3rd Grade Changes in Motion

CURRICULUM STANDARDS AND
COMPANION DOCUMENTS
3rd Grade - Changes in Motion
Contains:
- Science Companion Document for 3rd Grade Changes in Motion unit
- General Inquiry Questions Assessment questions
- 3rd Grade Changes in Motion Assessment questions
- 3rd Grade Science Expectations
- 3rd Grade ELA Expectations
- 3rd Grade Mathematics Expectations
- 3rd Grade Social Studies Expectations
- Grade 3-5 Technology Expectations
Third Grade
Science Content Expectations
Companion Document
SCIENCE
• Unit 1: Changes in Motion
• Unit 2: Light and Sounds
• Unit 3: Structures and Functions of
Living Things
• Unit 4: Earth Materials, Change, and
Resources
• Big Ideas • Instructional Framework

• Clarifications • Enrichment
• Inquiry • Intervention
• Vocabulary • Real World Context
• Instruments • Literacy Integration
• Measurements • Mathematics Integration
v.1.09
Introduction to the K-7 Companion Document
An Instructional Framework
Overview
The Michigan K-7 Grade Level Content Expectations for Science establish
what every student is expected to know and be able to do by the end of
Grade Seven as mandated by the legislation in the State of Michigan. The
Science Content Expectations Documents have raised the bar for our
students, teachers and educational systems.
In an effort to support these standards and help our elementary and middle
school teachers develop rigorous and relevant curricula to assist students in
mastery, the Michigan Science Leadership Academy, in collaboration with the
Michigan Mathematics and Science Center Network and the Michigan Science
Teachers Association, worked in partnership with Michigan Department of
Education to develop these companion documents. Our goal is for each
student to master the science content expectations as outlined in each grade
level of the K-7 Grade Level Content Expectations.
This instructional framework is an effort to clarify possible units within the K-

7 Science Grade Level Content Expectations. The Instructional Framework
provides descriptions of instructional activities that are appropriate for
inquiry science in the classroom and meet the instructional goals. Included
are brief descriptions of multiple activities that provide the learner with
opportunities for exploration and observation, planning and conducting
investigations, presenting findings and expanding thinking beyond the
classroom.
These companion documents are an effort to clarify and support the K-7
Science Content Expectations. Each grade level has been organized into four
teachable units- organized around the big ideas and conceptual themes in
earth, life and physical science. The document is similar in format to the
Science Assessment and Item Specifications for the 2009 National
Assessment for Education Progress (NAEP). The companion documents are
intended to provide boundaries to the content expectations. These
boundaries are presented as “notes to teachers”, not comprehensive
descriptions of the full range of science content; they do not stand alone, but
rather, work in conjunction with the content expectations. The boundaries
use seven categories of parameters:
a. Clarifications refer to the restatement of the “key idea” or specific

intent or elaboration of the content statements. They are not intended
to denote a sense of content priority. The clarifications guide
assessment.
b. Vocabulary refers to the vocabulary for use and application of the
science topics and principles that appear in the content statements
and expectations. The terms in this section along with those presented
within the standard, content statement and content expectation
comprise the assessable vocabulary.
c. Instruments, Measurements and Representations refer to the
instruments students are expected to use and the level of precision
expected to measure, classify and interpret phenomena or
measurement. This section contains assessable information.
d. Inquiry Instructional Examples presented to assist the student in
becoming engaged in the study of science through their natural
curiosity in the subject matter that is of high interest. Students explore
and begin to form ideas and try to make sense of the world around
them. Students are guided in the process of scientific inquiry through
purposeful observations, investigations and demonstrating
understanding through a variety of experiences. Students observe,
classify, predict, measure and identify and control variables while
doing “hands-on” activities.
e. Assessment Examples are presented to help clarify how the teacher
can conduct formative assessments in the classroom to assess student
progress and understanding
f. Enrichment and Intervention is instructional examples that stretch
the thinking beyond the instructional examples and provides ideas for
reinforcement of challenging concepts.
g. Examples, Observations, Phenomena are included as exemplars of
different modes of instruction appropriate to the unit in which they are
listed. These examples include reflection, a link to real world
application, and elaboration beyond the classroom. These examples
are intended for instructional guidance only and are not assessable.
h. Curricular Connections and Integrations are offered to assist the
teacher and curriculum administrator in aligning the science curriculum
with other areas of the school curriculum. Ideas are presented that will
assist the classroom instructor in making appropriate connections of
science with other aspects of the total curriculum.
This Instructional Framework is NOT a step-by-step instructional manual but

a guide developed to help teachers and curriculum developers design their
own lesson plans, select useful portions of text, and create assessments that
are aligned with the grade level science curriculum for the State of Michigan.
It is not intended to be a curriculum, but ideas and suggestions for
generating and implementing high quality K-7 instruction and inquiry
activities to assist the classroom teacher in implementing these science
content expectations in the classroom.
HSSCE Companion Document
Third Grade GLCE

Companion Document
Unit 1:
Changes in Motion
SCIENCE
• Big Ideas • Instructional Framework
• Clarifications • Enrichment
• Inquiry • Intervention
• Vocabulary • Real World Context
• Instruments • Literacy Integration
• Measurements • Mathematics Integration
v.1.09
Third Grade Companion Document
3-Unit 1: Changes in Motion
Table of Contents Page 1
Curriculum Cross Reference Guide Page 2
Unit 1: Changes in Motion Page 3
Big Ideas (Key Concepts) Page 3
Clarification of Content Expectations Page 3
Inquiry Process, Inquiry Analysis and Communication,

Reflection and Social Implications Page 9
Vocabulary Page 10
Instruments, Measurements, and Representations Page 11
Instructional Framework Page 12
Enrichment Page 16
Intervention Page 16
Examples, Observations and Phenomena

(Real World Context) Page 17
Literacy Integration Page 18
Mathematics Integration Page 19
1
3rd Grade Unit 1:
Changes in Motion
Content Statements and Expectations
Code Statements & Expectations Page

P.FM.E.2 Gravity – Earth pulls down on all objects with a force 3
called gravity. With very few exceptions, objects fall
to the ground no matter where the object is on the
Earth.
P.FM.03.22 Identify the force that pulls objects towards the Earth. 3
P.FM.E.3 Force – A force is either a push or a pull. The motion 4

of objects can be changed by forces. The size of the
change is related to the size of the force. The change
is also related to the mass of the object on which the
force is being exerted. When an object does not
move in response to a force, it is because the
environment is applying another force.
P.FM.03.35 Describe how a push or a pull is a force 4
P.FM.03.36 Relate a change in motion of an object to the force that 4

caused the change in motion.
P.FM.03.37 Demonstrate how the change in motion of an object is 5
related to the strength of the force acting upon the object
and to the weight of the object.
P.FM.03.38 Demonstrate when an object does not move in response to 6
a force, it is because another force is acting on it.
P.FM.E.4 Speed – An object is in motion when its position is 6
changing. The speed of an object is defined by how
far it travels in a standard amount of time.
P.FM.03.41 Describe the motion of objects in terms of the path and 6
direction.
P.FM.03.42 Identify changes in motion (change direction, speed up, 7
slowing down).
P.FM.03.43 Relate the speed of an object to the distance it travels in a 7
standard amount of time.
2
3 Unit 1: Changes in Motion
Big Ideas (Key Concepts)
• The position of the observer and object affect the description of motion.
• Forces are pushes and pulls.
• Gravity is the force that pulls objects to the Earth.
• Motion is affected by the strength of the force and the mass of the object.
Clarification of Content Expectations
Standard: Force and Motion
Content Statement - P.FM.E.2

Gravity – Earth pulls down on all objects with a force called
gravity. With very few exceptions, objects fall to the ground no
matter where the object is on the Earth.
Content Expectation
P.FM.03.22 Identify the force that pulls objects towards the Earth.
Instructional Clarifications
1. Identify means to recognize that gravity is the force that pulls objects to
Earth.
2. Gravity is the force that pulls objects towards the Earth.
3. The term gravity is very abstract. Third grade students do not need to
define the term gravity. They need only to observe that dropped or
thrown objects eventually fall to the ground. Some exceptions are helium
and hot air balloons, or objects rising in water. Third graders may be
aware of the exceptions but do not need to understand the science behind
it.
4. Gravity is the attraction between all matter; it is the force that pulls
objects toward each other. The larger the object, the greater the force.
Because of the Earth’s size, the pull of gravity is very apparent.
5. The downward force of gravity is called weight. Weight is the measure of
the pull, or force, of gravity on an object.
6. Weight is measured using a scale, whereas mass is measured using a
balance.
7. The emphasis of this expectation is that gravity is the force that pulls
objects to the Earth. Weight is the measure of the pull of gravity.
3
Students describe objects as having more or less pull by the Earth and
more or less weight.
8. A common misconception is that only large objects have gravitational
force.
9. A common misconception is that energy and force are interchangeable.
Assessment Clarification
1. Gravity is the force that pulls objects towards the Earth.
Content Statement - P.FM.E.3

Force – A force is either a push or a pull. The motion of objects
can be changed by forces. The size of the change is related to
the size of the force. The change is also related to the mass of
the object on which the force is being exerted. When an object
does not move in response to a force, it is because the
environment is applying another force.
Content Expectations
P.FM.03.35 Describe how a push or a pull is a force.
1. Describe means to tell or depict in spoken or written words that a force is
a push or pull.
2. Force is a push or a pull on an object or substance by another object or
substance.
3. A push is to move an object away.
4. A pull is to move an object toward.
5. Forces can change the shape of an object or speed up, slow down, change
the direction, start or stop the motion of an object.
6. Examples of forces are limited to gravity and pushes and pulls caused by
people, machines, magnets or nature (wind and water).
Assessment Clarifications
1. Force is a push or a pull on an object or substance.
2. Examples of forces are gravity and pushes and pulls caused by people,
machines, magnets or nature (wind and water).
3. A push moves an object away from another object and a pull moves an
object toward another object.
P.FM.03.36 Relate a change in motion of an object to the force that caused

the change in motion.
1. Relate means to establish an association or connection between a force
and how it causes a change in motion of an object.
4
2. Forces cause objects to slow down, speed up, change direction, stop and
start.
3. A change in motion is to slow down, speed up, stop, or change direction.
4. The emphasis of the expectation is for students to identify the force that
causes the change in motion. These forces include gravity; sliding or
rubbing (friction) to stop, start or slow things down; pulling, as with a
rope; and pushing.
5. Force descriptions are limited to people, machines, wind, and water.
1. Forces cause changes in motion.
2. Forces cause objects to slow down, speed up, change direction, stop or
start.
3. A change in motion is to slow down, speed up, stop, start, or change
direction.
4. The emphasis of the expectation is for students to identify the force that
causes the change in motion. These forces include gravity; sliding or
rubbing to stop, start or slow things down; pulling, as with a rope; and
pushing.
5. Force descriptions are limited to people, machines, wind, and water.
P.FM.03.37 Demonstrate how the change in motion of an object is related to

the strength of the force acting upon the object and to the mass of the
object.
1. Demonstrate means to show through manipulation of materials, drawings
and written and verbal explanations how a change in the motion of an
object is related to the strength of the force and the mass of the object.
2. The terms weight and mass are often used interchangeably. However,
they are not the same. Mass is the amount of matter in an object, which
is a constant amount. Weight is a measure of the gravitational pull of an
object. The weight of an object changes if the gravitational pull changes;
for example, the weight of an object differs on Earth when compared to
the weight of the same object on the moon, yet the mass of the object
stays the same. The use of the word mass is more accurate than the
word weight in most cases. The use of the word mass is highly
recommended.
3. Changes in motion are related to the strength of the force acting on an
object. The larger the force the greater the change in motion.
4. Changes in motion are related to the mass of an object. Heavier objects
require a stronger force to cause a change in motion. Lighter objects
require less force to cause a change in motion.
5. The term mass has not been introduced to students at the third grade
level. Third grade students should use the term weight.
6. A common misconception is that large objects always exert a greater
force than small objects.
5
7. Students at the third grade level are not expected to measure force; they
make observations of changes in motion due to stronger and weaker
forces.
1. The larger the force the greater the change in motion.
2. Heavier objects need a stronger force to cause a change in motion.
Lighter objects need less force to cause a change in motion.
P.FM.03.38 Demonstrate when an object does not move in response to a

force, it is because another force is acting on it.
1. Demonstrate means to show through manipulation of materials, drawings,
and written and verbal explanations when an object does not move in
response to a force, it is because another force is acting on it.
2. There may be many forces acting on an object at one time. The
combination of all the forces result in changes in motion or no motion.
3. A common misconception is that when an object is at rest, there are no
forces acting on the object.
4. If forces are equal and opposite, an object will remain at rest.
5. Third grade students do not need to understand these concepts; they
simply observe the results of opposing and equal forces and recognize
that more than one force acts on an object.
6. At this level, demonstrations include such examples as pushing on a large
object such as a boulder (friction is another force) tug-of-war games
(equal pulling on opposite ends of the rope) and lifting a heavy object
(gravity is the other force).
1. There may be many forces acting on an object at one time. The
combination of all these forces results in changes in motion or no motion.
2. When a heavy object, such as a boulder, is pushed and does not move
another force is acting on it.
Content Statement – P.FM.E.4

Speed – An object is in motion when its position is changing.
The speed of an object is defined by how far it travels in a
Content Expectations
P.FM.03.41 Describe the motion of objects in terms of the path and

direction.
1. Describe means to tell or depict in spoken or written words the motion of
objects in terms of path and direction.
6
2. Motion is described relative to a frame of reference (relative to something
else).
3. Motion is a change in position.
4. Motion is the movement of an object from one place to another or
physical motion such as twirling and waving.
5. The path of motion can be described as moving away from, toward,
around, above, below, behind, between and through an object that is not
moving.
6. The terms north, south, east and west describe motion with reference to
the Earth.
1. Motion is movement from one place to another.
2. Motion can be physical movement (twirling, waving, blinking, bending).
3. The path of motion is moving away from, toward, around, above, below,
behind, between and through an object that is not moving.
4. Describe the direction of an object as it relates to an object that is not
moving. (A girl is walking toward the desk but a boy is walking away
from the desk.)
P.FM.03.42 Identify changes in motion (change direction, speeding up,

slowing down).
1. Identify means to recognize changes in motion as changing direction,
speeding up or slowing down.
2. Students identify changes in motion as a change in direction, speeding
up, or slowing down.
3. A common misconception is that acceleration is speeding up. The term
“acceleration” should not be used in the third grade.
4. Changes in direction include north, south, east, west, right, left, up, and
down.
Assessment Clarification
1. A change in motion can be identified as a change in direction, speeding
up, or slowing down.
P.FM.03.43 Relate the speed of an object to the distance it travels in a

1. Relate means to establish an association or connection between distance,
time and speed.
2. Third grade students are not expected to calculate speed. Students often
confuse speed and distance. Students describe speed as the distance an
object travels in a standard amount of time or the amount of time it takes
an object to travel a standard distance. For example, if it takes car A 5
seconds longer to travel the same distance as car B, car B is traveling at
a faster speed. If car A travels a further distance than car B, in the same
amount of time, then car A is traveling at a faster speed.
7
3. Students’ measurement abilities include measuring the distance
something travels (kilometers, meters, centimeters) and the amount of
time it takes to travel a certain distance (hours, minutes, seconds).
4. Measurement tools include meter sticks, rulers, measuring tapes, stop
watches, clocks with a second hand.
5. Speed descriptions include faster and slower.
1. Speed is the distance an object travels in a certain amount of time.
2. Speed descriptions include faster and slower.
8
Inquiry Process, Inquiry Analysis and Communication,
Reflection and Social Implication
Inquiry Processes
S.IP.03.11 Make purposeful observations of motion of objects in terms of
direction.
S.IP.03.12 Generate questions based on observations of objects in motion.
S.IP.03.13 Plan and conduct simple and fair investigations to compare and
contrast the motion of objects in terms of path and direction.
S.IP.03.14 Manipulate simple tools (for example ruler, meter stick, stop
watch/timer) to determine the speed of an object by measuring the time it
took to travel a measured distance.
S.IP.03.15 Make accurate measurements with appropriate units
(centimeters, meters, seconds, minutes) of the distance an object traveled in
a measured time.
S.IP.03.16 Construct simple charts and graphs from data and observations
of time and distance of an object’s travel.
Inquiry Analysis and Communication
S.IA.03.11 Summarize information from charts and graphs to answer
questions about the speed of a moving object.
S.IA.03.12 Share ideas about changes in motion through purposeful
conversation in collaborative groups.
S.IA.03.13 Communicate and present findings of investigations that
describe the motion of objects in terms of direction.
S.IA.03.14 Develop research strategies and skills for information gathering
and problem solving about determining the speed of a moving object.
S.IA.03.15 Compare and contrast sets of data from multiple trials of an
investigation on the motion of objects to explain reasons for differences.
Reflection and Social Implications
S.RS.03.11 Demonstrate similarities and differences in the motion of objects
in terms of direction through various illustrations, performances or activities.
S.RS.03.14 Use data/samples as evidence to separate fact from opinion
about the speed of an object.
S.RS.03.15 Use evidence when communicating, comparing and contrasting
the motion of objects in terms of path and direction.
S.RS.03.16 Identify technology used in everyday life to measure speed.
S.RS.03.17 Identify current problems about changes in the motion of
objects that may be solved through the use of technology.
S.RS.03.19 Describe how people such as al Jazari, Isaac Newton, the Wright
Brothers, Sakichi Toyoda, and Henry Ford have contributed to science
throughout history and across cultures.
9
Vocabulary
Critically Important – State Assessable Instructionally Useful

force change of speed
force strength measurement of motion
push relative position
pull north
gravity south
weight east
mass west
motion right
position left
speed up
speeding up down
slowing down
faster
slower
stop
start
change of motion
change of direction
moving away from
toward
around
above
below
behind
between
through
centimeters
meters
kilometers
seconds
minutes
hours
compare and contrast
cause
stop watches
timers
clocks with a second hand
meter sticks
rulers
measuring tapes
10
Instruments, Measurement, and Representations
Measurement Instruments Representations

weight scale heavier, lighter, same
mass* balance heavier, lighter, same
distance ruler, meter stick, centimeter, meter,
measuring tape kilometer
time stop watch, timer, clock seconds, minutes, hours
with a second hand
speed** ruler, meter stick, faster, slower
measuring tape
Stop watch, timer, clock
with a second hand
Representations in Charts, Tables and Graphs
With teacher assistance, third grade students label and enter information into
a data table that represents multiple trials. Third grade students use the
median number for graphing.
With teacher direction, modeling and examples, students construct a simple
bar graph with information from a data table that includes appropriate labels
(clear title, axis labels, unit labels, scales or standard interval counting
beginning at zero).
Third grade students are expected to read and interpret both horizontal and
vertical bar graphs.
* To be instructed in the 4th grade.
** Third grade students will not calculate speed.
11
Instructional Framework
The following Instructional Framework is an effort to clarify possible units

within the K-7 Science Grade Level Content Expectations. The Instructional
Framework provides descriptions of instructional activities that are
appropriate for inquiry science in the classroom and meet instructional goals.
Included are brief descriptions of multiple activities that provide the learner
with opportunities for exploration and observation, planning and conducting
investigations, presenting findings, and expanding thinking beyond the
classroom. The Instructional Framework is NOT a step-by-step instructional
manual, but a guide intended to help teachers and curriculum developers
design their own lesson plans, select useful and appropriate resources and
create assessments that are aligned with the grade level science curriculum
for the State of Michigan.
Instructional Examples
Gravity: P.FM.03.22
Force: P.FM.03.35, P.PM.03.36, P.FM.03.37, P.FM.03.38
Speed: P.FM.03.41, P.FM.03.42, P.FM.03.43
Objectives
• Demonstrate that objects fall to Earth due to a force called gravity.

• Make observations of the motion of objects and describe the forces acting
on them.
• Demonstrate how a force can change the motion of an object and
describe the changes that are taking place.
• Using the measurements of distance and time, explain how speed is the
relationship between the distances an object travels in a certain amount
of time.
Engage and Explore
• Engage students in a variety of activities that require them to move

objects, such as moving the desks, rearranging books, cleaning their
desks and discarding unwanted items into a waste container, and playing
kickball. Students describe how they were able to move the objects
(pushing, pulling, lifting, throwing).
• After students have had an opportunity to discuss the ways in which the
objects moved, discuss the cause of the motion. Through collaborative
conversations, they conclude that the motions were the result of pushes,
pulls, or gravity (forces). Introduce the term force to describe pushes
and pulls exerted on one object by another object. Reinforce gravity as
the force that pulls objects to Earth. (P.FM.03.22, P.FM.03.35,
P.FM.03.36)
12
• Take the students on a motion walk to make observations of different
forces and the resulting motions in and around the school. (P.FM.03.36)
• In collaborative groups, students participate in a variety of games or
sports (floor hockey, paper football, kickball, marbles, basketball, soccer,
and baseball) to discover and describe how objects move due to the
forces acting on them.
• After students discuss the motion of the objects in their activity, challenge
them to evaluate the motion of the objects in terms of path and direction.
Organize their observations into a chart with the heading, Motion, and
subheadings: Path and Direction.
• Create a list of observations and words that describe the path(s) and
direction(s) the objects in their activity were moving. Draw a diagram of
the motion of the objects in the games and label the forces and the
changes in motion (change in direction, speeding up, slowing down,
starting and stopping). Add Changes in Motion to the chart and list
observations and descriptions of how the objects changed their motion.
(P.FM.03.36, P.FM.03.37, S.IP.03.11, S.IA.03.11, S.IA.03.12)
Descriptions & Observations

Direction away from, toward, etc.
Path straight, curvy, zigzag
Changes in Motion changes in direction, speeding
up, slowing down, starting,
stopping
• As students discuss and share ideas through purposeful conversation,

each group records ideas and questions regarding motion, forces, path,
direction, and changes in motion (changes in direction or speed) on word
strips or chart paper (for example: How does a lighter ball move
differently than a heavier ball? How does the material that the ball is
made from make a difference? How does the surface that the ball travels
on make a difference?). (P.FM.03.36, P.FM.03.37, P.FM.03.38, S.IP.03.12,
S.IA.03.12)
Explain and Define
• Explain and create classroom definitions for the terms gravity, motion,
force, direction and speed. (P.FM.03.35, P.FM.03.36, P.FM.03.43)
• During the discussion, add to the descriptive terms on the chart used to
describe direction and changes in motion. (P.FM.03.41, P.FM.03.42,
P.FM.03.43)
13
Elaborate and Apply
• Elaborate on the questions generated during the explore activities by

dividing them into questions on path and direction and questions on
changes in motion. (P.FM.03.41, P.FM.03.42)
• As a class, choose one question regarding the direction of objects that can
be investigated and not answered by yes or no or simple research. For
example: How do different observers describe the direction of a moving
object? (S.IP.03.12)
• Working in collaborative groups, students plan and conduct a simple
investigation, based on the class question, to describe the motion of
objects in terms of path and direction. For example, students predict
whether classmates standing in different locations around the room will
describe direction of a rolling ball in the same way. Four students stand in
different locations. As a ball is rolled across the floor, the students
individually record their descriptions of the path and direction the ball is
moving. The trial is conducted multiple times using different students for
each trial. Groups summarize their data in charts. (P.FM.03, 41,
S.IP.03.13, S.IP.03.16)
• To evaluate understanding, each collaborative group communicates and
presents findings using evidence from trials to compare and contrast the
motion of objects in terms of direction. Based on evidence, students
analyze and summarize the differences in the results. Finally, students
create a drawing or performance to further explain the similarities and
differences in the motion of objects in terms of direction. (P.FM.03.42,
S.IP.03.13, S.IA.03.13, S.IA.03.15, S.RS.03.15)
• To further elaborate and extend understanding of motion, students review
their original questions regarding changes in motion focusing on speeding
up and slowing down. For example: How can we measure the speed of a
toy car?
• After conducting research and gathering information, students discuss the
concept of the speed of a moving object and how to describe speed in
terms of distance and time. The purpose of this activity is to discover the
relationship of distance and time. (P.FM.03.42, P.FM.03.43, S.IA.03.12,
S.RS.03.15)
• Elaborate on the term distance by giving students the tools, units, and
skills to collect quantitative measurements (meter sticks, rulers,
measuring tapes, centimeters, meters, kilometers). (P.FM.03.43,
S.IP.03.15)
• Elaborate on the term time by giving students the tools, units, and skills to
collect quantitative measurements (stop watch, clock with second hand,
timer, second, minute, hour). (P.FM.03.43, S.IP.03.14)
• Expand on the measurement of speed by measuring the amount of time it
takes (using a stopwatch and seconds) a toy car to travel a specified
distance down a ramp. Conduct at least three trials and find the median
for a more accurate measurement. Further expand on the measurement
of speed by measuring the distance (using a meter stick or ruler) a car
travels in a specified amount of time. Conduct at least three trials.
14
Students construct simple charts and graphs from the data and from
observations of time and distances of the toy cars’ travel. (P.FM.03.42,
P.FM.03.43, S.IP.03.14, S.IP.03.15, S.IP.03.16, S.IA.03.11, S.IA.03.14,
S.RS.03.14)
Evaluate Student Understanding
Formative Assessment Examples

