construct models and explain the orbits of the Sun, Earth, and Moon in relation to each other; 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.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
construct models and explain the orbits of the Sun, Earth, and Moon in relation to each other; and
collect and analyze data to identify sequences and predict patterns of change in the observable appearance of the Moon from Earth.
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.
Patterns are regular sequences that can be found throughout nature.
Students can explain the motion of the Earth around the Sun and the Moon around the Earth because of the patterns in their orbits.
It is important to consider how changes in scale, proportion, or quantity affect a system’s structure or performance. Scale refers to the size of an object in relation to another object or its environment. Proportion is the ratio of one quantity to another. Quantity is a count of a set of objects or a measurement of a substance.
Models are scale representations of objects or phenomena.
A system is a whole made of parts that work together. It has components and boundaries. It can interact with or be part of other systems.
The Sun, Earth, and Moon (parts) comprise a system that students model.
Math.3.1.A apply mathematics to problems arising in everyday life, society, and the workplace
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
ELAR.3.6.D create mental images to deepen understanding
ELAR.3.6.F make inferences and use evidence to support understanding
ELAR.3.6.H synthesize information to create new understanding
ELAR.3.13.E demonstrate understanding of information gathered