Page 1. EiE Unit Tie-In Science Content (bolded tie-in content directly correlates to Alaska grade level science standard) Suggested Units

Transcription

1 How Engineering is Elementary units link to the Alaska State Science Standards EiE teaches engineering content and links to science content, but does not teach science content. This resource should be used to find which EiE units we suggest will integrate best with the science topics taught in your state at each grade level. EiE also integrates with language arts, math, and social studies content so it is important look comprehensively at curriculum within grade levels to determine the EiE unit that integrates best. K-2 N/A Many units Many EiE units have been developed for early elementary grade levels Page 1

2 3 Science as Inquiry and Process Classifying matter according to physical properties (i.e., color, size, shape, weight, texture, flexibility) Classifying materials as insulators or conductors (i.e., fur, metal, wood, plastic) and identifying their applications All units Many units A Sticky Situation: Designing Walls The Best of Bugs: Designing Hand Pollinators An Alarming Idea: Designing Alarm Circuits All EiE units reinforce Science as Inquiry and Process concepts and skills as outlined in the Alaska standards. Many EiE units reinforce structure and properties of matter concepts and skills as outlined in the Alaska standards. Different materials have different properties. (SB1.1) Earth materials are natural resources. Earth materials have a variety of properties, including color and texture (or particle size). (SB1.1) Earth materials have different properties when they are dry and when they are wet. (SB1.1) The scientific method often includes observing, predicting, and testing. Observation and description of natural phenomena can be an important part of an experiment. The properties of different earth materials make them suitable for specific uses. The structure of a composite affects its strength. There are many different uses of earth materials. Insects are needed to pollinate many kinds of plants. Pollinating insects and plants have a symbiotic (mutually beneficial) relationship. Insects and plants have complex relationships in natural systems. Insects are important in natural systems and can be helpful or harmful. Different materials have different properties. (SB1.1) Flowers have specific structures, or parts, with specific functions. Pollination is a required step for reproduction in most plants. Electricity is one form of energy. Energy can be transformed. A switch can be used to control when a circuit is closed (complete) and open (incomplete). Electrical energy can be transformed into other forms of energy, including light, heat, motion, and sound. Short circuits occur when wires are connected to a battery without a bulb, buzzer, or other resistor in between. Electricity moves easily through some materials (conductors) and does not move easily through other materials (insulators). (SB2.1) Page 2

3 Recognizing that temperature changes cause changes in phases of substances (e.g., ice changing to liquid, water changing to water vapor, and vice versa) Recognizing that The Attraction is objects can be moved Obvious: Designing without Maglev Systems being touched (e.g., using magnets, falling objects, static electricity) Sorting Alaskan plants and/or animals using physical characteristics (e.g., leaves, beaks) Describing how some traits (e.g., claws, teeth, camouflage) of living organisms have helped them survive as a species Just Passing Through: Designing Model Membranes The like poles of magnets repel and opposite poles attract. Some materials are magnetic, while others are not. Magnets are surrounded by a magnetic field. (SB4.2) A model is a representation of an object or system, usually built to scale. Changes in one variable can result in a single effect or multiple effects. Changes in one variable can simultaneously result in both favorable and unfavorable effects. A system may lose efficiency or fail if one part is missing or malfunctioning or if a subsystem is not working. The magnetic forces of attraction or repulsion can be intensified by increasing the magnetic field. Magnetic fields are not affected by the presence of non-magnetic materials. Basic needs of organisms include food, water, and air. (SC1.2) Animals and plants have different body parts or structures that serve particular functions, such as locomotion, navigation, feeding, drinking, protection, etc. (SC1.2) Organisms adaptations to their environment allow them to meet some of their basic needs. (SC1.2) Amphibians get the majority of their water by absorbing it through their skin. (SC1.2) Models can be used in science to study the characteristics of objects, systems or theories. Page 3

4 Sorting animals and plants into groups based on appearance and behaviors Observing and comparing external features of plants and of animals that may help them grow, survive, and reproduce Identifying and sorting examples of living and non-living things in the local environment Organizing a simple food chain of familiar plants and animals Recognizing that most rocks are composed of combinations of different substances The Best of Bugs: Designing Hand Pollinators Thinking Inside the Box: Designing Plant Packages A Slick Solution: Cleaning Up an Oil Spill Insects are needed to pollinate many kinds of plants. Pollinating insects and plants have a symbiotic (mutually beneficial) relationship. Insects and plants have complex relationships in natural systems. Insects are important in natural systems and can be helpful or harmful. Different materials have different properties. Flowers have specific structures, or parts, with specific functions. (SC2.2) Pollination is a required step for reproduction in most plants. The requirements for growth of a plant include air, water, sunlight, and nutrients. Plants have different parts (which may include roots, stems, leaves, flowers, pods, and bark) with different functions. (SC2.2) Different materials have different properties. An ecosystem is a community of organisms (including animals, plants, fungi, and bacteria) and the physical environment in which they live. The organisms in an ecosystem are dependent on one another, as well as on their physical environment, for survival. All areas of the environment are connected. An environment encompasses the land, air, and water in an area. In an ecosystem, there is a food web that consists of producers, consumers, and decomposers. (SC3.2) All organisms need food/energy, water, air (and shelter) to survive. The Sun is the ultimate source of energy for nearly all life on Earth. Page 4

5 Describing the water cycle to show that water circulates through the crust, oceans, and atmosphere of Earth Identifying and comparing a variety of Earth s land features (i.e., rivers, deltas, lakes, glaciers, mountains, valleys, and islands) Using recorded weather patterns (e.g., temperature, cloud cover, or precipitation) to make reasonable predictions Recognizing that objects appear smaller the farther away they are Recognizing that objects have properties, locations, and movements that can be observed and described Water, Water Everywhere: Designing Water Filters During the water cycles, water moves through air and land. (SD1.2) Water can exist in solid, liquid, and vapor forms. Water can freeze, melt, evaporate, and condense. Water can be found in many different places. Contaminants are present in the environment. Some contaminants are natural and others are artificial (human-introduced) Water can contain various contaminants that affect its quality. Water from different places can contain different contaminants. Contaminants can affect the way that water looks, smells, and tastes. Water flows more quickly and readily through some materials than it does through others. The scientific method often includes observing, predicting, and testing. Page 5

6 Recognizing and using appropriate instruments of magnification (e.g., binoculars and telescopes) Science and Technology Cultural, Social, Personal Perspectives, and Science History and Nature of Science All units Many units All EiE units reinforce Science and Technology concepts and skills as outlined in the Alaska standards. Many EiE units reinforce Cultural, Social, Personal Perspectives and Science concepts and skills as outlined in the Alaska standards. Many EiE units reinforce History and Nature of Science concepts and skills as outlined in the Alaska standards. Page 6

7 4 Science as Inquiry and Process Identifying and comparing the characteristics of gases, liquids, and solids All units Water, Water Everywhere: Designing Water Filters A Work in Process: Improving a Play Dough Process All EiE units reinforce Science as Inquiry and Process concepts and skills as outlined in the Alaska standards. During the water cycles, water moves through air and land. Water can exist in solid, liquid, and vapor forms. (SB.1) Water can freeze, melt, evaporate, and condense. Water can be found in many different places. Contaminants are present in the environment. Some contaminants are natural and others are artificial (human-introduced) Water can contain various contaminants that affect its quality. Water from different places can contain different contaminants. Contaminants can affect the way that water looks, smells, and tastes. Water flows more quickly and readily through some materials than it does through others. The scientific method often includes observing, predicting, and testing. Solids retain their shape when moved. (SB.1) Liquids take the shape of the container in which they are being held. (SB.1) The three states of matter are solid, liquid, and gas. (SB.1) Natural materials can be distinguished from artificial materials. Two or more substances that are physically (not chemically) combined are a mixture. Solids and liquids can be combined to create a mixture. Investigating the effectiveness of different insulating and conducting materials with respect to heat flow and record the results Explaining that temperature changes cause changes in phases of substances (e.g., ice changing to liquid water and liquid water to water vapor) Now You're Cooking: Designing Solar Ovens Energy is the ability to do work or create change. Energy is required to produce a product. Energy is a resource. Some materials transfer heat energy more readily than other materials (there are thermal insulators and thermal conductors). (SB2.1) Heat is one form of energy. Energy can be transferred from one object or material to another. Heat energy always moves from warmer locations to cooler locations. Page 7

