Standards Alignment
- 3-PS2-2 primary
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
View 27 supporting standards
- TEKS.SC.3.01A supporting
ask questions and define problems based on observations or information from text, phenomena, models, or investigations; - TEKS.SC.3.01B supporting
use scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems; - TEKS.SC.3.01C supporting
demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency-approved safety standards; - TEKS.SC.3.01D supporting
use tools, including hand lenses; metric rulers; Celsius thermometers; wind vanes; rain gauges; graduated cylinders; beakers; digital scales; hot plates; meter sticks; magnets; notebooks; Sun, Earth, Moon system models; timing devices; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information; - TEKS.SC.3.01E supporting
collect observations and measurements as evidence; - TEKS.SC.3.01F supporting
construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; and - TEKS.SC.3.01G supporting
develop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem. - TEKS.SC.3.02A supporting
identify advantages and limitations of models such as their size, scale, properties, and materials; - TEKS.SC.3.02B supporting
analyze data by identifying any significant features, patterns, or sources of error; - TEKS.SC.3.02C supporting
use mathematical calculations to compare patterns and relationships; and - TEKS.SC.3.02D supporting
evaluate a design or object using criteria. - TEKS.SC.3.03A supporting
develop explanations and propose solutions supported by data and models; - TEKS.SC.3.03B supporting
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and - TEKS.SC.3.03C supporting
listen actively to others' explanations to identify relevant evidence and engage respectfully in scientific discussion. - TEKS.SC.3.04A supporting
explain how scientific discoveries and innovative solutions to problems impact science and society; and - TEKS.SC.3.04B supporting
research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers. - TEKS.SC.3.05A supporting
identify and use patterns to explain scientific phenomena or to design solutions; - TEKS.SC.3.05B supporting
identify and investigate cause-and-effect relationships to explain scientific phenomena or analyze problems; - TEKS.SC.3.05C supporting
use scale, proportion, and quantity to describe, compare, or model different systems; - TEKS.SC.3.05D supporting
examine and model the parts of a system and their interdependence in the function of the system; - TEKS.SC.3.05E supporting
investigate the flow of energy and cycling of matter through systems; - TEKS.SC.3.05F supporting
explain the relationship between the structure and function of objects, organisms, and systems; and - TEKS.SC.3.05G supporting
explain how factors or conditions impact stability and change in objects, organisms, and systems. - TEKS.SC.3.07A supporting
demonstrate and describe forces acting on an object in contact or at a distance, including magnetism, gravity, and pushes and pulls; and - TEKS.SC.3.07B supporting
plan and conduct a descriptive investigation to demonstrate and explain how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons. - TEKS.SC.3.08A supporting
identify everyday examples of energy, including light, sound, thermal, and mechanical; and - TEKS.SC.3.08B supporting
plan and conduct investigations that demonstrate how the speed of an object is related to its mechanical energy.
Lesson Overview
In this Grade 3 science lesson, students will make observations and measurements of an object's motion to identify patterns that can be used to predict future motion. Through hands-on activities and data collection, students will explore how repeated motions, such as swinging or rolling, follow predictable patterns. They will use scientific tools to measure motion, record data in graphic organizers, and develop explanations based on their observations. This lesson integrates NGSS and TEKS standards focused on forces, motion, and scientific practices.
Learning Objectives
- Observe and measure the motion of objects using appropriate tools.
- Identify patterns in the motion of objects based on collected data.
- Use observed patterns to predict the future motion of objects.
- Record observations and measurements in graphic organizers such as tables and line graphs.
- Develop and communicate explanations about motion patterns supported by data and models.
Success Criteria
- Students can accurately observe and measure motion using tools like rulers and timing devices.
- Students can identify and describe patterns in the motion of objects.
- Students can use patterns to make predictions about future motion.
- Students can organize data effectively using tables or graphs.
- Students can explain their findings using evidence from their observations and measurements.
Prerequisite Knowledge
Students should understand basic motion concepts such as movement and direction. They should be familiar with using simple measurement tools like rulers and timers and have experience recording observations in charts or tables.
Key Vocabulary
- motion
- pattern
- predict
- observation
- measurement
- force
- push
- pull
- swing
- rolling
- graphic organizer
- data
- model
Materials and Resources
- swing or swing set (or video of swinging motion)
- small balls or marbles
- bowls or curved surfaces for rolling balls
- rulers or meter sticks
- stopwatches or timers
- notebooks or science journals
- chart paper or whiteboard
- markers
- graph paper or printed data tables
Teacher Preparation
- Prepare a safe area for students to observe swinging or rolling objects.
- Gather measurement tools such as rulers and timers for student use.
- Prepare graphic organizers (tables, line graphs) for data recording.
- Review safety procedures for handling objects and using timers.
