Student Outcomes

Every object has forces acting on it all the time. Forces can combine. We can predict how an object is going to move based on patterns.

When forces balance each other, there is no change in motion. When forces are unbalanced, an object will speed up, slow down, or change direction.

Standards

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.

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.

Student Learning Objectives

By the end of this concept,

• I can represent the motion of objects experiencing different types of forces.

• I can make observations of objects in motion and predict the motion of other objects.

• I can explain how a force affects the motion of objects of different masses.

• I can develop models to describe and predict the motion of objects that are changing direction.

• I can investigate and predict how changing different variables can change an object’s motion.

Link to Concept Lessons and Materials

Student Outcomes

All objects have positive and negative charges. You can change the charge of an object. Objects with the same charge move away from each other. Objects with opposite charges move toward each other.

Standards

3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

Student Learning Objectives

By the end of this concept,

• I can describe how charged balloons behave.

• I can explain what causes objects to become charged and predict the effects of charges.

• I can develop a model of charges on objects.

• I can explain static discharge on small and large scales.

• I can develop a model of how particles move between objects and predict where lightningwill occur.

Link to Concept Lessons and Materials

Student Outcomes

Objects can apply forces without touching each other. Magnets create a magnetic field. The distance between a magnet and an object can affect the strength of the force.

Standards

3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

3-PS2-4 Define a simple design problem that can be solved by applying scientific ideas about magnets.

Student Learning Objectives

By the end of this concept,

• I can identify how magnets affect different objects that are nearby.

• I can describe the magnetic fields surrounding magnets and predict how magnets will interact with each other.

• I can design a method of separating materials at a junkyard.

• I can explain magnetism on small and large scales.

• I can question how the strength of a magnet is changed if a variable is changed.

Link to Concept Lessons and Materials

Student Outcomes

Plants and animals have four stages of their life cycles. The length of time for each stage is different for each organism.

Standards

3-LS1-1 Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Student Learning Objectives

By the end of this concept,

• I can develop models to compare patterns in the birth, growth, reproduction, and death of various plants and animals.

• I can develop models to describe how animals change throughout their life cycles.

Link to Concept Lessons and Materials

Student Outcomes

Offspring inherit traits from their parents. Each offspring is unique but shares similar traits with its siblings.

Traits given to offspring can help them survive.

Standards

3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

3-LS4-2 Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

Student Learning Objectives

By the end of this concept,

• I can provide evidence that plants inherit traits from their parents and also differ from their parents.

• I can reason and analyze patterns to predict the traits offspring will inherit from their parents.

• I can use evidence to explain how the variations in characteristics provide advantages in surviving, finding mates, and reproducing.

Link to Concept Lessons and Materials

Student Outcomes

Identify the reasons that animal form groups. Provide several examples of animals that form groups. Predict what could happen if the group status were to change.

Standards

3-LS2-1 Construct an argument that some animals form groups that help members survive.

Student Learning Objectives

By the end of this concept,

• I can use evidence to argue that participating in groups helps animals survive.

• I can identify limitations of a model ecosystem.

• I can describe the effects of changes in a model ecosystem.

• I can reason to explain why and how animals work together.

Link to Concept Lessons and Materials

Student Outcomes

Fossils provide clues about ancient environments. Fossils can tell us what type of organism lived in a certain location.

Standards

3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

Student Learning Objectives

By the end of this concept:

• I can show evidence that extinct organisms are related to living organisms.

• I can describe how a fossil provides information about ancient environments.

• I can use evidence to figure out where a fossil would be found.

Link to Concept Lessons and Materials

Student Outcomes

The environment where an organism lives can affect how the organism grows and survives.

Standards

3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.

3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

Student Learning Objectives

By the end of this concept:

• I can explain how an organism’s environment can influence its traits and behaviors.

• I can use data to explain patterns in the distribution of organisms.

• I can investigate and describe how modifying an environment affects an organism that lives there.

• I can analyze and interpret data to explain the relationship between learning and behavior

• I can describe patterns that predict how well different organisms can survive in particular habitats.

• I can explain how a habitat can affect organisms that live there over many generations.

Link to Concept Lessons and Materials

Student Outcomes

Natural and human actions can change an environment. When the environment changes, living things in the environment can be affected positively or negatively

Standards

3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

I can learning targets

By the end of this concept:

• I can ask questions about how human activities affect the environment.

• I can explain how the rate of change in an environment depends on certain factors.

• I can use logical reasoning to predict the effects of changes in environments on the organisms that live there.

• I can develop a model that explains how living and nonliving parts of the environment affect each other.

• I can argue from evidence that changes in land ecosystems affect water ecosystems on small and large scales.

Link to Concept Lessons and Materials

Student Outcomes

There are different climates around the world. Climate patterns can be used to predict the weather.

Standards

3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.

Student Learning Objectives

By the end of this concept:

• I can explain the pattern of Earth’s climates and the predictable changes that occur every year in the climates.

• I can make a model that describes what things cause Earth to have different climates and how those things can change Earth’s climates over long periods of time.

• I can use evidence to show that distance from a coast will affect the climate of an area.

I can observe large-scale climate patterns to predict smaller-scale weather conditions.

Link to Concept Lessons and Materials

Student Outcomes

Weather data can be recorded to look for patterns and to make predictions about future weather conditions.

Standards

3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Student Learning Objectives

By the end of this concept:

• I can determine the best methods and tools for collecting weather data in different areas.

• I can explain how meteorologists use data collected from many sources to describe weather patterns that can be used to predict future weather.

• I can use weather data to create tables and graphical displays that show weather patterns and relationships.

• I can analyze and interpret patterns in weather data to predict future weather conditions.

Link to Concept Lessons and Materials

Student Outcomes

Severe weather events have different causes and outcomes. Engineers design solutions to prevent hazards severe weather causes.

Standards

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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.

3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Student Learning Objectives

By the end of this concept:

• I can explain causes of severe weather and find patterns in severe weather.

• I can know what safety measures to take during severe weather and make an effective safety plan for a severe weather event.

• I can use written information, tables, diagrams, and charts to support designs that reduce the effect of severe weather.

Link to Concept Lessons and Materials