plan and conduct a descriptive investigation to demonstrate how the strength of a push and pull changes 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.
As the strength of a push or pull is changed (cause), an object's motion changes (effect).
It is important to consider how changes in scale, proportion, or quantity affect a system’s structure or performance. Scale refers to the size of an object in relation to another object or its environment. Proportion is the ratio of one quantity to another. Quantity is a count of a set of objects or a measurement of a substance. It is important to note that in kindergarten – grade 2, students will only describe objects in terms of size (scale) and quantity.
The strength of the push or pull is a quantity on a relative scale.
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 (the strength of a push or a pull) might cause the object to start, stop, or change its motion.
Math.2.1.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
Math.2.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
Math.2.1.E create and use representations to organize, record, and communicate mathematical ideas
Math.2.9.A find the length of objects using concrete models for standard units of length
Math.2.9.C represent whole numbers as distances from any given location on a number line
Math.2.9.D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes
SS.2.14.A identify individuals who have exhibited individualism and inventiveness such as Amelia Earhart
ELAR.2.1.C share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language
ELAR.2.1.D work collaboratively with others by following agreed‐upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others
ELAR.2.6.E make connections to personal experiences, ideas in other texts, and society
ELAR.2.13.A generate questions for formal and informal inquiry with adult assistance
ELAR.2.13.B develop and follow a research plan with adult assistance
ELAR.2.13.G use an appropriate mode of delivery, whether written, oral, or multimodal, to present result
TA.2.1.A identify and communicate a problem or task and break down (decompose) multiple solutions into sequential steps
TA.2.1.C analyze a plan with adult assistance that outlines the steps needed to complete a task
TA.2.1.D create and troubleshoot simple algorithms (step-by-step instructions) that include conditionals such as if-then statements as they apply to an everyday task
TA.2.3.A demonstrate personal skills and behaviors, including effective communication, following directions, and mental agility, needed to implement a design process successfully
TA.2.10.A select and use a variety of applications, devices, and online learning environments to create and share content