## Motion and Stability: Forces and Interactions

#### Students who demonstrate understanding 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 and Assessment Boundary

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.

Assessment Boundary: 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.

##### 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.

###### Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

##### Disciplinary Core Ideas

PS2.AForces and Motion

PS2.BTypes of Interactions

Cause and Effect

### Common Core State Standards Connections

ELA/Literacy
• RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-PS2-1)
• W.3.7 - Conduct short research projects that build knowledge about a topic. (3-PS2-1)
• W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-PS2-1)
Mathematics
• 3.MD.A.2 - Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3-PS2-1)
• MP.2 - Reason abstractly and quantitatively. (3-PS2-1)
• MP.5 - Use appropriate tools strategically. (3-PS2-1)

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