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Explore Our Phenomenal World

In this Unit Make Things Move

Module Forces and Motion Lesson 1 Pushes and PullsLesson 2 Direction and Speed Lesson 3 When Objects Collide

Unit 1 Living ThingsModulePlants and Animals

Unit 2 Our Changing WorldModulesChanges to the Environment Protect Earth

Unit 3 Weather and the SunModulesWeatherThe Sun and Earth’s Surface

Teacher’s EditionKindergarten • Unit 4

Make Things MoveSAMPLE ONLY

Next Generation Science Standards

MODULE: Forces and Motion

K-PS2 Motion and Stability: Forces and Interactions

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.]

10, 13, 22, 23, 34–35, 45–46Teacher’s Edition Only: 29

 Science and Engineering Practices

Planning and Carrying Out InvestigationsPlanning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • With guidance, plan and conduct an investigation in collaboration with peers. (K-PS2-1)

40–42, 45–46Teacher Edition Only: 34–35

Connections to the Nature of Science Scientific Investigations Use a Variety of Methods Scientists use different ways to study the world. (K-PS2-1)

10, 13–14, 16–17, 22, 23, 25–27, 28–29, 34–35, 38–39, 40–42

 Disciplinary Core Ideas

PS2.A: Forces and Motion• Pushes and pulls can have different strengths and directions. (K-PS2-1)• Pushing or pulling on an object can change the speed or direction of its motion and

can start or stop it. (K-PS2-1)

10, 15, 16–17, 22, 23, 25–27, 28–29, 38–39

Teacher Edition Only: 6, 20, 29, 32

Performance Expectations at a GlanceIn this unit, students will discover and practice the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts needed to perform the following Performance Expectations.

Correlations by Module to the NGSS

Performance Expectations MODULE: Forces and Motion

K-PS2-1

K-PS2-2

K-2-ETS1-1

Inquiry activities are in italics.Tviii Correlations

Crosscutting Concepts

Cause and Effect• Simple tests can be designed to gather evidence to support or refute student ideas

about causes. K-PS2-1

14, 17, 22, 23, 35Teacher Edition Only: 26, 29, 39

K-PS2 Motion and Stability: Forces and Interactions

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.]

16–17, 25–27, 45–46

Science and Engineering Practices

Analyzing and Interpreting DataAnalyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.• Analyze data from tests of an object or tool to determine if it works as intended.

(K-PS2-2)

10, 14, 22, 27, 29, 35, 39, 42Teacher Edition Only: 46

Disciplinary Core Ideas

PS2.A: Forces and Motion• Pushes and pulls can have different strengths and directions. (K-PS2-2)• Pushing or pulling on an object can change the speed or direction of its motion and

can start or stop it. (K-PS2-2)

10, 15, 16–17, 22, 23, 25–27, 38–39Teacher Edition Only: 8, 20, 32

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. (secondary to K-PS2-2)

4, 45–46Teacher Edition Only: 20

Crosscutting Concepts

Cause and Effect• Simple tests can be designed to gather evidence to support or refute student ideas

about causes. (K-PS2-2)

14, 17, 22, 23, 35Teacher Edition Only: 26, 29, 39

Continued from previous page.

Disciplinary Core Ideas

PS2.B: Types of Interactions• When objects touch or collide, they push on one another and can change motion.

(K-PS2-1)

10, 15, 22, 35, 38–39 Teacher Edition Only: 8, 20, 32

PS3.C: Relationship Between Energy and Forces• A bigger push or pull makes things speed up or slow down more quickly. (secondary

to K-PS2-1)

13, 16–17, 23, 25–27Teacher Edition Only: 8, 20, 32

Inquiry activities are in italics.

Correlations Tix

Next Generation Science Standards

K-2-ETS1 Engineering Design

K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

4, 45–46

 Science and Engineering Practices

Asking Questions and Defining Problems Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions• Ask questions based on observations to find more information about the natural and/

or designed world(s). (K–2-ETS1-1)• Define a simple problem that can be solved through the development of a new or

improved object or tool. (K–2-ETS1-1)

9, 40, 45–46

 Disciplinary Core Ideas

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. (K–2-ETS1-1)• Asking questions, making observations, and gathering information are helpful in

thinking about problems. (K–2-ETS1-1)• Before beginning to design a solution, it is important to clearly understand the

problem. (K–2-ETS1-1)

40, 45–46

Other Correlations

CCSS Math Connections

MP.2 pp. 10, 14, 26–27

K.MD.A.1 pp. 10, 28–29

K.MD.A.2 10, 26

K.G.1 22

ELD Connections

ELD.PI.K.1 Teacher’s Edition Only: 39, 44

ELD.PI.K.3 Teacher’s Edition Only: 14, 30

ELD.PI.K.5 Teacher’s Edition Only: 26

ELD.PI.K.12 Teacher’s Edition Only: 17

Inquiry activities are in italics.

Tx Correlations

CCSS ELA/Literacy Connections

L.K.5b 12

L.K.5c 9

RI.K.1 4–5, 11, 12, 24, 36

RI.K.2 15, 24

RI.K.3 15

RI.K.7 15

RI.K.10a 7, 19, 31, 37

RI.K.10b 3, 9, 11, 15, 21, 24, 33, 36

ALSO INTEGRATES:

SEP Developing and Using Models 16–17, 45–46

SEP Constructing Explanations and Designing Solutions 10, 14, 27, 45–46

History-Social Science Content Connections Teacher’s Edition Only: 43

Continued from previous page.

Inquiry activities are in italics.

Correlations Txi