings including sounds, smells, sights, and touch of the spot they have chosen.  Then children come together and share their notice and wonderings during this time.  

We do fire building and safety and talk about what is needed to build fire; We have done a lot of water and ice discovery during the freeze and thaw cycles we have been experiencing. 

I would love to do some deeper diving into the discoveries that children are making around the physical sciences to help them create investigations to deepen their knowledge.  An example might be to test rolling logs at different slopes and in different conditions (grass, bare soil, mulch, slide and different slopes)

Element 4: Engineering Design

Goal 1: Children design, experiment, construct, alter, and problem solve to modify the natural world and meet their needs and wants.

We have been during a lot of work around water and movement of water in the playground as the giant snow piles melt.  This is a great opportunity to do a deeper investigation into the forces that move water including the construction of dams, eddies, fast and slow moving water by moving soil.  Then using journals to track the differences in drainage designs

-Forces can be balanced or unbalanced (this determines if an object is moving or still)

-Unbalanced forces are what cause motion

Motion: change in an object’s position

Velocity: the speed and direction of an object’s motion

Acceleration: a change in an object’s velocity 

Newton’s Laws of Motion:

1. An object at rest will stay at rest and an object in motion will stay in motion, unless acted upon by an outside force

2. Force = mass x acceleration

3. For every action, there is an equal and opposite reaction

VELS

Science

Element 1: Physical Sciences Goal 1: Children construct concepts of the properties of matter, sound, motion and energy through inquiry, exploration and investigations.

Currently, the concepts that we incorporate in my program around force and motion have not been explicitly taught, but are explored in some of our daily explorations/activities. We do a lot of hands-on investigations and exploration around these concepts, in areas like the block area, with balls/cars, and ramps. Also, these concepts come into play kicking/throwing balls outside, swinging, and riding bikes. I would like to be more intentional about teaching these concepts and find engaging ways that align with the development of the children in my classroom to be able to incorporate these concepts more. I enjoyed the ideas discussed in the videos/articles around exploring these concepts more explicitly.

Force: The push or pul on an object. This is often gravity. Forces can be balanced or unbalanced. When a force is balanced, the object does not move. When the force is unbalanced the object moves. For example, my water bottle is currently sitting on my coffee table. Gravity is pushing it down while the table is pushing it up. This means that it is balanced because it’s not moving. If, as I do far too often, I was carrying my water bottle and dropped it, gravity would pull the water bottle down and the air couldn’t stop it. This is an unbalanced situation meaning that the object, my water bottle, would be moving.

Motion: Within force, there is motion. Motion is a change in an object’s position. For example, if a ball was pushed down a ramp, it would have motion as it rolled down the ramp.

Velocity: Velocity is the speed and direction of an object’s motion. With the ramp and ball example, the velocity of the ball would be how fast it was going and in what direction.

Acceleration: Acceleration is the change in an object’s velocity. Continuing with the ramp and ball example, the ball’s acceleration would change as it exited the ramp on to flat land and would eventually stop due to gravity.

Newton’s Laws of Motion are also a core scientific concept and understanding. Newton’s three laws are: “an object at rest stays at rest and an object in motion stays in motion unless acted upon by outside force”, “force = mass x acceleration” and “every action has an equal and opposite reaction”.

In my preschool classroom we focus mainly on the Physical Science VELS such as “investigate and describe different types or speeds of motion”, “use objects to effect motion”, and “use evidence to discuss what makes something move the way it does and how some movements can be controlled”. This is most often done within the context of the block area or our ramp loose parts area outside. We also had VINS come this week to help us investigate these concepts by using ramps and race cars. In the future I’d be interested in doing a unit about force and motion so I could give my students the vocabulary in a more structured way. Plus, that would give all students an understanding of force and motion, not just those who spend time in the blocks area playing with cars or things that roll.

