2020 Colorado Academic Standards Online
Use the options below to create customized views of the 2020 Colorado Academic Standards. For all standards resources, see the Office of Standards and Instructional Support.
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clear Content Area: Science // Grade Level: Third Grade // Standard Category: 1. Physical Science
Science
Third Grade, Standard 1. Physical Science
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Prepared Graduates:
- 2. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding interactions between objects and within systems of objects.
Grade Level Expectation:
1. Patterns of motion can be used to predict future motion.
Evidence Outcomes:
Students Can:
- Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. (3-PS2-1) (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.) (Boundary Statements: Limited to one variable at a time: number, size or direction of forces and to gravity being addressed as a force that pulls objects down. Does not include quantitative force size, only qualitative and relative.)
- Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. (3-PS2-2) (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.) (Boundary Statement: Does not include technical terms such as period and frequency.)
Academic Contexts and Connections:
Colorado Essential Skills and Science and Engineering Practices:
- Ask questions that can be investigated based on patterns such as cause and effect relationships. (Asking Questions and Defining Problems) (Entrepreneurial: Inquiry/Analysis)
- Define a simple problem that can be solved through the development of a new or improved object or tool. (Asking Questions and Defining Problems) (Entrepreneurial: Inquiry/Analysis)
- Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (Planning and Carrying Out Investigations) (Entrepreneurial: Inquiry/Analysis)
- Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. (Planning and Carrying Out Investigations) (Entrepreneurial: Inquiry/Analysis)
Elaboration on the GLE:
- Students can answer the questions: How can one predict an object’s continued motion, changes in motion or stability? What underlying forces explain the variety of interactions observed?
- 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 speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces is used at this level). 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.)
- PS2:B Types of Interactions: Objects in contact exert forces on each other.
Cross Cutting Concepts:
- Cause and Effect: Cause - and - effect relationships are routinely identified.
- Patterns: Patterns of change can be used to make predictions.
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Prepared Graduates:
- 3. Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how energy is transferred and conserved.
Grade Level Expectation:
2. Objects in contact exert forces on each other; electric and magnetic forces between a pair of objects do not require contact.
Evidence Outcomes:
Students Can:
- Ask questions to determine cause - and - effect relationships of electric or magnetic interactions between two objects not in contact with each other. (3-PS2-3) (Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause - and - effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.) (Boundary Statement: Limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.)
- Define a simple design problem that can be solved by applying scientific ideas about magnets. (3-PS2-4) (Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.)
Academic Contexts and Connections:
Colorado Essential Skills and Science and Engineering Practices:
- Ask questions that can be investigated based on patterns such as cause - and - effect relationships. (Asking Questions and Defining Problems) (Entrepreneurial: Inquiry/Analysis).
- Define a simple problem that can be solved through the development of a new or improved object or tool. (Asking Questions and Defining Problems) (Personal: Personal responsibility).
- Plan and conduct an investigation that control variables and provide evidence to support explanations or design solutions. (Planning and Carrying Out Investigations) (Entrepreneurial: Inquiry/Analysis).
Elaboration on the GLE:
- Students can answer the question: Why are some physical systems more stable than others?
- PS2:B Types of Interactions: Electric and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and for forces between two magnets on their orientation relative to each other.
Cross Cutting Concepts:
- Cause and Effect: Cause and effect relationships are routinely identified, tested and used to explain change.
- Connections to Engineering, Technology and Applications of Science: Interdependence of Science, Engineering and Technology-Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering design process.
Need Help? Submit questions or requests for assistance to bruno_j@cde.state.co.us