Amazing Air
Grades 3, 4, 5
Third Grade
• 3.PS.3 Generate sound
energy using a variety of materials and techniques, and recognize that
it passes through solids, liquids, and gases (i.e. air).
Fourth
Grade
• 4.PS.1 Investigate transportation systems and devices
that operate on or in land, water, air, space, and recognize the
forces (lift, drag, friction, thrust and gravity) that affect their
motion.
Fifth Grade
• SEPS.3 Constructing and performing investigations
Ewey Gooey Science
Grades 1, 2, 3
First Grade
• 1.PS.1 Characterize
materials as solid, liquid, or gas and investigate their properties,
record observations and explain the choices to others based on
evidence (i.e., physical properties).
Second Grade
•
2.PS.2 Predict the result of combining solids and liquids in pairs.
Mix, observe, gather, record, and discuss evidence of whether the
result may have different properties than the original
materials.
Third Grade
• 3.PS.3 Generate sound energy
using a variety of materials and techniques, and recognize that it
passes through solids, liquids, and gases (i.e. air).
Meet Goldie - Engineering Cars
Grades K, 1, 2, 3
Second Grade
• K-2.E.2 Develop a
simple sketch, drawing, or physical model to illustrate and
investigate how the shape of an object helps it function as needed to
solve an identified problem.
• K-2.E.1 Pose questions, make
observations, and obtain information about a situation people want to
change. Use this data to define a simple problem that can be solved
through the construction of a new or improved object or tool.
Third Grade
• 3.PS.2 Identify types of simple machines and their
uses. Investigate and build simple machines to understand how they are used.
Designing Robots
Grades 3,4,5
Third, Fourth and Fifth Grade
•
3-5.E.1 Identify a simple problem with the design of an object that
reflects a need or a want. Include criteria for success and
constraints on materials, time, or cost.
• 3-5.E.3 Construct and
perform fair investigations in which variables are controlled and
failure points are considered to identify aspects of a model or
prototype that can be improved.
• 3-5.DI.4 Describe how a
simulation can be used to solve a problem.
• 3-5.DI.5 Understand
the connections between computer science and other fields.
•
3-5.CD.2 Understand the pervasiveness of computers and computing in
daily life (e.g., voicemail, downloading videos and audio files,
microwave ovens, thermostats, wireless Internet, mobile computing
devices, GPS systems).
• 3-5.CD.4 Recognize that computers model
intelligent behavior (as found in robotics, speech and language
recognition, and computer animation).
• 3-5.IC.2 Identify the
impact of technology (e.g., social networking, cyber bullying, mobile
computing and communication, web technologies, cyber security, and
virtualization) on personal life and society.
Third Grade
• 3.PS.2 Identify types of simple machines and their uses. Investigate
and build simple machines to understand how they are used.
Fourth Grade
• 4.PS.3 Investigate how multiple simple machines
work together to perform everyday tasks.
Science of Color
Grades K, 1, 2, 3
• K.PS.1 Plan and conduct an
investigation using all senses to describe and classify different
kinds of objects by their composition and physical properties. Explain
these choices to others and generate questions about the
objects.
First Grade
• 1.PS.2 Predict and experiment with
methods (sieving, evaporation) to separate solids and liquids based on
their physical properties.
Second Grade
• 2.PS.2 Predict
the result of combining solids and liquids in pairs. Mix, observe,
gather, record, and discuss evidence of whether the result may have
different properties than the original materials.
Third
Grade
• 3.PS.1 Plan and conduct an investigation to provide
evidence of the effects of balanced and unbalanced forces on the
motion of an object.
Bubble Fest
Grades K, 1, 2, 3
Kindergarten
• K.M.1: Make
direct comparisons of the length, capacity, weight, and temperature of
objects, and recognize which object is shorter, longer, taller,
lighter, heavier, warmer, cooler, or holds more.
First
Grade
• 1.M.1: Use direct comparison or a nonstandard unit to
compare and order objects according to length, area, capacity, weight,
and temperature.
Second Grade
• 2.M.2: Estimate and
measure the length of an object by selecting and using appropriate
tools, such as rulers, yardsticks, meter sticks, and measuring tapes
to the nearest inch, foot, yard, centimeter and meter.