• Create operational definitions in student language for the terms: gravity,
force, motion, direction, and speed. For example: A ball will fall to Earth
because of a force called gravity. Speed is how fast or slow an object
moves in a certain amount of time. (P.FM.03.22, P.FM.03.35, P.FM.03.36,
P.FM.03.43)
• Organize observations of motion into charts. (P.FM.03.36)
• Draw a diagram of the motion of objects in games; label the forces and
changes in motion. (P.FM.03.36, P.FM.03.38, P.FM.03.41, P.FM.03.42)
• Summarize data from investigations on motion and direction into charts.
(P.FM.03.36, P.FM.03.38, P.FM.03.41, P.FM.03.42)
• Engage in purposeful conversation about motion as it relates to distance
and time. (P.FM.03.43)
• Construct simple charts and bar graphs from data on speed investigations.
(P.FM.03.43)
Summative Assessment Examples
• Explain and illustrate the forces that are causing the motion in a dropped
ball, a rolling ball, a stationary object such as a large boulder, a ball
changing direction and a ball slowing down to a stop. (P.FM.03.22,
P.FM.03.35, P.FM.03.36, P.FM.03.38)
• Create a drawing or performance to identify and explain the similarities
and differences in the motion of objects in terms of path and direction.
(P.FM.03.22, P.FM.03.35, P.FM.03.36, P.FM.03.37, P.FM.03.38,
P.FM.03.41, P.FM.03.42)
• After analyzing the data, students summarize the information on their
charts and graphs to answer the question, “How can we measure the
speed of a toy car?” Through purposeful conversation, collaborative
groups of students develop a shared understanding of speed utilizing the
data gathered as evidence to support their ideas, rather than expressing
an opinion. Students use the writing process to summarize their findings
in an organized format. (P.FM.03.43)
15
Enrichment
• Investigate changes in motion due to different forces such as pushing,

pulling, and falling. Create models to illustrate forces.
• Plan and conduct simple investigations comparing the speed of toy cars
moving down ramps of differing heights and surfaces. Include the
mathematical calculations of speed for students with the ability.
• Explore the forces, motion, changes in motion and speed of different
objects including hot air balloons, airplanes, rockets, sailboats,
surfboards, etc.
Intervention
• Explore direction (forward, backward, toward, away, left, right) by

participating in games such as Mother May I, Red Light, Green Light, or
Simon Says.
• Watch video clips of various sporting events. Describe the motion of the
players, objects, etc., and the forces that caused the motion.
• Qualitatively observe, compare and describe the speed of two or more
objects using terms such as faster, slower, same speed, slowing down,
speeding up, stopping or starting.
• Provide opportunities for students to observe, record and discuss forces
and resulting motion in and around the school
• Read informational texts such as Forces Make Things Move by Kimberly
Brubaker Bradley, 2005. Conduct suggested activities included in the text.
16
Examples, Observations, and Phenomena (Real World Context)
Observation, measurement, and communicating ideas are everyday skills.

Students use their senses to continually learn about their environment. They
use measurement of distance and time in everyday activities. They
understand that some things move slowly and others move quickly without
having an understanding of the algorithm of speed. Students begin to
extend the concept of speed as a function of time and distance. They
recognize that if the dog runs the same distance in less time than the cat,
then the dog is running faster. Similarly, if the cat runs a farther distance
than the mouse in the same amount of time, then the cat is running faster.
Throwing balls, running, rolling balls, swinging, and sliding are all common
activities for children. Everyday experiences naturally include a description
of the direction of motion and the speed at which motion occurs.
Students are familiar with everyday technology used to measure distance,

time, and speed. Firsthand experiences include using stopwatches, egg
timers, clocks or watches with a second hand. They are also becoming
proficient in measuring with rulers and meter sticks. Students understand
that the speedometer in the car measures speed. They are aware that speed
is described as miles per hour when discussing the speed limit or the speed
at which the car is traveling. To further their understanding, attention to
miles (distance) per hour (time) can reinforce their experiences in classroom
activities involving toy cars. Additionally, students recognize that using
technology (timers, speedometers, etc.) to make accurate measurements
can avoid or solve problems in such activities as car racing, horse racing,
excessive speed, space travel, and scuba diving.
Contributions of scientists throughout history and across cultures have

contributed significantly to current scientific thought. Students research and
recognize that the contributions of scientists such as al-Jazari, Isaac Newton,
Albert Einstein, the Wright Brothers, and Sakichi Toyoda have contributed to
the science of forces and motion.
17
Literacy Integration
Reading
R.CM.03.01 connect personal knowledge, experiences, and understanding of

the world to themes and perspectives in text through oral and written
responses.
R.CM.03.02 retell in sequence the story elements of a grade level narrative

text and major idea(s) and relevant details of grade-level informational text.
Examples of trade books available for learning about changes in motion:
Forces Make Things Move by Kimberly Brubaker Bradley, 2005

Why Doesn’t the Earth Fall Up? By Vicki Cobb, 1989
Mr. Gumpy’s Motor Car by John Burningham, 1983
Writing
W.GN.03.03 write an informational piece including a report that

demonstrates the understanding of central ideas and supporting details using
an effective organizational pattern (i.e. compare/contrast, cause/effect,
problems/solutions) with a title, heading, subheading, and a table of
contents.
W.GN.03.04 use the writing process to produce and present a research

project; initiate research questions from content area text from a teacher-
selected topic; and use a variety of resources to gather and organize
information.
• Write an informational description of changing motion (changing direction,

speeding up, slowing down, starting, or stopping) using cause and effect.
Include the measurement tools and units that are used to provide
evidence and support for ideas.
• Use the writing process to produce and present research on determining
the speed of a moving object. Beginning with a question to investigate,
summarize findings about speed from a variety of resources in an
organized format.
Speaking
S.DS.03.04 plan and deliver presentations using an effective informational

organizational pattern (e.g. descriptive, problem/solution, cause/effect)
supportive facts and details, reflecting a variety of resources; and varying
the pace for effect.
18
• Plan and deliver presentations comparing and contrasting the motion of
objects in terms of direction using an informational organization pattern
(descriptive); and supportive facts and details reflecting data collected
from a simple investigation.
Mathematics Integration
Number and Operations
N.ME.03.01 Read and write numbers to 10,000 in both numerals and words,
and relate them to the quantities they represent.
N.FL.03.07 Estimate the sum of and difference of two numbers with three
digits (sums up to 1,000), and judge reasonableness of estimates.
N.FL.03.08 Use mental strategies to fluently add and subtract two-digit

numbers.
Measurement
M.UN.03.01 Know and use common units of measurement in length, weight

and time.
M.UN.03.02 Measure in mixed units within the same measurement system

for length, weight, and time: feet and inches, meters and centimeters,
kilograms and grams, pounds and ounces, liters and milliliters, hours and
minutes, minutes and seconds, years and months.
M.PS.03.12 Solve applied problems involving money, length and time.
Data and Probability
D.RE.03.01 Read and interpret bar graphs in both horizontal and vertical
forms.
19
Science Grade 3: General Inquiry Questions » Teacher Version
Directions: For each of the following questions, decide which of the choices is best and fill in the corresponding
space on the answer document.
1. Bev thinks that heavy objects will sink and light 3. Ms. Wong’s class was discussing whether it was
objects will float. What would be the BEST way to better for the environment to use paper or
find out if this is true? styrofoam cups in fast food restaurants. Which of
A. Gather many heavy objects and many light the properties below would be MOST important
objects. Place each one in a tub of water and to consider in choosing a material that would be
see if it floats or sinks. better for the environment?
A. whether it will decay when disposed of
B. Find one heavy object and one light object
and whether it is made from a renewable
and test them by placing them in a tub of
resource
water.
B. whether it is light and whether it will burn
C. Find one heavy object and one light object
easily
and test them by placing them in a tub of
hot water. C. whether it will decay when disposed of and
whether it will burn easily
D. Find an object that sinks in a tub of water
and see if it is heavy or light. D. whether it is made from a renewable
ItemID kmorgan.1964
resource and whether it is light
Correct A ItemID kmorgan.1966
Standard(s) SCI.3.S.IP.03.13 ( 3 ) Correct A
Standard(s) SCI.3.S.IP.03.12 ( 3 )
2. The class noticed the squirrels and other small

animals gathering nuts, seeds and plant fruits. 4. The diagram shows an apple being weighed on a
Why were the animals gathering food? balance. How much does the apple weigh?
A. They were lost.
B. They needed the stored food to survive
A. 171 grams
through the winter.
B. 180 grams
C. They needed to be protected from enemies.
C. 126 grams
D. They were getting ready to sleep through
the winter. D. 76 grams
ItemID kmorgan.1965 ItemID kmorgan.1967
Correct B Correct C
Standard(s) SCI.3.S.IP.03.13 ( 3 ) Standard(s) SCI.3.S.IP.03.14 ( 3 ), SCI.3.S.IP.03.15 ( 3 )
Go on to the next page »
DataDirector Exam ID: 430 Page 1 of 2 © 2009 Houghton Mifflin Harcourt. All rights reserved.

Science Grade 3: General Inquiry Questions » Teacher Version
5. It is a cloudy January evening in Michigan. As you

look out your window, you notice that it is raining
and the ground is wet. A thermometer outdoors
reads 4°C. When you wake up the next morning,
you notice that the ground is covered with snow.
The temperature outside is now -3°C.
After observing the changes that happened during
the night, what question would you ask to help you
understand what had happened?
A. Is this the winter or summer season?
B. What was the temperature before and after
it snowed?
C. How high were the clouds in the sky before
the snow started?
D. Was there also fog in the morning?
ItemID kmorgan.1968
Correct B
Standard(s) SCI.3.S.IA.03.11 ( 3 )
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Science Grade 3, Unit 1: Changes in Motion » Teacher Version
Directions: For each of the following questions, decide which of the choices is best and fill in the corresponding
space on the answer document.
1. 3. What is a push or a pull?

A. Force
B. Work
C. Distance
D. Machine
ItemID kmorgan.1935
Which of the following best describes the forces Correct A
being used by the dog? Standard(s) SCI.3.P.FM.03.35 ( 3 )
A. The dog is pulling on the ground and pulling

on the rope.
B. The dog is pulling on the ground and 4. Morris drives a 1-ton truck and Katie drives a 2-
pushing on the rope. ton truck. Morris and Katie are at a stoplight and
both step on the gas at the same time. Why does
C. The dog is pushing off the ground and Morris's truck take off faster?
pulling on the rope.
D. The dog is pushing off the ground and A. because Morris's tires cause greater friction
pushing on the rope.
B. because Morris's truck has more gas
ItemID kmorgan.1932
Correct C C. because Katie's truck is heavier
Standard(s) SCI.3.P.FM.03.38 ( 3 )
D. because Katie used a different type of gas
than Morris
ItemID kmorgan.1936
2. While playing basketball, Maria throws the ball Correct C
high into the air. What force is MOST LIKELY to Standard(s) SCI.3.P.FM.03.37 ( 3 )
cause the basketball to return to the ground?
A. gravity
B. friction 5. The picture shows a typical roller coaster found at
amusement parks and fairs. As the cars approach
C. magnetism the top of hill 3, they come into a turn. What does
D. wind this cause the cars to do?
ItemID kmorgan.1934 A. change direction and come to a stop
Correct A
B. change direction and increase in speed
C. change direction and decrease in speed
D. change direction and maintain constant
speed
ItemID kmorgan.1937
Correct C
Stop! You Go
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THIRD GRADE SCIENCE
SCIENCE
GRADE LEVEL
CONTENT
EXPECTATIONS
v.1.09
Welcome to Michigan’s K-7 Grade Level Content Expectations
SCIENCE PROCESSES Purpose & Overview

