• 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. (K-PS2-1)
• 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. (K-PS2-2)

• Pushes and pulls can have different strengths and directions. (K)

• Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (K-2)

• Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. (K-2)
  • Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-1)

• Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. (K-2)
  • Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (1-2)
  • Use materials to design a device that solves a specific problem or a solution to a specific problem. (1)

• Planning 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. (K-2)
  • With guidance, plan and conduct an investigation in collaboration with peers. (K)

• K-2: 4F/P1. Things move in many different ways, such as straight, zigzag, round and round, back and forth, and fast and slow.
• K-2: 4F/P2. The way to change how something is moving is to give it a push or a pull.
• 3-5: 4F/E1a. Changes in speed or direction of motion are caused by forces.

• K-2: 12C/P4. Measure the length in whole units of objects using rulers and tape measures.

• K-2: 12D/P1. Describe and compare real-world objects in terms of number, shape, texture, size, weight, color, and motion.

• K-2: 12E/P1. Ask "How do you know?" in appropriate situations and attempt reasonable answers when others ask the same question.

• 2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

• K-4: Position & Motion of Objects

In this inquiry-based lesson plan for grades K-2,  students record data as they roll different objects down a ramp whose height is variable.  It is the first of a two-part lesson on ramps and their mechanical advantages.

• Physical Sciences K-8 Motion in One Dimension Unit

This inquiry-based lesson for grades K-2 is similar to Galileo's classic experiment with inclined planes.  Children roll spherical objects of different masses down ramps of varying heights.  As they record data, they are building a conceptual base for understanding the constant nature of acceleration due to gravity.  See the item below for Part 2 of the lesson.

• Physical Sciences K-8 Velocity and Acceleration Unit