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.
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.
The investigation should reveal patterns of observations that explain how pushes and pulls affect motion.
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 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 until a change (a force) causes the object to start, stop, or change its motion.
Math.3.1.A apply mathematics to problems arising in everyday life, society, and the workplace
Math.3.1.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.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.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
SS.3.16.B use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
ELAR.3.6.D create mental images to deepen understanding
ELAR.3.6.E make connections to personal experiences, ideas in other texts, and society
ELAR.3.6.F make inferences and use evidence to support understanding
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
TA.3.1.A decompose story problems into smaller, manageable subproblems and identify a solution to the problems
TA.3.1.C develop a plan collaboratively and document a plan that outlines specific steps taken to complete a project
TA.3.3.A explain the importance of and demonstrate personal skills and behaviors, including metacognition, effective communication, following directions, and mental agility, needed to implement the design process successfully
TA.3.5.A identify and collect numerical data such as the price of goods or temperature
TA.3.6.A analyze data in graphs to identify and discuss trends and inferences