DIGIVATIONS? About Us

BC and Technology Standards Addressed

DIGIVATIONS™ unique interdisciplinary curriculum addresses many elementary standards in English Language Arts, Social Studies, Drama, Music, as well as STEM subject standards. In addition to BC standards, the curriculum and some specific classroom activities are mapped to the International Technology and Engineering Educators Association (ITEEA), the National Council of Teachers of Mathematics (NCTM), the National Science Teachers Association (NSTA), and the National Council of Teachers of English (NCTE).

Humanities

In order to foster development of next generation innovators, DIGIVATIONS™ teaches specific science and engineering theories and principles through real world investigations and problem solving (climate change and alternative energy). Our lesson plans, activities, and materials enable Children to use story telling, dramatic arts and digital music to dramatize what they learn about in science and technology. Our small classes enable boys and girls to visualize and write storyboards and music about the new “characters” they build in class: robots, rockets, simple machines, solar cars, windmills, Earth and Mars impact craters, and more. Climate change, sustainability, space exploration, transportation, design technology and computer programming are key themes throughout the program. They are able work as young scientists, engineers, and designers because we provide them with a context and settings, tools and tasks that promote creative as well as critical thinking, design technology, science and mathematics.

Typical Lesson Plan (50 min - 90 min):

Interactive Socratic Discussion (10-20 min) Introduce STEM topics with Relevant Current Event

Creative Engagement (10 - 20 min) Students make assumptions and predictions while they are creating a fantasy story or as they act out team improvisations to illustrate the STEM topic of the day. For example, many lessons include a team improvisation where students are asked to “act out” a scientific concept (the entire class demonstrates potential and kinetic energy as they pretend to be a pin ball machine) or a technology application (“Program a Robot” where one student pretends to be the computer programmer, giving instructions for another student pretending to be the robot). Students might be asked to create and share a story that they’ve developed which solves an energy challenge on another planet.

Hands-On Build (20-30 min) Students design and make models and then observe the behavior of these models; in music students build a sound story in time; after the build, they reflect and re-design.

Record and Present their Findings (10-20 min) At the end of each class, students record and present their findings to the class.

Subject area: Social Studies Topics

Grade level: k-3

Standards & Benchmarks:

Skills and Processes of Social Studies: co-operative participation in groups; gathering and presenting information orally, visually, and written; strategies for solving problems, gathering information for presentation; problem solving in the class or school; critical thinking; presentation skills; chronological order; responses to problems; and alternative perspective

Identify, Culture and Society: changes in their lives, school and community over time; social structures and importance of communities, ways people work together in groups; ways individuals contribute to a community; personal identity; cultural similarities and differences; characteristics of Canadian society.

Governance: purpose of classroom and school rules; how decisions are made in groups.

Economy and Technology: work in the community; technologies in daily life; how basic needs are met; types of work in the community; ways technology is used; how technology affects individuals and schools; how needs and wants are met in communities; how technology affects individuals and communities past and present.

Human and Physical Environment: Natural and human-built characteristics of environments; ways to care for their environment; characteristics of environments; how environment affects daily life and human activities; ways to care for and responsibility for the environment; effect of environment on early settlement.

Grade level: 4-7

Standards & Benchmarks:

Skills and Processes of Social Studies: critical thinking; gathering information, presentation skills; alternative perspectives; strategies to address a problem or issue; plan of action to defend a position or address a problem or issue; credibility of sources.

Identify, Culture and Society: significant individuals in BC and Canada; comparing Canada with other countries; artistic expression and culture; influences of ancient societies on present-day cultures.

Governance: role of Canada in the world.

Economy and Technology: factors affecting exploration; technologies used; resources and economic development; transportation systems; communications technologies in Canada; technology in other countries.

Human and Physical Environment: location of hemispheres, continents, oceans, Aboriginal groups; sustainability; environmental effects of settlement in early BC and Canada; relationship between cultures and their environments; factors affecting settlement patterns and population distribution; effect of humans on the environment in ancient civilizations.

