compare and describe day-to-day weather in different locations at the same time, including air temperature, wind direction, and precipitation;
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.
describe and record observable characteristics of weather, including hot or cold, clear or cloudy, calm or windy, and rainy or icy, and explain the impact of weather on daily choices.
measure, record, and graph weather information, including temperature and precipitation; and
compare and describe day-to-day weather in different locations at the same time, including air temperature, wind direction, and precipitation;
differentiate between weather and climate.
Matter and energy are conserved, changing forms but maintaining quantities. Energy flows within a system or between systems through transfers and transformations. Matter is cycled within systems through physical and chemical processes.
Temperature changes are caused by the flow of thermal energy, which can cause surface winds.
Math.3.1.A apply mathematics to problems arising in everyday life, society, and the workplace
Math.3.1.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.3.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.3.1.E create and use representations to organize, record, and communicate mathematical ideas
Math.3.1.F analyze mathematical relationships to connect and communicate mathematical ideas
Math.3.1.G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
Math.3.8.A summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals
ELAR.3.6.B generate questions about text before, during, and after reading to deepen under‐ standing and gain
ELAR.3.13.A generate questions on a topic for formal and informal inquiry
ELAR.3.13.B develop and follow a research plan with adult assistance
ELAR.3.13.H use an appropriate mode of delivery, whether written, oral, or multimodal, to present results information
ELAR.3.6.C make and correct or confirm predictions using text features, characteristics of genre, and structures