In 2004, the Michigan Department of Education embraced the challenge of
creating Grade Level Content Expectations in response to the Federal No
Child Left Behind Act of 2001. This act mandated the existence of a set of
PHYSICAL SCIENCE
comprehensive state grade level assessments in mathematics and English
language arts that are designed based on rigorous grade level content. In
addition, assessments for science in elementary, middle, and high school
LIFE SCIENCE were required. To provide greater clarity for what students are expected to
know and be able to do by the end of each grade, expectations for each grade
level have been developed for science.
In this global economy, it is essential that Michigan students possess
EARTH SCIENCE personal, social, occupational, civic, and quantitative literacy. Mastery of
the knowledge and essential skills defined in Michigan’s Grade Level Content
Expectations will increase students’ ability to be successful academically, and
contribute to the future businesses that employ them and the communities in
which they choose to live.
Reflecting best practices and current research, the Grade Level Content
Expectations provide a set of clear and rigorous expectations for all students,
and provide teachers with clearly defined statements of what students should
know and be able to do as they progress through school.
Development
In developing these expectations, the K-7 Scholar Work Group depended heavily
on the Science Framework for the 2009 National Assessment of Educational
Progress (National Assessment Governing Board, 2006) which has been the
gold standard for the high school content expectations. Additionally, the
National Science Education Standards (National Research Council, 1996), the
Michigan Curriculum Framework in Science (2000 version), and the Atlas for
Science Literacy, Volumes One (AAAS, 2001) and Two (AAAS, 2007), were
all continually consulted for developmental guidance. As a further resource
for research on learning progressions and curricular designs, Taking Science
to School: Learning and Teaching Science in Grades K-8 (National Research
Council, 2007) was extensively utilized. The following statement from this
resource was a guiding principle:
“The next generation of science standards and curricula at the national and
state levels should be centered on a few core ideas and should expand on
them each year, at increasing levels of complexity, across grades K-8. Today’s
standards are still too broad, resulting in superficial coverage of science that
fails to link concepts or develop them over successive grades.”
Michigan’s K-7 Scholar Work Group executed the intent of this statement
Office of School Improvement in the development of “the core ideas of science...the big picture” in this
document.
www.michigan.gov/mde
Curriculum
Using this document as a focal point in the school improvement process, schools
and districts can generate conversations among stakeholders concerning current
policies and practices to consider ways to improve and enhance student achievement.
Together, stakeholders can use these expectations to guide curricular and instructional
decisions, identify professional development needs, and assess student achievement.
Assessment
The Science Grade Level Content Expectations document is intended to be a curricular
guide with the expectations written to convey expected performances by students.
Science will continue to be assessed in grades five and eight for the Michigan
Educational Assessment Program (MEAP) and MI-Access.
Preparing Students for Academic Success

In the hands of teachers, the Grade Level Content Expectations are converted into
exciting and engaging learning for Michigan’s students. As educators use these
expectations, it is critical to keep in mind that content knowledge alone is not
sufficient for academic success. Students must also generate questions, conduct
investigations, and develop solutions to problems through reasoning and observation.
They need to analyze and present their findings which lead to future questions,
research, and investigations. Students apply knowledge in new situations, to solve
problems by generating new ideas, and to make connections between what they learn
in class to the world around them.
Through the collaborative efforts of Michigan educators and creation of professional
learning communities, we can enable our young people to attain the highest
standards, and thereby open doors for them to have fulfilling and successful lives.
Understanding the Organizational Structure

The science expectations in this document are organized into disciplines, standards,
content statements, and specific content expectations. The content statements in
each science standard are broader, more conceptual groupings. The skills and content
addressed in these expectations will, in practice, be woven together into a coherent,
science curriculum.
To allow for ease in referencing expectations, each expectation has been coded with a
discipline, standard, grade-level, and content statement/expectation number.
For example, P.FM.02.34 indicates:
P - Physical Science Discipline
FM-Force and Motion Standard
02-Second Grade
34-Fourth Expectation in the Third Content Statement
Content statements are written and coded for Elementary and Middle School Grade
Spans. Not all content expectations for the content statement will be found in each
grade.
Why Create a 1.09 Version of the Expectations?

The Office of School Improvement is committed to creating the best possible product
for educators. This committment served as the impetus for revision of the 12.07
edition. This new version, v.1.09, refines and clarifies the original expectations, while
preserving their essence and original intent and reflects the feedback from educators
across the state during the past year.
27 THIRD GRADE SCIENCE v. 1 2 . 0 7 MICHIGAN DEPARTMENT OF EDUCATION

Elementary (K-4) Science Organizational Structure
Discipline 1 Discipline 2 Discipline 3 Discipline 4

Science Processes Physical Science Life Science Earth Science
Standards and Statements (and number of Content Expectations in each Statement)

Inquiry Process (IP) Force and Motion (FM) Organization of Earth Systems (ES)
Inquiry Analysis Position (2) Living Things (OL) Solar Energy (2)
and Communication Gravity (2) Life Requirements (6) Weather (4)
(IA) Force (8) Life Cycles (2) Weather
Reflection and Social Speed (3) Structures and Measurement (2)
Implications (RS) Energy (EN) Functions (2) Natural
Forms of Energy (2) Classification (2) Resources (4)
Light Properties (2) Heredity (HE) Human Impact (2)
Sound (2) Observable Solid Earth (SE)
Energy and Characteristics (3) Earth Materials (4)
Temperature (3) Evolution (EV) Surface Chages (2)
Electrical Circuits (2) Environmental Using Earth
Properties of Matter Adaptation (2) Materials (2)
(PM) Survival (2) Fluid Earth (FE)
Physical Properties (8) Ecosystems (EC) Water (4)
States of Matter (3) Interactions (1) Water
Magnets (4) Changed Movement (2)
Material Environment Earth in Space and
Composition (1) Effects (1) Time (ST)
Conductive and Characteristics
Reflective Properties of Objects in the
(3) Sky (2)
Changes in Matter Patterns of
(CM) Objects in the
Changes in State (1) Sky (5)
Fossils (2)
Science Processes: Inquiry Process, Inquiry Analysis and Communication,

Reflection, and Social Implications
Students continue building their inquiry and investigation skills through the use of observations
and data collection. This learning requires using measurement with appropriate units of measure
and conducting simple and fair investigations. Students use their data as evidence to separate
fact from opinion, and compare and contrast different sets of data from multiple trials. In the
application of what students discover through their investigations, they begin to describe the
effect of humans and other organisms on the balance of the natural world and how people
contribute to the advancement of science.
The content expectations for third grade science students present high interest content that leads
to investigations, data collection, raising questions, and the identification of current problems in
the environment that society faces on Earth.
28 THIRD GRADE SCIENCE v.1 . 0 9 MICHIGAN DEPARTMENT OF EDUCATION

Physical Science: Motion of Objects, Energy, and Properties of
Matter
The previous grades have provided the students with an introduction to the
understanding of motion (kindergarten), and properties of matter (first grade and
second grade). The study of motion asks for students to compare and contrast motion
in terms of direction and speed of an object. Using force as a push or a pull from
the kindergarten expectations now builds toward the idea that when an object does
not move in response to a force, it is because another force is acting on it. The force
of gravity as the force that pulls objects towards the Earth is the foundation of this
learning.
The third grade science content expectations introduce the concept of energy through
the study of light and sound. Students explore light and how light travels in a straight
path, how shadows are made, and the behavior of light through water. Students
discover that different objects interact differently with light; objects can reflect,
absorb, or refract light. Objects can also absorb heat energy when exposed to light.
Properties of sound are also introduced in the third grade curriculum. Students are
given the opportunity to explore how different pitches are produced and sound as a
result of vibrations.
Life Science: Organization of Living Things, Evolution

The third grade life science curriculum combines the previous studies of animals and
plants from the first and second grades. These studies build toward an understanding
of the complex interactions among living and nonliving things and the diversity of life.
Children explore the functions of structures in plants and animals that help them to
survive in their environment, establish the initial association of organisms within their
environments, and develop ideas regarding the dependence of living things on various
aspects of behavior within their environment.
Earth Science: Earth Systems and Solid Earth

Initially, the third grade students explore natural causes of change on the Earth’s
surface, different types of Earth materials (rocks, minerals, clay, boulders, gravel,
sand, and soil), and identify those materials used to construct common objects. The
skills students need to understand and apply their scientific knowledge and develop
an awareness of the effects of humans and other organisms on the environment are
a primary focus in the third grade Earth science instruction. Students explore natural
resources (renewable and non-renewable), and describe how humans protect and
harm the environment. Children are asked to employ causal reasoning between human
activities and the impact on the environment.
The common idea of the dependency of life on the environment and the effects of
humans and other living organisms on the environment, provides the opportunity for
students to apply their knowledge to current environmental problems and what the
third grader can do to protect the environment.
29 THIRD GRADE SCIENCE v. 1 . 0 9 MICHIGAN DEPARTMENT OF EDUCATION

Third Grade Science Standards, Statements, and Expectations
Note: The number in parentheses represents the number of expectations.
Discipline 1: Science Processes (S)

Standard: Inquiry Process (IP)
1 Statement (6)
Standard: Inquiry Analysis and Communication (IA)
1 Statement (5)
Standard: Reflection and Social Implications (RS)
1 Statement (7)
Discipline 2: Physical Science (P)

Standard: Force and Motion (FM)
Gravity (1)
Force (4)
Speed (3)
Standard: Energy (EN)
Forms of Energy (1)
Light Properties (2)
Sound (2)
Standard: Properties of Matter (PM)
Conductive and Reflective Properties (2)

Discipline 3: Life Science (L)

Standard: Organization of Living Things (OL)
Structures and Functions (2)
Classification (2)
Standard: Evolution (EV)
Environmental Adaptation (2)
Discipline 4: Earth Science (E)

Standard: Earth Systems (ES)
Natural Resources (4)
Human Impact (2)
Standard: Solid Earth (SE)
Earth Materials (2)
Surface Changes (1)
Using Earth Materials (2)

SCIENCE PROCESSES Inquiry Process
K-7 Standard S.IP: Develop an understanding that scientific inquiry and

reasoning involves observing, questioning, investigating, recording, and
developing solutions to problems.

S.IP.E.1 Inquiry involves generating questions, conducting
investigations, and developing solutions to problems through
reasoning and observation.
S.IP.03.11 Make purposeful observation of the natural world using the

appropriate senses.
S.IP.03.12 Generate questions based on observations.
S.IP.03.13 Plan and conduct simple and fair investigations.
S.IP.03.14 Manipulate simple tools that aid observation and data collection
(for example: hand lens, balance, ruler, meter stick, measuring
cup, thermometer, spring scale, stop watch/timer).
S.IP.03.15 Make accurate measurements with appropriate units
(centimeters, meters, Celsius, grams, seconds, minutes) for the
measurement tool.
S.IP.03.16 Construct simple charts and graphs from data and observations.

Inquiry Analysis and Communication
K-7 Standard S.IA: Develop an understanding that scientific inquiry and

investigations require analysis and communication of findings, using
appropriate technology.
S.IA.E.1 Inquiry includes an analysis and presentation of findings

that lead to future questions, research, and investigations.
S.IA.03.11 Summarize information from charts and graphs to answer

scientific questions.
S.IA.03.12 Share ideas about science through purposeful conversation in
collaborative groups.
S.IA.03.13 Communicate and present findings of observations and
investigations.
S.IA.03.14 Develop research strategies and skills for information gathering
and problem solving.
S.IA.03.15 Compare and contrast sets of data from multiple trials of a
science investigation to explain reasons for differences.
Reflection and Social Implications
K-7 Standard S.RS: Develop an understanding that claims and evidence

for their scientific merit should be analyzed. Understand how scientists decide
what constitutes scientific knowledge. Develop an understanding of
the importance of reflection on scientific knowledge and its application to new
situations to better understand the role of science in society and technology.

S.RS.E.1 Reflecting on knowledge is the application
of scientific knowledge to new and different situations.
Reflecting on knowledge requires careful analysis of
evidence that guides decision-making and the application
of science throughout history and within society.
S.RS.03.11 Demonstrate scientific concepts through various

illustrations, performances, models, exhibits, and
activities.
S.RS.03.14 Use data/samples as evidence to separate fact from
opinion.
S.RS.03.15 Use evidence when communicating scientific ideas.
S.RS.03.16 Identify technology used in everyday life.
S.RS.03.17 Identify current problems that may be solved through
the use of technology.
S.RS.03.18 Describe the effect humans and other organisms have
on the balance of the natural world.
S.RS.03.19 Describe how people have contributed to science
throughout history and across cultures.
PHYSICAL SCIENCE Force and Motion

K-7 Standard P.FM: Develop an understanding that the position
and/or motion of an object is relative to a point of reference.
Understand forces affect the motion and speed of an object and
that the net force on an object is the total of all of the forces
acting on it. Understand the Earth pulls down on objects with a
force called gravity. Develop an understanding that some forces
are in direct contact with objects, while other forces are not
in direct contact with objects.

