Kindergarten Unit One
Force and Motion
TLW describe the position and motion of an object in relation to other objects.
(Gist: Motion and Position)
Enduring Understanding(s)

An object’s position may be described by locating the object relative to the position of
other objects.

The description of the motion of an object depends on one’s viewpoint and the position
of the object.
Essential Questions

How does the description of an object's position depend on other objects?

What affects the description of the motion of an object?
New Vocabulary
above
away from
behind
below
between
closer to
in front of
object
on
on top
position
toward
under
Concepts & Information
Use terms and their synonyms to expand student’s vocabulary. These directional and positional
terms and synonyms are to be used on an ongoing basis throughout the year. Integrate with
Mathematics strand Geometry: Standard Positional Words and Social Studies strand
Geography: Standard Home School Environment.
These directional and positional terms are used on a daily basis and serve as the foundation for
later geometry, spatial reasoning, mapping, and force/motion concepts.
Motion is an everyday phenomenon that develops into scientific knowledge of forces, including
friction and gravity. Descriptive language that applies to motion gives students a basis for more
detailed descriptions and the ability to describe from different observers’ views. An awareness
that the description of motion may change if the position of the viewer changes adds a new
dimension to understanding motion and descriptions of motion.
One’s perception of the motion of an object may vary depending on one’s position. The motion
of an object does not change due to the description of the viewer. The motion of an object stays
the same. It is the point of view that may change. For example, the car moving toward the
garage does not change, but the car moving away from or toward the observer changes with a
change in the position of the viewer.
Lesson Ideas:
1. TLW describe the position of an object in relation to other objects around
it.CCSS/CE(s): P.FM.00.11; P.FM.00.12;
Students demonstrate understanding of the positional terms by following directions and
manipulating objects in a classroom setting. Use such terms as above, below, in front of,
behind, on. Items 1-6 from Assessment A are identical to the assessment from Kindergarten
Mathematics Academic Standard: Geometry - Positional Words. If it is assessed here, it would
not need to be assessed again in Kindergarten Mathematics Academic Standard: Geometry Positional Words.
2. TLW describe the direction of a moving object from different observers’
views.CCSS/CE(s): P.FM.00.12;
The description of the direction of a moving object is different when observing from different
locations. (Example: A car moving toward a garage is moving toward the observer standing in
the garage and away from the observer standing at the street).
The description of the direction of a moving object in reference to another object is the same
regardless of the location of the observer. (Example: The car that is moving toward the garage
is moving toward the garage regardless of where the observer is standing).
Use terms such as away from or closer to. Students can determine whether an object is moving
away from them or closer to them, depending on their relative location. Other students who are
in other locations may view the movement differently.
Suggested Instructional Resources
Inside, Outside, Upside Down, by Stan Berenstain, several editions, Hardcover:
9780394811420
Rosie’s Walk,
by Pat Hutchins, several editions, Hardcover: 9780689822315 (extension - take photos of
students on the playground to duplicate the views seen in Rosie’s walk and make a class book.)
Section 2:
TLW explain that a force is a push or pull, demonstrate those forces on objects that can
move, and observe how objects fall toward the Earth.
(Gist: Force and Gravity)
Enduring Understanding(s)

All objects fall toward Earth because of the force of gravity.

Objects at rest only start moving when a push or pull is applied to them.

Pushes or pulls can change the speed or direction of moving objects.

The shape, size, and weight of an object can affect its motion.
Essential Questions

How can objects at rest start moving?

What affects the movement of an object?

What happens when you drop an object?

What is a force?
New Vocabulary
at rest
direction
fast, faster
mass
pull
push
shape
size
slow, slower
speed
Concepts & Information
A force is either a push or a pull. The motion of objects can be changed by forces. The size of
the change is related to the size of the force. The change is also related to the weight (mass) of
the object on which the force is being exerted. When an object does not move in response to a
force, it is because another force is being applied by the environment. (Source: Michigan GLCE
Statement P.FM.E.3).
Science is a way of understanding nature. Many opportunities to observe falling objects should
lead students to conclusions about gravity.
Gravity is an invisible force in which the Earth pulls down on all objects. Students can see the
effects of gravity on objects even though gravity can’t be seen or touched. They can feel the
force of gravity in an elevator (feeling more gravity when ascending and less gravity when
descending). Also, students will be aware of an exception to the "rule" with helium-filled
balloons. Be careful when discussing this with students, because a floating helium-filled balloon
is displaying the force of buoyancy, in which the helium floats, because it is less dense than air.
Most kindergarten students will be aware of the property of buoyancy but will not understand
how it works in relation to gravity.
The terms mass and weight are often used interchangeably. The term mass refers to the
amount of material that makes up an object. Mass is more accurate term in most scientific
explorations and applications. Weight is only applicable when discussing the force of gravity.
Real-World Application
Being pushed on a swing.
Lesson Ideas:
1. TLW demonstrate pushes and pulls on objects that can move.CCSS/CE(s): P.FM.00.31;
Write the term "force" on a piece of chart paper. Explain that a force is "a push or pull that
makes an object move." Tell the students that an object won’t move without a force of some
kind being applied to it. Bring a chair to the front of the room. Push it away. Have the students
tell you whether it was a push or pull that moved it. Now pull the chair toward you. Ask the
students what force moved the chair. Place a variety of classroom objects or toys in the front of
the classroom. Ask for volunteers to come up and push or pull them. Have the class tell you
how the toys were moved.
Have students visit the playground and look for opportunities to see how the forces of pushing
and pulling move the playground equipment.
Create a push/pull center where students can practice moving common objects and say what
force is being used.
Push or Pull: Based on the Nebraska Quarter Pull link (Scroll to page 5 for a worksheet for
identifying pushes and pulls. Pictures could be cut apart and used to sort into categories.)
http://www.aimsedu.org/Activities/primary.html for free sample activity, Blow and Go from
Sensational Springtime. Other applicable AIMS resources include Pushed Around, Volume 14
(download only product, $2.00, see http://wwws.aimsedu.org/aims_store/Pushed-Around-p3661.html), Huff and Puff from Spring Into Math and Science, K-1, Book 3.
2. TLW observe that objects initially at rest will move in the direction of the push or
pull.CCSS/CE(s): P.FM.00.32;
http://alex.state.al.us/lesson_view.php?id=241
3. TLW observe how pushes and pulls can change the speed or direction of moving
objects.CCSS/CE(s): P.FM.00.33;
Integrate with physical education by use scooter cars to demonstrate pushes and pulls and
changes in speed and direction.
4. TLW observe how shape, size, and mass of an object can affect motion.CCSS/CE(s):
P.FM.00.34;
Put a variety of objects of various shapes, sizes, and masses(e.g., ping pong ball, stone, cotton
ball, pencil, rubber band, etc.) on a table and have students blow on them (a push with air) to
move them. Include objects that are cones, cylinders, and spheres. An ice cream cone, funnel,
or paper cone can be used for cones. Compare with cubes and rectangular prisms that do not
have curved surfaces. (Integrate with Kindergarten Mathematics Academic Standard: Geometry
- Shapes for three-dimensional shapes.) Students should draw conclusions about how shape,
size, and mass affect motion.
5. TLW observe how objects fall toward the Earth. CCSS/CE(s): P.FM.00.21; S.IA.00.12;
S.IP.00.11;
Students should investigate various objects falling from various heights and draw conclusions.
Students may identify the cause of objects falling as gravity. Students may discuss the
consequences of dropping objects.
After students have had considerable time exploring motion with the ramps, ask students to
share their observations. Ask students what started the objects moving down the ramp – a push
or a pull? Introduce the concept that all objects are pulled toward the Earth. Kindergarten
students have an idea that objects fall down. Demonstrate the release of the ball (without a
push or pull) at the top of a ramp and have students describe the motion of the ball rolling down
the ramp.
Change the angle of the ramp and repeat the release of the ball. Place the ramp flat and place
the ball on the ramp. Ask students to discuss the push or pull that started the balls in motion
when the ramp was at an angle. Students attach language to the concept at this point. Tell
students that gravity is a force that pulls objects toward the Earth.
http://illinoisearlylearning.org/tipsheets/physics-gravity.htm
Suggested Instructional Resources
Marble Works, Discovery Toys, demonstrates gravity using marbles
Gravity demonstrations by high school physics students with strategies for dropping eggs could
be observed.
Dominoes toppling
I Fall Down, Vicki Cobb, 2004
And Everyone Should Pull, Claire Llewellyn, 2001
Move It! Adrienne Mason, 2005
AIMS, What Goes Up Must Come Down, Volume 14 (download only product, $2.00, see
http://wwws.aimsedu.org/aims_store)
Section 3:
1. TLW demonstrate scientific processes related to observations of the natural
world.CCSS/CE(s): S.IA.00.12; S.IA.00.13; S.IA.00.14; S.IP.00.11; S.IP.00.12; S.IP.00.13;
S.IP.00.16; S.RS.00.11;
Students should plan and conduct simple investigations, applying the skills of observation using
their senses. They should generate questions based on their observations, construct charts
from data and observations,and develop strategies for information gathering (ask an expert, use
a book to make comparisons, make observations, conduct simple investigations, make a class
book, or watch a video). They should also communicate and present findings of their
observations, demonstrating scientific concepts through various illustrations, performances,
models, exhibits, and activities.