Subject area: Overview of English Language Arts

Grade level: K-3

Standards & Benchmarks:

Oral Language: Kindergarten: speaking and listening to express and inquire; developing vocabulary; making connections and asking questions; beginning to demonstrate phonology awareness. Grade 1: speaking an listening to recall and retell; acquiring and expressing ideas and information; accessing prior knowledge and organziing thinking; using words correctly; developing phonological awareness. Grade 2: staying on topic and sustaining concentration; making and sharing connections; comparing and contrasting; recognizing language patterns. Grade 3: generating ideas; sharing ideas and opinions; recalling and summarizing in logical sequence.

Reading and Viewing: Kindergarten: engaging in reading or reading-lie behavior; connecting with prior knowledge. Grade 1: developing word-decoding strategies; identifying story elements; Grade 2: reading with comprehension and fluency; predicting and summarizing to construct and confirm meaning; making connections between texts; acquiring and using vocabulary relating to texts. Grade 3: self-monitoring and self-correcting during reading; developing explanations; making connections among texts.

Writing and Representing: Kindergarten: creating messages; using invented spelling and word copying. Grade 1: writing short passages; using basic punctuation and simple sentence construction; printing legible letters and words. Grade 2: writing, following models presented; expressing personal responses to text material; beginning to use criteria to improve writing; using basic punctuation and constructing simple and compound sentences; using conventional spelling. Grade 3: sentence variation and new vocabulary.

Grade level: 4-7

Standards & Benchmarks:

Oral Language: Grade 4: providing details and examples to enhance meaning; summarizing and synthesizing; comparing and analyzing ideas; expressing ideas clearly and fluently. Grade 5: sharing and explaining ideas and viewpoints; interpreting the speaker’s message; considering audience when presenting. Grade 6: resolving problems; comparing ideas; identifying purposes and perspectives; organizing information and practicing delivery. Grade 7: negotiating to achieve consensus; analyzing and evaluating ideas; analyzing perspectives and considering alternatives; incorporating nonverbal elements; using techniques and aids to facilitate audience understanding.

Reading and Viewing: Grade 4: choosing texts and defending text choices; making inferences and drawing conclusions during reading; reading strategically depending on purpose; reading texts of different forms and genres. Grade 5: making personal connections to texts; comparing ideas and information in texts; previewing texts and reading to locate information. Grade 6: describing personal connections to texts; analyzing ideas and information in texts; determining importance of ideas and information; constructing and confirming and confirming meaning of text, using structures and features. Grade 7: reflecting on and responding to texts; analyzing, comparing, and synthesizing, ideas in texts; acknowledging and evaluating ideas and alternative viewpoints in texts; constructing and confirming meaning of text, using types and features.

Writing and Representing: Grade 4: writing to express and extend thinking; using conventional grammar, spelling and punctuation. Grade 5: analyzing thinking by expressing opinions and alternatives; accessing and using multiple sources of information. Grade 6: selecting genre and form depending on purpose. Grade 7: writing to compare, analyze, generalize, and speculate.

Subject area: Overview of Drama

Grade level: K-3

Standards & Benchmarks:

Kindergarten: Engagement of drama activities; taking on roles to explore and imagine; willingness to participate; using voice, movement, and their bodies to explore ideas and feelings. Grade 1: exploring and imagining to create drama; co-operation; reflecting on drama experiences; using voice, movement, and their bodies to explore ideas, feelings, and actions; drama forms to represent ideas and feelings; safe participation. Grade 2: sharing ideas for drama work; exploring and imagining to create drama; co-operation; using voice, movement, and their bodies to explore ideas, feelings, and actions in roles. Grade 3: exploring, imagining, and reflecting to create drama; collaboration; using voice, movement, and their bodies to convey intended ideas or feelings; safe participation; opportunities for participating in drama in the school and community; aspects of drama presentations that evoke a response.

Grade level: 4-7

Standards & Benchmarks:

Grade 4: drama to express a variety of feelings and perspectives; collaboration skills; vocal and movement elements appropriate to role and situation; safe participation; reflecting on own and other’s drama presentations. Grade 5: drama to express a variety of feelings and perspectives; collaboration skills; vocal and movement elements appropriate to communicate meaning; safe participation; how drama affects beliefs and attitudes; personal opportunities in drama; reflecting on own and other’s drama presentations. Grade 6: creative process to explore issues and responses; authentic roles; collaboration skills; vocal and movement elements appropriate to communicate meaning; safe participation; active participation in drama performances; analyzing own and other’s drama presentations. Grade 7: creative process to explore issues and concepts; authentic roles; collaboration skills; voice and movement to interpret and communicate meaning; how social values are communicated in drama; performing drama for specific audiences and purposes; analyzing own and others’ drama presentations.

