K.PS.3 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. (1) Students need to understand the difference between a push and pull. (2) Understand what happen when different strengths are applied to an object. (3) Understand what happens on the motion of an object with push/pull motion. (4) Examples of pushes or pulls could include a string attached to an object being motion – any movement or change in position or time push/pull – direction that an object can go when force is applied and Effect PS2.A: Forces and Motion PS2.B: Types of Interactions
Earth and Space Science 2016 Indiana Academic Standards Clarifying Statements Vocabulary Crosscutting Concepts Disciplinary Core Idea K.ESS.1 Make observations to determine the effect of sunlight on Earth’s surface and use tools and materials to design and build a structure to reduce the warming effect on Earth's surface. (1) Understand that the sun’s energy (light) heats the Earth. (2) Students will create something that will block the sun’s energy (sunlight) that reduces the warming effect on Earth’s surface. (3) Examples of Earth’s surface could include sand, soil, rocks, and water. (4) Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun. sunlight – energy that is put off by the sun that creates a heating effect warming effect – Earth heating up due to the sun’s energy (sunlight) and Effect Interdependence of Science, Engineering, and Technology Influence of Engineering, Technology, and Science on Society and the Natural World ESS1.B: Earth and the Solar System PS3.B: Conservation of Energy and Energy Transfer
Engineering 2016 Indiana Academic Standards Clarifying Statements Vocabulary Crosscutting Concepts Disciplinary Core Ideas K-2.E.1 Pose questions, make observations, and obtain information about a situation people want to change. Use this data to define a simple problem that can be solved through the construction of a new or improved object or tool. Collaborate across K-2 grade levels to ensure that the standard is adequately instructed over the course of three years. (1) Explore situations that people want to change through questions, observations, and information. (2) Use data that is age-appropriate to define a simple problem. (3) Construct a new or improve an object or tool. observation – action or process of observing something or someone carefully or in order to gain information situation – a set of circumstances in which one finds oneself data – facts and statistics collected together for reference and analysis construction – to build or form by putting together parts ETS1.A: Defining and Delimiting Engineering Problems K-2.E.2 Develop a simple sketch, drawing, or physical to illustrate and investigate how the shape of an object helps it function as needed to solve an identified problem. Collaborate across K-2 grade levels to ensure that the standard is adequately instructed over the course of three years. (1) Explore how the shape of an object helps it function to solve a problem. sketch – a rough design, plan, or draft drawing – graphic representation physical model – physical copy of an object Structure and Function ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution