Curriculum for Teachers

Lesson ideas by grade level, subject, and learning standard to make planning easy

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Click any subject below to view lessons, questions, and learning standards.

K-2nd Grade

  • Can you find the temperature leak in your classroom using an infrared sensor?

    • K-PS3-1: Make observations to determine the effect of sunlight on Earth’s surface.

    Do different colors absorb different amounts of heat?

    • K-PS3-1: Make observations to determine the effect of sunlight on Earth’s surface.
    • K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
    • 3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

    Can you locate the best spot in the classroom to grow a plant?

    • K-PS3-1: Make observations to determine the effect of sunlight on Earth’s surface.
    • K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
    • K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.
    • K-ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
    • 1-LS3-1: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
    • 2-LS2-1: Plan and conduct an investigation to determine if plants need sunlight and water to grow.
    • 3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

    Does the price of sunglasses determine the level of UV protection and luminosity blocking?

    • 1-PS4-3: Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
    • 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
    • 4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

    How does diffusion impact luminosity?

    • 1-PS4-3: Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
    • 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

    What is sound energy and how does it interact with a non-Newtonian fluid?

    • 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
    • 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
    • 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

    Does expiration date affect the quality of UV protection?

    Do more expensive brands of sunscreen protect from UV radiation better,  worse or the same as less expensive sunscreen?

    Do different types of sunscreen (lotion, spray, stick) protect differently from UV radiation?

    • 1-PS4-3: Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
    • 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
    • 4-PS2-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

    Do different materials conduct electricity differently?

    • 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
    • 3-PS2-3: Ask questions to determine cause and effect relationships of electric of magnetic interactions between two objects not in contact with each other.
    • 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat and electric current.
    • 5-PS1-3: Make observations and measurements to identify materials based on their properties.

    How do scientists and engineers use red, green and blue to create all the colors you see on electronic screens?

    • 2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
    • 2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
    • 2-PS1-3: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
    • 5-PS1-3: Make observations and measurements to identify materials based on their properties.

3rd Grade

  • Does quantity of magnets and distance from the magnetometer sensor affect the strength of the magnetic field?
    • 3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
    • 3-PS2-4:  Define a simple design problem that can be solved by applying scientific ideas about magnets.
    Can you navigate a magnetic field map using a magnetometer like a sea turtle?
    • 3-PS2-3:  Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
    How do a gyroscope and accelerometer sense movement?
    • 3-PS2-2:  Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
    Can you use and interpret the data from the luminosity and ambient temperature sensor data to “detect” zombies?
    • 3-5-ETS1-1:  Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-3:  Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    Can you design or create a cushion that will dampen the impact of an object when dropped from 3 feet high?
    • 3-PS2-1:  Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
    • 3-PS2-2:  Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
    • 3-5-ETS1-1:  Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-2:  Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
    • 3-5-ETS1-3:  Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    Do different colors absorb different amounts of heat?
    • 3-LS4-4:  Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
    Do different materials conduct electricity differently?
    • 3-PS2-3:  Ask questions to determine cause and effect relationships of electric of magnetic interactions between two objects not in contact with each other.
    Can you locate the best spot in the classroom to grow a plant?
    • 3-LS4-4:  Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

4th Grade

  • Does quantity of magnets and distance from the magnetometer sensor affect the strength of the magnetic field?
    • 3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
    • 3-PS2-4:  Define a simple design problem that can be solved by applying scientific ideas about magnets.
    Can you navigate a magnetic field map using a magnetometer like a sea turtle?
    • 3-PS2-3:  Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
    How do a gyroscope and accelerometer sense movement?
    • 3-PS2-2:  Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
    Can you use and interpret the data from the luminosity and ambient temperature sensor data to “detect” zombies?
    • 3-5-ETS1-1:  Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-3:  Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    Can you design or create a cushion that will dampen the impact of an object when dropped from 3 feet high?
    • 3-PS2-1:  Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
    • 3-PS2-2:  Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
    • 3-5-ETS1-1:  Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-2:  Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
    • 3-5-ETS1-3:  Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    Do different colors absorb different amounts of heat?
    • 3-LS4-4:  Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
  • Does the price of sunglasses determine the level of UV protection and luminosity blocking?
    • 4-PS2-4:  Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
    • 4-PS3-2:  Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
    What is sound energy and how does it
    interact with a non-Newtonian fluid?
    • 4-PS3-2:  Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat and electrical currents.
    How does diffusion impact luminosity?
    • 4-PS3-2:  Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat and electrical currents.
    Do different materials conduct electricity
    differently?
    • 4-PS3-2:  Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat and electrical currents.
    Can you use the basic concepts of a circuit to make a game that tests and refines hand steadiness?
    • 4-PS3-4:  Apply scientific ideas to design, test and refine a device that converts energy from one form to another.
    • 4-PS3-2:  Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat and electrical currents.
    Can you construct a device using a magnetometer and a luminosity sensor
    to measure speed?
    • 4-PS3-1:  Use evidence to construct an explanation relating the speed of an object to the energy of that object.
    • 4-PS3-4:  Apply scientific ideas to design, test and refine a device that converts energy from one form to another.
    Do more expensive brands of sunscreen protect from UV radiation better, worse or the same as less expensive sunscreen?   
    • 4-PS2-4:  Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
    • 4-PS3-2:  Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

     

5th Grade

  • Does the time of year and the time of the day affect the amount of light that can get inside a house?
    • 5-ESS1-2:  Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
    What is an exoplanet and how are they discovered?
    • 5-ESS1-1:  Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth.
    • 5-ESS1-2:  Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
    Can you use an Arduino sketch to make your own LED light show?
    • 3-5-ETS1-1:  Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-2:  Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
    • 3-5-ETS1-3:  Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    Can you use and interpret the data from the luminosity and ambient temperature sensor data to “detect” zombies?
    • 3-5-ETS1-1:  Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-3:  Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    Can you use and interpret the data from the luminosity and ambient temperature sensor data to “detect” zombies?
    • 3-5-ETS1-1:  Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-3:  Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    Can you design and engineer a structure that can withstand the force of a simulated earthquake?
    • 3-5-ETS1-3:  Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    • 3-5-ETS1-1:  Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-2:  Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
    What is an Arduino sketch and how can you use variables to simplify sketches?
    • 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
    • 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    Can you use code to make your own LED light show and use the LED light show to enhance a Holiday decoration?
    • 3-5-ETS1-1:  Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-2:  Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
    • 3-5-ETS1-3:  Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
  • What happens to ice when you add salt?
    • 5-PS1-2:  Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling or mixing substances, the total weight of matter is conserved.
    • 5-PS1-4:  Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
    What does a magnetic field look like?
    • 5-PS1-3: Make observations and measurements to identify materials based on their properties.
    • 5-PS1-4:  Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
    What are the signs of a chemical change and a chemical reaction?
    • 5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen.
    • 5-PS1-2:  Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling or mixing substances, the total weight of matter is conserved.
    • 5-PS1-3: Make observations and measurements to identify materials based on their properties.
    • 5-PS1-4:  Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
    How do scientists and engineers use red, green and blue to create all the colors you see on electronic screens?
    • 5-PS1-3: Make observations and measurements to identify materials based on their properties.
    What are the signs of a chemical change and a chemical reaction?
    • 5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen.
    • 5-PS1-2:  Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling or mixing substances, the total weight of matter is conserved.
    • 5-PS1-3: Make observations and measurements to identify materials based on their properties.
    • 5-PS1-4:  Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
    Can you design or create a cushion that will dampen the impact of an object when dropped from 3 feet high?
    • 3-5-ETS1-1:  Devine a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
    • 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    • 5-PS2-1: Support an argument that the gravitational force exerted by Earth on objects is directed down.
    Have you ever wondered what you can learn from data that has been taken from a satellite in space?    
    • 5-ESS1-2:  Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
    • CCSS.MATH.CONTENT.HSS.ID.A.1:  Represent data with plots on the real number line.
    • CCSS.MATH.CONTENT.HSS.ID.B.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
    • CCSS.MATH.CONTENT.HSS.ID.C.8:  Compute (using technology) and interpret the correlation coefficient of a linear fit.
    • CCSS.MATH.CONTENT.HSS.ID.C.9: Distinguish between correlation and causation.
    What can you learn from data taken during the 2017 eclipse?
    • 5-ESS1-2:  Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
    • CCSS.MATH.CONTENT.HSS.ID.A.1:  Represent data with plots on the real number line.
    • CCSS.MATH.CONTENT.HSS.ID.B.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
    • CCSS.MATH.CONTENT.HSS.ID.C.8:  Compute (using technology) and interpret the correlation coefficient of a linear fit.
    • CCSS.MATH.CONTENT.HSS.ID.C.9: Distinguish between correlation and causation.
    When you mix Pop Rocks with soda, is it a chemical or physical change?
    • 5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen.
    • 5-PS1-2:  Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling or mixing substances, the total weight of matter is conserved.
    • 5-PS1-3: Make observations and measurements to identify materials based on their properties.
    • 5-PS1-4:  Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
    Can you create a circuit that indicates when a plant needs to be watered?
    • 5-LS2-1:  Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.  
    • 3-5-ETS1-1:  Devine a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
    • 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    What is the ideal ratio of ingredients to make a DIY hand warmer stay warm for the longest amount of time?
    • 5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen.
    • 5-PS1-2:  Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling or mixing substances, the total weight of matter is conserved.
    • 5-PS1-3: Make observations and measurements to identify materials based on their properties.
    • 5-PS1-4:  Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

