How Engineering is Elementary units ... - Museum of...

Grade

LevelVA State Standard Relevant EiE Units

Suggested

Units

EiE Unit Tie-In Science Content (bolded tie-in content directly correlates to Virginia

grade level science standard)

3. The student will

investigate and

understand that magnets

have an effect on some

materials, make some

things move without

touching them, and have

useful applications.

The Attraction is

Obvious: Designing

Maglev Systems

effects.

is not working.

magnetic field.

Also the following learning objectives for the unit are applicable:

system. (K.3.b)

transportation system. (K.3.b)

of a prior design. (K.3.b)

K

How Engineering is Elementary units link to the Virginia State Science StandardsEiE 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.

Grade


Suggested

Units



A Sticky Situation:

Designing Walls

size). (K.4.a-d)

experiment.

The Best of Bugs:

Designing Hand

Pollinators

A Work in Process:

Improving a Play

Dough Process

Thinking Inside the

Box: Designing Plant

Packageswith different functions.

Solid as a Rock:

Replicating an Artifact

were formed in very different ways.

extreme pressure and heat.

K

4. The student will

investigate and

understand that the

position, motion, and

physical properties of

an object can be

described.

Grade


Suggested

Units



No Bones About It:

Designing Knee Braces

Taking the Plunge:

Designing

Submersibles

A Work in Process:

Improving a Play

Dough Process

Water, Water

Everywhere: Designing

Water Filters

others. (K.5.b)

K

4. The student will

investigate and

understand that the

position, motion, and

physical properties of

an object can be

described.

5. The student will

investigate and

understand that water

flows and has properties

that can be

observed and tested.

Grade


Suggested

Units



Taking the Plunge:

Designing

Submersibles

Just Passing Through:

Designing Model

Membranes

such as locomotion, navigation, feeding, drinking, protection, etc.

needs. (K.7.a-b)

Also the following learning objective for the unit is applicable:

needs. (K.7.a-b)

Thinking Inside the


Packages

(K.7.b)

with different functions.

A Slick Solution:

Cleaning an Oil Spill

and the physical environment in which they live.

environment, for survival.

decomposers.

K

5. The student will

investigate and

understand that water

flows and has properties

that can be

observed and tested.

7. The student will

investigate and

understand basic needs

and life processes of

plants and animals.

Grade


Suggested

Units


grade level science standard)8. The student will

investigate and

understand that

shadows occur when

light is blocked by an

object.9. The student will

investigate and

understand simple

patterns in his/her daily

life.

10. The student will

investigate and

understand that change

occurs over time and

rates may be fast or

slow.

A Stick in the Mud:

Evaluating a

Landscapecan vary in thickness.

depending on the specific site.


investigate and

understand that

materials can be reused,

recycled, and conserved.

Designing Solar Ovens

insulators and thermal conductors).


created by the manufacturing and use of paper. (K.11)

reusing, and recycling. (K.11.a-c)

K

Grade


Suggested

Units



Catching the Wind:

Designing WindmillsAlso the following learning objectives are applicable:

the machine) moves in response. (G1.2.c)

Sounds Like Fun:

Seeing Animal Soundspitch of the sound produced.

To Get to the Other

Side: Designing

Bridgesthe change depends on the strength of the push or pull. (G1.2.c)

3. The student will

investigate and

understand how

different common

materials interact with

water.

A Work in Process:

Improving a Play

Dough Process

(G1.3)

1

2. The student will

investigate and

understand that moving

objects exhibit different

kinds of motion.

Grade


Suggested

Units



The Best of Bugs:

Designing Hand

Pollinators

Thinking Inside the


Packages

(G1.4.a)

bark) with different functions. (G1.4.b)

A Slick Solution:




decomposers.


Designing Model

Membranes

functions, such as locomotion, navigation, feeding, drinking, protection, etc. (G1.5.b)

1

4. The student will

investigate and

understand that plants

have life needs and

functional parts and

can be classified

according to certain

characteristics.

5. The student will

investigate and

understand that animals,

including people, have

life needs and specific

physical characteristics

and can be classified


characteristics.

Grade


Suggested

Units



A Slick Solution:




decomposers.

No Bones About It:


6. The student will

investigate and

understand the basic

relationships between

the sun and the Earth.

A Slick Solution:




decomposers.

