3-PS2-2   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Science Knowledge is Based on Empirical Evidence

• Science findings are based on recognizing patterns.

Disciplinary Core Ideas

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. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)

Crosscutting Concepts

Patterns

Connections to other DCIs in third grade: N/A

Common Core State Standards Connections:

W.3.7 ELA/Literacy - Conduct short research projects that build knowledge about a topic. (3-PS2-2) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-PS2-2)

3-PS2-2   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Science Knowledge is Based on Empirical Evidence

• Science findings are based on recognizing patterns.

Disciplinary Core Ideas

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. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)

Crosscutting Concepts

Patterns

Connections to other DCIs in third grade: N/A

Common Core State Standards Connections:

W.3.7 ELA/Literacy - Conduct short research projects that build knowledge about a topic. (3-PS2-2) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-PS2-2)

3-PS2-2   Motion and Stability: Forces and Interactions

Students who demonstrate understanding can:

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.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Science Knowledge is Based on Empirical Evidence

• Science findings are based on recognizing patterns.

Disciplinary Core Ideas

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. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.)

Crosscutting Concepts

Patterns

Connections to other DCIs in third grade: N/A

Common Core State Standards Connections:

W.3.7 ELA/Literacy - Conduct short research projects that build knowledge about a topic. (3-PS2-2) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-PS2-2)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

Viewing Options

Use browser zoom to increase text size (ctrl + on PC, command + on Mac)