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.
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.
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.
Patterns of change in an object's motion form based on the amount of force applied.
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.
Pushes and pulls can cause changes in an object's motion (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.A apply mathematics to problems arising in everyday life, society, and the workplace
Math.1.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
ELAR.1.13.A generate questions for formal and informal inquiry with adult assistance
ELAR.1.13.B develop and follow a research plan with adult assistance
ELAR.1.13.C identify and gather relevant sources and information to answer the questions with adult assistance
ELAR.1.13.D demonstrate understanding of information gathered with adult assistance
ELAR.1.13.E use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
TA.1.1.C create a simple algorithm (step-by-step instructions) for an everyday task
TA.1.3.A practice personal skills and behaviors, including following directions and mental agility, needed to implement a design process successfully
TA.1.3.B use a design process with components such as asking questions, brainstorming, or storyboarding to identify and solve authentic problems with adult assistance