8 Simulating that changes in speed or direction of motion are caused by forces To Get to the Other Side: Designing Bridges There are many connections between science, technology, and human activity. Science and engineering affect the world in many ways. Forces acting on a bridge can make it unstable. Structures are stable when the forces on them are balanced. A force is a push or a pull on an object. (SB4.1) The position and motion of an object can be changed by a push or a pull. The size of the change depends on the strength of the push or pull. (SB4.1) The various geometric shapes present in bridges have different strengths and weaknesses. Different shapes can distribute forces in different directions. Controlled experiments can help determine the differing strengths of bridge types. Showing the relationship between physical characteristics of Alaskan organisms and the environment in which they live Describing fossil evidence (e.g., casts, track ways, imprints, etc.) of extinct organisms Marvelous Machines: Making Work Easier Simple machines are all around us. Two or more simple machines can be combined to create complex machines. Machines can make work easier. There are several types of simple machines. Simple machines change the amount and/or direction of force one must exert to move a load. Force is measured in a unit called the Newton. (SB4.1) If the force required to move a load to a given location decreases, the distance it must travel to reach that location increases, and vice versa. (SB4.1) Different simple machines have different functions and uses. Different simple machines are better choices for certain tasks than others. Page 8

9 Choosing appropriate tools (i.e., hand lens, microscopes, ruler, balance) to examine the basic structural components (e.g., stems, leaves, fish scales, wings) of living things Describing the basic characteristics and requirements of living things Thinking Inside the Box: Designing Plant Packages The requirements for growth of a plant include air, water, sunlight, and nutrients. (SC2.2) Plants have different parts (which may include roots, stems, leaves, flowers, pods, and bark) with different functions. Different materials have different properties. Identifying examples of living and nonliving things and the relationship between them (e.g., living things need water, herbivores need plants) Just Passing Through: Designing Model Membranes A Slick Solution: Cleaning Up an Oil Spill Basic needs of organisms include food, water, and air. (SC2.2) Animals and plants have different body parts or structures that serve particular functions, such as locomotion, navigation, feeding, drinking, protection, etc. Organisms adaptations to their environment allow them to meet some of their basic needs. Amphibians get the majority of their water by absorbing it through their skin. Models can be used in science to study the characteristics of objects, systems or theories. An ecosystem is a community of organisms (including animals, plants, fungi, and bacteria) and the physical environment in which they live. (SC3.1) The organisms in an ecosystem are dependent on one another, as well as on their physical environment, for survival. (SC3.1) All areas of the environment are connected. (SC3.1) An environment encompasses the land, air, and water in an area. In an ecosystem, there is a food web that consists of producers, consumers, and decomposers. All organisms need food/energy, water, air (and shelter) to survive. The Sun is the ultimate source of energy for nearly all life on Earth. Page 9

