plan and conduct investigations that demonstrate how the speed of an object is related to its mechanical energy.
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 investigations that demonstrate how the speed of an object is related to its mechanical energy.
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 mechanical energy in a system increases (cause), the speed of the objects in the system increases (effect).
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.
To change the mechanical energy in a system, energy has to flow into the system. For example, to increase the mechanical energy of a student on a bike travelling uphill, the student has to pedal faster or will go downhill.
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.3.5.E represent real-world relationships using number pairs in a table and verbal descriptions
Math.3.8.A summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals
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