Subject area: Sciences

Grade level: K-7

Standards & Benchmarks:

Physical Sciences: the study of matter and energy, and their interactions.

Life Sciences: the study of the diversity, continuity, interactions, and balance among organisms and their environments to extend students’ understanding of the living world and their place in it

Earth and Space Science: the study of the universe and the structure of the Earth to develop students’ understanding of the forces, processes, and dynamic life-supporting qualities of the Earth

BC Topics Addressed by HANDS-ON ACTIVITY:

Eco-Systems Pyramid & Life Cycle Game:

Kindergarten: Characteristics of Living Things, Surroundings

Grade 1: Needs of Living Things, Daily and Seasonal Changes

Grade 2: Animal Growth and Changes, Properties of Matter, Stars and Planets

Grade 3: Plant Growth and Changes

Grade 4: Interpreting Data, Predicting, Habitats and Communities, Weather

Grade 5: Designing Experiments, Human Body

Grade 6: Diversity of Life, Exploration of Extreme Environments

Grade 7: Hypothesizing, Developing Models, Ecosystems

Observing • Communicating (sharing)

LEGO Serious Play Challenges:

Kindergarten: Characteristics of Living Things, Surroundings

Grade 1: Needs of Living Things, Force and Motion

Grade 2: Properties of Matter, Interpreting Observations, Making Inferences

Grade 3: Questioning, Measuring and Reporting, Materials and Structures, Stars and Planets

Grade 4: Interpreting Data, Predicting, Habitats and Communities

Grade 5: Forces and Simple Machines

Grade 6: Diversity of Life, Exploration of Extreme Environments

Grade 7: Hypothesizing, Developing Models, Ecosystems

Simple Machines:

Kindergarten: Properties of Objects and Materials

Grade I: Force and Motion

Grade 2: Interpreting Observations, Making Inferences

Grade 3: Questioning, Measuring and Reporting, Materials and Structures, Stars and Planets

Grade 4: Interpreting Data, Predicting,

Grade 5: Forces and Simple Machines

Grade 6: Electricity

Grade 7: Hypothesizing, Developing Models

Rockets (Building Rockets, Energy, Force, Motion, Shapes, Space Exploration, Eco-Systems)

Kindergarten: Properties of Objects and Materials

Grade I: Force and Motion

Grade 2: Interpreting Observations, Making Inferences

Grade 3: Questioning • Measuring and Reporting, Materials and Structures, Stars and Planets

Grade 4: Interpreting Data, Predicting, Habitats and Communities, Weather

Grade 5: Designing Experiments, Human Body (Krebs cycle), Forces and Simple Machines

Grade 6: Diversity of Life, Exploration of Extreme Environments

Grade 7: Ecosystems (Earth & Space), Earth’s Crust

Earth & Space Impact Craters

Kindergarten: Characteristics of Living Things, Surroundings

Grade 1: Needs of Living Things, Force and Motion

Grade 2: Properties of Matter, Interpreting Observations, Making Inferences

Grade 3: Questioning, Measuring and Reporting, Materials and Structures, Stars and Planets

Grade 4: Interpreting Data, Predicting, Habitats and Communities

Grade 5: Forces and Simple Machines

Grade 6: Diversity of Life, Exploration of Extreme Environments

Grade 7: Hypothesizing, Developing Models, Ecosystems

Straw Structures (includes Force, Habitats)

Grade I: Force and Motion, Characteristics of Living Things, Surroundings

Grade 2: Interpreting Observations, Making Inferences, Needs of Living Things, Properties of Matter

Grade 3: Questioning • Measuring and Reporting, Materials and Structures, Stars and Planets

Grade 4: Interpreting Data, Predicting, Habitats and Communities

Grade 5: Designing Experiments, Forces

Grade 6: Exploration of Extreme Environments

Grade 7: Hypothesizing, Developing Models

Solar Cars/Windmills/Dams and Nuclear Power plants (includes Energy, Motion)

