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  • Science
  • Grade 3
  • Force, motion, and energy

Science.3.7.A

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The student is expected to

demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls; 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.”

  • Overview
  • Alignments
Side-by-Side 

SCIENCE.3.7.A — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

S.K.7

describe and predict how a magnet interacts with various materials and how magnets can be used to push or pull.

S.3.7.A

demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls; and

S.5.7.B
design a simple experimental investigation that tests the effect of force on an object in a system such as a car on a ramp or a balloon rocket on a string.
S.4.7

plan and conduct descriptive investigations to explore the patterns of forces such as gravity, friction, or magnetism in contact or at a distance on an object.

S.6.7.A
identify and explain how forces act on objects, including gravity, friction, magnetism, applied forces, and normal forces, using real-world applications;
IPC.5.D
describe the nature of the four fundamental forces: gravitation; electromagnetic; the strong and weak nuclear forces, including fission and fusion; and mass-energy equivalency; and
PHYS.6.A
use scientific notation and predict how the magnitude of the electric force between two objects depends on their charges and the distance between their centers using Coulomb's law;
PHYS.6.B
identify and describe examples of electric and magnetic forces and fields in everyday life such as generators, motors, and transformers;
Next grade

SCIENCE.3.7.A — Breakout of skills

Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.

The student is expected to
demonstrate forces acting on an object in contact or at a distance, including
gravity
magnetism
pulls
pushes
describe forces acting on an object in contact or at a distance, including
gravity
magnetism
pulls
pushes

Recurring themes and concepts — Connections to the content

Recurring themes and concepts provide a connective structure for scientific ideas across disciplines. The connection(s) below show some ways that teachers can help students understand how the content they are learning fits into the broader understanding of science. These connections do not represent all possible connections that might be made but highlight some that are appropriate for this grade level.
Patterns

Patterns are regular sequences that can be found throughout nature.

Magnetic fields are the patterns that become visible when magnets interact with iron filings.

Cause-and-effect relationships

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.

A force acting on an object (cause) can change its motion (effect).

Stability and change

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 force) can cause the object to start, stop, or change its motion.

Cross-curricular Connections

The cross-curricular connections are designed to help educators make content connections between the science TEKS and math, English language arts and reading, social studies, and technology applications. The standards below illustrate alignment between grade level content areas which may help educators develop cross-curricular lessons. These connections do not represent all possible connections that might be made.
Expand All
Math

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

English Language Arts and Reading

ELAR.3.6.E  make connections to personal experiences, ideas in other texts, and society

ELAR.3.6.H synthesize information to create new understanding

ELAR.3.13.H use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

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