10 Identifying a simple food chain of familiar plants and animals, diagramming how energy flows through it; describing the effects of removing one link A Slick Solution: Cleaning Up an Oil Spill Describing that most Solid as a Rock: smaller rocks come Replicating an Artifact from the breaking and weathering of larger rocks as part of the rock cycle An ecosystem is a community of organisms (including animals, plants, fungi, and bacteria) and the physical environment in which they live. The organisms in an ecosystem are dependent on one another, as well as on their physical environment, for survival. All areas of the environment are connected. An environment encompasses the land, air, and water in an area. In an ecosystem, there is a food web that consists of producers, consumers, and decomposers. (SC3.2) All organisms need food/energy, water, air (and shelter) to survive. The Sun is the ultimate source of energy for nearly all life on Earth. (SC3.2) Three categories of rocks are metamorphic, igneous, and sedimentary. Metamorphic, igneous, and sedimentary rocks exhibit different properties because they were formed in very different ways. Sedimentary rocks are formed by the compression of bit of eroded rocks. (SD1.1) Igneous rocks are formed by cooling lava or magma. Metamorphic rocks are formed when existing rocks (of any type) are changed (morphed) by extreme pressure and heat. Rocks are a natural resource. Different materials have different properties. Recognizing the physical properties of water as they relate to the rock cycle Observing models of how waves, wind, water, and ice shape and reshape the Earth s surface by eroding rock and soil A Stick in the Mud: Evaluating a Landscape Landforms change over time. (SD2.1) The course of a river can change over time and is affected by many factors. Erosion is the wearing away of earth materials by water, wind, or ice. (SD2.1) The crust of the Earth is part of the layer known as the lithosphere. The layers of soil found on the surface of the earth (including soil, sand, clay, and bedrock) can vary in thickness. The layers of soil found on the surface of the earth may be found at different depths, depending on the specific site. Models can be used to study the characteristics of objects, systems, or theories. A landform is a naturally formed feature on the surface of the earth. Page 10

11 Identifying causes (i.e., earthquakes, tsunamis, volcanoes, floods, landslides, and avalanches) of rapid changes on the surface Recognizing changes to length of daylight over time and its relationship to seasons Observing that heat Now You're Cooking: flows from one object Designing Solar Ovens to another Recognizing that stars are like the sun but are so far away that they look like points of light Recognizing that objects have properties, locations, and movements that can be observed and described Recognizing and using appropriate instruments of magnification (e.g., binoculars and telescopes) Energy is the ability to do work or create change. Energy is required to produce a product. Energy is a resource. Some materials transfer heat energy more readily than other materials (there are thermal insulators and thermal conductors). (SD3.2) Heat is one form of energy. Energy can be transferred from one object or material to another. (SD3.2) Heat energy always moves from warmer locations to cooler locations. Page 11

12 Science and Technology Cultural, Social, Personal Perspectives, and Science History and Nature of Science All units Many units Many units All EiE units reinforce Science and Technology concepts and skills as outlined in the Alaska standards. Many EiE units reinforce Cultural, Social, Personal Perspectives and Science concepts and skills as outlined in the Alaska standards. Many EiE units reinforce History and Nature of Science concepts and skills as outlined in the Alaska standards. Page 12

13 5 Science as Inquiry and Process Comparing models that represent matter as solids, liquids, or gases and the changes from one state to another Classifying the changes (i.e., heat, light, sound, and motion) that electrical energy undergoes in common household appliances (i.e., toaster, blender, radio, light bulb, heater) Identifying physical and chemical changes based on observable characteristics (e.g., tearing paper vs. burning paper) Investigating that the greater the force acting on an object, the greater the change in motion will be All units An Alarming Idea: Designing Alarm Circuits To Get to the Other Side: Designing Bridges All EiE units reinforce Science as Inquiry and Process concepts and skills as outlined in the Alaska standards. Electricity is one form of energy. Energy can be transformed. (SB2.1) A switch can be used to control when a circuit is closed (complete) and open (incomplete). Electrical energy can be transformed into other forms of energy, including light, heat, motion, and sound. (SB2.1) Short circuits occur when wires are connected to a battery without a bulb, buzzer, or other resistor in between. Electricity moves easily through some materials (conductors) and does not move easily through other materials (insulators). There are many connections between science, technology, and human activity. Science and engineering affect the world in many ways. Forces acting on a bridge can make it unstable. Structures are stable when the forces on them are balanced. A force is a push or a pull on an object. The position and motion of an object can be changed by a push or a pull. The size of the change depends on the strength of the push or pull. (SB4.1) The various geometric shapes present in bridges have different strengths and weaknesses. Different shapes can distribute forces in different directions. Controlled experiments can help determine the differing strengths of bridge types. Page 13