Grade 2: Interpreting Observations, Making Inferences

Grade 3: Questioning, Measuring and Reporting, Materials and Structures, Stars and Planets

Grade 4: Interpreting Data, Predicting, Habitats and Communities, Weather

Grade 5: Designing Experiments, Forces and Simple Machines, Renewable and Non-Renewable Resources

Grade 6: Electricity, Exploration of Extreme Environments

Grade 7: Hypothesizing, Developing Models, Ecosystems

SCIENCE, ENGINEERING & MATH

Standards Addressed by Activity, Grades 5-9

Standards were taken from the International Technology and Engineering Educators Association (ITEEA), the National Council of Teachers of Mathematics (NCTM), the National Science Teachers Association (NSTA), and the National Council of Teachers of English (NCTE).

Grade level: 5-9

Physical Sciences:

Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change.

Demonstrate that objects are made of parts (e.g., toys, chairs).

Recognize that light, sound and objects move in different ways.

Investigate a variety of ways to make things move and what causes them to change speed, direction and/or stop.

Describe the forces that directly affect objects and their motion.

Describe an objects motion by tracing and measuring its position over time.
Predict the changes when an object experiences a force (e.g., a push or pull, weight and friction).

Science and Technology:

Explain that to construct something requires planning, communication, problem solving and tools.

Explain that when trying to build something or get something to work better, it helps to follow directions and ask someone who has done it before.
Investigate that tools are used to help make things and some things cannot be made without tools.
Describe how technology affects human life.
Describe how technology can extend human abilities (e.g., to move things and to extend senses).
Investigate ways that the results of technology may affect the individual, family and community.
Explain how technology from different areas (e.g., transportation, communication, nutrition, healthcare, agriculture, entertainment and manufacturing) has improved human lives.
Investigate how technology and inventions change to meet peoples' needs and wants.

Describe and illustrate the design process.

Use a simple design process to solve a problem (e.g., identify a problem, identify possible solutions and design a solution).
Describe, illustrate and evaluate the design process used to solve a problem. o Revise an existing design used to solve a problem based on peer review.

Straw Structures

Comparing Strength of Polyhedrons

NSTA 5-8

Students develop abilities necessary to do scientific inquiry.

• Students identify questions that can be answered through scientific investigations.

• Students design and conduct a scientific investigation.

• Students use appropriate tools and techniques to gather, analyze, and interpret data.

• Students think critically and logically to make the relationships between evidence and explanations.

• Students communicate scientific procedures and explanations.

• Students use mathematics in all aspects of scientific inquiry.

Students develop understandings about scientific inquiry.

• Students understand mathematics is important in all aspects of scientific inquiry.

Students develop abilities for technological design.

• Students implement a proposed design.

• Students evaluate completed technological designs or products.

NCTM 6-8

Students select and use appropriate statistical methods to analyze data.

• Students develop and evaluate inferences and predictions that are based on data.

Students use visualization, spatial reasoning, and geometric modeling to solve problems.

• Students draw geometric objects with specified properties, such as side lengths or angle measures.

Students analyze characteristics and properties of two- and three-dimensional shapes and develop mathematical arguments about geometric relationships.

• Students precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties.

Students use visualization, spatial reasoning, and geometric modeling to solve problems.

• Students draw geometric objects with specified properties, such as side lengths or angle measures.

Students understand measurable attributes of objects and the units, systems, and processes of measurement.

• Students understand both metric and customary systems of measurement.

Students apply appropriate techniques, tools, and formulas to determine measurements.

• Students select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels or precision.

Students recognize and apply mathematics in contexts outside of mathematics.

ITEEA 6-9

Students develop abilities to assess the impact of products and systems.

• Students learn to design and use instruments to gather data.

Students develop the abilities to apply the design process.

• Students make two-dimensional and three-dimensional representations of the designed solution.

• Students make a product or system and document the solution.

NSTA 5-8

Students develop abilities necessary to do scientific inquiry.

• Students use appropriate tools and techniques to gather, analyze, and interpret data.

• Students think critically and logically to make the relationships between evidence and explanations.

• Students communicate scientific procedures and explanations.

• Students use mathematics in all aspects of scientific inquiry.