There are several scientific concepts and understandings related to force and motion. They include Newton’s three Laws of Motion and force, motion, acceleration, mass, velocity, inertia, and the relationships between force and mass and force and acceleration. Newton’s three laws of motion include:

1. Objects at rest tend to stay at rest and objects in motion tend to stay in motion.

2. Force is equal to mass times acceleration. The greater the mass, the greater the force needed to move it. The greater the force applied to an object, the greater the acceleration of that object.

3. For every action there is an equal and opposite reaction. 

Force is a push or a pull on an object. Motion is a change in an object’s position. Forces cause motion. Acceleration is a change in an object’s velocity. Velocity is the speed and direction an object is moving. Balanced forces on an object keep the object still. Unbalanced forces on an object create motion. 

Using the VELS and this content, which concepts do you currently incorporate in your program? What would you like to do more of?

VELS:

SCIENCE Element 1: Physical Sciences Goal 1: Children construct concepts of the properties of matter, sound, motion and energy through inquiry, exploration and investigations. 

YP ​​Investigate and describe different types or speeds of motion 2. Use objects to effect motion (e.g., build ramp with blocks so cars go faster) 

OP 1. Use evidence to discuss what makes something move the way it does and how some movements can be controlled 

In my preschool classroom we have blocks, ramps, cars, and balls. Children are able to self-select when they would like to explore these materials during choice time. When they do, they experiment with force and motion to meet the standards listed above. We explore all of the concepts. I could work on introducing the vocabulary along with concepts they are exploring. 

• Concepts: Isaac Newtons Three Laws of Motion

• Understandings: Forces influence objects that are at rest or that are already in motion, force is an effect on an object and not a property of the object or it's motion, force is something that is done to or acts on something, force happens in action/reaction pairs, a force is required to do work and generating a force requires energy.

Using the VELS as well as this content, some concepts that I currently incorporate in my program include:

• 
  

  • Science

    • Element 1: Physical Sciences Goal 1: Children construct concepts of the properties of matter, sound, motion and energy through inquiry, exploration and investigations.

    • Within this standard, I'd like to have more opportunities for children to naturally explore different types of speeds and motion (ramps, pullies, marble runs, etc).

Experimenting with Gravity (force pulling objects to earth), Force (push

or pull on an object), Motion (change in objects positions). Young children

with out any direction start to experiment with the scientific concepts

throwing objects, pulling or pushing toys (sometimes friends), and setting all

kinds of things into motion. These were the main scientific concepts that stood out to me

but also that children frequently visit through play.

Newtons Laws of Motion

(1) Every object moves in a straight line unless acted upon by a force.

(2) The acceleration of an object is directly proportional to the net force exerted and inversely proportional to the object's mass.

(3) For every action, there is an equal and opposite reaction.

In my preschool classroom, we have a loose parts lab that includes ramps blocks, and numerous objects that roll down them.

One thing I can work on is providing a more scientific structure for this play. I realized that my students experiment with these

concepts often but I rarely give the scientific framework. When looking at the Vels under Element 1 Goal 1 Physical Sciences for Older PreK

Evidence is needed to describe why an object is moving the way that it is. I think more instruction on the concept of Force and Motion

would give my Pre K kids enough background info to provide evidence in their explanations!

1. Investigate and describe different types or speeds of motion 2. Use objects to effect motion (e.g., build ramp with blocks so cars go faster) 1. Use evidence to discuss what makes something move the way it does and how some movements can be con trolled

Using VELS, in our classroom we have had the opportunity to meet the following standards:

Element 1: Physical Sciences

Goal 1: Children construct concepts of the properties of matter, sound, motion and energy through inquiry, exploration and investigations.

Motion and Stability: Forces and Interactions

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.

2. 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.

Our Force in Motion unit is so engaging because it is so hands on! Students had different stations that were full of F&M challenges:

1. Move a pom pom across the finish line without using your hands

2. Bowling with different balls. How do you have the most success in knocking the most pins down at one time?

3. Get the bear out of the well.

4. How can you make a ramp so your car goes faster or slower?

In addition to the stations, students were able to explore even more F&M with STEM kits that we also very engaging!