P.FM.E.2 Gravity- Earth pulls down on all objects with a
force called gravity. With very few exceptions, objects fall
to the ground no matter where the object is on the Earth.
P.FM.03.22 Identify the force that pulls objects towards the

Earth.
P.FM.E.3 Force- A force is either a push or a pull. The

motion of objects can be changed by forces. The size of the
change is related to the size of the force. The change is
also related to the weight (mass) of the object on
which the force is being exerted. When an object does not
move in response to a force, it is because another force is
being applied by the environment.
P.FM.03.35 Describe how a push or a pull is a force.

P.FM.03.36 Relate a change in motion of an object to the force
that caused the change of motion.
P.FM.03.37 Demonstrate how the change in motion of an object
is related to the strength of the force acting upon the
object and to the mass of the object.
P.FM.03.38 Demonstrate when an object does not move in
response to a force, it is because another force is
acting on it.

P.FM.E.4 Speed- An object is in motion when its position is
changing. The speed of an object is defined by how far it
travels in a standard amount of time. *
P.FM.03.41 Describe the motion of objects in terms of direction. *

P.FM.03.42 Identify changes in motion (change direction,
speeding up, slowing down).
P.FM.03.43 Relate the speed of an object to the distance it travels
in a standard amount of time.
Energy
K-7 Standard P.EN: Develop an understanding that there are

many forms of energy (such as heat, light, sound, and electrical)
and that energy is transferable by convection, conduction, or
radiation. Understand energy can be in motion, called kinetic; or it
can be stored, called potential. Develop an understanding that as
temperature increases, more energy is added to a system.
Understand nuclear reactions in the sun produce light and heat for
the Earth.

P.EN.E.1 Forms of Energy- Heat, electricity, light, and
sound are forms of energy.
P.EN.03.11 Identify light and sound as forms of energy.

P.EN.E.2 Light Properties- Light travels in a straight path.
Shadows result from light not being able to pass through an
object. When light travels at an angle from one substance to
another (air and water), it changes direction. *
P.EN.03.21 Demonstrate that light travels in a straight path and

that shadows are made by placing an object in a path
of light. *
P.EN.03.22 Observe what happens to light when it travels
from air to water (a straw half in the water and half in
the air looks bent). *
P.EN.E.3 Sound- Vibrating objects produce sound. The

pitch of sound varies by changing the rate of vibration.
P.EN.03.31 Relate sounds to their sources of vibrations (for

example: a musical note produced by a vibrating
guitar string, the sounds of a drum made by the
vibrating drum head).
P.EN.03.32 Distinguish the effect of fast or slow vibrations as
pitch.
* Revised expectations marked by an asterisk.

Properties of Matter
K-7 Standard P.PM: Develop an understanding that all matter has

observable attributes with physical and chemical properties that are
described, measured, and compared. Understand that states of matter
exist as solid, liquid, or gas; and have physical and chemical properties.
Understand all matter is composed of combinations of elements, which
are organized by common attributes and characteristics on the Periodic
Table. Understand that substances can be classified as mixtures or
compounds and according to their physical and chemical properties.
P.PM.E.5 Conductive and Reflective Properties- Objects

vary to the extent they absorb and reflect light energy and
conduct heat and electricity.

P.PM.03.51 Demonstrate how some materials are heated more
than others by light that shines on them.
P.PM.03.52 Explain how we need light to see objects: light from a
source reflects off objects and enters our eyes.
LIFE SCIENCE Organization of Living Things

K-7 Standard L.OL: Develop an understanding that plants and animals
(including humans) have basic requirements for maintaining life which
include the need for air, water, and a source of energy. Understand that
all life forms can be classified as producers, consumers, or decomposers
as they are all part of a global food chain where food/energy is
supplied by plants which need light to produce food/energy. Develop
an understanding that plants and animals can be classified by observable
traits and physical characteristics. Understand that all living organisms
are composed of cells and they exhibit cell growth and division.
Understand that all plants and animals have a definite life cycle, body
parts, and systems to perform specific life functions.

L.OL.E.3 Structures and Functions- Organisms have
different structures that serve different functions in
growth, survival, and reproduction.
L.OL.03.31 Describe the function of the following plant parts:

flower, stem, root, and leaf.
L.OL.03.32 Identify and compare structures in animals used for
controlling body temperature, support, movement,
food-getting, and protection (for example: fur, wings,
teeth, scales). *
L.OL.E.4 Classification- Organisms can be classified on the basis

of observable characteristics.
L.OL.03.41 Classify plants on the basis of observable physical

characteristics (roots, leaves, stems, and flowers).
L.OL.03.42 Classify animals on the basis of observable physical
characteristics (backbone, body coverings, limbs). *

Evolution
K-7 Standard L.EV: Develop an understanding that plants and animals

have observable parts and characteristics that help them survive and
flourish in their environments. Understand that fossils provide evidence that
life forms have changed over time and were influenced by changes in
environmental conditions. Understand that life forms either change
(evolve) over time or risk extinction due to environmental changes
and describe how scientists identify the relatedness of various organisms
based on similarities in anatomical features.
L.EV.E.1 Environmental Adaptation- Different kinds of

organisms have characteristics that help them to live in
different environments.

L.EV.03.11 Relate characteristics and functions of observable parts in
a variety of plants that allow them to live in their
environment (leaf shape, thorns, odor, color). *
L.EV.03.12 Relate characteristics and functions of observable body
parts to the ability of animals to live in their environment
(sharp teeth, claws, color, body coverings). *
EARTH SCIENCE Earth Systems
K-7 Standard E.ES: Develop an understanding of the warming of the

Earth by the sun as the major source of energy for phenomenon on
Earth and how the sun’s warming relates to weather, climate, seasons,
and the water cycle. Understand how human interaction and use
of natural resources affects the environment.
E.ES.E.4 Natural Resources- The supply of many natural

resources is limited. Humans have devised methods for
extending their use of natural resources through
recycling, reuse, and renewal.
E.ES.03.41 Identify natural resources (metals, fuels, fresh water,

fertile soil, and forests). *
E.ES.03.42 Classify renewable (fresh water, fertile soil, forests) and
non-renewable (fuels, metals) resources. *
E.ES.03.43 Describe ways humans are protecting, extending, and
restoring resources (recycle, reuse, reduce, renewal).
E.ES.03.44 Recognize that paper, metal, glass, and some plastics
can be recycled.


E.ES.E.5 Human Impact- Humans depend on their natural
and constructed environment. Humans change
environments in ways that are helpful or harmful for
themselves and other organisms.
E.ES.03.51 Describe ways humans are dependent on the natural

environment (forests, water, clean air, Earth materials)
and constructed environments (homes, neighborhoods,
shopping malls, factories, and industry).
E.ES.03.52 Describe helpful or harmful effects of humans on the
environment (garbage, habitat destruction, land
management, renewable, and non-renewable resources).
Solid Earth

K-7 Standard E.SE: Develop an understanding of the properties
of Earth materials and how those properties make materials useful.
Understand gradual and rapid changes in Earth materials and features
of the surface of Earth. Understand magnetic properties of Earth.
E.SE.E.1 Earth Materials- Earth materials that occur in nature

include rocks, minerals, soils, water, and the gases of the
atmosphere. Some Earth materials have properties which
sustain plant and animal life.
E.SE.03.13 Recognize and describe different types of Earth materials

(mineral, rock, clay, boulder, gravel, sand, soil, water, and
air). *
E.SE.03.14 Recognize that rocks are made up of minerals.
E.SE.E.2 Surface Changes- The surface of Earth changes. Some

changes are due to slow processes, such as erosion and
weathering; and some changes are due to rapid processes,
such as landslides, volcanic eruptions, and earthquakes.
E.SE.03.22 Identify and describe natural causes of change in the

Earth’s surface (erosion, glaciers, volcanoes, landslides,
and earthquakes).
E.SE.E.3 Using Earth Materials- Some Earth materials have

properties that make them useful either in their present form
or designed and modified to solve human problems. They can
enhance the quality of life as in the case of materials used for
building or fuels used for heating and transportation.
E.SE.03.31 Identify Earth materials used to construct some common

objects (bricks, buildings, roads, glass). *
E.SE.03.32 Describe how materials taken from the Earth can be used
as fuels for heating and transportation.

T H I R D G RA D E E N G L I S H L A N G U A G E A R T S
3
GRADE LEVEL
ELA
CONTENT
EXPECTATIONS v.12.05
Welcome to Michigan’s K-8 Grade Level Content Expectations
R EA D I N G
Purpose & Overview
In 2004, the Michigan Department of Education embraced the challenge of creating
Grade Level Content Expectations in response to the federal No Child Left Behind Act
W R IT I N G of 2001. This act mandated the existence of a set of comprehensive state grade level
assessments that are designed based on rigorous grade level content.
In this global economy, it is essential that Michigan students possess personal, social,
occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills
S P EA K I N G
defined in Michigan’s Grade Level Content Expectations will increase students’ ability to
be successful academically, contribute to the future businesses that employ them and the
communities in which they choose to live.
L I ST E N I N G The Grade Level Content Expectations build from the Michigan Curriculum Framework
and its Teaching and Assessment Standards. Reflecting best practices and current
research, they provide a set of clear and rigorous expectations for all students and
provide teachers with clearly defined statements of what students should know
V I EW I N G
and be able to do as they progress through school.

The Office of School Improvement is committed to creating the best possible product
for educators. This commitment served as the impetus for the revision of the 6.04 edition
that was previously released in June of 2004. This new version, v.12.05, refines and
clarifies the original expectations, while preserving their essence and original intent.
As education continues to evolve, it is important to remember that each curriculum
document should be considered as a work in progress, and will continue to be refined
to improve the quality.
The revision process greatly improved the continuity from one grade to the next, and
better ensured coherence both in content and pedagogy. To obtain more specific details
about the revisions, please refer to the addendum included in this document. The forward
of the Across the Grades v.12.05 companion document also clarifies the types of changes
made. Educators can access the Across the Grades companion document by visiting
the Michigan Department of Education Grade Level Content Expectations web page at
www.michigan.gov/glce.
Assessment
The Grade Level Content Expectations document is intended to be a state assessment
tool with the expectations written to convey expected performances by students. The
Office of Assessment and Accountability was involved in the development of version 12.05
and has incorporated the changes in the construction of test and item specifications for
the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated
version will assist us in the creation of companion documents, content examples, and
to guide program planners in focusing resources and energy.
Office of School Improvement
Curriculum
Using this document as a focal point in the school improvement process, schools and districts
can generate conversations among stakeholders concerning current policies and practices
to consider ways to improve and enhance student achievement. Together, stakeholders can
use these expectations to guide curricular and instructional decisions, identify professional
development needs, and assess student achievement.

