Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

3-PS2-2

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

SCIENCE AND ENGINEERING PRACTICES (SEP)

Analyzing and Interpreting Data

Represent data in tables and/or various graphical displays (ex: bar graphs) to reveal patterns that indicate relationships.
Analyze and interpret data to make sense of phenomena using logical reasoning, mathematics, and/or computation.
Analyze data to refine a problem statement or the design of a proposed object, tool, or process.

DISCIPLINARY CORE IDEAS (DCI)

PS2.A: Forces and Motion

Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s distance speed or direction of motion.
The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it.

CROSSCUTTING CONCEPTS (CCC)

Patterns

Patterns of change can be used to make predictions.

Cause and Effect

Causes and effect relationships are routinely identified, tested, and used to explain change.

“Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced for noncommercial purposes and used by other parties with this attribution. If the original material is altered in any way, the attribution must state that the material is adapted from the original. All other rights reserved.

Common Core State Standards (CCSS)

CCSS ELA SPEAKING & LISTENING

CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

CCSS MATHEMATICS MEASUREMENT AND DATA

CCSS.MATH-3.MD.B.4: Represent and interpret data.
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units– whole numbers, halves, or quarters.

CCSS.MATH-3.MD.B.3: Represent and interpret data.
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

CCSS MATHEMATICS PRACTICES

CCSS.Math.MP2
Reason abstractly and quantitatively.

California English Language Development (ELD) Standards

CA ELD

Part 1.3.1Exchanging information and ideas.

EMERGING

EXPANDING

BRIDGING

Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.

Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.

In addition to the standard above, you may find that you touch on the following standard in this lesson as well:

P1.3.9 Plan and deliver brief oral presentations on a variety of topics and content areas.