Standards
Next Generation Science Standards (NGSS)
This lesson is building toward:
PERFORMANCE EXPECTATION (PE)
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.]
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.]
K-ESS2-1
Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of the qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm): examples of quantitative observations could include number of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations is limited to whole numbers and relative measures such as warmer/colder.]
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
SCIENCE AND ENGINEERING PRACTICES (SEP)
Planning and Carrying Out Investigations
- With guidance, plan and conduct an investigation in collaboration with peers.
Analyzing and Interpreting Data
- Use and share pictures, drawings, and/or writings of observations.
Asking Questions and Defining Problems
- Ask questions based on observations to find more information about the natural and/or designed world(s).
Obtaining, Evaluating, and Communicating Information
- Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and or/design ideas.
- Obtain information using various texts, text features (e.g., heading, tables of contents, glossaries, electronic menus, icons) and other media that will be useful in answering a scientific question and/or supporting a scientific claim.
DISCIPLINARY CORE IDEAS (DCI)
PS2.A: Forces and Motion
- Pushes and pulls can have different strengths and directions.
PS3.C: Relationship Between Energy and Forces
- A bigger push or pull makes things speed up or slow down more quickly.
ESS2.D: Weather and Climate
- Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
CROSSCUTTING CONCEPTS (CCC)
Cause and Effect
- Simple tests can be designed to gather evidence to support or refute student ideas about causes.
Patterns
- Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
“Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced for noncommercial purposes and used by other parties with this attribution. If the original material is altered in any way, the attribution must state that the material is adapted from the original. All other rights reserved.
Common Core State Standards (CCSS)
CCSS ELA READING
CCSS.ELA-LITERACY.R1.K.1
With prompting and support, ask and answer questions about key details in a text.
With prompting and support, ask and answer questions about key details in a text.
CCSS ELA SPEAKING & LISTENING
CCSS.ELA-LITERACY.SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
CCSS MATH PRACTICES
CCSS MP2
Reason abstractly and quantitatively.
Reason abstractly and quantitatively.
CCSS MATH MEASUREMENT AND DATA
CCSS.Math.K.MD.A.1
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
CCSS.Math.K.MD.A.2
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.
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.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
California English Language Development (ELD) Standards
CA ELD
Part I.K.12a,b: Part I.K.12a,b Selecting and applying varied and precise vocabulary and other language resources.
EMERGING
EXPANDING
BRIDGING
a) Retell texts and recount experiences using a select set of keywords.
b) Use a select number of general academic and domain-specific words to add detail (e.g., adding the word spicy to describe a favorite food, using the word larva when explaining insect metamorphosis) while speaking and composing.
b) Use a select number of general academic and domain-specific words to add detail (e.g., adding the word spicy to describe a favorite food, using the word larva when explaining insect metamorphosis) while speaking and composing.
a) Retell texts and recount experiences using complete sentences and keywords.
b) Use a growing number of general academic and domain-specific words in order to add detail or to create shades of meaning (e.g., using the word scurry versus run) while speaking and composing.
b) Use a growing number of general academic and domain-specific words in order to add detail or to create shades of meaning (e.g., using the word scurry versus run) while speaking and composing.
a) Retell texts and recount experiences using increasingly detailed complete sentences and keywords.
b) Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language to create an effect (e.g., using the word suddenly to signal a change) or to create shades of meaning (e.g., The cat’s fur was as white as snow.) while speaking and composing.
b) Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and non-literal language to create an effect (e.g., using the word suddenly to signal a change) or to create shades of meaning (e.g., The cat’s fur was as white as snow.) while speaking and composing.
In addition to the standard above, you may find that you touch on the following standards in this lesson as well:
P1.K.1 Exchanging information and ideas via oral communication and conversations
P1.K.2 Interacting with written English (print and multimedia)
P1.K.5 Listening actively and asking or answering questions about what was heard
P1.K.1 Exchanging information and ideas via oral communication and conversations
P1.K.2 Interacting with written English (print and multimedia)
P1.K.5 Listening actively and asking or answering questions about what was heard
© 2014 by the California Department of Education All rights reserved.