Below are the Disciplinary Core Idea (DCI) Aligned Instructional Focus Statements (IFSs) published by the SC Department of Education in the appendix of the Performance Target Document for Kindergarten.
Key Notes:
Kindergarten Scope: While the original appendix includes prior and future learning, only Kindergarten IFSs are listed below. Teachers are encouraged to view the IFSs in the doc to see the progression of a DCI across grade levels.
Repetitions: IFSs that apply to multiple Performance Expectations (PEs) will appear under each relevant section. (In these cases, the related PE will be noted in parentheses.)
Instructional context: Use these statements alongside the associated Science and Engineering Practices (SEPs) and Crosscutting Concepts (CCCs) to guide your instruction.
Select a Performance Expectation below to read the statements.
PS2.A: Forces and Motion
Recognize that pushes and pulls can vary in strength and direction. (K-PS2-2)
Demonstrate how a push or pull can cause observable changes in an object’s motion, including starting, stopping, or changing speed or direction. (K-PS2-2)
PS2.B: Types of Interactions
Recognize that touching or colliding objects push on each other.
Describe how contact pushes can cause observable changes in an object’s motion.
Extended Knowledge
Recognize magnetic interactions occur without contact.
PS3.C: Relationship Between Energy and Forces
Describe that a stronger push or pull makes an object speed up or slow down more quickly.
Compare how an object’s motion changes after gentle versus strong pushes or pulls using qualitative terms.
Describe how a push or pull during contact can change an object’s direction or stop its motion.
Extended Knowledge
Recognize that during a collision, some energy is transferred to the air as sound or heat, while other energy transfer changes the objects’ motion.
PS2.A: Forces and Motion
Recognize that pushes and pulls can vary in strength and direction. (K-PS2-1)
Demonstrate how a push or pull can cause observable changes in an object’s motion, including starting, stopping, or changing speed or direction. (K-PS2-1)
ETS1.A: Defining and Delimiting an Engineering Problem
Recognize a classroom situation people want to change as an engineering problem with more than one acceptable solution. (K-ESS3-2, K-ESS3-3)
Classify information from observations as “needs” or “wants” for the problem. (K-ESS3-2, K-ESS3-3)
Explain, using age-appropriate academic language, what the solution should do, not how to build it. (K-ESS3-2, K-ESS3-3)
Extended Knowledge
Name a real‑world problem that could be solved in more than one way. (K-ESS3-2, K-ESS3-3)
Identify one way two different simple solutions meet the same need. (K-ESS3-2, K-ESS3-3)
ETS2.A: Interdependence of Science, Engineering, and Technology
Select a classroom tool that helps obtain/measure clearer information for the stated question. (K-PS3-2, K-ESS3-2)
Sort tools by what kind of information they give for the same question. (-PS3-2, K-ESS3-2)
Connect how a selected tool makes the observation or measurement more clear than not using a tool. (K-PS3-2, K-ESS3-2)
Justify which tool is the better fit for the question and give one simple reason. (K-PS3-2, K-ESS3-2)
Extended Knowledge
Recognize one non-classroom tool (for example smoke detector, thermal camera) and match it to the kind of question it helps answer in the real world. (K-PS3-2, K-ESS3-2)
Identify a real instrument used for sky watching (for example telescope, all-sky camera) and explain the pattern type it helps reveal (position, timing, brightness). (K-PS3-2, K-ESS3-2)
PS3.B: Conservation of Energy and Energy Transfer
Describe that sunlight causes Earth’s surface (sand, soil, rocks, water) to become warmer using familiar examples. (K-PS3-2)
Compare the same surface in sunlight and shade using qualitative terms such as warmer and cooler. (K-PS3-2)
Identify shade as a way to reduce warming of a surface by sunlight. (K-PS3-2)
Extended Knowledge
Recognize that sunlight is a form of energy that can warm objects and surfaces. (K-PS3-2)
PS3.B: Conservation of Energy and Energy Transfer
Describe that sunlight causes Earth’s surface (sand, soil, rocks, water) to become warmer using familiar examples. (K-PS3-1)
Compare the same surface in sunlight and shade using qualitative terms such as warmer and cooler. (K-PS3-1)
Identify shade as a way to reduce warming of a surface by sunlight. (K-PS3-1)
Extended Knowledge
Recognize that sunlight is a form of energy that can warm objects and surfaces. (K-PS3-1)
ETS1.B: Developing Possible Solutions
Represent a solution design with a simple sketch, drawing, or model.
Explain what the representation shows the solution will do.
Recognize a label or part that would help others understand the solution design.
Extended Knowledge
Identify one feature in the representation that helps the solution meet the need.
Identify one small change to the representation that would make the solution more clear.
ETS2.A: Interdependence of Science, Engineering, and Technology
Select a classroom tool that helps obtain/measure clearer information for the stated question. (K-PS2-2, K-ESS3-2)
Sort tools by what kind of information they give for the same question. (K-PS2-2, K-ESS3-2)
Connect how a selected tool makes the observation or measurement more clear than not using a tool. (K-PS2-2, K-ESS3-2)
Justify which tool is the better fit for the question and give one simple reason. (K-PS2-2, K-ESS3-2)
Extended Knowledge
Recognize one non-classroom tool (for example smoke detector, thermal camera) and match it to the kind of question it helps answer in the real world. (K-PS2-2, K-ESS3-2)
Identify a real instrument used for sky watching (for example telescope, all-sky camera) and explain the pattern type it helps reveal (position, timing, brightness). (K-PS2-2, K-ESS3-2)
LS1.C: Organization for Matter and Energy Flow in Organisms
Identify what plants need to live and grow. • Identify what animals need to live and grow.