Students develop understandings about scientific inquiry.

• Students understand mathematics is important in all aspects of scientific inquiry.

Students develop abilities for technological design.

• Students evaluate completed technological designs or products.

NCTM 6-8

Students understand numbers, ways of representing numbers, relationships among numbers, and number systems.

• Students understand and use ratios and proportions to represent quantitative relationships.

Students compute fluently and make reasonable estimates.

• Students select appropriate methods and tools for computing with fractions and decimals from among mental computation, estimation, calculators or computers, and paper and pencil, depending on the situation, and apply the selected methods.

Students analyze characteristics and properties of two- and three-dimensional shapes and develop mathematical arguments about geometric relationships.

• Students precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties.

• Students understand relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects.

Students use visualization, spatial reasoning, and geometric modeling to solve problems.

• Students draw geometric objects with specified properties, such as side lengths or angle measures.

• Students use two-dimensional representations of three-dimensional objects to visualize and solve problems such as those involving surface area and volume.

• Students recognize and apply geometric ideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life.

Students understand measurable attributes of objects and the units, systems, and processes of measurement.

• Students understand both metric and customary systems of measurement.

Students apply appropriate techniques, tools, and formulas to determine measurements.

• Students select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels or precision.

Students solve problems that arise in mathematics and in other contexts.

ITEEA 6-9

Students develop abilities to assess the impact of products and systems.

• Students learn to design and use instruments to gather data.

Designing and Building a Structure

NSTA 5-8

Students develop abilities for technological design.

• Students identify appropriate problems for technological design.

• Students design a solution or product.

• Students implement a proposed design.

NCTM 6-8

Students understand measurable attributes of objects and the units, systems, and processes of measurement.

• Students understand both metric and customary systems of measurement.

ITEEA 6-9

Students develop an understanding of the attributes of design.

• Students learn that design is a creative planning process that leads to useful products and systems.

Students develop an understanding of engineering design.

• Students learn that design involves a set of steps, which can be performed in different sequences and repeated as needed.

• Students learn that modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.

Students develop the abilities to apply the design process.

• Students learn to apply a design process to solve problems in and beyond the laboratory-classroom.

• Students learn to specify criteria and constraints for the design.

• Students learn to make two-dimensional and three-dimensional representations of the designed solution.

• Students learn to make a product or system and document the solution.

Students develop the abilities to assess the impact of products and systems.

• Students learn to design and use instruments to gather data.

Investigating Size and Strength

NSTA 9-12

Students develop the abilities necessary to do scientific inquiry.

• Students identify questions and concepts that guide scientific investigations.

• Students design and conduct scientific investigations.

Students understand motions and forces.

• Students understand objects change their motion only when a net force is applied; understand laws of motion are used to calculate precisely the effects of forces on the motion of objects; understand the magnitude of the change in motion can be calculated using the relationship F = ma, which is independent of the nature of force; and understand whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted on the first object.

Students understand the abilities of technological design.

• Students identify a problem or design an opportunity.

• Students propose designs and choose between alternative solutions.

• Students implement a proposed solution.

• Students evaluate the solution and its consequences.

• Students communicate the problem, process and solution.

NCTM 9-12

Students analyze characteristics and properties of two- and three-dimensional shapes and develop mathematical arguments about geometric relationships.

• Students analyze properties and determine attributes of two- and three-dimensional objects.

Students use visualization, spatial reasoning, and geometric modeling to solve problems.

• Students draw and construct representations of two-and three- dimensional geometric objects using a variety of tools.

• Students use geometric models to gain insights into, and answer questions in, other areas of mathematics.

• Students use geometric ideas to solve problems in, and gain insights into, other disciplines and other areas of interest such as art and architecture.

Students apply appropriate techniques, tools, and formulas to determine measurements.

• Students analyze precision, accuracy, and approximate error in measurement situations.

• Students understand and use formulas for the area, surface area, and volume of geometric figures, including cones, spheres, and cylinders.

ITEEA 9-12

Students develop the abilities to assess the impact of products and systems.

• Students learn to collect information and evaluate its quality.

• Students learn to synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and the environment.

NCTE K-12

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Students conduct research on issues and interests by generating ideas and questions, and by posing problems; they gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.

