---
title: "Science Kindergarten"
url: "https://books.hrgrvs.net/2/standards/80/science-kindergarten"
---

# Kindergarten Science

## K. Forces and Interactions: Pushes and Pulls
### 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 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.]

## K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment

Students who demonstrate understanding can:
### K-LS1-1
Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples
of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of
animals; the requirement of plants to have light; and, that all living things need water.]
### K-ESS2-2
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their
needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to
hide its food and tree roots can break concrete, or local plant and animal observations.]
### K-ESS3-1
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
[Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas;
and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system. Explain the
characteristics of the model and the relationships.]
### K-ESS3-3
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local
environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using
resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]

## K. Weather and Climate
Students who demonstrate understanding can:
### K-PS3-1
Make observations to determine the effect of sunlight on Earth’s surface. [Clarification Statement: Local observation of duration of
sunlight. Examples of Earth’s surface could include sand, soil, rocks, and water.] [Assessment Boundary: Assessment of temperature is limited
to relative measures such as warmer/cooler.]
### K-PS3-2
Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification
Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun. Explain the
characteristics of the structure and their effect on the temperature.]
### K-ESS2-1
Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative
observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations
could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning
than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of
quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]
### K-ESS3-2
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.*
[Clarification Statement: Emphasis is on local forms of severe weather.]