7. The student will

investigate and

understand the

relationship of seasonal

change and weather to

the

activities and life

processes of plants and

animals.

1

5. The student will

investigate and

understand that animals,

including people, have

life needs and specific

physical characteristics

and can be classified


characteristics.

Grade


Suggested

Units




insulators and thermal conductors).


created by the manufacturing and use of paper. (G1.8.a-b)

reusing, and recycling. (G1.8.c)

A Sticky Situation:

Designing Walls

experiment.

Water, Water


Water Filters


contamination. (G1.8.b)

1

8. The student will

investigate and

understand that natural

resources are limited.

Grade


Suggested

Units



A Slick Solution:




decomposers.

Also the following learning objective for the unit is applicable:

(G1.8.b)

Solid as a Rock:




1

8. The student will

investigate and


resources are limited.

Grade


Suggested

Units



2. The student will

investigate and


and artificial magnets

have certain

characteristics and

attract specific types of

metals.

The Attraction is

Obvious: Designing

Maglev Systems

effects.

is not working.

magnetic field. (G2.2.a)


system. (G2.2.b)

A Work in Process:

Improving a Play

Dough Process

*Students also measure the volume of solids and liquids during this unit (G2.3.b)

Water, Water


Water Filters

*Students also measure the volume of solids and liquids during this unit (G2.3.b)

2

3. The student will

investigate and

understand basic

properties of solids,

liquids, and gases.

Grade


Suggested

Units



4. The student will

investigate and


and animals undergo a

series of orderly

changes in their life

cycles.

A Slick Solution:


bacteria) and the physical environment in which they live. (G2.5)

physical environment, for survival. (G2.5.a)

decomposers. (G2.5)


Designing Model

Membranes


needs. (G2.5.b)

6. The student will

investigate and

understand basic types,

changes, and patterns of

weather.

Catching the Wind:

Designing Windmills

2

5. The student will

investigate and

understand that living

things are part of a

system.

Grade


Suggested

Units



7. The student will

investigate and

understand that weather

and seasonal changes

affect plants,

animals, and their

surroundings.

A Stick in the Mud:

Evaluating a

Landscapecan vary in thickness.

depending on the specific site.

8. The student will

investigate and


produce oxygen and

food, are a source of

useful products, and

provide benefits in

nature.

2

Grade


Suggested

Units



Marvelous Machines:

Making Work Easier

move a load. (G3.2.a)

given location decreases, the distance it must travel to reach that location increases, and vice

versa.

Also, the following learning objectives for the unit are applicable:identify the simple machines used in the story. (G3.2.d)

others. (G3.2.a)

(G3.2.a/b)

(G3.2.a)

machine changes the direction of the applied force. (G3.2.a)

forces and by giving an ergonomic advantage) when designing their factory subsystems.

(G3.2.a/c)

Catching the Wind:

Designing Windmills

The following learning objectives for the unit are applicable:

the machine) moves in response. (G3.2)

3

2. The student will

investigate and

understand simple

machines and their uses.

Grade


Suggested

Units



The Best of Bugs:

Designing Hand

PollinatorsAlso, the following learning objectives for the unit are applicable:

choices for a hand pollinator design. (G3.3.a)

No Bones About It:


Also, the following learning objectives for the unit are applicable:

(G3.3)

Thinking Inside the


Packages

bark) with different functions.


evaluate how well they meet the needs of the product and the consumer. (G3.3)

of a package for a plant. (G3.3)

3

3. The student will

investigate and

understand that objects

are made of materials

that can be

described by their

physical properties.

Grade


Suggested

Units



Solid as a Rock:





twill and terry. (G3.3)

properties, and the raw material from which it was made. (G3.3)

(G3.3c)

design challenge. (G3.3)



insulators. (G3.3)

worked as a thermal insulator. (G3.3)

performance as a thermal insulator. (G3.3.b/c)

3

3. The student will

investigate and



that can be

described by their


Grade


Suggested

Units



A Sticky Situation:

Designing Walls

size). (G3.3)

(G3.3)

experiment.


and a poor choice for others. (G3.3)

final design. (G3.3)

(G3.3)

(G3.3)

Water, Water


Water Filters


properties. (G3.3)

contaminated water. (G3.3)

in a water filter design. (G3.3)

3

3. The student will

investigate and



that can be

described by their


Grade


Suggested

Units



Catching the Wind:

Designing Windmills


sails. (G3.3)

the boat or raft to which it is attached. (G3.3)

greatest effect on sail performance. (G3.3)

catch the wind to inform their windmill blade designs. (G3.3)

4. The student will

investigate and

understand that

behavioral and physical

adaptations allow

animals to respond to

life needs.


