Pushes and Pulls

Mystery Science Unit: Force Olympics

ReadyGen / Literacy Connections

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.

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.

Mystery Science Units

Kinder Phenomenon Storylines    

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.

Anchor Phenomenon

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 




Using ChatGPT to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"

CDE: Grade Level Expectations

Prepared Graduates:

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. 


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. 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. 


2. Sunlight affects the Earth’s surface.

Hands On, Minds On Connections

The Importance of creating Active Learners

The Science Wonder of the Day


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 contact Michael O'Toole at otoole_michael@svvsd.org 


Additional Hands on Options: Science to Go

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.





Nearpod Lessons / Activities / Videos




STEM Connections

Teacher Notes / Assessments / Career Connections

STEM Student Explore Boards



Using A.I. to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am an elementary school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example 1-ESS1-2)"


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


Thinking Map Connections

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


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)