explain how pushes and pulls can start, stop, or change the speed or direction of an object's motion; and
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
explain how pushes and pulls can start, stop, or change the speed or direction of an object's motion; and
plan and conduct a descriptive investigation that predicts how pushes and pulls can start, stop, or change the speed or direction of an object's motion.
plan and conduct a descriptive investigation to demonstrate how the strength of a push and pull changes an object's motion.
plan and conduct a descriptive investigation to demonstrate and explain how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons.
Patterns are regular sequences that can be found throughout nature.
The relative strength of a push or pull is related to how far an object moves (pattern), and the direction of a push or pull determines the direction in which an object moves (pattern).
Cause-and-effect relationships are relationships between two or more variables or phenomena whereby one variable or event leads to a predictable response. Events have causes—sometimes simple, sometimes multi-faceted.
As pushes or pulls are applied (cause), an object's motion changes (effect).
Stability describes a system that does not change at the observed scale. In a stable system, a small disturbance will die out and the system will return to a stable state. Change in the system can come from modifying a factor or condition.
Objects remain in an unchanging, stable state of motion. Modifying a condition or factor (a push or a pull to the object) can cause the object to start, stop, or change its motion.
Math.1.1.G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
ELAR.1.1.C share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language
ELAR.1.6.G evaluate details to determine what is most important with adult assistance
ELAR.1.6.H synthesize information to create new understanding with adult assistance
ELAR.1.7.C use text evidence to support an appropriate response