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  • Force, motion, and energy

Science.3.7.B

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The student is expected to

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.”

  • Overview
  • Alignments
Side-by-Side 

SCIENCE.3.7.B — 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.1.7.B

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.

S.2.7.B

plan and conduct a descriptive investigation to demonstrate how the strength of a push and pull changes an object's motion.

S.3.7.B

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.

S.5.7.A
investigate and explain how equal and unequal forces acting on an object cause patterns of motion and transfer of energy; and
S.6.7.B
calculate the net force on an object in a horizontal or vertical direction using diagrams and determine if the forces are balanced or unbalanced; and
S.6.7.C
identify simultaneous force pairs that are equal in magnitude and opposite in direction that result from the interactions between objects using Newton's Third Law of Motion.
S.7.7.D
analyze the effect of balanced and unbalanced forces on the state of motion of an object using Newton's First Law of Motion.
S.8.7.A
calculate and analyze how the acceleration of an object is dependent upon the net force acting on the object and the mass of the object using Newton's Second Law of Motion; and
S.8.7.B
investigate and describe how Newton's three laws of motion act simultaneously within systems such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.
PHYS.5.E
explain and apply the concepts of equilibrium and inertia as represented by Newton's first law of motion using relevant real-world examples such as rockets, satellites, and automobile safety devices;
PHYS.5.G
illustrate and analyze the simultaneous forces between two objects as represented in Newton's third law of motion using free body diagrams and in an experimental design scenario; and
Next grade

SCIENCE.3.7.B — 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
conduct a descriptive investigation to demonstrate how
motion can be changed by
pulling objects such as swings, balls, and wagons
pushing objects such as swings, balls, and wagons
position can be changed by
pulling objects such as swings, balls, and wagons
pushing objects such as swings, balls, and wagons
conduct a descriptive investigation to explain how
motion can be changed by
pulling objects such as swings, balls, and wagons
pushing objects such as swings, balls, and wagons
position can be changed by
pulling objects such as swings, balls, and wagons
pushing objects such as swings, balls, and wagons
plan a descriptive investigation to demonstrate how
motion can be changed by
pulling objects such as swings, balls, and wagons
pushing objects such as swings, balls, and wagons
position can be changed by
pulling objects such as swings, balls, and wagons
pushing objects such as swings, balls, and wagons
plan a descriptive investigation to explain how
motion can be changed by
pulling objects such as swings, balls, and wagons
pushing objects such as swings, balls, and wagons
position can be changed by
pulling objects such as swings, balls, and wagons
pushing objects such as swings, balls, and wagons

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.

The investigation should reveal patterns of observations that explain how pushes and pulls affect motion.

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 until a change (a force) causes 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.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

Social Studies

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

English Language Arts and Reading

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

Technology Applications

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

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