14 Contrasting inherited traits (e.g., flower color, number of limbs) with those that are not (riding a bike, scar from an accident) Marvelous Machines: Making Work Easier Simple machines are all around us. Two or more simple machines can be combined to create complex machines. Machines can make work easier. There are several types of simple machines. Simple machines change the amount and/or direction of force one must exert to move a load. (SB4.1) Force is measured in a unit called the Newton. If the force required to move a load to a given location decreases, the distance it must travel to reach that location increases, and vice versa. (SB4.1) Different simple machines have different functions and uses. Different simple machines are better choices for certain tasks than others. Making reasonable inferences about fossil organisms based on physical evidence Identifying and sorting animals into groups using basic external and internal features Explaining how external features and internal systems (i.e., respiratory, excretory, skeletal, circulatory, and digestive) of plants and animals may help them grow, survive, and reproduce No Bones About It: Designing a Knee Brace The human body includes systems such as the muscular and skeletal systems. (SC2.2) Within a population, there is natural variation in body parts. The skeletal system is made up of bones. The knee is a joint. A joint is a location in the body where two or more bones meet. Many body parts work together to create movement. (SC2.2) Different materials have different properties. Page 14

15 Thinking Inside the Box: Designing Plant Packages Just Passing Through: Designing Model Membranes The requirements for growth of a plant include air, water, sunlight, and nutrients. Plants have different parts (which may include roots, stems, leaves, flowers, pods, and bark) with different functions. (SC2.2) Different materials have different properties. Basic needs of organisms include food, water, and air. Animals and plants have different body parts or structures that serve particular functions, such as locomotion, navigation, feeding, drinking, protection, etc. (SC2.2) Organisms adaptations to their environment allow them to meet some of their basic needs. Amphibians get the majority of their water by absorbing it through their skin. Models can be used in science to study the characteristics of objects, systems or theories. Recognizing that organisms are composed of cells Diagramming how matter and energy are transferred within and between living and nonliving things Organizing a simple food chain of familiar plants and animals that traces the source of the energy back to sunlight A Slick Solution: Cleaning Up an Oil Spill An ecosystem is a community of organisms (including animals, plants, fungi, and bacteria) and the physical environment in which they live. The organisms in an ecosystem are dependent on one another, as well as on their physical environment, for survival. All areas of the environment are connected. An environment encompasses the land, air, and water in an area. In an ecosystem, there is a food web that consists of producers, consumers, and decomposers.(sc3.2) All organisms need food/energy, water, air (and shelter) to survive. The Sun is the ultimate source of energy for nearly all life on Earth. (SC3.2) Page 15

16 Observing a model of the rock cycle showing that smaller rocks come from the breaking and weathering of larger rocks and that smaller rocks (e.g., sediments and sands) may combine with plant materials to form soils describing how wind A Stick in the Mud: and water tear down Evaluating a and build up the Landscape Earth s surface resulting in new land formations (i.e., deltas, moraines, and canyons) Landforms change over time. (SD2.1) The course of a river can change over time and is affected by many factors. Erosion is the wearing away of earth materials by water, wind, or ice. (SD2.1) The crust of the Earth is part of the layer known as the lithosphere. The layers of soil found on the surface of the earth (including soil, sand, clay, and bedrock) can vary in thickness. The layers of soil found on the surface of the earth may be found at different depths, depending on the specific site. Models can be used to study the characteristics of objects, systems, or theories. A landform is a naturally formed feature on the surface of the earth. Observing a model that shows how the regular and predictable motion of the Earth and moon determine the apparent shape (phases) of the moon over time Comparing heat absorption and loss by land and water Page 16

17 Distinguishing among stars, planets, moons, comets, and meteors Recognizing that the Earth is in regular and predictable motion and this motion explains the length of a day and a year Recognizing and using appropriate instruments of magnification (e.g., binoculars and telescopes) Science and Technology Cultural, Social, Personal Perspectives, and Science History and Nature of Science All units Many unis Many units All EiE units reinforce Science and Technology concepts and skills as outlined in the Alaska standards. Many EiE units reinforce Cultural, Social, Personal Perspectives and Science concepts and skills as outlined in the Alaska standards. Many EiE units reinforce History and Nature of Science concepts and skills as outlined in the Alaska standards. Page 17