Students use a variety of technological and informational resources to gather and synthesize information and to create and communicate knowledge.

Varying Rocket Length

NSTA 5-8

Students develop abilities necessary to do scientific inquiry.

• Students identify questions that can be measured through scientific inquiry.

• Students use appropriate tools and techniques to gather, analyze, and interpret data.

• Students think critically and logically to make the relationships between evidence and explanations.

• Students communicate scientific procedures and explanations.

NCTM 6-8

Students develop and evaluate inferences and predictions that are based on data.

ITEEA 6-9

Students develop abilities to assess the impact of products and systems.

Students learn to design and use instruments to gather data.

Varying Nose Cone Mass

NSTA 5-8

Students develop abilities necessary to do scientific inquiry.

• Students identify questions that can be measured through scientific inquiry.

• Students use appropriate tools and techniques to gather, analyze, and interpret data.

• Students think critically and logically to make the relationships between evidence and explanations.

• Students communicate scientific procedures and explanations.

NCTM 6-8

Students develop and evaluate inferences and predictions that are based on data.

ITEEA 6-9

Students develop abilities to assess the impact of products and systems.

Students learn to design and use instruments to gather data.

Varying Launch Angles

NSTA 5-8

Students develop abilities necessary to do scientific inquiry.

• Students identify questions that can be measured through scientific inquiry.

• Students use appropriate tools and techniques to gather, analyze, and interpret data.

• Students think critically and logically to make the relationships between evidence and explanations.

• Students communicate scientific procedures and explanations.

NCTM 6-8

Students develop and evaluate inferences and predictions that are based on data.

ITEEA 6-9

Students develop abilities to assess the impact of products and systems.

Students learn to design and use instruments to gather data.

Calculating Average Velocity

NSTA 5-8

Students use appropriate tools and techniques to gather, analyze, and interpret data.

• Students think critically and logically to make the relationships between evidence and explanations.

• Students communicate scientific procedures and explanations.

• Students use mathematics in all aspects of scientific inquiry.

NCTM 6-8

Students select and use appropriate statistical methods to analyze data.

Students develop and evaluate inferences and predictions that are based on data.

Students recognize and apply mathematics in contexts outside of mathematics.

ITEEA 6-9

Students develop abilities to assess the impact of products and systems.

Students learn to design and use instruments to gather data.

Mass vs. Range

NSTA 9-12

Students develop the abilities to do scientific inquiry.

• Students design and conduct scientific investigations.

• Students formulate and revise scientific explanations and models using logic and evidence.

• Students communicate and defend a scientific argument.

NCTM 9-12

Students understand measurement attributes of objects and the units, systems, and processes of measurement.

• Students make decisions about units and scales that are appropriate for problem situations involving measurement.

• Students formulate questions that can be addressed with data collect, organize, and display relevant data.

• Students understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the term variable.

ITEEA 9-12

Students develop abilities to apply the design process.

• Students learn to evaluate final solution and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to three-dimensional models.

Varying Launch Angles II

NSTA 9-12

Students develop the abilities to do scientific inquiry.

• Students identify questions and concepts that guide scientific investigations.

• Students design and conduct scientific investigations.

• Students formulate and revise scientific explanations and models using logic and evidence.

• Students communicate and defend a scientific argument.

NCTM 9-12

Students understand measurement attributes of objects and the units, systems, and processes of measurement.

• Students make decisions about units and scales that are appropriate for problem situations involving measurement.

• Students formulate questions that can be addressed with data collect, organize, and display relevant data.

• Students understand the meaning of measurement data and categorical data, of univariate and bivariate data, and of the term variable.

ITEEA 9-12

Students develop an understanding of the attributes of design.

• Students learn design problems are rarely presented in a clearly defined form.

Students develop abilities to apply the design process.

• Students learn to identify the design problem to solve and decide whether or not to address it.

Water Rockets

Fuel Pressure

NSTA 5-8

Students develop abilities necessary to do scientific inquiry.

• Students identify questions that can be measured through scientific inquiry.

• Students use appropriate tools and techniques to gather, analyze, and interpret data.

• Students think critically and logically to make the relationships between evidence and explanations.