The expectations in this document are divided into strands with multiple domains within each, as
shown below. The skills and content addressed in these expectations will in practice be woven
together into a coherent, English language arts curriculum. Beyond the English language arts
curriculum, students will use the skills and processes to support learning in all content areas.
To allow for ease in referencing expectations, each expectation has been coded with a strand,
domain, grade-level, and expectation number. For example, R.NT.00.01 indicates:
R - Reading Strand
NT - Narrative Text Domain
00 - Kindergarten Expectation
01- First Expectation in the Grade-Level Narrative Text Domain
Strand 1 Strand 2 Strand 3 Strand 4

Reading Writing Speaking Listening & Viewing
Domains
Word Recognition and Genre (GN) Conventions (CN) Conventions (CN)
Word Study (WS) Process (PR) Discourse (DS) Response (RP)
• Phonemic Awareness Personal Style (PS)
• Phonics Grammar & Usage (GR)
• Word Recognition Spelling (SP)
• Vocabulary Handwriting (HW)
Fluency (FL) Writing Attitude (AT)
Narrative Text (NT)
Informational Text (IT)
Comprehension (CM)
Metacognition (MT)
Critical Standards (CS)
Reading Attitude (AT)

Within the hands of teachers, the Grade Level Content Expectations are converted into exciting
and engaging learning for Michigan’s students. As we use these expectations to develop units of
instruction and plan instructional delivery, it is critical to keep in mind that content knowledge
alone is not sufficient for academic success. Students must be able to apply knowledge in new
situations, to solve problems by generating new ideas, and to make connections between what
they learn in class to the world around them. The art of teaching is what makes the content of
learning become a reality.
Through the collaborative efforts of Michigan educators and creation of professional learning
communities, we can enable our young people to attain the highest standards, and thereby
open doors for them to have fulfilling and successful lives.
2 THIRD GRADE E N G L I S H L A N G U A G E A RT S ■ v.1 2 . 0 5 ■ MICHIGAN DEPARTMENT OF EDUCATION

READING Word Recognition and Word Study
Word Recognition
Students will…
R.WS.03.01 automatically recognize frequently encountered words in print
whether encountered in connected text or in isolation with the number of words
that can be read fluently increasing steadily across the school year.
R.WS.03.02 use structural, syntactic, and semantic cues including letter-sound,
rimes, base words, and affixes to automatically read frequently encountered words,
decode unknown words, and decide meanings including multiple meaning words.
R.WS.03.03 know the meanings of words encountered frequently in grade-level
reading and oral language contexts.
R.WS.03.04 automatically recognize the 220 Dolch basic sight words and 95
common nouns.
R.WS.03.05 make progress to automatically read by sight the Dolch First 1000
Words for mastery in fifth grade.
R.WS.03.06 acquire and apply strategies to identify unknown words or word
parts; self-monitor and construct meaning by predicting and self-correcting, applying
knowledge of language, sound/symbol/structural relationships, and context.
Fluency
Students will…
R.WS.03.07 apply the following aspects of fluency: pauses and emphasis,
punctuation cues, intonation, and automatic recognition of identified grade-level
specific words and sight words while reading aloud familiar grade-level text.
Vocabulary
Students will…
R.WS.03.08 in context, determine the meaning of words and phrases including
synonyms, homonyms, multiple meaning words, content vocabulary, and literary
terms using strategies and resources including context clues, concept mapping, and
the dictionary.
Narrative Text
Students will…
R.NT.03.01 explain how characters express attitudes about one another in familiar
classic, multicultural, and contemporary literature recognized for quality and literary
merit.
R.NT.03.02 identify and describe the basic elements and purpose of a variety of
narrative genre including folktales, fables, and realistic fiction.
R.NT.03.03 identify and describe characters’ thoughts and motivations, story level
themes (good vs. evil), main idea, and lesson/moral (fable).
R.NT.03.04 explain how authors use literary devices including prediction,
personification, and point of view to develop a story level theme, depict the setting,
and reveal how thoughts and actions convey important character traits.
M I C H I G A N D E PA RT M E N T O F E D U C AT I O N ■ v.1 2 . 0 5 ■ E N G L I S H L A N G U A G E A RT S THIRD GRADE 3

Informational Text
Students will…
R.IT.03.01 identify and describe the basic elements, features, and purpose of a variety
of informational genre including textbooks, encyclopedias, and magazines.
R.IT.03.02 identify informational text patterns including descriptive, sequential,
enumerative, compare/contrast, and problem/solution.
R.IT.03.03 explain how authors use text features including titles, headings and
subheadings, timelines, prefaces, indices, and table of contents to enhance the
understanding of key and supporting ideas.
Comprehension
Students will…
R.CM.03.01 connect personal knowledge, experiences, and understanding of the
world to themes and perspectives in text through oral and written responses.
R.CM.03.02 retell in sequence the story elements of grade-level narrative text and
major idea(s) and relevant details of grade-level informational text.
R.CM.03.03 compare and contrast relationships among characters, events, and key
ideas within and across texts to create a deeper understanding; including a narrative
to an informational text, a literature selection to a subject area text, and an historical
event to a current event.
R.CM.03.04 apply significant knowledge from grade-level science, social studies, and
mathematics texts.
Metacognition
Students will…
R.MT.03.01 self-monitor comprehension when reading or listening to texts by
automatically applying strategies used by mature readers to increase comprehension
including: predicting, constructing mental images, visually representing ideas in text,
questioning, rereading or listening again if uncertain about meaning, inferring, and
summarizing.
R.MT.03.02 plan, monitor, regulate, evaluate skills, strategies, and processes to construct
and convey meaning, (e.g., decoding unknown words), and use graphic organizers to
deepen understanding of problem/solution and organizational patterns.
Critical Standards
Students will…
R.CS.03.01 develop, discuss, and apply individual and shared standards using student/
class created rubrics and begin to assess the quality and accuracy of their own writing
and the writing of others.
Reading Attitude
Students will…
R.AT.03.01 be enthusiastic about reading and do substantial reading and writing on
their own.

WRITING Writing Genre
Students will…
W.GN.03.01 write a cohesive narrative piece such as a fable, folktale, or realistic fiction
using personification, setting, actions and thoughts that reveal important character traits.
W.GN.03.02 write poetry based on reading a wide variety of grade-appropriate poetry.
W.GN.03.03 write an informational piece including a report that demonstrates the
understanding of central ideas and supporting details using an effective organizational
pattern (e.g., compare/contrast, cause/effect, problem/solution) with a title, heading,
subheading, and a table of contents.
W.GN.03.04 use the writing process to produce and present a research project; initiate
research questions from content area text from a teacher-selected topic; and use a
variety of resources to gather and organize information.
Writing Process
Students will…
W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and patterns
when writing a narrative or informational piece.
W.PR.03.02 apply a variety of pre-writing strategies for both narrative and informational
writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate,
sequence, and structure ideas (e.g., sequence for beginning, middle, and end, problem/
solution, or compare/contrast).
W.PR.03.03 draft focused ideas in written compositions using multiple sentences
and paragraphs to slow down or speed up reading; including varying patterns and/or
organizational text structures (e.g., compare/contrast, cause/effect, or problem/solution).
W.PR.03.04 revise drafts based on constructive and specific oral and written responses
to writing by identifying sections of the piece to improve sequence and flow of ideas
(e.g., arranging paragraphs, connecting main and supporting ideas, transitions).
W.PR.03.05 proofread and edit writing using appropriate resources (e.g., dictionary,
spell check, writing references) and grade-level checklists, both individually and in groups.
Personal Style
Students will…
W.PS.03.01 exhibit personal style and voice to enhance the written message in both
narrative (e.g., varied word choice and sentence structure, character description) and
informational writing (e.g., examples, transitions, grammar and usage).
Grammar and Usage

Students will…
W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in
agreement; verb tenses; nouns and possessives; commas in a series; and begin use of
quotation marks and capitalization in dialogue.

Spelling
Students will…
W.SP.03.01 in the context of writing, correctly spell frequently encountered words
(e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds,
common homophones); for less frequently encountered words, use structural cues
(e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word
lists, dictionaries, spell checkers).
Handwriting
Students will…
W.HW.03.01 fluently and legibly write the cursive alphabet.
Writing Attitude
Students will…
W.AT.03.01 be enthusiastic about writing and learning to write.

S P EA K I N G Conventions
Students will…
S.CN.03.01 use common grammatical structures correctly when speaking including
time relationships, verb tenses, and causal and temporal relationships.
S.CN.03.02 adjust their use of language to communicate effectively with a variety of
audiences and for different purposes including gathering information, making requests,
discussing, classroom presentations, and playground interactions.
S.CN.03.03 speak effectively emphasizing key words and varied pace for effect in
narrative and informational presentations.
S.CN.03.04 present in standard American English if it is their first language. (Students
whose first language is not English will present in their developing version of standard
American English.)
S.CN.03.05 understand, providing examples of how language differs from neighborhood
to neighborhood of the local community as a function of linguistic and cultural group
membership.
Discourse
Students will…
S.DS.03.01 engage in interactive, extended discourse to socially construct meaning
in book clubs, literature circles, partnerships, or other conversation protocols.
S.DS.03.02 discuss narratives (e.g., folktales, fables, realistic fiction), conveying the
story grammar (e.g., characters’ thoughts and motivation, setting, plot, story level theme)
and explain why the story is worthwhile and how it is relevant to the storyteller or the
audience.
S.DS.03.03 respond to multiple text types by reflecting, making connections, taking
a position, and/or showing understanding.
S.DS.03.04 plan and deliver presentations using an effective informational
organizational pattern (e.g., descriptive, problem/solution, cause/effect); supportive
facts and details reflecting a variety of resources; and varying the pace for effect.

L I ST E N I N G Conventions
& V I EW I N G Students will…
L.CN.03.01 ask substantive questions of the speaker that will provide additional
elaboration and details.
L.CN.03.02 listen to or view knowledgeably while demonstrating appropriate social
skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large
group settings.
L.CN.03.03 distinguish between and explain how verbal and non-verbal strategies
enhance understanding of spoken messages and promote effective listening behaviors.
L.CN.03.04 be aware that the media has a role in focusing attention on events and in
shaping opinions; recognize the variables (e.g., mistakes, misspeaks) in the media.
Response
Students will…
L.RP.03.01 listen to or view knowledgeably and discuss a variety of genre and compare
their responses to those of their peers.
L.RP.03.02 select, listen to or view knowledgeably, and respond thoughtfully to both
classic and contemporary texts recognized for quality and literary merit.
L.RP.03.03 respond to multiple text types listened to or viewed knowledgeably, by
discussing, illustrating, and/or writing in order to reflect, make connections, take a position,
and/or show understanding.
L.RP.03.04 combine skills to reveal strengthening literacy (e.g., viewing then analyzing
orally, listening then summarizing orally).
L.RP.03.05 respond to and retell what a speaker said, paraphrasing and explaining the
main idea, and then extend their response by connecting and relating it to personal
experiences.

T H I R D G RA D E M A T H E M A T I C S
3
GRADE LEVEL
MATH
CONTENT
EXPECTATIONS v. 1 2 . 0 5
NUMBER & OPERATIONS Welcome to Michigan’s K-8 Grade Level Content Expectations
Purpose & Overview
In 2004, the Michigan Department of Education embraced the challenge of creating
A L G E B RA
Grade Level Content Expectations in response to the federal No Child Left Behind Act
of 2001. This act mandated the existence of a set of comprehensive state grade level
assessments that are designed based on rigorous grade level content.
M EA S U R E M E NT In this global economy, it is essential that Michigan students possess personal, social,
occupational, civic, and quantitative literacy. Mastery of the knowledge and essential
skills defined in Michigan’s Grade Level Content Expectations will increase students’
ability to be successful academically, contribute to the future businesses that employ
G E O M ET RY
them and the communities in which they choose to live.
The Grade Level Content Expectations build from the Michigan Curriculum Framework
and its Teaching and Assessment Standards. Reflecting best practices and current
DATA & PROBABILITY research, they provide a set of clear and rigorous expectations for all students and
provide teachers with clearly defined statements of what students should know
and be able to do as they progress through school.

The Office of School Improvement is committed to creating the best possible product
for educators. This commitment served as the impetus for the revision of the 6.04
edition that was previously released in June of 2004. This new version, v.12.05, refines
and clarifies the original expectations, while preserving their essence and original intent.
As education continues to evolve, it is important to remember that each curriculum
document should be considered as a work in progress, and will continue to be refined
to improve the quality.
The revision process greatly improved the continuity from one grade to the next, and
better ensured coherence both in content and pedagogy. To obtain more specific details
about the revisions, please refer to the addendum included in this document. The forward
of the Across the Grades v.12.05 companion document also clarifies the types of changes
made. Educators can access the Across the Grades companion document by visiting
the Michigan Department of Education Grade Level Content Expectations web page
at www.michigan.gov/glce.
Assessment
The Grade Level Content Expectations document is intended to be a state assessment
tool with the expectations written to convey expected performances by students. The
Office of Assessment and Accountability was involved in the development of version
12.05 and has incorporated the changes in the construction of test and item specifications
for the K-8 Michigan Education Assessment Program (MEAP) and MI-Access. This updated
version will assist us in the creation of companion documents, content examples, and to
guide program planners in focusing resources and energy.
Office of School Improvement
Curriculum
Using this document as a focal point in the school improvement process, schools and districts can
generate conversations among stakeholders concerning current policies and practices to consider
ways to improve and enhance student achievement. Together, stakeholders can use these
expectations to guide curricular and instructional decisions, identify professional development
needs, and assess student achievement.