Third
Grade
• 3.M.2: Choose and use appropriate units and tools to
estimate and measure length, weight, and temperature. Estimate and
measure length to a quarter-inch, weight in pounds, and temperature in
degrees Celsius and Fahrenheit.
Butterfly Science
Grades 2,3,4
Second Grade
• 2.LS.2 Compare and
contrast details of body plans and structures within the life cycles
of plants and animals.
Third Grade
• 3.LS.3 Construct an
argument that plants and animals have internal and external structures
that function to support survival, growth, behavior, and
reproduction.
Fourth Grade
• 4.LS.2 Use evidence to
support the explanation that a change in the environment may result in
a plant or animal will survive and reproduce, move to a new location,
or die.
Sensory Awareness
Grades Pr K, K,1, 2
• Early Learning Foundation –
SC3.1 - Identify living organisms by name; Name characteristics of
living organisms; Identify the correct names for adult and baby
animals Compare attributes of living organisms; Differentiate animals
from plants Discriminate between living organisms and non-living
objects Ask questions and conduct investigations to understand life
science
Kindergarten
• K.LS.1 – Describe and compare the
growth and development of common living plants and animals.
•
K.LS.2 - Describe and compare the physical features of common living
plants and animals.
• K.LS.3 - Use observations to describe
patterns of what plants and animals (including humans) need to
survive.
First Grade
• 1.LS.3 - Make observations of
plants and animals to compare the diversity of life in different
habitats.
• 1.LS.4 - Use a model to represent the relationship
between the needs of different plants and animals (including humans)
and the places they live.
Second Grade
• 2.LS.2. – Compare
and contrast details of body plans and structures within the life
cycles of plants and animals.
Habitats in the Woods
Grades K, 1, 2, 3
Kindergarten
• K.LS.1 –
Describe and compare the growth and development of common living
plants and animals.
• K.LS.2 – Describe and compare the physical
features of common living plants and animals.
• K.LS.3 – Use
observations to describe patterns of what plants and animals
(including humans) need to survive.
First Grade
• 1.LS.2 -
Develop a model mimicking how plants and/or animals use their external
parts to help them survive, grow, and meet their needs. Explore how
those external parts could solve a human problem.
• 1.LS.3 -
Make observations of plants and animals to compare the diversity of
life in different habitats.
• 1.LS.4 – Use a model to represent
the relationship between the needs of different plants and animals
(including humans) and the places they live.
Second Grade
• 2.LS.3 – Classify living organisms according to variations in
specific physical features (i.e. body coverings, appendages) and
describe how those features may provide an advantage for survival in
different environments.
Third Grade
• 3.LS.1 – Analyze
evidence that plants and animals have traits inherited from parents
and that variation of these traits exists in a group of similar
organisms.
• 3.LS.2 – Plan and conduct an investigation to
determine the basic needs of plants to grow, develop, and
reproduce.
• 3.LS.4 – Construct an argument that some animals
form groups that help members survive.
Birds in your Backyard
Grades K, 1, 2, 3
Kindergarten
• K.LS.1 –
Describe and compare the growth and development of common living
plants and animals.
• K.LS.2 – Describe and compare the physical
features of common living plants and animals.
First Grade
• 1.LS.1 – Develop representations to describe that organisms have
unique and diverse life cycles but all have in common birth, growth,
reproduction, and death.
• 1.LS.2 – Develop a model mimicking
how plants and/or animals use their external parts to help them
survive, grow, and meet their needs. Explore how those external parts
could solve a human problem.
Second Grade
• 2.LS.1 –
Determine patterns and behavior (adaptations) of parents and offspring
which help offspring to survive.
• 2.LS.2 – Compare and contrast
details of body plans and structures within the life cycles of plants
and animals
Third Grade
• 3.LS.1 - Analyze evidence that
plants and animals have traits inherited from parents and that
variation of these traits exists in a group of similar
organisms.
• 3.LS.3 - Construct an argument that plants and
animals have internal and external structures that function to support
survival, growth, behavior, and reproduction
Woodland Ecosystems
Grades 4, 5, 6,
Fourth Grade
• 4.LS.1 -
Observe, analyze, and interpret how offspring are very much, but not
exactly, like their parents or one another. Describe how these
differences in physical characteristics among individuals in a
population may be advantageous for survival and reproduction.
