Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
20 specific outcomes
Specific Curriculum Outcomes
SCIENCE-G3-FI-SCO1Define the terms:
• Pull
• Push
• force
• speed
• velocity
• frictional force
• mass
• balanced force
• unbalanced force
• gravity force
• magnetic force
SCIENCE-G3-FI-SCO2Identify forces as pushes or pulls.
SCIENCE-G3-FI-SCO3Identify forces used to create movement or change in given situations.
SCIENCE-G3-FI-SCO4Give examples of balanced and unbalanced forces.
SCIENCE-G3-FI-SCO5Describe the effects of balanced and unbalanced forces acting on a variety of everyday objects.
SCIENCE-G3-FI-ELO2
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
31 specific outcomes
Specific Curriculum Outcomes
SCIENCE-G3-FI-SCO21Define the terms:
• Arc
• Motion
• Force
• Force of gravity
• Magnetic force
• Pattern
• Predict
SCIENCE-G3-FI-SCO22Identify the different types of motion (ways objects move).
SCIENCE-G3-FI-SCO23Describe patterns in the environment (natural and human).
SCIENCE-G3-FI-ELO3
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
23 specific outcomes
Specific Curriculum Outcomes
SCIENCE-G3-FI-SCO52Define the terms:
• Magnet
• Invisible force
• Lines of force
• poles
• static electricity
• magnetic interactions
• electrical forces
• attract
• repel
• permanent magnets
• temporary magnets
• electromagnets
SCIENCE-G3-FI-SCO53Identify objects attracted by a magnet.
SCIENCE-G3-FI-SCO54Understand that magnets have two poles.
SCIENCE-G3-FI-ELO4
Define a simple design problem that can be solved by applying scientific ideas about magnets.
SCIENCE-G3-FI-SCO6Identify force as a push or pull by one body on another.
SCIENCE-G3-FI-SCO7Identify, demonstrate and give examples of push and pulls (ST 1 PS FMS 1).
SCIENCE-G3-FI-SCO8Describe and demonstrate the forces of push and pull. (ST 3 PS FMS 1).
SCIENCE-G3-FI-SCO9Identify, with examples, forces at work in everyday situations in the home and community. (ST 3 PS FMS 2).
SCIENCE-G3-FI-SCO10Describe the visible effects of push and pull on a variety of everyday objects. (ST 4 PS FMS 4).
SCIENCE-G3-FI-SCO11Compare balanced and unbalanced forces using a Venn Diagram.
SCIENCE-G3-FI-SCO12Demonstrate ways in which unbalanced forces can cause change in motion (start movement, increase speed, reduce speed, change direction).
SCIENCE-G3-FI-SCO13Demonstrate the effect of balanced forces on objects.
SCIENCE-G3-FI-SCO14Conduct an Investigation on the ways in which different forces (e.g. magnetism, static electricity, muscular force, gravitational force) can change the speed and direction of a moving object.
SCIENCE-G3-FI-SCO15Appreciation of the visible effects of push and pull on a variety of everyday objects.
SCIENCE-G3-FI-SCO16Appreciate that forces are all around us and they can sometimes help us do work and also can cause us problems.
SCIENCE-G3-FI-SCO17Appreciate that humans are great problem solvers who have tried diligently to overcome forces of friction and gravity to make life easier.
SCIENCE-G3-FI-SCO18Work collaboratively in groups to complete assigned tasks that require the use of balanced and unbalanced forces.
SCIENCE-G3-FI-SCO19When conducting practical and group work, display sensitivity and offer assistance to peers who may have physical or learning challenges.
SCIENCE-G3-FI-SCO20Participate actively in classroom discussions.
SCIENCE-G3-FI-SCO24Describe the movement of various objects.
SCIENCE-G3-FI-SCO25Demonstrate they understand that objects can move in various ways.
SCIENCE-G3-FI-SCO26Compare the different ways objects can move (straight line, zig zag, back and forth, circular).
SCIENCE-G3-FI-SCO27Explain the various ways objects can move in the environment.
SCIENCE-G3-FI-SCO28Identify the conditions needed for objects to move in a given situation. (ST 2 PS EN 1)
SCIENCE-G3-FI-SCO29Identify with examples forces at work in everyday situations in the home and community. (ST 3 PS FMS 2)
SCIENCE-G3-FI-SCO30Observe objects in motion.
SCIENCE-G3-FI-SCO31Infer that patterns can be repeated by engaging in scientific investigations.
SCIENCE-G3-FI-SCO32Classify the motion of objects.
SCIENCE-G3-FI-SCO33Communicate ideas on patterns and motions with their peers.
SCIENCE-G3-FI-SCO34Predict what should come next in patterns.
SCIENCE-G3-FI-SCO35Construct a pendulum and a spiral marble track to observe motion.
SCIENCE-G3-FI-SCO36Illustrate or draw the various ways objects can move in the environment.
SCIENCE-G3-FI-SCO37Distinguish between a motion and a pattern.
SCIENCE-G3-FI-SCO38Demonstrate ways in which motion can be changed. (ST 2 PS FMS 1).
