Science (CA NGSS) Standards
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Standard Identifier: K-PS2-2
Grade:
K
Disciplinary Core Idea:
PS2.A: Forces and Motion, PS2.B: Types of Interactions, ETS1.A: Defining and Delimiting Engineering Problems
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Physical Science
Title: K-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: 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.]
Disciplinary Core Idea(s):
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. PS2.B: Types of Interactions When objects touch or collide, they push on one another and can change motion. ETS1.A: Defining and Delimiting 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. (secondary to K-PS2-2)
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data from tests of an object or tool to determine if it works as intended.
Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.K.1: With prompting and support, ask and answer questions about key details in a text. SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
DCI Connections:
Connections to other DCIs in kindergarten: K.ETS1.A; K.ETS1.B Articulation across grade-levels: 2.ETS1.B; 3.PS2.A; 4.ETS1.A
Performance Expectation: 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.]
Disciplinary Core Idea(s):
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. PS2.B: Types of Interactions When objects touch or collide, they push on one another and can change motion. ETS1.A: Defining and Delimiting 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. (secondary to K-PS2-2)
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data from tests of an object or tool to determine if it works as intended.
Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.K.1: With prompting and support, ask and answer questions about key details in a text. SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
DCI Connections:
Connections to other DCIs in kindergarten: K.ETS1.A; K.ETS1.B Articulation across grade-levels: 2.ETS1.B; 3.PS2.A; 4.ETS1.A
Standard Identifier: HS-PS1-1
Grade Range:
9–12
Disciplinary Core Idea:
PS1.A: Structure and Properties of Matter, PS2.B: Types of Interactions
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Physical Science
Title: HS-PS1 Matter and Its Interactions
Performance Expectation: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. PS2.B: Types of Interactions Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (secondary to HS-PS1-1)
Science & Engineering Practices: Developing and Using Models Use a model to predict the relationships between systems or between components of a system.
Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
DCI Connections:
Connections to other DCIs in this grade-band: HS.LS1.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B
Performance Expectation: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. PS2.B: Types of Interactions Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (secondary to HS-PS1-1)
Science & Engineering Practices: Developing and Using Models Use a model to predict the relationships between systems or between components of a system.
Crosscutting Concepts: Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
DCI Connections:
Connections to other DCIs in this grade-band: HS.LS1.C Articulation across grade-bands: MS.PS1.A; MS.PS1.B
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