•
4.LS.2 - Use evidence to support the explanation that a change in the
environment may result in a plant or animal will survive and
reproduce, move to a new location, or die.
Fifth Grade
•
5.LS.1 - Develop a model to describe the movement of matter among
plants, animals, decomposers, and the environment.
• 5.LS.2 -
Observe and classify common Indiana organisms as producers, consumers,
decomposers, or predator and prey based on their relationships and
interactions with other organisms in their ecosystem.
• 5.ESS.3
- Investigate ways individual communities within the United States
protect the Earth’s resources and environment.
Sixth Grade
• 6.LS.2 - Describe the role of photosynthesis in the flow of energy
in food chains, energy pyramids, and food webs. Create diagrams to
show how the energy in animals' food used for bodily processes was
once energy from the sun.
• 6.LS.3 – Describe specific
relationships (predator/prey, consumer/producer, parasite/host) and
symbiotic relationships between organisms. Construct an explanation
that predicts why patterns of interactions develop between organisms
in an ecosystem.
• 6.LS.4 - Investigate and use data to explain
how changes in biotic and abiotic components in a given habitat can be
beneficial or detrimental to native plants and animals.
• 6.LS.5
- Research invasive species and discuss their impact on ecosystems.
Ecology of Woods
Grades 4, 5, 6
Fourth Grade
• 4.LS.1 -
Observe, analyze, and interpret how offspring are very much, but not
exactly, like their parents or one another. Describe how these
differences in physical characteristics among individuals in a
population may be advantageous for survival and reproduction.
•
4.LS.2 - Use evidence to support the explanation that a change in the
environment may result in a plant or animal will survive and
reproduce, move to a new location, or die.
• 4.LS.3 - Construct
an argument that plants and animals have internal and external
structures that function to support survival, growth, behavior, and
reproduction in a different ecosystems.
Fifth Grade
•
5.LS.2 - Observe and classify common Indiana organisms as producers,
consumers, decomposers, or predator and prey based on their
relationships and interactions with other organisms in their
ecosystem.
• 5.LS.3 - Use a model to describe that animals
receive different types of information through their senses, process
the information in their brain, and respond to the information in
different ways.
• 5.ESS.3 - Investigate ways individual
communities within the United States protect the Earth’s resources and
environment.
Sixth Grade
• 6.LS.1 – Investigate and
describe how homeostasis is maintained as living things seek out their
basic needs of food, water, shelter, space, and air.
• 6.LS.3 –
Describe specific relationships (predator/prey, consumer/producer,
parasite/host) and symbiotic relationships between organisms.
Construct an explanation that predicts why patterns of interactions
develop between organisms in an ecosystem.
Compass Games
Grades 6-8
Sixth – Eighth Grade
•
6-8.LST.2.3 - Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
• 6-8.LST.3.1 - Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 6-8 texts and
topics.
• ETE – 1.1 - Illustrate the purpose of engineering and
technology in society.
• ETE – 1.2 - Identify how engineering
and technology impacts individuals, society, and the
environment.
• ETE – 1.4 - Demonstrate safe practices and
procedures with tools and equipment.
• ETE – 3.3 - Compare
technology inventions and innovations and the positive/negative
impacts on society and the environment.
Sixth Grade
•
6.1.2.A - Demonstrates correct technique for basic skills in one
selected outdoor pursuit.
• 6.2.3.A - Identifies appropriate
decisions based on level of difficulty, due to conditions (weather) or
ability, to ensure safety of self and/or others.
Seventh
Grade
• 7.1.2.A - Performs correct technique for a variety of
skills in one selected outdoor pursuit.
• 7.2.3.A - Analyzes the
situation and makes appropriate decisions to ensure the safety of self
and/or others.
• MA.7.PS.5 - Use appropriate tools
strategically.
• MA.7.PS.6 - Attend to precision.
Eighth
Grade
• 8.1.2.A - Performs correct technique for a variety of
skills in two selected outdoor pursuits. (8.1.2.A)
• 8.2.3.A -
Implements safety protocols in self-selected outdoor pursuits.
•
MA.8.PS.5 - Use appropriate tools strategically.
• MA.8.PS.6 -
Attend to precision.
