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[PS] PHYSICAL SCIENCE

SCI-00.PS2.01

Physical Science LogoKindergarten (SCI) Science Expectation
[PS2] Motion and Stability: Forces and Interaction

SCI-00.PS2.01 Conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

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.

Disciplinary Core Ideas
PS2.A: Forces and Motion Pushes and pulls can have different strengths and directions. Pushing and pulling an object can change the speed or direction of its motion and can start or stop it
PS2.B: Types of Interactions When objects touch or collide, they push one another and can change motion.
PS3.C: Relationship between Energy and Forces A bigger push or pull makes things speed up or slow down more quickly.

proficiency scale iconProficiency Scale

SCI-00.PS2.02

Physical Science LogoKindergarten (SCI) Science Standards
[PS2] Motion and Stability: Forces and Interaction

SCI-00.PS2.02 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.
Disciplinary Core Ideas
PS2.A: Forces and Motion -Pushes and pulls can have different strengths and directions. -Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it.
ETS1.A: Defining Engineering Problems -A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • 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.
  • demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-00.PS3

BPSS-SCI logo DCI Physical Science PS3

Energy

Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

  • What happens if you push or pull an object harder?
  • Where do animals live and why do they live there?
  • What is the weather like today?
  • How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

SCI-00.PS3.01

Physical Science LogoKindergarten (SCI) Science Standards
[PS3] Energy

SCI-00.PS3.01 Make observations to determine the effect of sunlight on Earth’s surface.

Clarification Statement: Sunlight warms the Earth's surface (e.g. sand, soil, rocks, or water).
Disciplinary Core Ideas
PS3.B: Conservation of Energy and Energy Transfer -Sunlight warms Earth’s surface.

proficiency scale iconProficiency Scale

SCI-00.PS3.02

Physical Science LogoKindergarten (SCI) Science Standards
[PS3] Energy

SCI-00.PS3.02 Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.

Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.
Disciplinary Core Ideas
PS3.B: Conservation of Energy and Energy Transfer -Sunlight warms Earth’s surface.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.
  • demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

PRIORITIZED EXPECTATION

SCI-00.ESS2

BPSS-SCI logo DCI Earth Space Science ESS2

Earth's Systems

Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

  • What happens if you push or pull an object harder?
  • Where do animals live and why do they live there?
  • What is the weather like today?
  • How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

SCI-00.ESS2.01

Earth Space Science LogoKindergarten (SCI) Science Standards
[ESS2] Earth's Systems

SCI-00.ESS2.01 Use and share observations of local weather conditions to describe patterns over time.

Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers 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.
Disciplinary Core Ideas
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.

proficiency scale iconProficiency Scale

SCI-00.ESS3

BPSS-SCI logo DCI Earth Space Science ESS3

Earth and Human Activity

Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

  • What happens if you push or pull an object harder?
  • Where do animals live and why do they live there?
  • What is the weather like today?
  • How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

SCI-00.ESS3.01

Earth Space Science LogoKindergarten (SCI) Science Standards
[ESS3] Earth and Human Activity

SCI-00.ESS3.01 Represent the relationship between the needs of different plants and animals (including humans) and the places they live using a model.

Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.
Disciplinary Core Ideas
ESS3.A: Natural Resources -Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.

proficiency scale iconProficiency Scale

SCI-00.LS1

BPSS-SCI logo DCI Life Science LS1

From Molecules to Organisms:
Structures and Processes

Performance Expectations

The performance expectations in kindergarten help students formulate answers to questions such as:

  • What happens if you push or pull an object harder?
  • Where do animals live and why do they live there?
  • What is the weather like today?
  • How is it different from yesterday?"

Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.  Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

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