K-PS2-1   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.  [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.] [Assessment Boundary: 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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Scientific Investigations Use a Variety of Methods

• Scientists use different ways to study the world.

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in kindergarten:

N/A

Common Core State Standards Connections:

K-PS2-1   Motion and Stability: Forces and Interactions er

Students who demonstrate understanding can:

K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.  [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.] [Assessment Boundary: 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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Scientific Investigations Use a Variety of Methods

• Scientists use different ways to study the world.

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in kindergarten:

N/A

Common Core State Standards Connections:

 W.K.7 ELA/Literacy - Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1) Mathematics - Reason abstractly and quantitatively. (K-PS2-1) Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-PS2-1) Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-PS2-1)

K-PS2-1   Motion and Stability: Forces and Interactions er

Students who demonstrate understanding can:

K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.  [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.] [Assessment Boundary: 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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Scientific Investigations Use a Variety of Methods

• Scientists use different ways to study the world.

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in kindergarten:

N/A

Common Core State Standards Connections:

 W.K.7 ELA/Literacy - Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1) Mathematics - Reason abstractly and quantitatively. (K-PS2-1) Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-PS2-1) Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-PS2-1)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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