New York Learning Standards for Science
The STANDARDS CORRELATION chart
suggests which New York Learning Standards for Science you can cover using PASSPORT TO THE RAINFOREST
in your classroom. We hope you will discover additional standards you can use. These are the ones
our Instructional Materials Development team felt most directly related to the activities contained
in PASSPORT TO THE RAINFOREST.
For additional New York Learning Standards for Science you can cover see the STANDARDS CORRELATION chart
for the following PASSPORT TO KNOWLEDGE projects:
PASSPORT TO WEATHER AND CLIMATE
LIVE FROM THE SUN/LIVE FROM THE AURORA
LIVE FROM A BLACK HOLE/LIVE FROM THE EDGE OF SPACE AND TIME
Elementary, Intermediate,
Commencement
1. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
Students:
ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.
video question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.
video develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.
video 2. Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
Students:
develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate.
video share their research plans with others and revise them based on their suggestions.
video carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities (e.g., length, mass, volume, temperature, and time).
video 1. Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.
Students engage in the following steps in a design process:
describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved.
video investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members.
video generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices.
video plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools.
video discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn’t work; and summarize results in writing, suggesting ways to make the solution better.
video 1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Students:
use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound.
video telecommunicate a message to a distant location with teacher help.
video access needed information from printed media, electronic data bases, and community resources.
video 2. Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.
Students:
describe the uses of information systems in homes, schools, and businesses.
video understand that computers are used to store personal information.
video demonstrate ability to evaluate information.
video Students will access, generate, process, and transfer information using appropriate
3. Information technology can have positive and negative impacts on society, depending upon how it is used.
describe the uses of information systems in homes and schools.
video demonstrate ability to evaluate information critically.
video 1. The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Students:
describe patterns of daily, monthly, and seasonal changes in their environment.
video 2. Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
Students:
describe the relationships among air, water, and land on Earth.
video 3. Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Students:
observe and describe properties of materials using appropriate tools.
video 4. Energy exists in many forms, and when these forms change energy is conserved.
Students:
describe a variety of forms of energy (e.g., heat, chemical, light) and the changes that occur in objects when they interact with those forms of energy.
video observe the way one form of energy can be transformed into another form of energy present in common situations (e.g., mechanical to heat energy, mechanical to electrical energy, chemical to heat energy).
video 1. Living things are both similar to and different from each other and nonliving things.
Students:
describe the characteristics of and variations between living and nonliving things.
video describe the life processes common to all living things.
video 2. Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
recognize that traits of living things are both inherited and acquired or learned.
video recognize that for humans and other living things there is genetic continuity between generations.
video 3. Individual organisms and species change over time.
Students:
describe how the structures of plants and animals complement the environment of the plant or animal.
video observe that differences within a species may give individuals an advantage in surviving and reproducing.
video 4. The continuity of life is sustained through reproduction and development.
Students:
describe the major stages in the life cycles of selected plants and animals.
video 5. Organisms maintain a dynamic equilibrium that sustains life.
Students:
describe basic life functions of common living specimens (guppy, mealworm, gerbil).
video describe some survival behaviors of common living specimens.
video describe the factors that help promote good health and growth in humans.
video 6. Plants and animals depend on each other and their physical environment.
Students:
describe how plants and animals, including humans, depend upon each other and the nonliving environment.
video describe the relationship of the sun as an energy source for living and nonliving cycles.
video 7. Human decisions and activities have had a profound impact on the physical and living environment.
Students:
identify ways in which humans have changed their environment and the effects of those changes.
video 1. Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
Students:
observe and describe interactions among components of simple systems.
video identify common things that can be considered to be systems (e.g., a plant population, a subway system, human beings).
video 2. Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
Students:
analyze, construct, and operate models in order to discover attributes of the real thing.
video discover that a model of something is different from the real thing but can be used to study the real thing.
video use different types of models, such as graphs, sketches, diagrams, and maps, to represent various aspects of the real world.
video 3. The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.
Students:
provide examples of natural and manufactured things that belong to the same category yet have very different sizes, weights, ages, speeds, and other measurements.
video identify the biggest and the smallest values as well as the average value of a system when given information about its characteristics and behavior.
video 4. Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
Students:
cite examples of systems in which some features stay the same while other features change.
video distinguish between reasons for stability-from lack of changes to changes that counterbalance one another to changes within cycles.
video 5. Identifying patterns of change is necessary for making predictions about future behavior and conditions.
