--- title: Patterns in Motion | Understanding Wind Energy and Predictions | KnowAtom description: Explore how wind energy and patterns in motion can predict movement in this engaging science curriculum designed for Grade 3 students, featuring hands-on lessons and assessments. --- More Lessons for Your State Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington Washington DC West Virginia Wisconsin Wyoming Other NGSS # Patterns in Motion In this unit, students first use windmills to analyze how wind energy provides a force that causes windmills to turn. Then, in this lesson, they explore the science phenomenon of how patterns in motion can be used to predict future movements. This page provides a snapshot of key components of the lesson. 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Below is an excerpt from the background information on patterns in motion. There are patterns in motion all around us. These patterns can be used to make predictions about future movement. For example, when you move back and forth on a swing, your motion follows a predictable pattern. First, you cannot move on the swing unless an unbalanced force causes you to move. This can come from someone else pushing you, moving your legs, or pushing your feet against the ground. Once you are in motion, the swing moves back and forth in a predictable way. It will take the swing the same amount of time to complete each swing cycle. You will keep moving like this until another force slows you down. For example, air resistance (also called drag) will slow you down. Air resistance is similar to friction because it is a force that slows motion. It occurs between a solid and a fluid such as air. However, the motion of a swing depends on several variables. For example, the time it takes to make one complete swing cycle depends on the length of the chain. A swing with a longer chain will take longer to complete one swing cycle than a swing with a shorter chain. The motion of a swing also depends on who is swinging. For example, a person who has more mass, such as an adult, will need more force to move compared with someone with less mass, such as a young child. This is because more massive objects need greater force to make them move. Remember that mass is a measure of the amount of matter that makes up an object. In addition, the amount of force used affects how high and how fast you will move. More force will cause you to swing higher and faster. The movement of a playground swing is a simple movement. This is because it moves back and forth in a straight line. The movement of a tether ball around a pole is a more complex motion because it is changing direction. Instead of moving in a straight line back and forth, it is moving in a circle around a pole. A windmill’s movement is also complex because it rotates. #### Supports Grade 3 ![Sneak Peek Seal with Arrow](https://www.knowatom.com/hubfs/Sneak%20Peek%20Seal%20with%20Arrow.svg) ## Science Lesson: Understanding Patterns in Motion Once students understand how wind provides an unbalanced force that moves a windmill’s blades, they focus on the patterns formed by the windmill’s motion. Specifically, in this lesson, they predict how the movement of the rotor will change when the mass of the windmill blades changes. [Download a Sample Unit ](https://www.knowatom.com/stem-curriculum#state) ## Science Big Ideas - Scientists can use patterns in where the wind is strongest to decide where to build wind farms. - There are patterns in motion all around us. We can use these patterns to make predictions about future movement. ![sample unit-k8 science curriculum-knowatom](https://www.knowatom.com/hs-fs/hubfs/Sample%20Unit%20CTA-2.png?width=327&height=264&name=Sample%20Unit%20CTA-2.png) ###### Discover Complete Hands-on Screens-off Core Science Curriculum for K-8 Classrooms Prepared hands-on materials, full year grade-specific curriculum, and personalized live professional development designed to support mastery of current state science standards. [Click Here to Learn More](https://www.knowatom.com/talk-to-knowatom-sales) ## Science Essential Questions - Why do people need to think about where in the world they are going to build a windmill? - Why does a stronger wind with more kinetic energy cause windmill blades to move faster than a lighter wind? - What causes a person on a swing to start to move? - How does a swing move in a predictable way? - Why will a swing eventually slow down? - Why don't people all swing at the same height and speed, given that the motion is so predictable? - Why does an adult move less far than a child when both are pushed on the swing with the same amount of force? How could an adult swing as fast and as high as a child? ## Common Science Misconceptions ![close-circle-red](https://www.knowatom.com/hubfs/Icon%20ionic-ios-close-circle-red-1.svg) **Misconception:** If an object is at rest, there are no forces acting on it. ![checkmark-circle-green](https://www.knowatom.com/hubfs/Icon%20ionic-ios-checkmark-circle-green.svg) **Fact:** There are forces everywhere. When an object is at rest, all of the forces acting on it are balanced. ![close-circle-red](https://www.knowatom.com/hubfs/Icon%20ionic-ios-close-circle-red-1.svg) **Misconception****:** A force is necessary to keep an object moving. ![checkmark-circle-green](https://www.knowatom.com/hubfs/Icon%20ionic-ios-checkmark-circle-green.svg) **Fact:** An unbalanced force changes an object’s motion. An object that is already in motion will continue moving until acted on by an unbalanced force, such as friction. ![close-circle-red](https://www.knowatom.com/hubfs/Icon%20ionic-ios-close-circle-red-1.svg) **Misconception****:** Only moving objects have energy. ![checkmark-circle-green](https://www.knowatom.com/hubfs/Icon%20ionic-ios-checkmark-circle-green.svg) **Fact:** Nonmoving objects have stored potential energy. ## Science Vocabulary **Balanced :** when all of the forces acting on an object are equal **Friction :** a force that slows motion whenever two objects rub against each other **Kinetic Energy:** energy of motion **Potential Energy :** energy that is stored **Unbalanced :** when the forces acting on an object are not equal **Wind :** moving air molecules **Windmill :** a structure that captures the wind’s kinetic energy to do work **Work :** any change in position, speed, or state of matter due to force ## Lexile(R) Certified Non-Fiction Science Reading (Excerpt) **Patterns in Wind** The state of California is home to the largest wind farm in the United States. A wind farm is made up of a kind of windmill called a turbine. Wind turbines capture the wind’s energy to produce electricity. The California wind farm is located in the mountains. Mountains are very windy. Coastlines along the ocean are also very windy. Remember that the stronger the wind is, the more kinetic energy it has. People build windmills in places that they know are windy. This is because windmills in windy places are able to do more work. **Predicting Motion** There are patterns in how a windmill moves. There are patterns in motion all around us. These patterns can be used to make predictions about future movement. For example, when you move back and forth on a swing, your motion follows a predictable pattern. First, you cannot move on the swing unless an unbalanced force causes you to move. This can come from someone else pushing you, or pushing off the ground with your feet. Once you are in motion, the swing moves back and forth in a predictable way. It will take the swing the same amount of time to complete each swing. You will keep moving like this until another force slows you down. For example, air resistance will slow you down. Air resistance is similar to friction. It turns motion energy into heat. ![windmill-forces](https://www.knowatom.com/hs-fs/hubfs/windmill-forces.jpg?width=261&height=340&name=windmill-forces.jpg) ![windmill-forces1](https://www.knowatom.com/hs-fs/hubfs/windmill-forces1.jpg?width=261&height=340&name=windmill-forces1.jpg) ![windmill-forces2](https://www.knowatom.com/hs-fs/hubfs/windmill-forces2.jpg?width=261&height=340&name=windmill-forces2.jpg) ## Hands-on Science Activity In this lesson, students investigate the motion of windmill rotors when there are differences in blade design. Students compare the number of times the windmill rotor turns in 10 seconds under different designs. Students gather quantitative data on the number of times the rotor turns. They then organize their data in a data table to observe any patterns that suggest a cause-and-effect relationship between the mass of the blades and the amount of work the windmill can do. [ Learn More About KnowAtom ](https://www.knowatom.com/stem-curriculum) ## Science Assessments KnowAtom incorporates formative and summative assessments designed to make students thinking visible for deeper student-centered learning. - Vocabulary Check - Lab Checkpoints - Concept Check Assessment  - Concept Map Assessment  - And More... [Download a Sample Unit ](https://www.knowatom.com/stem-curriculum#state) ![Screenshot (20)](https://www.knowatom.com/hs-fs/hubfs/Screenshot%20(20).png?width=318&height=399&name=Screenshot%20(20).png) ![alabama state standard](https://www.knowatom.com/hs-fs/hubfs/Alabama-State-Standards-Alignment-1.png?width=540&height=402&name=Alabama-State-Standards-Alignment-1.png) ###### See How KnowAtom Aligns to NGSS Science Standards Discover hands-on screens-off core science curriculum for student centered K-8 classrooms. KnowAtom supports classrooms with