Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

3-PS2-1

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]

3-5-ETS1-1

Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost. [K-2-ETS1-1: Ask questions, make observations and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.]

3-5-ETS1-2

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. [K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.]

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

SCIENCE AND ENGINEERING PRACTICES (SEP)

Asking Questions and Defining Problems

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.

Constructing Explanations and Designing Solutions

Apply scientific ideas to solve design problems.
Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

Developing and Using Models

Develop and/or use models to describe and/or predict phenomena.
Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.
Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.

Obtaining, Evaluating, and Communicating Information

Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts.

Engaging in Argument from Evidence

Construct an argument with evidence, data, and/or a model.

DISCIPLINARY CORE IDEAS (DCI)

ETS1.A: Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.

ETS1.B: Developing Possible Solutions

At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

PS2.A: Forces and 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.
Each force acts on one particular object and has both strength and a direction. An object as 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 speed or direction of motion.

PS2.B: Types of Interaction

Objects in contact exert forces on each other.

CROSSCUTTING CONCEPTS (CCC)

Cause and Effect

Students identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship.

Influence of Engineering, Technology, and Science on Society and the Natural World

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.

“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 WRITING

CCSS.ELA-LITERACY.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

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.ELA-LITERACY.SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable level.

California English Language Development (ELD) Standards

CA ELD

P1.3.3 Offering Opinions.

EMERGING

EXPANDING

BRIDGING

Offer opinions and negotiate with others in conversations using basic learned phrases (e.g., I think …), as well as open responses in order to gain and/or hold the floor.

Offer opinions and negotiate with others in conversations using an expanded set of learned phrases (e.g., I agree with X, and …), as well as open responses in order to gain and/or hold the floor, provide counter-arguments, etc.

Offer opinions and negotiate with others in conversations using a variety of learned phrases (e.g., That’s a good idea, but X), as well as open responses in order to gain and/or hold the floor, provide counter-arguments, elaborate on an idea, etc.

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

P1.3.1 Exchanging information and ideas– Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.
P1.3.5 Demonstrate active listening to oral presentations by asking and answering questions, with occasional prompting and moderate support.
P1.3.9 Plan and deliver brief oral presentations on a variety of topics and content areas.