Students:
use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data.
video analyze data by making tables and graphs and looking for patterns of change.
video 6. In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.
Students:
determine the criteria and constraints of a simple decision making problem.
video use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem.
video 1. The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.
Students:
analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action.
video make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit tradeoffs to arrive at an optimal choice.
video design solutions to problems involving a familiar and real context, investigate related science concepts to inform the solution, and use mathematics to model, quantify, measure, and compute.
video observe phenomena and evaluate them scientifically and mathematically by conducting a fair test of the effect of variables and using mathematical knowledge and technological tools to collect, analyze, and present data and conclusions.
video 2. Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.
Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to:
work effectively
video gather and process information
video generate and analyze ideas
video observe common themes
video realize ideas
video present results
video Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Skills and Strategies for Interdisciplinary Problem Solving
video Working Effectively: Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group.
video Gathering and Processing Information: Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.
video Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
video Common Themes: Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
video Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result.
video Presenting Results: Using a variety of media to present the solution and to communicate the results.
video 1. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
Students:
formulate questions independently with the aid of references appropriate for guiding the search for explanations of everyday observations.
video construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.
video represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others.
video seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.
video 2. Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
Students:
use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.
video develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments.
video carry out their research proposals, recording observations and measurements (e.g., lab notes, audio tape, computer disk, video tape) to help assess the explanation.
video 1. Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.
Students engage in the following steps in a design process:
identify needs and opportunities for technical solutions from an investigation of situations of general or social interest.
video locate and utilize a range of printed, electronic, and human information resources to obtain ideas.
video consider constraints and generate several ideas for alternative solutions, using group and individual ideation techniques (group discussion, brainstorming, forced connections, role play); defer judgment until a number of ideas have been generated; evaluate (critique) ideas; and explain why the chosen solution is optimal.
video develop plans, including drawings with measurements and details of construction, and construct a model of the solution, exhibiting a degree of craftsmanship.
video in a group setting, test their solution against design specifications, present and evaluate results, describe how the solution might have been modified for different or better results, and discuss tradeoffs that might have to be made.
video 1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Students:
use a range of equipment and software to integrate several forms of information in order to create good quality audio, video, graphic, and text-based presentations.
video use spreadsheets and data-base software to collect, process, display, and analyze information. Students access needed information from electronic data bases and on-line telecommunication services.
video systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries, and individuals.
video collect data from probes to measure events and phenomena.
video use simple modeling programs to make predictions.
video 2. Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.
Students:
understand the need to question the accuracy of information displayed on a computer because the results produced by a computer may be affected by incorrect data entry.
video identify advantages and limitations of data-handling programs and graphics programs.
video understand why electronically stored personal information has greater potential for misuse than records kept in conventional form.
video 3. Information technology can have positive and negative impacts on society, depending upon how it is used.
Students will access, generate, process, and transfer information using appropriate
use graphical, statistical, and presentation software to presents project to fellow classmates.
video describe applications of information technology in mathematics, science, and other technologies that address needs and solve problems in the community.
video explain the impact of the use and abuse of electronically generated information on individuals and families.
video 1. Living things are both similar to and different from each other and nonliving things.
Students:
compare and contrast the parts of plants, animals, and one-celled organisms.
video 3. Individual organisms and species change over time.
Students:
describe sources of variation in organisms and their structures and relate the variations to survival.
video describe factors responsible for competition within species and the significance of that competition.
video 6. Plants and animals depend on each other and their physical environment.
Students:
describe the flow of energy and matter through food chains and food webs.
video provide evidence that green plants make food and explain the significance of this process to other organisms.
video 7. Human decisions and activities have had a profound impact on the physical and living environment.
Students:
describe how living things, including humans, depend upon the living and nonliving environment for their survival.
video describe the effects of environmental changes on humans and other populations.
video 1. Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
Students:
describe the differences between dynamic systems and organizational systems.
video describe the differences and similarities between engineering systems, natural systems, and social systems.
video describe the differences between open- and closed-loop systems.
video describe how the output from one part of a system (which can include material, energy, or information) can become the input to other parts.
video 2. Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
Students:
select an appropriate model to begin the search for answers or solutions to a question or problem.
video use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation).
video demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.
video 3. The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.
