Objective:

Students will explore the effects of forces (pushes and pulls) on objects, using hands-on experiments. They will recognize how these forces change the speed and direction of objects and apply computational thinking by testing and refining their observations, similar to how programmers develop and refine code.

Materials Needed:

• Classroom objects (e.g., toy cars, balls, blocks)

• Chart paper or whiteboard for recording observations

• Markers for writing and drawing

Steps:

• Introduction:

  • Ask students, "What happens when we push or pull something?" 

  • Discuss how pushes and pulls are forces that can make objects move, stop, or change direction. 

  • Demonstrate this by pushing a toy car forward and pulling it back, explaining how forces cause these movements.

• Group Activity:

  • Divide students into small groups and provide them with classroom objects like toy cars, balls, or blocks. 

  • Ask them to explore how these objects move when pushed or pulled. 

  • They can experiment by rolling a ball across the floor or pushing a car forward and then pulling it backward. 

  • Encourage students to observe how different amounts of force (gentle vs. strong) affect the speed and direction of the objects.

• Drawing and Recording Observations:

  • After experimenting with the objects, students will draw pictures of their observations and describe how the forces they applied affected the movement of the objects. 

  • For example, they might draw a picture of a car moving faster when pushed hard or a ball stopping when gently pulled. Record their findings on chart paper.

• Testing and Refining:

  • Have students compare their observations with other groups.

  • Did different groups notice similar or different results when applying forces to the same objects? 

  • Encourage them to refine their descriptions based on these comparisons.

• Presentation and Discussion:

  • Each group will present their observations, explaining how the forces they applied affected the objects. 

  • Lead a discussion on how pushes and pulls cause objects to move, stop, or change direction, reinforcing the concept of forces in motion.

  • Lead a discussion on how acting like a computer scientist, by testing and refining experiments based on observation, helps us understand forces more clearly, and how it connects to everyday experiences like pushing a door or pulling a toy.

Equity and Access:

Ensure all students have access to appropriate objects by providing a variety of items that are easy to handle. Pair students to encourage collaboration and support.

Real-World Application:

Connect the activity to real-life examples, such as pushing a swing, pulling a wagon, or stopping a rolling ball. Discuss how these simple forces are at play in everyday life and how understanding them helps us interact with the world around us, just like computers "push" and "pull" data in various applications.

CS Practice(s):

• Testing and Refining Computational Artifacts: Students refine their understanding of how forces work by observing and adjusting the amount of force applied to the objects, paralleling the thought process of testing and refining code to better comprehend it.

Standard(s):

• CA NGSS K-PS2-1

Objective:

Students will explore the concept of forces and motion by creating digital scenes in Scratch Jr. or another coding platform. Through this activity, they will observe how pushes and pulls can make objects move, stop, or change direction, while using simple coding to model these actions in a digital environment.

Materials Needed:

• Tablets or computers with coding platform installed

Steps:

• Introduction:

  • Begin by asking the class, "What makes things move?" 

  • Discuss how forces like pushing and pulling can cause objects to move, stop, or change direction. 

  • Show examples of these forces using digital objects in a coding platform, such as making a ball move by applying a push or a car change direction by pulling it.

• Group Activity:

  • In pairs, students will use a coding platform like Scratch Jr. to create a scene where an object is affected by different forces. 

  • They will drag and drop digital objects like a ball or a car onto the screen and use coding blocks to simulate a push or pull, making the object move across the screen. 

  • For example, they can program a car to move forward when pushed or stop when pulled.

• Creating and Coding:

  • Guide students in using coding blocks to animate the movements of their objects. 

  • Encourage them to experiment with different forces, such as making an object move faster with a stronger push or change direction with a pull. 

  • This will help students observe how forces affect motion in the digital environment.

• Testing and Refining:

  • Once students have created their scenes, have them test their code to ensure the objects respond correctly to the applied forces. 

  • Allow them time to refine their coding, adjusting the strength of the push or pull to observe how it affects the motion.

• Presentation and Discussion:

  • Each group will present their digital scene, explaining how they used coding to model forces and motion.

  •  Lead a class discussion on how different forces cause objects to move in different ways, reinforcing the concept of forces affecting motion.

Equity and Access:

Provide pre-made coding templates for students who need extra guidance and encourage peer collaboration so that all students can participate.

Real-World Application:

Connect the lesson to real-life examples, such as how people push swings at a playground or pull a wagon. Discuss how understanding forces can help us interact with objects in our environment. Indicate that just as pushes and pulls impact motion, coding blocks can be utilized to create an event.

CS Practice(s):

• Creating Computational Artifacts: Students create digital scenes that simulate forces and motion, using coding to model how objects move.

• Recognizing and Defining Computational Problems: Students identify the relationship between forces and motion and use coding to represent these forces in a digital environment.

Standard(s):

• CA NGSS K-PS2-1

• CA CS K-2.AP.12