6th Grade

  • How long does it take a car to heat up to temperatures that are unsafe for living creatures?
    • MS-ESS3-2:  Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
    • MS-ESS3-3:  Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
    • MS-ESS3-4:  Construct an argument supported by evidence for increases in human population and per capita consumption of natural resources impact Earth’s systems.
    • MS-ESS3-5:  Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    Can you design and harness the sun’s energy to cook something in a solar oven?
    • MS-PS3-3:  Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.  
    What is the greenhouse effect and how does it impact the Earth and the Earth’s systems?
    • MS-ESS3-2:  Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
    • MS-ESS3-3:  Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
    • MS-ESS3-4:  Construct an argument supported by evidence for increases in human population and per capita consumption of natural resources impact Earth’s systems.
    • MS-ESS3-5:  Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    Can you design or create a container that will dampen the impact of an object when dropped from 3 feet high?
    • MS-PS2-1:  Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
    • MS-PS2-2:  Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.  
    • MS-PS3-2:  Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
    • MS-PS3-5:  Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
    Do different colors absorb different amounts of heat?
    • MS-ESS2-6:  Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
    • MS-ESS3-5:  Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    How does the Earth’s atmosphere affect data that is collected by satellites in space about the Earth’s surface?
    • MS-PS3-3:  Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.  
    • MS-ESS2-6:  Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

     

    What is an Arduino sketch and how can you use variables to simplify sketches?
    • 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
    • 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

     

    Can you use code to make your own LED light show and use the LED light show to enhance a Holiday decoration?
    • 3-5-ETS1-1:  Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
    • 3-5-ETS1-2:  Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
    • 3-5-ETS1-3:  Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

7th Grade

  • Can you build a better way to protect cars from the impact of hitting a barrier?
    • MS-PS2-1:  Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
    • MS-PS2-2:  Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.  
    • MS-PS3-2:  Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
    • MS-PS3-5:  Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
    oes quantity of magnets and distance from the magnetometer sensor affect the strength of the magnetic field?
    • MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
    • MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
    • MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
    What are the signs of a chemical change and a chemical reaction?
    • MS-PS1-2:  Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
    • MS-PS1-5:  Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
    • MS-PS1-6:  Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
    What is sound? How is it transmitted and what gives us the ability to hear different sounds?
    • MS-PS4-1:  Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
    • MS-PS4-2:  Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
    Does temperature affect mold growth?
    • MS-LS1-5:  Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.  
    Can you represent the red, green, and blue proportions of different colors of light as a percentage, ratio and a decimal?
    • CCSS.MATH.CONTENT.6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
    • CCSS.MATH.CONTENT.6.RP.A.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b cannot equal 0, and use rate language in the context of a ratio relationship.
    • CCSS.MATH.CONTENT.6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
    What is G-force and what is the maximum value of G-force that you can generate?
    • MS-PS2-1:  Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
    • MS-PS2-2:  Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.  
    • MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
    How does diffusion impact luminosity?
    • MS-PS4-2:  Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
    Does the time of year and the time of day affect the amount of light that can get inside the house?
    • MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
    Can you design or create a cushion that will dampen the impact of an egg when dropped from a specific height?
    • MS-PS2-1:  Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
    • MS-PS2-2:  Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.  
    • MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
    Can you engineer a circuit that will use sensor data to trigger spooky sounds?
    • MS-ETS1-1:  Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2:  Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3:  Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    When you mix Pop Rocks with soda, is it a chemical or physical change?
    • MS-PS1-2:  Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
    • MS-PS1-5:  Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
    • MS-PS1-6:  Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
    Can you create a circuit that indicates when a plant needs to be watered?
    • MS-ETS1-1:  Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2:  Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3:  Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    • MS-ETS1-4:  Develop a model to generate data for iterative testing and modification of a proposed object, tool or process such that an optimal design can be achieved.
    How do different colors of matter allow light to be reflected, absorbed, and transmitted?
    • MS-PS4-1: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
    • MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
    • 2-PS1-3: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
    • 5-PS1-3: Make observations and measurements to identify materials based on their properties.
    Can you build a circuit that uses a laser beam and a photoresistor to count things that pass by it?
    • MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    Can you engineer an alarm using a laser pointer and a photo-resistor?
    • MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    Do electromagnetic fields affect seed germination?
    • MS-LS1-5:  Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
    Can you engineer a circuit that uses a laser pointer, fiber optics and a photo-resistor to send communications?
    • MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    • MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials
    • MS-PS4-3:  Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