Students:
cite examples of how different aspects of natural and designed systems change at different rates with changes in scale.
video use powers of ten notation to represent very small and very large numbers.
video 4. Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
Students:
describe how feedback mechanisms are used in both designed and natural systems to keep changes within desired limits.
video describe changes within equilibrium cycles in terms of frequency or cycle length and determine the highest and lowest values and when they occur.
video 5. Identifying patterns of change is necessary for making predictions about future behavior and conditions.
Students:
use simple linear equations to represent how a parameter changes with time.
video observe patterns of change in trends or cycles and make predictions on what might happen in the future.
video 6. In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.
Students:
determine the criteria and constraints and make trade-offs to determine the best decision.
video use graphs of information for a decision making problem to determine the optimum solution.
video 1. The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.
Students:
analyze science/technology/society problems and issues at the local level and plan and carry out a remedial course of action.
video make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems; determining the cost/benefit and risk/benefit tradeoffs; and applying this knowledge to a potential purchase.
video design solutions to real-world problems of general social interest related to home, school, or community using scientific experimentation to inform the solution and applying mathematical concepts and reasoning to assist in developing a solution.
video describe and explain phenomena by designing and conducting investigations involving systematic observations, accurate measurements, and the identification and control of variables; by inquiring into relevant mathematical ideas; and by using mathematical and technological tools and procedures to assist in the investigation.
video 2. Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.
Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to:
work effectively
video gather and process information
video generate and analyze ideas
video observe common themes
video realize ideas
video present results
video Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Skills and Strategies for Interdisciplinary Problem Solving
video Working Effectively: Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group.
video Gathering and Processing Information: Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.
video Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
video Common Themes: Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
video Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result.
video Presenting Results: Using a variety of media to present the solution and to communicate the results.
video 1. The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.
Students:
elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent their thinking.
video hone ideas through reasoning, library research, and discussion with others, including experts.
video work toward reconciling competing explanations; clarifying points of agreement and disagreement.
video coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity and recognize the need for such alternative representations of the natural world.
video 2. Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
Students:
devise ways of making observations to test proposed explanations.
video refine their research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.
video develop and present proposals including formal hypotheses to test their explanations, i.e., they predict what should be observed under specified conditions if the explanation is true.
video carry out their research plan for testing explanations, including selecting and developing techniques, acquiring and building apparatus, and recording observations as necessary.
video 1. Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints which is used to develop technological solutions to problems within given constraints.
Students engage in the following steps in a design process:
initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation.
video identify, locate, and use a wide range of information resources, and document through notes and sketches how findings relate to the problem.
video generate creative solutions, break ideas into significant functional elements, and explore possible refinements; predict possible outcomes using mathematical and functional modeling techniques; choose the optimal solution to the problem, clearly documenting ideas against design criteria and constraints; and explain how human understands, economics, ergonomics, and environmental considerations have influenced the solution.
video develop work schedules and working plans which include optimal use and cost of materials, processes, time, and expertise; construct a model of the solution, incorporating developmental modifications while working to a high degree of quality (craftsmanship).
video devise a test of the solution according to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means. Use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications.
video 1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Students:
understand and use the more advanced features of word processing, spreadsheets, and data-base software.
video prepare multimedia presentations demonstrating a clear sense of audience and purpose.
video access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.
video students receive news reports from abroad and work in groups to produce newspapers reflecting the perspectives of different countries.
video utilize electronic networks to share information.
video model solutions to a range of problems in mathematics, science, and technology using computer simulation software.
video 2. Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.
Students:
explain the impact of the use and abuse of electronically generated information on individuals and families.
video evaluate software packages relative to their suitability to a particular application and their ease of use.
video discuss the ethical and social issues raised by the use and abuse of information systems.
video 3. Information technology can have positive and negative impacts on society, depending upon how it is used.
Students will access, generate, process, and transfer information using appropriate
work with a virtual community to conduct a project or solve a problem using the network.
video discuss how applications of information technology can address some major global problems and issues.
video discuss the environmental, ethical, moral, and social issues raised by the use and abuse of information technology.
video 1. Living things are both similar to and different from each other and nonliving things.
Students:
explain how diversity of populations within ecosystems relates to the stability of ecosystems.
video explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.
video 3. Individual organisms and species change over time.
Students:
explain the mechanisms and patterns of evolution.
video 6. Plants and animals depend on each other and their physical environment.
