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Push and Pull Kindergarten Unit NGSS K-PS2-1 and K-PS2-2

K, Homeschool
Subjects
Standards
Resource Type
Formats Included
• Zip
Pages
27 pages

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Description

This Push and Pull Kindergarten Science Unit is full of great hands-on activities to learn about force and motion. Students will plan an investigation to see if they can change the speed or distance of an object they have pushed or pulled. Sorting cards and labs with simple household materials will make this an easy-to-use for kindergarten science, aligned with the DCI: Motion and Stability: Forces and Interactions.

Aligned with NGSS and Utah SEEd for Kindergarten.

Motion and Stability: Forces and Interactions

NGSS 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 to change the direction of an object.

Utah SEED Standard K.3.1 Plan and conduct an investigation to compare the effects of different strengths or different directions of forces on the motion of an object. Emphasize forces as a push and pull on an object. The idea of strength should be kept separate from the idea of direction. Non-contact forces, such as magnets and static electricity, will be taught in Grades 3 through 5. (PS2.A, PS2.B, PS2.C, PS3.C)

Standard K.3.2 Analyze data to determine how a design solution causes a change in the speed or direction of an object with a push or a pull. Define the problem by asking questions and gathering information, convey designs through sketches, drawings, or physical models, and compare and test designs. Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, or knockdown other objects. (PS2.A, PS2.B, PS2.C, PS3.C, ETS1.A, ETS1.B, ETS1.C)

Purchase the year-long Utah SEEd Kindergarten Bundle and save 20%

Purchase the Year-long NGSS Kindergarten Bundle and save 20%

* My resources are secure and not editable for copyright reasons.

These resources are created by Lynda R. Williams at Teaching Science

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Please see my other great resources for kindergarten science:

Living Things and What They Need K-LS1-1, K-ESS3-1 and K-ESS2-2

Sun and Shade Kindergarten NGSS K-PS3-1 and K-PS3-2

Weather Activities for Kindergarten NGSS K-ESS2-1 and K-ESS3-2

Total Pages
27 pages
Included
Teaching Duration
1 Week
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Standards

to see state-specific standards (only available in the US).
NGSSK-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. 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 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.
NGSSK-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. 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 does not include friction as a mechanism for change in speed.