# SCI-00 "I can ... statements"

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### S

#### SCI-00.PS2.01

Kindergarten (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.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can compare what happens when objects are pushed and pulled.
• I can explain what happens when objects are pushed and pulled in differently.

### Skills (Performance) Targets

• I can plan and do my own investigation on objects being pushed or pulled.
• I can pull and push objects to make them move.

• I can

## Proficiency Scale

##### 1 Beginning
• with guidance, conduct an investigation of pushes and pulls on the motions of an object.
• pull and push objects to make them move.
##### 2 Developing
• with guidance, conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motions of an object.
• pull and push objects to make them move and explain what happened.
##### 3 Proficient
• 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.
• compare what happens when objects are pushed and pulled.
• explain what happens when objects are pushed and pulled in differently.
• plan and do their own investigation on objects being pushed or pulled.
• demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.

## Resources

• push
• pull
• direction
• collide
• motion
• speed
• compare
• effect

### Websites

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

#### SCI-00.PS2.02

Kindergarten (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.

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 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.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

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

# 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

Kindergarten (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.

## Student Learning Targets:

• I can

### Reasoning Targets

• I can determine the effect of sunlight on Earth’s surface.

### Skills (Performance) Targets

• I can observe and explain how sunlight changes the earth’s surface.
• I can answer questions about how sunlight changes the earth’s surface.

• I can

## Proficiency Scale

##### 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).
• make observations about the effect of sunlight on Earth’s surface.
• observe how sunlight changes the earth’s surface.
##### 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).
• make observations and answer questions on the effect of sunlight on Earth’s surface.
• observe and answer questions about how sunlight changes the earth’s surface.
##### 3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• make observations to determine the effect of sunlight on Earth’s surface.
• observe and explain how sunlight changes the earth’s surface.
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• warmer
• cooler
• evaporation
• surface
• sunny
• observation
• effect
• record
• data
• heat

### Websites

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

#### SCI-00.PS3.02

Kindergarten (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.

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 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
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

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

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