Students:
explain factors that limit growth of individuals and populations.
video explain the importance of preserving diversity of species and habitats.
video explain how the living and nonliving environments change over time and respond to disturbances.
video 7. Human decisions and activities have had a profound impact on the physical and living environment.
Students:
describe the range of interrelationships of humans with the living and nonliving environment.
video explain the impact of technological development and growth in the human population on the living and non-living environment.
video explain how individual choices and societal actions can contribute to improving the environment.
video 1. Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.
Students:
explain how positive feedback and negative feedback have opposite effects on system outputs.
video use an input-process-output-feedback diagram to model and compare the behavior of natural and engineered systems.
video define boundary conditions when doing systems analysis to determine what influences a system and how it behaves.
video 2. Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design.
Students:
revise a model to create a more complete or improved representation of the system.
video collect information about the behavior of a system and use modeling tools to represent the operation of the system.
video find and use mathematical models that behave in the same manner as the processes under investigation.
video compare predictions to actual observations using test models.
video 3. The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.
Students:
describe the effects of changes in scale on the functioning of physical, biological, or designed systems.
video extend their use of powers of ten notation to understanding the exponential function and performing operations with exponential factors.
video 4. Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium).
Students:
describe specific instances of how disturbances might affect a system’s equilibrium, from small disturbances that do not upset the equilibrium to larger disturbances (threshold level) that cause the system to become unstable.
video cite specific examples of how dynamic equilibrium is achieved by equality of change in opposing directions.
video 5. Identifying patterns of change is necessary for making predictions about future behavior and conditions.
Students:
use sophisticated mathematical models, such as graphs and equations of various algebraic or trigonometric functions.
video search for multiple trends when analyzing data for patterns, and identify data that do not fit the trends.
video 6. In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.
Students:
use optimization techniques, such as linear programming, to determine optimum solutions to problems that can be solved using quantitative methods.
video analyze subjective decision making problems to explain the trade-offs that can be made to arrive at the best solution.
video 1. The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena. Students:
analyze science/technology/society problems and issues on a community, national, or global scale and plan and carry out a remedial course of action.
video analyze and quantify consumer product data, understand environmental and economic impacts, develop a method for judging the value and efficacy of competing products, and discuss cost/benefit and risk/benefit tradeoffs made in arriving at the optimal choice.
video design solutions to real-world problems on a community, national, or global scale using a technological design process that integrates scientific investigation and rigorous mathematical analysis of the problem and of the solution.
video explain and evaluate phenomena mathematically and scientifically by formulating a testable hypothesis, demonstrating the logical connections between the scientific concepts guiding the hypothesis and the design of an experiment, applying and inquiring into the mathematical ideas relating to investigation of phenomena, and using (and if needed, designing) technological tools and procedures to assist in the investigation and in the communication of results.
video 2. Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.
Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to:
work effectively
video gather and process information
video generate and analyze ideas
video observe common themes
video realize ideas
video present results
video Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Skills and Strategies for Interdisciplinary Problem Solving
video Working Effectively: Contributing to the work of a brainstorming group, laboratory partnership, cooperative learning group, or project team; planning procedures; identify and managing responsibilities of team members; and staying on task, whether working alone or as part of a group.
video Gathering and Processing Information: Accessing information from printed media, electronic data bases, and community resources and using the information to develop a definition of the problem and to research possible solutions.
video Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
video Common Themes: Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
video Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result.
video Presenting Results: Using a variety of media to present the solution and to communicate the results.
videoElementary
Standard 1: Analysis, Inquiry and Design
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Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
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Standard 2: Information Systems
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Standard 4: Science
Physical Setting
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Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Standard 5: The Living Environment
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Standard 6: Interconnectedness
Common Themes
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Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
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Standard 7: Interdisciplinary Problem Solving
Common Themes
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Intermediate
Standard 1: Analysis, Inquiry and Design
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Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
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Standard 2: Information Systems
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Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
The Living Environment
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Standard 6: Interconnectedness
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Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
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Standard 7: Interdisciplinary Problem Solving
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Commencement
Standard 1: Analysis, Inquiry and Design
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Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
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Standard 2: Information Systems
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Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
The Living Environment
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Standard 6: Interconnectedness
Common Themes
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Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
online
hands-on
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hands-on
online
Standard 7: Interdisciplinary Problem Solving
hands-on
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hands-on
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