- Prepare examples or videos of predictable motion patterns (e.g., swinging child, rolling ball).
Detailed Lesson Notes
Understanding Motion and Patterns
Motion is the change in position of an object over time. When an object moves, it can follow a pattern, such as swinging back and forth or rolling repeatedly. Recognizing these patterns helps us predict what the object will do next. For example, a child on a swing moves in a regular back-and-forth motion that repeats over time. Observing and measuring this motion allows us to see the pattern clearly.
Making Observations and Measurements
To study motion scientifically, students need to observe carefully and measure aspects like distance moved and time taken. Tools such as rulers can measure how far an object moves, and timers can measure how long the motion takes. Accurate observations and measurements provide data that can be analyzed to find patterns.
Using Graphic Organizers to Record Data
Organizing data helps students see patterns more easily. Tables can list distances and times for each motion cycle. Line graphs can show how distance changes over time, revealing repeating patterns. Teaching students to construct and use these graphic organizers supports their ability to analyze data and draw conclusions.
Predicting Future Motion from Patterns
Once a pattern in motion is identified, students can use it to predict what will happen next. For example, if a ball rolls back and forth in a bowl in a regular way, knowing the pattern lets us guess where it will be at a certain time. This skill connects observation to explanation and prediction, a key part of scientific thinking.
Scientific Practices and Safety
Students should practice asking questions about motion and plan investigations to collect data. They must use tools safely and follow classroom safety rules. Discussing the importance of safety and proper tool use ensures a safe learning environment and models good scientific habits.
Worked Examples
Worked Example 1
Scenario
A ball rolls back and forth inside a bowl. Students measure the distance the ball travels each time and the time it takes. The distances are 10 cm, 10 cm, 10 cm, and the times are 5 seconds, 5 seconds, 5 seconds. What pattern do the students observe, and what can they predict about the ball's future motion?
Explanation
The distances and times are consistent for each roll, showing a repeating pattern. Because the ball moves 10 cm in 5 seconds repeatedly, students can predict the ball will continue rolling back and forth the same distance in the same amount of time.
Answer Guide
The students observe that the ball moves the same distance in the same amount of time each roll, showing a pattern. They can predict the ball will keep rolling back and forth 10 cm every 5 seconds.
Engage
Teacher Activity
Show a short video or demonstrate a child swinging on a swing or a ball rolling back and forth in a bowl. Ask students to watch carefully and think about what they notice about the motion.
Student Activity
Watch the demonstration or video and share what they observe about how the object moves. Discuss whether the motion seems to repeat or follow a pattern.
Explanation
This phase introduces the idea that some motions repeat in a predictable way. Students begin to notice patterns in motion through observation, setting the stage for measurement and data collection.
Examples
- The swing moves back and forth repeatedly.
- The ball rolls back and forth in the bowl.
- The motion seems to follow a regular pattern.
Explore
Teacher Activity
Organize students into small groups and provide each group with a ball and a bowl or a similar setup. Have students roll the ball back and forth and use rulers and timers to measure the distance and time of each roll.
Student Activity
Roll the ball back and forth, measure the distance it travels each time, and time how long each roll takes. Record measurements in a table or chart.
Explanation
Students actively collect data on motion by measuring distance and time. This hands-on experience helps them gather evidence to identify patterns in motion.
Examples
- Distances of the ball's rolls are similar or follow a pattern.
- Times for each roll are similar or follow a pattern.
- Students use rulers and timers correctly to collect data.
Explain
Teacher Activity
Guide students to analyze their recorded data, looking for repeating distances or times. Help them create line graphs or charts to visualize the motion pattern.
Student Activity
Examine the data collected, identify any patterns, and create a graph or chart to show the pattern of motion.
Explanation
Analyzing data and creating visual representations helps students see the pattern in motion clearly. This supports understanding how past motion can predict future motion.
Examples
- Graphs show repeating peaks and valleys indicating back-and-forth motion.
- Data points form a pattern that repeats over time.
- Students explain how the pattern helps predict future motion.
Elaborate
Teacher Activity
Present other examples of motion with predictable patterns, such as a child on a see-saw or a pendulum swinging. Discuss how recognizing patterns helps in everyday life and science.
Student Activity
Discuss other examples of motion patterns and share ideas about how predicting motion is useful.
Explanation
Connecting the lesson to real-world examples broadens students' understanding of motion patterns and their importance in science and daily life.
Examples
- Students identify examples like see-saws, pendulums, or clocks.
- Students explain that patterns help predict what will happen next.
- Students relate pattern recognition to scientific investigations.
Evaluate
Teacher Activity
Have students complete a short assessment where they observe a motion scenario (e.g., a swinging pendulum) and answer questions about the pattern and predictions.
Student Activity
Observe the given motion scenario, describe the pattern, and predict the next motion step based on the pattern.