The expectations in this document are divided into strands with multiple domains within each, as
shown below. The skills and content addressed in these expectations will in practice be woven
together into a coherent, Mathematics curriculum. The domains in each mathematics strand are
broader, more conceptual groupings. In several of the strands, the “domains” are similar to the
“standards” in Principles and Standards for School Mathematics from the National Council of
Teachers of Mathematics.
To allow for ease in referencing expectations, each expectation has been coded with a strand,
domain, grade-level, and expectation number. For example, M.UN.00.01 indicates:
M - Measurement strand
UN - Units & systems of measurement domain of the Measurement strand
00 - Kindergarten Expectation
01- First Expectation in the Grade-Level view of the Measurement strand
Strand 1 Strand 5
Strand 3 Strand 4
Number & Strand 2 Algebra Data and
Measurement Geometry
Operations Probability
Domains
Meaning, notation, Patterns, relations, Units and systems of Geometric shape, Data representation
place value, and functions, and measurement (UN) properties, and (RE)
comparisons (ME) change (PA) mathematical
Techniques and arguments (GS) Data interpretation
Number Representation (RP) formulas for and analysis (AN)
relationships measurement (TE) Location and spatial
and meaning of Formulas, relationships (LO) Probability (PR)
operations (MR) expressions, Problem
equations, and solving involving Spatial reasoning
Fluency with inequalities (RP) measurement (PS) and geometric
operations and modeling (SR)
estimation (FL)
Transformation and
symmetry (TR)

Within the hands of teachers, the Grade Level Content Expectations are converted into exciting
and engaging learning for Michigan’s students. As we use these expectations to develop units of
instruction and plan instructional delivery, it is critical to keep in mind that content knowledge
alone is not sufficient for academic success. Students must be able to apply knowledge in new
situations, to solve problems by generating new ideas, and to make connections between what
they learn in class to the world around them. The art of teaching is what makes the content of
learning become a reality.
Through the collaborative efforts of Michigan educators and creation of professional learning
communities, we can enable our young people to attain the highest standards, and thereby open
doors for them to have fulfilling and successful lives.
2 THIRD GRADE M A T H E M A T I C S ■ v. 1 2 . 0 5 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N
NUMBER AND Understand and use number notation and place value
OPERATIONS N.ME.03.01 Read and write numbers to 10,000 in both numerals and words, and relate them
to the quantities they represent, e.g., relate numeral or written word to a display of dots or
objects.
N.ME.03.02 Identify the place value of a digit in a number, e.g., in 3,241, 2 is in the hundreds
place. Recognize and use expanded notation for numbers using place value through 9,999,
e.g., 2,517 is 2000+ 500+10+ 7; 4 hundreds and 2 ones is 402.*
N.ME.03.03 Compare and order numbers up to 10,000.
Count in steps, and understand even and odd numbers

N.ME.03.04 Count orally by 6’s, 7’s, 8’s, and 9’s starting with 0, making the connection
between repeated addition and multiplication.
N.ME.03.05 Know that even numbers end in 0, 2, 4, 6,or 8; name a whole number quantity
that can be shared in two equal groups or grouped into pairs with no remainders; recognize
even numbers as multiples of 2. Know that odd numbers end in 1, 3, 5, 7, or 9, and work with
patterns involving even and odd numbers.
Add and subtract whole numbers

N.FL.03.06 Add and subtract fluently two numbers through 999 with regrouping and
through 9,999 without regrouping.*
N.FL.03.07 Estimate the sum and difference of two numbers with three digits (sums
up to 1,000), and judge reasonableness of estimates.
N.FL.03.08 Use mental strategies to fluently add and subtract two-digit numbers.
Multiply and divide whole numbers

N.MR.03.09 Use multiplication and division fact families to understand the inverse
relationship of these two operations, e.g., because 3 x 8 = 24, we know that 24 ÷ 8 = 3
or 24 ÷ 3 = 8; express a multiplication statement as an equivalent division statement.
N.MR.03.10 Recognize situations that can be solved using multiplication and division including
finding “How many groups?” and “How many in a group?” and write mathematical statements
to represent those situations.*
N.FL.03.11 Find products fluently up to 10 x 10; find related quotients using multiplication
and division relationships.
N.MR.03.12 Find solutions to open sentences, such as 7 x ■ = 42 or 12 ÷ ■ = 4, using the
inverse relationship between multiplication and division.
N.FL.03.13 Mentally calculate simple products and quotients up to a three-digit number by a
one-digit number involving multiples of 10, e.g., 500 x 6, or 400 ÷ 8.
N.MR.03.14 Solve division problems involving remainders, viewing the remainder as the “number
left over”; interpret based on problem context, e.g. , when we have 25 children with 4 children per
group then there are 6 groups with 1 child left over.*
*revised expectations in italics
M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v. 1 2 . 0 5 ■ M A T H E M A T I C S THIRD GRADE 3
Problem-solving with whole numbers
N.MR.03.15 Given problems that use any one of the four operations with appropriate
numbers, represent with objects, words (including “product” and “quotient”), and mathematical
statements; solve.
Understand simple fractions, relation to the whole,

and addition and subtraction of fractions
N.ME.03.16 Understand that fractions may represent a portion of a whole unit that has been
partitioned into parts of equal area or length; use the terms “numerator” and “denominator.”
N.ME.03.17 Recognize, name, and use equivalent fractions with denominators 2, 4, and 8,
using strips as area models.
N.ME.03.18 Place fractions with denominators of 2, 4, and 8 on the number line; relate the
number line to a ruler; compare and order up to three fractions with denominators 2, 4, and 8.
N.ME.03.19 Understand that any fraction can be written as a sum of unit fractions,
3 1
e.g., 4 = 41 + 41 + 4 .
N.MR.03.20 Recognize that addition and subtraction of fractions with equal denominators
can be modeled by joining or taking away segments on the number line.
Understand simple decimal fractions in relation to money

N.ME.03.21 Understand and relate decimal fractions to fractional parts of a dollar, e.g.,
1 1
2 dollar = $0.50; 4 dollar = $0.25.*
MEASUREMENT Measure and use units for length, weight, temperature and time
M.UN.03.01 Know and use common units of measurements in length, weight, and time.
M.UN.03.02 Measure in mixed units within the same measurement system for length, weight,
and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces,
liters and milliliters, hours and minutes, minutes and seconds, years and months.
M.UN.03.03 Understand relationships between sizes of standard units, e.g., feet and inches,
meters and centimeters.
M.UN.03.04 Know benchmark temperatures such as freezing (32ºF, 0ºC); boiling (212ºF, 100ºC);
and compare temperatures to these, e.g., cooler, warmer.
Understand meaning of area and perimeter and apply in problems

M.UN.03.05 Know the definition of area and perimeter and calculate the perimeter of a
square and rectangle given whole number side lengths.
M.UN.03.06 Use square units in calculating area by covering the region and counting the
number of square units.
M.UN.03.07 Distinguish between units of length and area and choose a unit appropriate in
the context.
M.UN.03.08 Visualize and describe the relative sizes of one square inch and one square
centimeter.
*revised expectations in italics
4 THIRD GRADE M A T H E M A T I C S ■ v. 1 2 . 0 5 ■ M I C H I G A N D E P A R T M E N T O F E D U C A T I O N
Estimate perimeter and area
M.TE.03.09 Estimate the perimeter of a square and rectangle in inches and centimeters;
estimate the area of a square and rectangle in square inches and square centimeters.
Solve measurement problems

M.PS.03.10 Add and subtract lengths, weights, and times using mixed units within
the same measurement system.
M.PS.03.11 Add and subtract money in dollars and cents.
M.PS.03.12 Solve applied problems involving money, length, and time.
M.PS.03.13 Solve contextual problems about perimeters of rectangles and areas
of rectangular regions.
GEOMETRY Recognize the basic elements of geometric objects

G.GS.03.01 Identify points, line segments, lines, and distance.
G.GS.03.02 Identify perpendicular lines and parallel lines in familiar shapes and in the
classroom.
G.GS.03.03 Identify parallel faces of rectangular prisms in familiar shapes and in the classroom.
Name and explore properties of shapes

G.GS.03.04 Identify, describe, compare, and classify two-dimensional shapes, e.g., parallelogram,
trapezoid, circle, rectangle, square, and rhombus, based on their component parts (angles, sides,
vertices, line segment) and on the number of sides and vertices.
G.SR.03.05 Compose and decompose triangles and rectangles to form other familiar
two-dimensional shapes, e.g., form a rectangle using two congruent right triangles, or
decompose a parallelogram into a rectangle and two right triangles.
Explore and name three-dimensional solids

G.GS.03.06 Identify, describe, build, and classify familiar three-dimensional solids, e.g., cube,
rectangular prism, sphere, pyramid, cone, based on their component parts (faces, surfaces,
bases, edges, vertices).
G.SR.03.07 Represent front, top, and side views of solids built with cubes.
DATA AND Use bar graphs

PROBABILITY D.RE.03.01 Read and interpret bar graphs in both horizontal and vertical forms.
D.RE.03.02 Read scales on the axes and identify the maximum, minimum, and range
of values in a bar graph.
D.RE.03.03 Solve problems using information in bar graphs, including comparison of
bar graphs.
M I C H I G A N D E P A R T M E N T O F E D U C A T I O N ■ v. 1 2 . 0 5 ■ M A T H E M A T I C S THIRD GRADE 5
Michigan Studies Grade Three
Third grade students explore the social studies disciplines of history, geography, civics and government, and economics
through the context of Michigan studies. Building on prior social studies knowledge and applying new concepts of
each social studies discipline to the increasingly complex social environment of their state, the third grade content
expectations prepare students for more sophisticated studies of their country and world in later grades.
History
In third grade, students refine their abilities to think like a historian by identifying the types of questions that
historians ask. Building upon experiences of timeline construction, students sequence early periods of Michigan
history from exploration through attaining statehood. The expectations move students from examining a variety
of simple sources to understanding how historians use both primary and secondary sources to learn about the
past. Students use both types of sources as they explore the early history of Michigan, providing a rich connection
to the English language arts. Through traditional stories, students learn about the beliefs of American Indians. They
compare how American Indians and settlers interacted with their environment through informational text. The
skill of constructing historical narratives is developed using the context of daily life in the early settlements. The
expectations build on students’ sense of chronology by requiring students to describe causal relationships among
events. These foundational understandings prepare students for more sophisticated writing and analyses as they
prepare to study United States history in subsequent grades.
Geography
Third grade students draw upon prior knowledge to create more complex understandings of geographic concepts
using the context of Michigan. They further develop spatial awareness through the use of more complex maps of
Michigan. Students refine the concept of regions as they explore different ways Michigan can be divided into regions
and learn about the different geographic regions to which Michigan belongs. Building upon their knowledge of human
systems, students investigate current economic activities in Michigan and explore factors that influence the location
of these economic activities. The expectations also extend the geographic theme of movement as students describe
current movements of goods, people, jobs, or information to, from, or within Michigan, and investigate the reasons for
the movements. In addressing human-environment interactions, the expectations integrate history as students apply
their knowledge of how people adapt to, use, and modify the environment to the more complex social environment
of their state. More sophisticated understandings are also created as students locate different natural resources
in Michigan and analyze the consequences of their use. These foundations prepare students for a more elaborate
understanding of geography as they examine their country and world in subsequent grades.
Civics and Government

In extending students’ civic perspective beyond the family, neighborhood, and community to the state, the third grade
content expectations prepare students for their role as responsible and informed citizens of Michigan. Building
upon their knowledge of government of the local community, students distinguish the roles of state government
from local government. Using the context of state government, students examine the concept of separation of
powers by exploring the powers of each branch of state government. By examining how the state courts function to
resolve conflicts, students deepen their understanding of the rule of law. The idea of representative government is
introduced. By focusing on key concepts, such as citizens’ rights and responsibilities, separation of powers, individual
rights, rules of law, representative government, and justice, students are prepared for the roles of citizens in our
democratic republic.
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 23
Economics
Third grade students refine their understanding of the principles and concepts of economics. Building on a basic
understanding of scarcity and choice, students learn to appreciate the relationships among scarcity, choice, and
opportunity costs in making economic decisions. In addition, students are introduced to how incentives impact
economic decision making. Students explore Michigan’s economy by examining how natural resources have
influenced economic development in the state. An introduction to the concepts of entrepreneurship, specialization,
and interdependence allows students to explore the relationship of Michigan to the national and global economies.
Finally, students use these concepts to consider the role of new business development in Michigan’s future.
Public Discourse, Decision Making, and Citizen Involvement

