8 Culturally Responsive Lesson – Korean Culture for the Newton’s 3rd Law

Grade 5 Science Lesson

Topic Question: What is an Action-Reaction Force?

TEKS – Science
5.6 Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

• (A) explore the uses of energy; and
• (D) design a simple experimental investigation that tests the effect of force on an object.

Objectives

• Students can comprehend the concepts of Action-Reaction Force, Gravity, and Center of Mass.
• Students can identify Newton’s 3rd Law.
• Students can find phenomena of Newton’s 3rd Law from Korean culture.

Materials

• Color paper
• Pairs of scissors
• Tape
• Rulers
• Balls
• Candies

Engage

Guiding Questions:

1. What are some everyday examples of forces that you have experienced?
2. Can you think of situations where you have pushed or pulled objects? What happened?
3. Have you ever played a game that involves throwing or pushing objects?

Activity:

• Students begin with a brief discussion on everyday experiences related to forces.
• Teacher introduces the concept of action-reaction force using simple examples: pushing a door, kicking a ball, jumping on the ground, dropping a pen.

Culturally Responsive Teaching Tip:

• Connect students’ experiences to their cultural backgrounds. Ask students to share examples of traditional games, sports, or daily activities in their culture that involve pushing or pulling. This helps validate diverse experiences and fosters engagement.

Explore

Guiding Questions:

1. How does the game of Ddakji involve forces and motion?
2. What happens when you release a Ddakji piece? Can you describe the motion?
3. How do the Ddakji pieces interact with each other during the game?

Activity:

• Teacher introduces the Korean traditional game Ddakji and explains the rules.
• Students make Ddakji using paper and scissors and play the game, observing the interactions between pieces.

Steps for Playing Ddakji:

1. Two players are needed.
2. Decide the order by rock-paper-scissors.
3. The first person hits the other’s Ddakji with their own.
4. Each person hits once per turn.
5. Take turns! The player who flips the other’s Ddakji wins.

Culturally Responsive Teaching Tip:

• Incorporate games from multiple cultures. Invite students to share traditional games from their own cultural backgrounds and compare them to Ddakji. This builds inclusion and broadens cultural awareness.

Explain

Activity:

• Teacher explains the scientific concepts behind Ddakji, such as:
  • Action-Reaction Force (Newton’s 3rd Law)
  • Gravity
  • Center of Mass
• Students link their observations from playing the game to these concepts.

Culturally Responsive Teaching Tip:

• Use culturally familiar examples to illustrate scientific principles. For instance, relate Newton’s 3rd Law to martial arts, sports, or games that students from various backgrounds know. This makes abstract concepts relatable.

Elaborate

Guiding Questions:

1. Can you predict how different design elements might affect the forces acting on the pieces during the game?
2. Predict the outcome if you make Ddakji pieces larger or smaller than the standard size. How might it influence the game strategy?
3. What did you learn from designing and testing different Ddakji pieces?

Activity:

• Students design their own Ddakji using different materials and shapes.
• They predict the effects of changes on the forces involved.
• Students compare Ddakji to other traditional games from different cultures, researching rules, equipment, and skills.

Culturally Responsive Teaching Tip:

• Encourage students to investigate and share games from their own or other cultures. This promotes cross-cultural understanding, values student identity, and allows for multiple ways to engage with scientific concepts.

Evaluate

Guiding Questions:

1. Is it advantageous to fold thin and light paper or thick and heavy paper?
2. Is it advantageous for Ddakji to get wet and heavy or not?
3. Would it be better to hit the Ddakji with a stronger force from top to bottom, or with a weaker force?
4. When would it be more stable—lowering the center of gravity or not? Can you cite a real-life example related to gravity?

Activity:

• Students analyze their observations and predictions from their Ddakji experiments.
• They justify their reasoning using scientific concepts and evidence from the game.

Culturally Responsive Teaching Tip:

• Use reflective questions that allow students to connect science to their daily lives, cultural experiences, or traditional games. This ensures learning is meaningful and relevant to each student’s identity.

References (APA 7th Edition)

Choi, J., & Kim, S. (2018). Physics in Korean traditional games: Understanding force and motion through Ddakji. Seoul: Korean Education Press.

Hall, T., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom: Practical applications. New York, NY: Guilford Press.

National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.

Newton, I. (1687). Philosophiæ naturalis principia mathematica (3rd ed.). London, UK: Royal Society.

Southerland, S. A., Abrams, E., Cummins, C. L., Anzelmo, J., & Silva, P. (2011). Culturally responsive science teaching: A review of strategies for diverse learners. Journal of Science Teacher Education, 22(3), 195–217. https://doi.org/10.1007/s10972-010-9203-5