8th Grade

  • What is the greenhouse effect and how does it impact the Earth and the Earth’s systems?
    • MS-ESS3-2:  Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
    • MS-ESS3-3:  Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
    • MS-ESS3-4:  Construct an argument supported by evidence for increases in human population and per capita consumption of natural resources impact Earth’s systems.
    • MS-ESS3-5:  Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    Have you ever wondered what you can learn from data that has been taken from a satellite in space?
    What is an exoplanet and how are they discovered?
    • MS-ESS1-3:  Analyze and interpret data to determine scale properties of objects in the solar system.
    What are the signs of a chemical change and a chemical reaction?
    • MS-PS1-2:  Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
    • MS-PS1-5:  Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
    • MS-PS1-6:  Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. 
    Does the price of sunglasses determine the level of UV protection and luminosity blocking?
    • MS-PS4-2:  Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
    • MS-ETS1-2:  Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    Can you design or create a cushion that will damped the impact of an object when dropped from 3 feet high?
    • MS-PS2-1:  Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
    • MS-PS2-2:  Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.  
    • MS-PS3-2:  Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
    • MS-PS3-5:  Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
    Can you build a better way to protect cars from the impact of hitting a barrier?
    • MS-PS2-1:  Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
    • MS-PS2-2:  Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.  
    • MS-PS3-2:  Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
    • MS-PS3-5:  Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

     

    What is sound? How is it transmitted and what gives us the ability to hear different sounds?
    • MS-PS4-1:  Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
    • MS-PS4-2:  Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
    Can you design and engineer a structure that can withstand the force of a simulated earthquake?
    • MS-ETS1-1:  Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2:  Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3:  Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    • MS-ETS1-4:  Develop a model to generate data for iterative testing and modification of a proposed object, tool or process such that an optimal design can be achieved.
    How long does it take a car to heat up to temperatures that are unsafe for living creatures?
    • MS-ESS3-2:  Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
    • MS-ESS3-3:  Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
    • MS-ESS3-4:  Construct an argument supported by evidence for increases in human population and per capita consumption of natural resources impact Earth’s systems.
    • MS-ESS3-5:  Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    Do different colors absorb different amounts of heat?
    • MS-ESS2-6:  Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
    • MS-ESS3-5:  Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    How do different colors of matter allow light to be reflected, absorbed, and transmitted?
    • MS-PS4-1: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
    • MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
    • 2-PS1-3: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
    • 5-PS1-3: Make observations and measurements to identify materials based on their properties.
    When you mix Pop Rocks with soda, is it a chemical or physical change?
    • MS-PS1-2:  Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
    • MS-PS1-5:  Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
    • MS-PS1-6:  Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
    What is the ideal ratio of ingredients to make a homemade hand warmer stay warm the longest?
    • 5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen.
    • 5-PS1-2: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
    • 5-PS1-3: Make observations and measurements to identify materials based on their properties.
    • 5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

     

    Can you build a circuit that uses a laser beam and a photoresistor to count things that pass by it?
    • MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

     

    Can you create a circuit that indicates when a plant needs to be watered?
    • MS-ETS1-1:  Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2:  Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3:  Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    • MS-ETS1-4:  Develop a model to generate data for iterative testing and modification of a proposed object, tool or process such that an optimal design can be achieved.
    Can you engineer a circuit that will use sensor data to trigger spooky sounds?
    • MS-ETS1-1:  Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2:  Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3:  Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

     

     

    Can you engineer an alarm using a laser pointer and a photo-resistor?
    • MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    Do electromagnetic fields affect seed germination?
    • MS-LS1-5:  Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
    Can you engineer a circuit that uses a laser pointer, fiber optics and a photo-resistor to send communications?
    • MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    • MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials
    • MS-PS4-3:  Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