Distinguish where animals obtain food (plants, animals, or both).
Identify simple patterns in what different animals eat.
Extended Knowledge
Recognize that plants in different places may grow differently depending on light or water.
Identify everyday foods as plant‑ or animal‑derived.
ESS2.D: Weather and Climate
Identify local weather conditions, including sunlight, wind, rain, snow, and temperature.
Describe weather conditions using simple, observable terms such as sunny, rainy, windy, hot, or cold.
Record and compare weather conditions from one day to another to identify patterns over time.
Describe repeating weather patterns based on shared observations.
Extended Knowledge
Understand that some types of weather happen more often than others over time.
ESS2.E: Biogeology
Identify that plants and animals need food, water, air, and space to live.
Describe ways plants change their surroundings to meet their needs, such as growing roots or leaves.
Describe ways animals change their surroundings to meet their needs, such as building nests, burrows, or shelters.
Extended Knowledge
Understand that the same environment can support many different living things.
Recognize that changes made by plants or animals can affect other living things nearby.
ESS3.C: Human Impacts on Earth Systems
Identify that some things people do can change land, water, air, or living things. (K-ESS3-3)
Identify examples of human activities that can affect the world around them. (K-ESS3-3)
Describe simple actions people can take to reduce how much they change their surroundings. (K-ESS3-3)
Communicate simple solutions that help protect land, water, air, or living things. (K-ESS3-3)
Extended Knowledge
Understand that people share environments with plants and animals. (K-ESS3-3)
Recognize that caring for places can help living things live there. (K-ESS3-3)
ESS3.A: Natural Resources
Identify that plants, animals, and humans have basic needs such as water, air, food, and space.
Identify resources in different places that help meet the needs of plants, animals, and humans.
Extended Knowledge
Recognize that different living things may need different kinds of resources.
ESS3.B: Natural Hazards
Identify examples of severe weather that can occur where students live, such as strong storms or heavy rain.
Describe how severe weather can affect people and communities.
Describe that weather forecasts help people prepare for and respond to severe weather.
Extended Knowledge
Recognize that severe weather does not happen every day but can follow patterns over time.
Identify that people use weather information to stay aware of changing conditions.
ETS1.A: Defining and Delimiting an Engineering Problem
Recognize a classroom situation people want to change as an engineering problem with more than one acceptable solution. (K-PS2-2, K-ESS3-3)
Classify information from observations as “needs” or “wants” for the problem. (K-PS2-2, K-ESS3-3)
Explain, using age-appropriate academic language, what the solution should do, not how to build it. (K-PS2-2, K-ESS3-3)
Extended Knowledge
Name a real‑world problem that could be solved in more than one way. (K-PS2-2, K-ESS3-3)
Identify one way two different simple solutions meet the same need. (K-PS2-2, K-ESS3-3)
ETS2.A: Interdependence of Science, Engineering, and Technology
Select a classroom tool that helps obtain/measure clearer information for the stated question. (K-PS2-2, K-PS3-2)
Sort tools by what kind of information they give for the same question. (K-PS2-2, K-PS3-2)
Connect how a selected tool makes the observation or measurement more clear than not using a tool. (K-PS2-2, K-PS3-2)
Justify which tool is the better fit for the question and give one simple reason. (K-PS2-2, K-PS3-2
Extended Knowledge
Recognize one non-classroom tool (for example smoke detector, thermal camera) and match it to the kind of question it helps answer in the real world. (K-PS2-2, K-PS3-2)
Identify a real instrument used for sky watching (for example telescope, all-sky camera) and explain the pattern type it helps reveal (position, timing, brightness). (K-PS2-2, K-PS3-2)
ESS3.C: Human Impacts on Earth Systems
Identify that some things people do can change land, water, air, or living things. (K-ESS2-2)
Identify examples of human activities that can affect the world around them. (K-ESS2-2)
Describe simple actions people can take to reduce how much they change their surroundings. (K-ESS2-2)
Communicate simple solutions that help protect land, water, air, or living things. (K-ESS2-2)
Extended Knowledge
Understand that people share environments with plants and animals. (K-ESS2-2)
Recognize that caring for places can help living things live there. (K-ESS2-2)
ETS1.A: Defining and Delimiting an Engineering Problem
Recognize a classroom situation people want to change as an engineering problem with more than one acceptable solution. (K-PS2-2, K-ESS3-2)
Classify information from observations as “needs” or “wants” for the problem. (K-PS2-2, K-ESS3-2)
Explain, using age-appropriate academic language, what the solution should do, not how to build it. (K-PS2-2, K-ESS3-2)
Extended Knowledge
Name a real‑world problem that could be solved in more than one way. (K-PS2-2, K-ESS3-2)
Identify one way two different simple solutions meet the same need. (K-PS2-2, K-ESS3-2)