Pushes and Pulls
Mystery Science Unit: Force Olympics
Embedded Files
ReadyGen / Literacy Connections
ReadyGen / Science / Social Studies Connections by Grade & Unit
Unit 5 Swirl by Swirl: Spirals in Nature (K-PS2-1: Pushes, Pulls, and Motion)
Sleuth Read-Aloud: Simple Machines (K-PS2-2: Motion Design Solution)
Mystery Science Kindergarten Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
Clarification & Boundary Statements
Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.
Boundary Statement: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.
K-PS2-2: Motion Design Solution
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. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.
Boundary Statement: Assessment does not include friction as a mechanism for change in speed.
Anchor Phenomenon / Local Colorado Phenomenon Connections
Force Olympics Anchor
Students are introduced to pushes and pulls and how those affect the motion of objects. Students observe and investigate the effects of what happens when the strength or direction of those pushes and pulls are changed.
Force Olympics - Mystery Science Lesson / Connections to Anchor Phenomenon
Pushes & Pulls / What’s the biggest excavator?
Pushes, Pulls & Work Words / Why do builders need so many big machines?
Motion, Speed & Strength / How can you knock down a wall made of concrete?
Speed & Direction of Force / How can you knock down the most bowling pins?
Direction of Motion & Engineering / How can we protect a mountain town from falling rocks?
Forces & Engineering / How could you invent a trap?
Local Colorado Phenomena Connections
Incorporating local phenomena into your Kindergarten science curriculum on pushes and pulls can make learning more relatable and engaging for your students. Here are a few ideas specific to Colorado:
Boulder Rolling: Talk about how rocks and boulders move and roll down the Rocky Mountains. Discuss how gravity and forces push and pull them down slopes.
Wind and Leaves: Use the windy days common in Colorado to explore how wind pushes leaves and other objects. You can have students observe and discuss how the wind causes movement.
Skiing: Introduce the concept of skiing down a mountain. Explain how skiers push off to start moving and how gravity pulls them down the slope.
River Currents: Explore the idea of river currents in the Colorado River. Discuss how water pushes objects downstream and how this is a natural example of forces in action.
Animal Movement: Look at animals native to Colorado, like elk or bighorn sheep, and discuss how they push and pull themselves to move around their environment.
These examples can be used in hands-on activities, discussions, or outdoor explorations to help students understand the concepts of forces in a meaningful context.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Mystery Science Units
What is an Anchoring Phenomenon?
Mystery Science Kindergarten Student Notebook
Force Olympics - In this unit, students are introduced to pushes and pulls and how those affect the motion of objects. Students observe and investigate the effects of what happens when the strength or direction of those pushes and pulls are changed.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies, please contact Gunilla Godebu at the St Vrain Science Center godebu_gunilla@svvsd.org
Additional Hands on Options
Balance & Motion - Enhancement Kit for Kinder Mystery Science Force Olympics Unit. We live in a dynamic world where everything is in motion, or so it seems. But not everything is moving the same way. Some things move from one place to another. Other things go around and around in a rotational motion. Still other things are stationary, stable for a time and balanced on a thin line between stop and go.
PebbleGo Lessons / Activities / Videos
Nearpod Lessons / Activities / Videos
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
CDE: Grade Level Expectations
Elementary Report Card Indicators and Brochures
Prepared Graduates:
1-2 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding interactions between objects and within systems of objects.
1-3 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how energy is transferred and conserved.
Grade Level Expectation:
1.1 Pushes and pulls can have different strengths and directions, and can change the speed or direction of an object’s motion or start or stop it.
1.2 Sunlight affects the Earth’s surface.
Colorado Department of Education - Elementary Science Standards
Assessments / Career Connections
Elementary Report Card Indicators and Brochures
STEM Student Explore Boards
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Pebble Go Career Connections
To incorporate Colorado-based career connections into your kindergarten science curriculum on pushes and pulls, consider these options:
Mechanical Engineers: Invite a local engineer to discuss how they design machines that use pushes and pulls, such as elevators or amusement park rides.
Construction Workers: Arrange a visit or virtual meeting with a construction worker to explain how they use pushes and pulls in their daily tasks, like operating bulldozers or cranes.
Transportation Professionals: Connect with someone in the transportation sector, like a bus driver or train conductor, to discuss how pushes and pulls are essential in moving vehicles.
Sports Coaches: Invite a local sports coach to demonstrate how athletes use pushes and pulls in sports such as soccer, basketball, or skiing.
Park Rangers: Contact a Colorado park ranger to explain the natural forces of pushes and pulls observed in wildlife, such as animals pushing through snow or pulling food.
These professionals can offer real-world insights and help students understand the practical applications of pushes and pulls.
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Possible Thinking Maps:
Brace Map for taking systems apart (Page 48)
Flow Map for organization of the system (Page 54)
Double-Bubble Map to systems (Page 36)
Multi-flow Map to analyze impact of modifying systems (Page 60)
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