https://padlet.com/VUSDSTEM/7equuo5zhgfo en-us 2019-12-04 22:31:47 UTC 2026-01-30 07:11:36 UTC hello@padlet.com VUSDSTEM https://padlet.com/VUSDSTEM/7equuo5zhgfo/wish/440622818  | 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.  | Motion and Stability  | 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 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.  | Module: Forces and Motion Pages 24–26, 27, 29, 30–31, 36–37, 43–44

| 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  | Motion and Stability  | 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.  | Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.  | Module: Electricity and Magnestism   Pages 52–53, 56–57, 60, 62, 63]]> 2020-02-04 21:57:57 UTC https://padlet.com/VUSDSTEM/7equuo5zhgfo/wish/440622818 VUSDSTEM https://padlet.com/VUSDSTEM/7equuo5zhgfo/wish/440624933 | 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.  | From Molecules to Organisms Clarification Statement:  Changes organisms go through during their life form a pattern  | Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction  | Module: Plants Pages 8, 10–11, 13–14, 17, 40–41  Module: Animals Pages 47, 50–51, 52–55, 57, 59, 61

 | 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  | Heredity  | Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans  | Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples  | Module: Plants   Pages 24, 25, 28–29, 33  Module: Animals  Pages 65, 66–67, 69, 72–73, 74, 75

 | 3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.  | Evolution  | Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms  | Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages  | Module: Change of Environments    Pages 54–55, 58, 59, 60, 61, 63, 64–65, 67, 85–90]]> 2020-02-04 22:03:14 UTC https://padlet.com/VUSDSTEM/7equuo5zhgfo/wish/440624933 VUSDSTEM https://padlet.com/VUSDSTEM/7equuo5zhgfo/wish/440625772 | 3-ESS2-1Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season  | Earth’s Systems  |Examples of data at this grade level could include average temperature, precipitation, and wind direction.  | :  Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change  | Module: Weather   Pages 8–9, 16–17, 21, 24–25, 26–27, 28, 29–30, 31, 32, 34–35

| 3-ESS3-1  Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard  | Earth and Human Activity  | Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lighting rods.  |  Module: Weather  Pages 41, 42–43, 44–45, 46, 47, 48–49, 53, 55, 58, 61, 62–63, 64–65, 66–67, 68, 70–71, 72, 75–80]]> 2020-02-04 22:05:35 UTC https://padlet.com/VUSDSTEM/7equuo5zhgfo/wish/440625772