Designing Model

Membranes

functions, such as locomotion, navigation, feeding, drinking, protection, etc. (G3.4.b)

needs. (G3.4)


needs. (G3.4)

5. The student will

investigate and

understand relationships

among organisms in

aquatic and terrestrial

food chains.

A Slick Solution:




decomposers. (G3.5.a)

3

3. The student will

investigate and



that can be

described by their


Grade


Suggested

Units



A Slick Solution:


bacteria) and the physical environment in which they live. (G3.6.c)

physical environment, for survival. (G3.6)

decomposers. (G3.6)


(G3.6)

and water and the spread of pollution. (G3.6)

affected by an oil spill. (G3.6)

ecosystem is useful, but also limited in representing the possible effects of an oil spill.

(G3.6)



impact on the environment. (G3.6.d)

created by the manufacturing and use of paper. (G3.6.d)

reusing, and recycling. (G3.6.d)

impact. (G3.6.d)

inform solar oven designs. (G3.6.d)

6. The student will

investigate and

understand that

environments support a

diversity of plants and

animals that share

limited resources.

3

Grade


Suggested

Units



7. The student will

investigate and

understand the major

components of soil, its

origin, and

importance to plants and

animals including

humans.

A Sticky Situation:

Designing Walls

experiment.

3

Grade


Suggested

Units



8. The student will

investigate and

understand basic

patterns and cycles

occurring in nature.

9. The student will

investigate and

understand the water

cycle and its relationship

to life on Earth.

Water, Water


Water Filters

A Slick Solution:



physical environment, for survival. (G3.10.a)

decomposers.


pollution in Greentown. (G3.10.b)

and water and the spread of pollution. (G3.10.a)

town. (G3.10.b)

affected by an oil spill. (G3.10.b)


(G3.10.a,b)

3


investigate and


events and human

influences can affect the

survival of species.

Grade


Suggested

Units





impact on the environment. (G3.10.b)

created by the manufacturing and use of paper. (G3.10.b)

reusing, and recycling. (G3.10.d)

impact. (G3.10.d)

Water, Water


Water FiltersAlso, the following learning objectives for the unit are applicable:

water quality. (G3.10.d)

water, and soil contamination. (G3.10.d)

contamination. (G3.10.d)

air, water, and soil contamination. (G3.10.d)

3


investigate and


events and human

influences can affect the

survival of species.

Grade


Suggested

Units



A Slick Solution:




decomposers.

Designing Solar Ovens insulators and thermal conductors).

Catching the Wind:

Designing Windmills

3


investigate and

understand different

sources of energy.

Grade


Suggested

Units



2. The student will

investigate and

understand

characteristics and

interaction of moving

objects.

Marvelous Machines:

Making Work Easier

move a load. (G4.2.b)

given location decreases, the distance it must travel to reach that location increases,

and vice versa. (G4.2.b)

3. The student will

investigate and

understand the

characteristics of

electricity.

An Alarming Idea:

Designing Alarm

Circuits

(incomplete). (G4.3.b)

motion, and sound. (G4.3.d)

other resistor in between. (G4.3.b)

easily through other materials (insulators). (G4.3.a)

Also, the following learning objectives for the unit are applicable:♦ identify technologies that use electricity and explain how these technologies use

electricity to function. (G4.3)

♦ identify the energy transformations that occur in electrical technologies. (G4.3.d)

♦ identify and distinguish between closed and open circuits using both schematic

diagrams and actual circuit materials. (G4.3.b)

♦ create schematic diagrams of circuits that include batteries, bulbs, wires, and open

and closed switches. (G4.3.b)

♦ build a simple series circuit from a schematic diagram. (G4.3.b)

♦

♦

labeled diagram of their switch connection. (G4.3.b)

♦ construct the alarm circuit and switch connection designed by another group by

♦ test and analyze the success of their own alarm circuit designs. (G4.3.b)

4

Grade


Suggested

Units



The Best of Bugs:

Designing Hand

Pollinators

(G4.4.b)


Designing Model

Membranes

functions, such as locomotion, navigation, feeding, drinking, protection, etc. (G4.4.a)

needs. (G4.4.d)

Thinking Inside the


Packagesbark) with different functions. (G4.4.a)

4. The student will

investigate and

understand basic plant

anatomy and life

processes.