High School

  • What is the relationship between luminosity and light source distance? Can the relationship be expressed as a function?
    • CCSS.MATH.CONTENT.HSF.BF.A.1: Write a function that describes a relationship between two quantities.*
    • CCSS.MATH.CONTENT.HSF.BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.*
    Can you identify the x, y, and z axes of an accelerometer?
    • CCSS.MATH.CONTENT.HSG.GMD.B.4: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
    Have you ever wondered what you can learn from data that has been taken from a satellite in space?
    What is the greenhouse effect and how does it impact the Earth and the Earth’s systems?
    • MS-ESS3-2:  Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
    • MS-ESS3-3:  Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
    • MS-ESS3-4:  Construct an argument supported by evidence for increases in human population and per capita consumption of natural resources impact Earth’s systems.
    • MS-ESS3-5:  Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    How long does it take a car to heat up to temperatures that are unsafe for living creatures?
    • MS-ESS3-2:  Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
    • MS-ESS3-3:  Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
    • MS-ESS3-4:  Construct an argument supported by evidence for increases in human population and per capita consumption of natural resources impact Earth’s systems.
    • MS-ESS3-5:  Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    What can you learn from data taken during the 2017 eclipse?
    • CCSS.MATH.CONTENT.HSS.ID.A.1:  Represent data with plots on the real number line.
    • CCSS.MATH.CONTENT.HSS.ID.B.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
    • CCSS.MATH.CONTENT.HSS.ID.C.8:  Compute (using technology) and interpret the correlation coefficient of a linear fit.
    • CCSS.MATH.CONTENT.HSS.ID.C.9: Distinguish between correlation and causation.
    • HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
    • HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
    • HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
    • HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
    • HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of the Earth’s systems result in changes in climate.
    What are functions and how are they unique?
    • CCSS.MATH.CONTENT.HSF.IF.A.1:  Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
    • CCSS.MATH.CONTENT.HSF.IF.A.2: Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
    • CCSS.MATH.CONTENT.HSF.IF.B.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.*
    • CCSS.MATH.CONTENT.HSF.IF.B.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*
    • CCSS.MATH.CONTENT.HSF.IF.C.7:  Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.*
    Can you create a circuit that indicates when a plant needs to be watered?
    • MS-ETS1-1:  Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2:  Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3:  Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    • MS-ETS1-4:  Develop a model to generate data for iterative testing and modification of a proposed object, tool or process such that an optimal design can be achieved.
  • Can you build a circuit that uses photoresistors to gather data about the speed of an object?
    • HS-ETS1-2:  Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
    • HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability and aesthetics as well as possible social, cultural, and environmental impacts. 
    Can you make an LED turn on when a room goes dark using a sensor?
    • HS-ETS1-2:  Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
    • HS-ETS1-3:  Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability and aesthetics as well as possible social, cultural, and environmental impacts. 
    Can you design, build, and code a circuit that acts as a dynamic braking system?
    • HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
    • HS-ETS1-2:  Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
    • HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
    • HS-PS2-2: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. 
    Can you use an Arduino sketch to make your own LED light show?
    • HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
    • HS-ETS1-2:  Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
    • HS-ETS1-3:  Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability and aesthetics as well as possible social, cultural, and environmental impacts.
    • HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
    Can you design and engineer a structure that can withstand the force of a simulated earthquake?
    • MS-ETS1-1:  Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2:  Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3:  Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    • MS-ETS1-4:  Develop a model to generate data for iterative testing and modification of a proposed object, tool or process such that an optimal design can be achieved.
    Can you engineer a circuit that will use sensor data to trigger spooky sounds?
    • MS-ETS1-1:  Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2:  Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3:  Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    Can you build a circuit that uses a laser beam and a photoresistor to count things that pass by it?
    • MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    What is an Arduino sketch and how can you use variables to simplify sketches?
    • HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
    • HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
    Can you use code to make your own LED light show and use the LED light show to enhance a holiday decoration?
    • HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
    • HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
    • HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
    • HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
    Can you engineer an alarm using a laser pointer and a photo-resistor?
    • MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    Do electromagnetic fields affect seed germination?
    • MS-LS1-5:  Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
    Can you engineer a circuit that uses a laser pointer, fiber optics and a photo-resistor to send communications?
    • MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
    • MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
    • MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
    • MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials
    • MS-PS4-3:  Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

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