SCIENCE-G3-FI-SCO39Describe and demonstrate the forces of push and pull (ST 3 PS FMS 1).
SCIENCE-G3-FI-SCO40Classify different kinds of motion according to what causes the motion (e.g. gravity, magnets) (ST 4 PS FMS 2).
SCIENCE-G3-FI-SCO41Describe the visible effects of push and pull on a variety of everyday objects. (ST 4 PS FMS 4).
SCIENCE-G3-FI-SCO42Infer that the position of the sun changes at different times of the day. (ST 2 ESS SS 3).
SCIENCE-G3-FI-SCO43Outline the relationship between earth, moon and sun, especially how the relationship affects humans. (ST 3 ESS SS 1).
SCIENCE-G3-FI-SCO44Develop an appreciation for the various ways objects move in their environment.
SCIENCE-G3-FI-SCO45Display interest and curiosity in carrying out investigations.
SCIENCE-G3-FI-SCO46Inquiry.
SCIENCE-G3-FI-SCO47Show respect for scientific evidence by using their observations to make predictions or to complete a task.
SCIENCE-G3-FI-SCO48Work safely when participating in various activities.
SCIENCE-G3-FI-SCO49When conducting practical and group work, display sensitivity and offer assistance to peers who may have physical or learning challenges.
SCIENCE-G3-FI-SCO50Participate actively in classroom discussions.
SCIENCE-G3-FI-SCO51Work collaboratively in groups.
SCIENCE-G3-FI-SCO55Identify different types of magnets and understand that magnets have two poles, north and south. (When two like poles (N-N or S-S) come in contact, they will repel. When two unlike poles (N-S) come in contact, they will attract.)
SCIENCE-G3-FI-SCO56Demonstrate the effect of static electricity on objects.
SCIENCE-G3-FI-SCO57Compare the force exerted by one magnet compared to the force exerted by two magnets.
SCIENCE-G3-FI-SCO58Explain the use of magnets in the home and the community
SCIENCE-G3-FI-SCO59Distinguish between magnetic and non-magnetic materials.
SCIENCE-G3-FI-SCO60Match simple gadgets (magnetic) to the use to which they are put. (ST 2 TE TM 2)
SCIENCE-G3-FI-SCO61Observe and demonstrate the effects of magnets on the motion of different materials (e.g. iron filings, nonmetallic materials).(ST 3 PS FMS 3)
SCIENCE-G3-FI-SCO62Describe and demonstrate the forces push and pull. (ST 3 PS FMS 1)
SCIENCE-G3-FI-SCO63Identify, with examples, forces at work in everyday situations in the home and community. (ST 3 PS FMS 2)
SCIENCE-G3-FI-SCO64Match with relevant examples, properties of materials which make them useful for certain specific purposes. (ST 3 PS MM 4)
SCIENCE-G3-FI-SCO65Investigate the ways in which different forces can change the speed and direction of a moving object. (e.g. magnetism, static electricity) (ST 4 PS FMS 1)
SCIENCE-G3-FI-SCO66Account for how the concept of static electricity can explain simple balloon experiments.
SCIENCE-G3-FI-SCO67Differentiate true north and magnetic north as it relates to the use of a compass for navigation.
SCIENCE-G3-FI-SCO68Observe how magnets attract or repel each other and attract some materials and not others
SCIENCE-G3-FI-SCO69Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet
SCIENCE-G3-FI-SCO70Investigate how the orientation, size and distance of magnets affects the strength and the direction of the magnetic force.
SCIENCE-G3-FI-SCO71Appreciation for magnets in everyday life
SCIENCE-G3-FI-SCO72When conducting practical and group work, display sensitivity and offer assistance to peers who may have physical or learning challenges.
SCIENCE-G3-FI-SCO73Participate actively in classroom discussions.
SCIENCE-G3-FI-SCO74Identify and appreciate that the gadgets, tools and structures used in their homes and community are made by humans. (ST 3 TE UT 1)
SCIENCE-G3-FI-SCO78Formulate problems and do research in the development of technological devices.(e.g. construct models and gadgets). (ST TE.TM.1)
SCIENCE-G3-FI-SCO79Match, with relevant examples, properties of materials which make them useful for certain specific purposes
SCIENCE-G3-FI-SCO80Suggest novel and innovative ways of using a magnet in the home. (ST 4 PS FMS 5)
SCIENCE-G3-FI-SCO81Design and construct a simple object using chosen materials. (ST 2 PS MM 4)
SCIENCE-G3-FI-SCO82Given problems, be able to design and construct simple gadgets. (ST 2 TE TM 1)
SCIENCE-G3-FI-SCO83Appreciation of how magnets make life easier
SCIENCE-G3-FI-SCO84Realize the critical importance of safety in handling tools and making gadgets. (ST 2 TE NT 3) (Safety)
SCIENCE-G3-FI-SCO85When conducting practical and group work, display sensitivity and offer assistance to peers who may have physical or learning challenges.
SCIENCE-G3-FI-SCO86Participate actively in classroom discussions.
SCIENCE-G3-FI-SCO87Share information with peers in a collaborative manner on the nature of technology. (ST 2 TE NT 2)