Explanation
This phase assesses students' ability to observe, identify patterns, and use them to predict motion, demonstrating mastery of the lesson objectives.
Examples
- Students correctly describe the motion pattern.
- Students make reasonable predictions based on the pattern.
- Students explain their reasoning using observations.
Classroom Activity
Roll the ball back and forth, measure the distance it travels each time, and time how long each roll takes. Record measurements in a table or chart.
Guided Practice
Guided Practice 1
Prompt
What pattern do students observe when a ball rolls the same distance in the same time repeatedly?
Teacher Answer Guide
They observe a repeating pattern where the ball moves the same distance in the same amount of time each roll.
Guided Practice 2
Prompt
How can students use a pattern in motion to predict future motion?
Teacher Answer Guide
They can predict that the object will continue moving in the same way, repeating the same distances and times.
Independent Practice
- Foundational: What does it mean when an object moves in a pattern?
- Developing: If a child swings back and forth and takes the same amount of time for each swing, what can you say about the motion?
- Application: You measure a ball rolling 8 cm in 4 seconds, then again 8 cm in 4 seconds, and again 8 cm in 4 seconds. How can you use this information to predict what will happen next?
- Analysis: Look at this data of a swinging pendulum: distances are 15 cm, 14 cm, 15 cm, 14 cm; times are 6 seconds, 6 seconds, 6 seconds. What pattern do you see, and what might explain the slight difference in distances?
- Challenge: Design an investigation to observe and measure the motion of a see-saw. What data would you collect, and how would you use it to find a pattern and predict future motion?
Independent Practice Teacher Answer Key
- 1. It means the object moves in a way that repeats regularly, like swinging back and forth or rolling the same distance repeatedly.
- 2. The motion follows a pattern because the time for each swing is the same, so we can predict the child will keep swinging back and forth in the same way.
- 3. Since the ball rolls 8 cm in 4 seconds each time, you can predict it will continue rolling 8 cm every 4 seconds in the future.
- 4. The pendulum swings back and forth with times staying the same, showing a pattern in timing. The distances alternate slightly, which might be due to small differences in push or friction, but the overall motion still follows a pattern.
- 5. I would measure how far each side of the see-saw moves up and down and the time it takes for one full up-and-down cycle. I would record these measurements in a table and create a graph to see if the motion repeats regularly. If it does, I can use the pattern to predict how the see-saw will move next.
Guiding Questions
- What do you notice about the way the object moves?
- How can we measure the motion?
- What patterns do you see in the data?
- How can we use these patterns to predict what will happen next?
- Why is it important to observe and measure carefully?
Common Misconceptions
- Objects always move in a straight line; they cannot move back and forth.
- If an object moves faster once, it will always move faster.
- Patterns in motion mean the object never changes speed or direction.
- Measuring motion is only about distance, not time.
- Predictions about motion are guesses without evidence.
Differentiation
Support and Intervention
Provide sentence starters for describing observations. Use visual aids and demonstrations to support understanding. Allow use of simpler measurement tools or guided measurements.
English-Language Learner Support
Use pictures and gestures to explain motion and patterns. Provide vocabulary cards with definitions and images. Encourage peer discussion in the student's first language if possible.
Advanced and Extension
Challenge students to measure motion with more precision using stopwatches. Have students create more complex graphs showing multiple cycles of motion. Encourage students to explain how forces like pushes and pulls affect motion patterns.
Assessment
- Observe students during measurement activities to check correct use of tools.
- Ask students to explain the pattern they see in their data.
- Review students' data tables and graphs for accuracy and completeness.
- Describe a pattern you saw in an object's motion today.
- How can you use a pattern in motion to predict what will happen next?
- Given a motion scenario, identify the pattern and predict future motion.
- Design a simple investigation to observe motion and record data to find a pattern.
Answer Guide
- What pattern do students observe when a ball rolls the same distance in the same time repeatedly?
Answer: They observe a repeating pattern where the ball moves the same distance in the same amount of time each roll. - How can students use a pattern in motion to predict future motion?
Answer: They can predict that the object will continue moving in the same way, repeating the same distances and times.
Real-Life Application
Encourage students to observe and describe patterns of motion at home, such as a pet walking or a family member swinging on a playground swing, and share their observations with the class.
Homework or Home Connection
- Encourage students to observe and describe patterns of motion at home, such as a pet walking or a family member swinging on a playground swing, and share their observations with the class.
Lesson Summary
Students learned to observe and measure the motion of objects and identify patterns in that motion. By recording data and using graphic organizers, they discovered that many motions repeat in predictable ways. Understanding these patterns allows us to predict future motion, an important skill in science and everyday life.
Teacher Notes
Use the exact standards alignment and retrieved-source provenance stored with this enrichment.