all hands-on materials, curriculum, and professional development to support mastery of the standards. [Download the Alignment to NGSS](https://www.knowatom.com/stem-curriculum) ** Standards Tags: ** [3-PS2-1](https://www.knowatom.com/3-ps2-1) , [4-PS3-1](https://www.knowatom.com/4-ps3-1) , [3.3.1](https://www.knowatom.com/3.3.1) , [3.3.2](https://www.knowatom.com/3.3.2) , [4.2.1](https://www.knowatom.com/4.2.1) , [4.PS3.1](https://www.knowatom.com/4.ps3.1) , [4.PS3.3](https://www.knowatom.com/4.ps3.3) , [5.PS2.2](https://www.knowatom.com/5.ps2.2) , [S4P3](https://www.knowatom.com/s4p3) , [5.P1U1.4](https://www.knowatom.com/5.p1u1.4) , [5.P1U1.5](https://www.knowatom.com/5.p1u1.5) , [5.P1U1.6](https://www.knowatom.com/5.p1u1.6) , [5P.1.1.1.1](https://www.knowatom.com/5p.1.1.1.1) , [3E.2.1.1.1](https://www.knowatom.com/3e.2.1.1.1) , [4.PS2.A.1](https://www.knowatom.com/4.ps2.a.1) , [4.PS3.C.1](https://www.knowatom.com/4.ps3.c.1) , [3-PS2-2](https://www.knowatom.com/3-ps2-2) , [3.2.3.A](https://www.knowatom.com/3.2.3.a) , [3.2.4.A](https://www.knowatom.com/3.2.4.a) , [4.PS.2](https://www.knowatom.com/4.ps.2) , [3.PS.3](https://www.knowatom.com/3.ps.3) , [Asking questions and defining problems](https://www.knowatom.com/asking-questions-and-defining-problems) , [Developing and using models](https://www.knowatom.com/developing-and-using-models) , [Planning and carrying out investigations](https://www.knowatom.com/planning-and-carrying-out-investigations) , [Analyzing and interpreting data](https://www.knowatom.com/analyzing-and-interpreting-data) , [Using mathematics and computational thinking](https://www.knowatom.com/using-mathematics-and-computational-thinking) , [Constructing explanations and designing solutions](https://www.knowatom.com/constructing-explanations-and-designing-solutions) , [Engaging in argument from evidence](https://www.knowatom.com/engaging-in-argument-from-evidence) , [Obtaining evaluating and communicating information](https://www.knowatom.com/obtaining-evaluating-and-communicating-information) , [Forces and Motion](https://www.knowatom.com/forces-and-motion) , [Definitions of Energy](https://www.knowatom.com/definitions-of-energy) , [Patterns](https://www.knowatom.com/patterns) , [Energy and Matter](https://www.knowatom.com/energy-and-matter) , ### Supports Grade 3 #### Science Standards - [3-PS2-1](https://www.knowatom.com/3-ps2-1) - [4-PS3-1](https://www.knowatom.com/4-ps3-1) - [3.3.1](https://www.knowatom.com/3.3.1) - [3.3.2](https://www.knowatom.com/3.3.2) - [4.2.1](https://www.knowatom.com/4.2.1) - [4.PS3.1](https://www.knowatom.com/4.ps3.1) - [4.PS3.3](https://www.knowatom.com/4.ps3.3) - [5.PS2.2](https://www.knowatom.com/5.ps2.2) - [S4P3](https://www.knowatom.com/s4p3) - [5.P1U1.4](https://www.knowatom.com/5.p1u1.4) - [5.P1U1.5](https://www.knowatom.com/5.p1u1.5) - [5.P1U1.6](https://www.knowatom.com/5.p1u1.6) - [5P.1.1.1.1](https://www.knowatom.com/5p.1.1.1.1) - [3E.2.1.1.1](https://www.knowatom.com/3e.2.1.1.1) - [4.PS2.A.1](https://www.knowatom.com/4.ps2.a.1) - [4.PS3.C.1](https://www.knowatom.com/4.ps3.c.1) - [3-PS2-2](https://www.knowatom.com/3-ps2-2) - [3.2.3.A](https://www.knowatom.com/3.2.3.a) - [3.2.4.A](https://www.knowatom.com/3.2.4.a) - [4.PS.2](https://www.knowatom.com/4.ps.2) - [3.PS.3](https://www.knowatom.com/3.ps.3) - [Asking questions and defining problems](https://www.knowatom.com/asking-questions-and-defining-problems) - [Developing and using models](https://www.knowatom.com/developing-and-using-models) - [Planning and carrying out investigations](https://www.knowatom.com/planning-and-carrying-out-investigations) - [Analyzing and interpreting data](https://www.knowatom.com/analyzing-and-interpreting-data) - [Using mathematics and computational thinking](https://www.knowatom.com/using-mathematics-and-computational-thinking) - [Constructing explanations and designing solutions](https://www.knowatom.com/constructing-explanations-and-designing-solutions) - [Engaging in argument from evidence](https://www.knowatom.com/engaging-in-argument-from-evidence) - [Obtaining evaluating and communicating information](https://www.knowatom.com/obtaining-evaluating-and-communicating-information) - [Forces and Motion](https://www.knowatom.com/forces-and-motion) - [Definitions of Energy](https://www.knowatom.com/definitions-of-energy) - [Patterns](https://www.knowatom.com/patterns) - [Energy and Matter](https://www.knowatom.com/energy-and-matter) [![New call-to-action](https://no-cache.hubspot.com/cta/default/347944/b5a1446e-d782-4a5f-a019-0b3b98c8304f.png)](https://cta-redirect.hubspot.com/cta/redirect/347944/b5a1446e-d782-4a5f-a019-0b3b98c8304f) Standards citation: NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. 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