Science · Kindergarten

Active learning ideas

Changing Direction with Collisions

Active learning works well for this topic because collisions happen quickly and unpredictably in real time. Students need to see forces in action to trust their own observations rather than relying on abstract explanations. Hands-on movement and collisions build lasting understanding that words alone cannot.

• Common Core State Standards
• K-PS2-1
• K-PS2-2

• 15–30 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 30 min · Pairs

Inquiry Circle: Redirect the Ball

Pairs set up a simple ramp with a wooden block at the bottom as a wall. They roll a ball, mark where it ends up with a sticker, then tilt the block to a different angle and test again, comparing three different setups to see how the direction of the ball changes.

Analyze how we can change the direction of a moving ball without stopping it.

Facilitation Tip

During Collaborative Investigation: Redirect the Ball, position yourself to see students’ faces as they release the ball so you can catch surprised or curious reactions right away.

What to look for

Give students a toy car and a small ramp. Ask them to roll the car down the ramp and observe its collision with a block. On their exit ticket, they should draw a picture showing the car's path before and after the collision and write one sentence about how the direction changed.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Simulation Game
• 15 min · Whole Class

Simulation Game: Human Collision

Students stand in a line about three feet apart. The first student rolls a playground ball to the second, who redirects it gently without stopping it to a third. The class observes and discusses whether the ball stopped or changed direction based on how it was touched.

Predict what happens when a moving object hits a stationary wall.

Facilitation Tip

In Simulation: Human Collision, have students take turns being the ‘colliding object’ so everyone experiences the push and pull of forces.

What to look for

Gather students in a circle with various balls and surfaces (e.g., a smooth mat, a carpet square, a piece of sandpaper). Ask: 'What happens when we roll this ball on the carpet? Now, what happens when we roll it on the smooth mat? Why do you think the ball moves differently?'

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: The Stopped Ball

Hold up a ball and a foam block and ask what will happen to the ball after it hits the block. Students share predictions in pairs, then watch the demo and discuss whether the ball stopped or changed direction based on the block's weight and position.

Explain how the shape of an object changes how it rolls or slides.

Facilitation Tip

For Think-Pair-Share: The Stopped Ball, circulate and listen for students to use terms like ‘bounced’ or ‘stopped’ to describe what they saw, not just ‘it went there.’

What to look for

Set up a simple obstacle course with a wall or a row of blocks. Have students take turns pushing a toy car or ball through the course. Observe if they can predict and explain why the car changes direction when it hits an obstacle.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Start with clear demonstrations that show collisions from different angles so students see that direction changes follow rules. Avoid over-explaining; let students test ideas first, then guide them to refine their observations. Research shows that young learners build stronger mental models when they act out forces themselves, especially in collaborative settings.

Successful learning looks like students predicting where an object will go after a collision and explaining why in simple terms. They should notice patterns such as bouncing, slowing, or stopping, and use vocabulary like ‘direction’ and ‘force’ naturally in their descriptions.

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Watch Out for These Misconceptions

• During Collaborative Investigation: Redirect the Ball, watch for students who expect every collision to stop the ball completely.

  Have students use a super bouncy ball against a hard surface so it clearly bounces back, then ask them to compare soft collisions with hard surfaces to refine their idea of stopping versus rebounding.

• During Collaborative Investigation: Redirect the Ball, watch for students who think shape does not affect how an object moves.

  Give students a wooden cube and a rubber ball of similar size, and have them roll each down the same ramp to see how the cube slides while the ball rolls, making the impact of shape unmistakable.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Think-Pair-Share