Organization: SAVVAS
Product Name: California Elevate Science Segments Grade 3
Product Version: 1




Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-a56a91e0-296c-3898-9854-0fbc38ddddc7
Timestamp:  Monday, December 28, 2020 09:58 AM EST
Status:     VALID!
Conformant: true


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Resource Validation Results
The document is valid.


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Schema Location Results
Schema locations are valid.


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Schema Validation Results
The document is valid.


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Schematron Validation Results
The document is valid.


Curriculum Standards:


At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2) - K-5-ETS1-B-2
Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2) - K-5-ETS1-B-1
Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size - 3-LS2-D-1
Science assumes consistent patterns in natural systems. - K-5-NoS-6.c
Science findings are based on recognizing patterns. - K-5-NoS-2.b
Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. - 3-ESS2-D-3
Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. - 3-ESS2-D-2
Different organisms vary in how they look and function because they have different inherited information. - 3-LS3-B-2
Cause and effect relationships are routinely identified, tested, and used to explain change. - 3-5-CCC-2.a
The environment also affects the traits that an organism develops. - 3-LS3-B-3
A system can be described in terms of its components and their interactions. - 3-5-CCC-4.b
Engineers improve existing technologies or develop new ones to increase their benefits (e.g., better artificial limbs), decrease known risks (e.g., seatbelts in cars), and meet societal demands (e.g., cell phones). - K-5-STSE-2.d
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. - 3-LS4-3
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. - 3-LS4-2
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. - 3-ESS3-1
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. - 3-LS4-4
Construct an argument that some animals form groups that help members survive. - 3-LS2-1
Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. - 3-LS4-B-1
Populations live in a variety of habitats, and change in those habitats affects the organisms living there. - 3-LS4-D-2
Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. - 3-LS4-1
Objects in contact exert forces on each other. - 3-PS2-B-2
Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. - 3-5-SEP-1.f
Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other. - 3-PS2-B-3
Construct an argument with evidence, data, and/or a model. - 3-5-SEP-7.d
Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. - 3-5-SEP-7.f
Ask questions that can be investigated based on patterns such as cause and effect relationships. - 3-5-SEP-1.c
Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. - 3-5-SEP-3.a
Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. - 3-5-SEP-3.c
Define a simple problem that can be solved through the development of a new or improved object or tool. - 3-5-SEP-1.e
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. - 3-5-ETS1-2
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. - 3-5-ETS1-3
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. - 3-LS2-C-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. - 3-5-ETS1-1
Science investigations use a variety of methods, tools, and techniques. - K-5-NoS-1.c
Observable phenomena exist from very short to very long time periods. - 3-5-CCC-3.a
Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. - 3-LS3-A-3
Patterns of change can be used to make predictions. - 3-5-CCC-1.b
Similarities and differences in patterns can be used to sort and classify natural phenomena. - 3-5-CCC-1.a
Many characteristics of organisms are inherited from their parents. - 3-LS3-A-2
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. - 3-ESS2-1
A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. - 3-ESS3-B-1
Obtain and combine information to describe climates in different regions of the world. - 3-ESS2-2
For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. - 3-LS4-C-1
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. - 3-LS1-1
Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments. - 3-LS4-A-2
Define a simple design problem that can be solved by applying scientific ideas about magnets. - 3-PS2-4
Use evidence to support the explanation that traits can be influenced by the environment. - 3-LS3-2
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. - 3-LS3-1
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. - 3-PS2-1
Knowledge of relevant scientific concepts and research findings is important in engineering. - K-5-STSE-1.c
Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering design process. - K-5-STSE-1.b
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. - 3-PS2-3
Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) - 3-PS2-A-3
Some kinds of plants and animals that once lived on Earth are no longer found anywhere. - 3-LS4-A-1
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. - 3-PS2-2
Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. - 3-LS1-B-2
Use evidence (e.g., observations, patterns) to support an explanation. - 3-5-SEP-6.a
Use evidence (e.g., observations, patterns) to construct an explanation. - 3-5-SEP-6.b
The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2) - 3-PS2-A-4
Generate and compare multiple solutions to a problem based on how well the meet the criteria and constraints of the design solution. - 3-5-SEP-6.e
Obtain and combine information from books and other reliable media to explain phenomena. - 3-5-SEP-8.d
Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. - 3-5-SEP-4.a
• Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1) - K-5-ETS1-A-1
Develop models to describe phenomena. - 3-5-SEP-2.d
Analyze and interpret data to make sense of phenomena using logical reasoning. - 3-5-SEP-4.b




List of all Files Validated:


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Title: California Elevate Science Segments Grade 3




         Welcome to Your Digital Course


            California Review Documents


               Using Sources


               Graph Plant Heights
                 Curriculum Standards: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.