Students continue to develop a more sophisticated understanding of public issues and the importance of citizen
action in a democratic republic. Using the context of Michigan, third grade students identify public policy issues
facing citizens in Michigan, use graphic data and other sources to analyze information about the issue, and evaluate
alternative resolutions. By utilizing core democratic values to demonstrate why people may differ on the resolution
of a state issue, students continue to develop competency in expressing their own opinions relative to these issues
and justify their opinions with reasons. This foundational knowledge is built upon throughout the grades as students
develop a greater understanding of how, when, and where to communicate their positions on public issues with a
reasoned argument.
24 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Social Studies Content Expectations Grade Three
History
H3 History of Michigan (Through Statehood)
Use historical thinking to understand the past.
3 – H3.0.1 Identify questions historians ask in examining the past in Michigan (e.g., What happened? When
did it happen? Who was involved? How and why did it happen?)
3 – H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past.
3 – H3.0.3 Describe the causal relationships between three events in Michigan’s past (e.g., Erie Canal, more
people came, statehood).
3 – H3.0.4 Draw upon traditional stories of American Indians (e.g., Anishinaabeg - Ojibway (Chippewa),
Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in Michigan in order to
make generalizations about their beliefs.
3 – H3.0.5 Use informational text and visual data to compare how American Indians and settlers in the early
history of Michigan adapted to, used, and modified their environment.
3 – H3.0.6 Use a variety of sources to describe interactions that occurred between American Indians and
the first European explorers and settlers in Michigan.
3 – H3.0.7 Use a variety of primary and secondary sources to construct a historical narrative about daily life
in the early settlements of Michigan (pre-statehood).
3 – H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the
history of Michigan.
3 – H3.0.9 Describe how Michigan attained statehood.
3 – H3.0.10 Create a timeline to sequence early Michigan history (American Indians, exploration, settlement,
statehood).
Geography
G1 The World in Spatial Terms
Use geographic representations to acquire, process, and report information from a spatial perspective.
3 – G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative location of significant
places in the immediate environment.
3 – G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan.
G2 Places and Regions
Understand how regions are created from common physical and human characteristics.
3 – G2.0.1 Use a variety of visual materials and data sources to describe ways in which Michigan can be
divided into regions.
3 – G2.0.2 Describe different regions to which Michigan belongs (e.g., Great Lakes Region, Midwest).
GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION 25
Social Studies Content Expectations Grade Three
G4 Human Systems
Understand how human activities help shape the Earth’s surface.
3 – G4.0.1 Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn,
cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research
and development (e.g., Automation Alley, life sciences corridor, university communities), and
explain the factors influencing the location of these economic activities. (E)
3 – G4.0.2 Describe diverse groups that have come into a region of Michigan and reasons why they came
(push/pull factors). (H)
3 – G4.0.3 Describe some of the current movements of goods, people, jobs or information to, from, or
within Michigan and explain reasons for the movements. (E)
3 – G4.0.4 Use data and current information about the Anishinaabeg and other American Indians living in
Michigan today to describe the cultural aspects of modern American Indian life; give an example
of how another cultural group in Michigan today has preserved and built upon its cultural
heritage.
G5 Environment and Society

Understand the effects of human-environment interactions.
3 – G5.0.1 Locate natural resources in Michigan and explain the consequences of their use.
3 – G5.0.2 Describe how people adapt to, use, and modify the natural resources of Michigan. (H)
Civics and Government
C1 Purposes of Government
Explain why people create governments.
3 – C1.0.1 Give an example of how Michigan state government fulfills one of the purposes of government
(e.g., protecting individual rights, promoting the common good, ensuring equal treatment under
the law).
C2 Values and Principles of American Government

Understand values and principles of American constitutional democracy.
3 – C2.0.1 Describe how Michigan state government reflects the principle of representative government.
C3 Structure and Functions of Government

Describe the structure of government in the United States and how it functions to serve citizens.
3 – C3.0.1 Distinguish between the roles of state and local government.
3 – C3.0.2 Identify goods and services provided by the state government and describe how they are funded
(e.g., taxes, fees, fines).
3 – C3.0.3 Identify the three branches of state government in Michigan and the powers of each.
3 – C3.0.4 Explain how state courts function to resolve conflict.
3 – C3.0.5 Describe the purpose of the Michigan Constitution.
C5 Roles of the Citizen in American Democracy

Explain important rights and how, when, and where American citizens demonstrate their responsibilities by participating
in government.
3 – C5.0.1 Identify rights (e.g., freedom of speech, freedom of religion, right to own property) and
responsibilities of citizenship (e.g., respecting the rights of others, voting, obeying laws).
26 GRADES K-8 SOCIAL STUDIES CONTENT EXPECTATIONS V. 12/07 MICHIGAN DEPARTMENT OF EDUCATION
Approved by the State Board of Education - October 2009
2009 Michigan Educational Technology Standards for Students
Grades 3-5
A goal of No Child Left Behind is that schools will “assist every State Board of Education
student in crossing the digital divide by ensuring that every student is
Kathleen N. Straus, President
technologically literate by the time the student finishes the eighth grade,
regardless of the student’s race, ethnicity, gender, family income, John C. Austin, Vice President
geographic location, or disability.” Carolyn L. Curtin, Secretary
The Michigan Educational Technology Standards for Students (METS-S) Marianne Yared McGuire, Treasurer
are aligned with the International Society for Technology in Education’s Nancy Danhof, NASBE Delegate
(ISTE) National Educational Technology Standards for Students (NETS-S)
Elizabeth W. Bauer
and the Framework for 21st Century Learning. The Michigan standards are
intended to provide educators with a specific set of learning expectations Reginald M. Turner
that can be used to drive educational technology literacy assessments. Casandra E. Ulbrich
These standards are best delivered by authentic instruction and assess- Jennifer M. Granholm Governor
ment with direct curricular ties and it is intended that these Standards will
Michael P. Flanagan, Superintendent
be integrated into all content areas. The preparation of our students to
the successful in the 21st Century is the responsibility of all educators.
Technology Literacy
Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and
access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire
lifelong knowledge and skills in the 21st century.
Universal Design for Learning (UDL)

CAST (the Center for Applied Special Technology) offers three principles to guide UDL: provide multiple means of
representation; provide multiple means of expression; and provide multiple means of engagement. CAST asserts
that “These UDL Guidelines will assist curriculum developers (these may include teachers, publishers, and others) in
designing flexible curricula that reduce barriers to learning and provide robust learning supports to meet the needs of
all learners.” Educational technologies can be valuable resources for educators in addressing the UDL guidelines. For
additional information on UDL, visit the CAST website: www.cast.org.
For additional information and resources relating to the 2009 METS-S, please visit: http://www.techplan.org/METS
Page 1 of 2
2009 Michigan Educational Technology Standards—Grades 3-5
3-5.CI. Creativity and Innovation—By the end of grade 5 each student will:
3-5.CI.1. produce a media-rich digital project aligned to state curriculum standards (e.g., fable, folk tale, mystery, tall
tale, historical fiction)
3-5.CI.2. use a variety of technology tools and applications to demonstrate his/her creativity by creating or modifying
works of art, music, movies, or presentations
3-5.CI.3. participate in discussions about technologies (past, present, and future) to understand these technologies are
the result of human creativity
3-5.CC. Communication and Collaboration—By the end of grade 5 each student will:
3-5.CC.1. use digital communication tools (e.g., e-mail, wikis, blogs, IM, chat rooms, videoconferencing, Moodle,
Blackboard) and online resources for group learning projects
3-5-2.CC.2. identify how different software applications may be used to share similar information, based on the in-
tended audience (e.g., presentations for classmates, newsletters for parents)
3-5-2.CC.3. use a variety of media and formats to create and edit products (e.g., presentations, newsletters, bro-
chures, web pages) to communicate information and ideas to various audiences
3-5.RI. Research and Information Literacy—By the end of grade 5 each student will:
3-5.RI.1. identify search strategies for locating information with support from teachers or library media specialists
3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate information
3-5.RI.3. understand and discuss that web sites and digital resources may contain inaccurate or biased information
3-5.RI.4. understand that using information from a single Internet source might result in the reporting of erroneous
facts and that multiple sources should always be researched
3-5.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 5 each student will:
3-5.CT.1. use digital resources to access information that can assist in making informed decisions about everyday mat-
ters (e.g., which movie to see, which product to purchase)
3-5.CT.2. use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational
software) to collect, organize, and evaluate information to assist with solving problems
3-5.CT.3. use digital resources to identify and investigate a state, national, or global issue (e.g., global warming, econ-
omy, environment)
3-5.DC. Digital Citizenship—By the end of grade 5 each student will:

3-5.DC.1. discuss scenarios involving acceptable and unacceptable uses of technology (e.g., file-sharing, social net-
working, text messaging, cyber bullying, plagiarism)
3-5.DC.2. recognize issues involving ethical use of information (e.g., copyright adherence, source citation)
3-5.DC.3. describe precautions surrounding personal safety that should be taken when online
3-5.DC.4. identify the types of personal information that should not be given out on the Internet (name, address,
phone number, picture, school name)
3-5.TC. Technology Operations and Concepts—By the end of grade 5 each student will:
3-5.TC.1. use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders, projectors)
3-5.TC.2. describe ways technology has changed life at school and at home
3-5.TC.3. understand and discuss how assistive technologies can benefit all individuals
3-5.TC.4. demonstrate proper care in the use of computer hardware, software, peripherals, and storage media
3-5.TC.5. know how to exchange files with other students using technology (e.g., network file sharing, flash drives)
Page 2 of 2 Approved by the Michigan State Board of Education—October 2009

3rd Grade Changes in Motion

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3rd Grade Changes in Motion

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CURRICULUM STANDARDS AND

3rd Grade - Changes in Motion

• Big Ideas • Instructional Framework

This instructional framework is an effort to clarify possible units within the K-

a. Clarifications refer to the restatement of the “key idea” or specific

This Instructional Framework is NOT a step-by-step instructional manual but

Third Grade GLCE

3-Unit 1: Changes in Motion

Table of Contents Page 1

Curriculum Cross Reference Guide Page 2

Unit 1: Changes in Motion Page 3

Big Ideas (Key Concepts) Page 3

Clarification of Content Expectations Page 3

Inquiry Process, Inquiry Analysis and Communication,

Instruments, Measurements, and Representations Page 11

Instructional Framework Page 12

Examples, Observations and Phenomena

Literacy Integration Page 18

Mathematics Integration Page 19

Content Statements and Expectations

Code Statements & Expectations Page

P.FM.E.3 Force – A force is either a push or a pull. The motion 4

P.FM.03.36 Relate a change in motion of an object to the force that 4

Big Ideas (Key Concepts)

Clarification of Content Expectations

Standard: Force and Motion

Content Statement - P.FM.E.2

Content Statement - P.FM.E.3

P.FM.03.35 Describe how a push or a pull is a force.

P.FM.03.36 Relate a change in motion of an object to the force that caused

P.FM.03.37 Demonstrate how the change in motion of an object is related to

P.FM.03.38 Demonstrate when an object does not move in response to a

Content Statement – P.FM.E.4

P.FM.03.41 Describe the motion of objects in terms of the path and

P.FM.03.42 Identify changes in motion (change direction, speeding up,

P.FM.03.43 Relate the speed of an object to the distance it travels in a

Critically Important – State Assessable Instructionally Useful

Measurement Instruments Representations

The following Instructional Framework is an effort to clarify possible units

• Demonstrate that objects fall to Earth due to a force called gravity.

Engage and Explore

• Engage students in a variety of activities that require them to move

Descriptions & Observations

• As students discuss and share ideas through purposeful conversation,

Explain and Define

• Elaborate on the questions generated during the explore activities by

Evaluate Student Understanding

Formative Assessment Examples

• Investigate changes in motion due to different forces such as pushing,

• Explore direction (forward, backward, toward, away, left, right) by

Observation, measurement, and communicating ideas are everyday skills.

Students are familiar with everyday technology used to measure distance,

Contributions of scientists throughout history and across cultures have

R.CM.03.01 connect personal knowledge, experiences, and understanding of

R.CM.03.02 retell in sequence the story elements of a grade level narrative

Examples of trade books available for learning about changes in motion:

Forces Make Things Move by Kimberly Brubaker Bradley, 2005

W.GN.03.03 write an informational piece including a report that

W.GN.03.04 use the writing process to produce and present a research

• Write an informational description of changing motion (changing direction,

S.DS.03.04 plan and deliver presentations using an effective informational

Number and Operations

N.FL.03.08 Use mental strategies to fluently add and subtract two-digit

M.UN.03.01 Know and use common units of measurement in length, weight