4

Grade


Suggested

Units



A Slick Solution:


bacteria) and the physical environment in which they live. (G4.5.b)

physical environment, for survival. (G4.5.d)

decomposers.


(G4.5.e)

and water and the spread of pollution. (G4.5.e)

affected by an oil spill. (G4.5.e)


(G4.5.d/e)

impacts on an ecosystem. (G4.5.e)


Designing Model

Membranes


needs. (G4.5.a)

6. The student will

investigate and

understand how weather

conditions and

phenomena occur and

can be predicted.

5. The student will

investigate and

understand how plants

and animals in an

ecosystem interact with

one another and the

nonliving environment.

4

Grade


Suggested

Units



7. The student will

investigate and

understand the

organization of the solar

system.

A Long Way Down:

Designing Parachutes

asteroids, and comets. (G4.7.a)

temperature range, atmosphere, and surface composition. (G4.7.b/c)

Sun. (G4.7.b)

differences in shape, material, and size.

Also, the following learning objective for the unit is applicable:♦ identify some of the general features of celestial bodies and explain how these

features might affect spacecraft design. (G4.7)

8. The student will

investigate and

understand the

relationships among the

Earth, moon, and sun.

A Long Way Down:

Designing Parachutes

atmosphere.

asteroids, and comets. (G4.8)

range, atmosphere, and surface composition.

Sun. (G4.8.d)

differences in shape, material, and size.

9. The student will

investigate and

understand important

Virginia natural

resources.

4

Grade


Suggested

Units



2. The student will

investigate and

understand how sound

is transmitted and is

used as a means of

communication.

Sounds Like Fun:

Seeing Animal Sounds

the pitch of the sound produced. (G5.2.d)

(G5.2.d)


of sounds. (G5.2.d)

(G5.2.d)

5

Grade


Suggested

Units



3. The student will

investigate and

understand basic

characteristics of visible

light and how it

behaves.

Lighten Up: Designing

Lighting Systems

another. (G5.3)

reflection. (G5.3.d)

decreases. (G5.3)


light. (G5.3.d)

the angle of reflection. (G5.3.d)

would affect a lighting system design. (G5.3)

reflection to inform their design of a lighting system for the inside of a tomb. (G5.3/3d)

A Work in Process:

Improving a Play

Dough Process

(G5.4.e)

4. The student will

investigate and

understand that matter is

anything that has mass,

takes up space,

and occurs as a solid,

liquid, or gas.

5

Grade


Suggested

Units



Taking the Plunge:

Designing

Submersibles


and behavior (floating and sinking) of vials filled with different materials. (G5.4)

completed tests and observations. (G5.4)

variety of vials. (G5.4)

water. (G5.4)

inform their submersible designs. (G5.4)

5. The student will

investigate and

understand that

organisms are made of

cells and have

distinguishing

characteristics.


Designing Model

Membranes

functions, such as locomotion, navigation, feeding, drinking, protection, etc. (G5.5.c)

needs. (G5.5.c)

4. The student will

investigate and

understand that matter is

anything that has mass,

takes up space,

and occurs as a solid,

liquid, or gas.

5

Grade


Suggested

Units



6. The student will

investigate and

understand

characteristics of the

ocean environment.

Taking the Plunge:

Designing

Submersibles


animal life. (G5.6.b/c)

5

Grade


Suggested

Units



A Stick in the Mud:

Evaluating a

Landscape

bedrock) can vary in thickness. (G5.7.d)

depending on the specific site. (G5.7.d)


sites for structures. (G5.7.g)

decide how and where to build foundations for structures. (G5.7.g)

(G5.7.f)

Solid as a Rock:


they were formed in very different ways. (G5.7.b)

(morphed) by extreme pressure and heat. (G5.7.b)


natural resources and other materials. (G5.7.g)

7. The student will

investigate and

understand how the

constantly changing.

5

How Engineering is Elementary units ... - Museum of...

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