               Practice Equations
                 Curriculum Standards: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.)


               Measurement Preparation
                 Curriculum Standards: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.


               What Is Evidence?
                 Curriculum Standards: Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Construct an argument with evidence, data, and/or a model. Use evidence (e.g., observations, patterns) to support an explanation.


               Practice Using Evidence: Animal Groupings
                 Curriculum Standards: Construct an argument that some animals form groups that help members survive. Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Construct an argument with evidence, data, and/or a model. Use evidence (e.g., observations, patterns) to support an explanation.


               Practice Using Evidence: Polar Bear Survival
                 Curriculum Standards: Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Construct an argument with evidence, data, and/or a model. Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.


               Practice Using Evidence: Environmental Changes
                 Curriculum Standards: Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Construct an argument with evidence, data, and/or a model. Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. Use evidence (e.g., observations, patterns) to support an explanation.


               Practice Using Evidence: Hazardous Weather Solutions
                 Curriculum Standards: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Construct an argument with evidence, data, and/or a model. Use evidence (e.g., observations, patterns) to support an explanation. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. • Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1) Generate and compare multiple solutions to a problem based on how well the meet the criteria and constraints of the design solution.


               Evaluating an Online Resource
                 Curriculum Standards: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. • Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1) Generate and compare multiple solutions to a problem based on how well the meet the criteria and constraints of the design solution.


               Website Authority: Domain Names
                 Curriculum Standards: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. • Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1) Generate and compare multiple solutions to a problem based on how well the meet the criteria and constraints of the design solution.


               Evaluating Information Rubric
                 Curriculum Standards: Obtain and combine information from books and other reliable media to explain phenomena. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. • Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1) Generate and compare multiple solutions to a problem based on how well the meet the criteria and constraints of the design solution.


            Professional Development


               UDL Rubrics
                 Curriculum Standards: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. • Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1) Generate and compare multiple solutions to a problem based on how well the meet the criteria and constraints of the design solution.


               OER Materials
                 Curriculum Standards: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments.


               Effective Use of Library and Media Resources
                 Curriculum Standards: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.


               Suggestions for Appropriate Use of Technology
                 Curriculum Standards: Generate and compare multiple solutions to a problem based on how well the meet the criteria and constraints of the design solution. Science investigations use a variety of methods, tools, and techniques. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. • Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)


         Instructional Segment 1 Spotlight: How can objects move without being touched?


            Presentation: Gr 3 Anchoring Phenomenon IS 1
              Curriculum Standards: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. Define a simple design problem that can be solved by applying scientific ideas about magnets. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2)


            Anchoring Phenomenon eText: How do different types of forces cause objects to move?
              Curriculum Standards: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. Define a simple design problem that can be solved by applying scientific ideas about magnets. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2)


            Before the Topic eText: How can objects move without being touched?
              Curriculum Standards: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. Define a simple design problem that can be solved by applying scientific ideas about magnets. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2)


            Revisit the Anchoring Phenomenon eText: How can objects move without being touched?
              Curriculum Standards: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. Define a simple design problem that can be solved by applying scientific ideas about magnets. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2)


            Biography: Scientists and Engineers Segment 1
              Curriculum Standards: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.


         Topic 1: Motion and Forces


            Topic Launch: Motion and Forces


               Diagnostic Test Remediation: Motion and Forces
                 Curriculum Standards: Patterns of change can be used to make predictions. Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2) Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. Cause and effect relationships are routinely identified, tested, and used to explain change.


               Editable Diagnostic Test: Motion and Forces
                 Curriculum Standards: Patterns of change can be used to make predictions. Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) (3-PS2-2) Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. Cause and effect relationships are routinely identified, tested, and used to explain change.


               Diagnostic Test: Motion and Forces
                 Curriculum Standards: Patterns of change can be used to make predictions. Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause c