Force and Motion

Nicole Dunaway

Science - Kindergarten

Standards-

Science

* Investigate the resulting motion of objects when forces of different strengths and directions act upon them . (S.1)

Language Arts
* Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what
they are writing about and supply some information about the topic. [W.K.2]

*With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in
collaboration with peers. [W.K.6]

*Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express
opinions about them). [W.K.7]

*With guidance and support from adults, recall information from experiences or gather information from provided sources to
answer a question. [W.K.8]

* Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in
small and larger groups. [SL.K.1]

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts
under discussion). [SL.K.1a]
b. Continue a conversation through multiple exchanges. [SL.K.1b]
* Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5]
*Speak audibly and express thoughts, feelings, and ideas clearly. [SL.K.6]

Technology

* Use digital tools to access and retrieve information. (T.K.7)

* Design original works using digital tools.(T.K.10)

Objectives (2 points):

● Students will gain knowledge of the terms and meaning of force, motion, push, and pull.

● Students will learn and demonstrate how they use forces in everyday life.

● Students will collaborate with small groups to work collectively on a group project using computer programs.

● Students will work independently to complete an individual project using the computer.

Differentiation Strategies (2 points):

Students will see the lessons in a variety of formats including hands on actiivties, lecture, and technology. Students will be
given time to ask questions with me and their peers.

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ENGAGEMENT (18 points):
Teacher will tell students that today they will be learning about how some things move and what causes those things to
move. She will tell them that they are going to watch a quick cartoon and to look at the things that move and try to
remember two things that moved and what caused them to move. Teacher will then play this film found on YouTube.
https://www.youtube.com/watch?v=Ef6Uvc-ojOI&feature=share

After watching the film the teacher will instruct students to do a turn and talk about two characters or things that moved
in the film and tell what caused them to move. Teacher will circulate and listen to conversations. Teacher will then call
the class back to her and point out conversations she heard in the class making sure to mention the words push and pull,
such as:

● “Stacey said that at the beginning of the show Pluto was pulling Donald in the boat,”

● “Can we pull things to make them move?,”

● “What about pushing, can we push something to make it move?”

Allow time for discussion. Teacher will tell the class that they are going to watch one more video to see more examples
of push and pull and they will hear the word force.

https://www.youtube.com/watch?v=8iKhLGK7HGk

Teacher will then ask questions such as:

● “What caused the pie to move?”

● “What stopped the pie from moving?”

● “Why wouldn’t the boxes move?”

Teacher will then demonstrate.

● Using a pencil the teacher will say “I am going to write the word cat.”

● She will look at the pencil and say “Write the word cat!”

● When the pencil fails to move she will ask the pencil “Please write the word cat”.

● Looking at the students she will ask the students “Why will the pencil not write the word.”

Students will respond that you have to pick up the pencil and move it with your hand to get the pencil to write the word.

● Teacher will pick up the pencil and say “The pencil was at rest, meaning it wasn’t moving, until I picked it up. I
am the force that is causing the pencil to move.”

● Teacher will write the word CAT. “Now that I have finished my word I can put the pencil down. Will it go back
to being at rest?”

Class will answer yes.

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The teacher will then instruct the class to go to www.hellokids.com/c_25741/drawing-for-kids/online-drawing-tools-for-
kids/masterpiece-online-drawing-tool

Teacher will tell the students to draw one picture of an example of the force pull.

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Student Work Samples Using Technology to draw using the force - pull

In these images the girl drew a someone pulling a wagon. The boy drew someone pulling a dog leash.

EXPLORATION (18 points):

● “Yesterday we started talking about motion.”

● “We watched a video about Donald and Pluto pushing and pulling each other to move.”

● “We also watched Bill Nye and he told us that objects are at rest until we move them.”

● “We can push or pull objects to put them in motion and they tend to stay in motion until we or another object
stops them.”

● “What about how hard I push or pull, will that make a difference in how far something moves?”

● “Today we are going to break into pairs. I want you to take your Science journal and write a prediction. You and
your partner are going to predict if you think that an object will travel further if it has a soft push or a hard push.”

● “On the next page write if you think a hard pull or a soft pull will matter in how far something travels.” “Talk to
your partner about why you think your prediction is correct.”

● “Now I want you to pull up this website on your chrome book.”

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http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml

● “Take turns pushing a car with a soft push and hard push then a soft pull and hard pull.”

● “Was either of your predictions correct?”

● “On this next web site we will have decide what type of motion we need to use in order to move an object to a
specific location. Before we play let’s look at the two words that we have been learning about.”

Teacher will spell the words push and pull on the board. Students will practice spelling out and reading the words.
Students will need to know each word and their definition prior to playing the game. The teacher will split students into
pairs to share chrome books and instruct students to go this website. Students will choose the skill level medium.
Teacher will explain that in each scenario the students will have to decide if they want need to push or pull the stone to
get it in the right spot.

http://www.bbc.co.uk/bitesize/ks1/science/forces/play/popup.shtml

Teacher will ask students how they did on this game. Teacher will ask pairs that got the bonus question correct to show
their silent thumb, and give themselves a pat on the back.

Now the teacher will tell students to log onto Padlet and enter one thing that they push every day and one thing that pull
every day.

http://padlet.com/nicoledunaway_aj/forceandmotion

EXPLANATION (18 points):

Teacher will begin the day by reviewing the vocabulary: force, push, pull, and motion.

The teacher will have pictures of things like a wheel barrel, kite, wagon, and door. Students will answer either push or
pull to determine how to put each object into motion.

Teacher will show Prezi presentation.

https://prezi.com/fpdchgdy_ccm/edit/#5_194597520

During the presentation students will be asked the following questions.

1) What can change the position of an object?

We‘ve talked about how we can push and pull objects to move them. Apply what we’ve learned this week to this
next question.
2) What are some reasons that some objects can be harder to move than others?
a. Size
b. Weight
3) Why would weight change how much force I have to use to move the object?

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 4) How would size affect the amount of force needed to move an object?
Lead students in a simple experiment with moving objects that are light and heavy, big and small.

Students will take this quick assessment on Kahoot to test their knowledge of the skills they have been taught.

Kahoot Assessment https://create.kahoot.it/?_ga=1.73152211.1977687581.1461088095&deviceId=9337d994-b95e-

4182-ba88-b38c3da380a0#/preview/fec5fe3f-5003-4591-847a-33e197bb847a

ELABORATION (18 points):

Collaborative Assignment
Teacher will begin by reviewing the previous three days of instruction by going over vocabulary: force, push, pull, and
motion. Teacher will tell students that today they will work in small groups to create a wordle project. Students will use
terms that they have learned to create a poster using wordle that they will share with the class. Students must include the
words force, motion, push, and pull. Other words that they have learned throughout the week may also be included as
long as they relate to the main topic.
Sample of collaborative project:
Wordle Create
Individual Assignment
Teacher will begin by praising students on the good job they did yesterday on the Wordle assignment. She will tell
students that today they will be working on a project by themselves on Voki. They will be able to create an avitar and
input all information that they have learned over the week. Students must have the key words and definintions for force
and motion. Students must give at least one example of a pull and one example of a push.
Sample of individual project:
http://www.voki.com/site/pickup?scid=12654676&width=575&height=323&chsm=48fbbcb0a36179bbe3aa2255719c0ef
e

EVALUATION (18 points):

y 1 – Draw a picture of the force pull
y 2 – Add a comment to Padlet
y 3 – Kahoot Assessment
y 4 – Rubric for Group Project (See Below)
y 5 – Rubric for Individual Project (See Below)

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Group Project Rubric
Created on iRubric

Making A Poster : Science Wordle

Teacher Name: Mrs. Yoder

Student Name: ________________________________________

CATEGORY 4 3 2 1
Knowledge Student can Student can Student can Student appears to
Gained accurately answer all accurately answer accurately answer have insufficient
questions related to most questions about 75% of knowledge about the
facts in the poster related to facts in the questions related to facts or processes
and processes used poster and facts in the poster used in the poster.
to create the poster. processes used to and processes used
create the poster. to create the poster.

Use of Class Used time well during Used time well Used some of the Did not use class
Time each class period. during each class time well during each time to focus on the
Focused on getting period. Usually class period. There project OR often
the project done. focused on getting was some focus on distracted others.
Never distracted the project done and getting the project
others. never distracted done but occasionally
others. distracted others.

Required The poster includes All required elements All but 1 of the Several required
Elements all required elements are included on the required elements elements were
as well as additional poster. are included on the missing.
information. poster.

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Individual Project
Created on iRubric
Rubric ID: 2620962
Find out how to make this rubric interactive

Multimedia Project : Voki Science Project

CATEGORY 4 3 2 1
Requirements All requirements are All requirements are One requirement More than one
met and exceeded. met. was not completely requirement was not
met. completely met.

Content Covers topic in-depth Includes essential Includes essential Content is minimal
with details and knowledge about the information about the OR there are several
examples. Subject topic. Subject topic but there are 1- factual errors.
knowledge is knowledge appears 2 factual errors.
excellent. to be good.

Presentation Well-rehearsed with Rehearsed with fairly Delivery not smooth, Delivery not smooth
smooth delivery that smooth delivery that but able to maintain and audience
holds audience holds audience interest of the attention often lost.
attention. attention most of the audience most of the
time. time.

Date Created: April 20, 2016

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