K-PS2-2   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

K-PS2-2.Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [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.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]
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

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Disciplinary Core Ideas

PS2.A: Forces and Motion

ETS1.A: Defining Engineering Problems

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in kindergarten:

K.ETS1.A ; K.ETS1.B

Articulation of DCIs across grade-levels:

2.ETS1.B; 3.PS2.A ; 4.PS3.A ; 4.EST1.A

Common Core State Standards Connections:

ELA/Literacy -
RI.K.1With prompting and support, ask and answer questions about key details in a text. (K-PS2-2)
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-PS2-2)

K-PS2-2   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

K-PS2-2.Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [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.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]
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

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Disciplinary Core Ideas

PS2.A: Forces and Motion

ETS1.A: Defining Engineering Problems

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in kindergarten:

K.ETS1.A ; K.ETS1.B

Articulation of DCIs across grade-levels:

2.ETS1.B; 3.PS2.A ; 4.PS3.A ; 4.EST1.A

Common Core State Standards Connections:

ELA/Literacy -
RI.K.1With prompting and support, ask and answer questions about key details in a text. (K-PS2-2)
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-PS2-2)

K-PS2-2   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

K-PS2-2.Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [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.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]
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

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Disciplinary Core Ideas

PS2.A: Forces and Motion

ETS1.A: Defining Engineering Problems

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in kindergarten:

K.ETS1.A ; K.ETS1.B

Articulation of DCIs across grade-levels:

2.ETS1.B; 3.PS2.A ; 4.PS3.A ; 4.EST1.A

Common Core State Standards Connections:

ELA/Literacy -
RI.K.1With prompting and support, ask and answer questions about key details in a text. (K-PS2-2)
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-PS2-2)

* 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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Related Evidence Statements
K-PS2-2-1 Evidence Statements
Related Quality Units
Kindergarten: Great Minds: Pushes and Pulls
Related Example Bundles
Kindergarten Thematic Model: Bundle 3
Kindergarten Topic Model: Bundle 1

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...