• Students recognize and analyze alternative explanations and predictions.

• Students communicate scientific procedures and explanations.

• Students use mathematics in all aspects of scientific inquiry.

Students develop understandings about scientific inquiry.

• Students understand different kinds of questions suggest different kinds of scientific investigations and some investigations involve observing and describing objects, organisms, or events; some involve collecting and analyzing specimens; some involve experiments; some involve discovery of new objects; and some involve making models.

• Students understand mathematics is important in all aspects of scientific inquiry.

Students develop abilities for technological design.

• Students evaluate completed technological designs or products.

NCTM 6-8

Students select and use appropriate statistical methods to analyze data.

• Students develop and evaluate inferences and predictions that are based on data.

Students recognize and apply mathematics in contexts outside of mathematics.

ITEEA 6-9

Students develop the abilities to assess the impact of products and systems.

• Students learn to design and use instruments to gather data.

Fuel Pressure Analysis I and Fuel Volume Analysis I

NCTM 6-8

Students formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.

• Students select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatter plots.

Students select and use appropriate statistical methods to analyze data.

• Students discuss and understand the correspondence between data sets and their graphical representations, especially histograms, stem-and-leaf plots, box plots, and scatter plots.

• Students develop and evaluate inferences and predictions that are based on data.

• Students make conjectures about possible relationships between two characteristics of a sample on the basis of scatter plots of the data and approximate lines of fit.

Students build new mathematical knowledge through problem solving.

Students solve problems that arise in mathematics and in other contexts.

Students recognize and apply mathematics in contexts outside of mathematics.

Students create and use representations to organize, record, and communicate mathematical ideas.

Students select, apply, and translate among mathematical representations to solve problems.

Students use representations to model and interpret physical, social, and mathematical phenomena.

Computing Apogee I

NCTM 6-8

Students understand numbers, ways of representing numbers, relationships among numbers, and number systems.

• Students work flexibly with fractions, decimals, and percents to solve problems.

• Students understand and use ratios and proportions to represent quantitative relationships.

Students compute fluently and make reasonable estimates.

• Students select appropriate methods and tools for computing with fractions and decimals from among mental computation, estimation, calculators, and pencil and paper, depending on the situation, and apply the selected methods.

• Students develop and explain methods for solving problems involving proportions, such as scaling and finding equivalent ratios.

Students represent and analyze mathematical situations and structures using algebraic symbols.

• Students develop an initial conceptual understanding of different uses of variables.

Students use visualization, spatial reasoning, and geometric modeling to solve problems.

• Students draw geometric objects with specified properties such as side lengths or angle measures.

• Students use geometric models to represent and explain numerical and algebraic relationships.

• Students recognize and apply geometric ideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life.

Students understand measurable attributes of objects and the units, systems, and processes of measurement.

• Students understand both metric and customary systems of measurement.

Students apply appropriate techniques and formulas to determine measurement.

• Students use common benchmarks to select appropriate methods for estimating measurements.

• Students solve problems involving scale factors, using ratio and proportion.

Students build new mathematical knowledge through problem solving.

Students use representations to model and interpret physical, social, and mathematical phenomena.

Fin Design I

NCTM 6-8

Students understand numbers, ways of representing numbers, relationships among numbers, and number systems.

• Students work flexibly with fractions, decimals, and percents to solve problems.

Students build new mathematical knowledge through problem solving.

Students understand measurable attributes of objects and the units, systems, and processes of measurement.

• Students understand both metric and customary systems of measurement.

ITEEA 6-9

Students develop an understanding of engineering design.

• Students learn that modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.

Students develop abilities to apply the design process.

• Students learn to apply a design process to solve problems in and beyond the laboratory-classroom.

• Students learn to make a product or system and document the solution.

Students develop abilities to assess the impact of products and systems.

• Students learn to design and use instruments to gather data.

NCTE K-12

Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Students use spoken, written, and visual language to accomplish their own purposes.

Solar Car

Investigating Gears I

NSTA 5-8

Students develop abilities necessary to do scientific inquiry.

• Students identify questions that can be answered through scientific investigations.

• Students design and conduct a scientific investigation.

• Students use appropriate tools and techniques to gather, analyze, and interpret data.

• Students think critically and logically to make the relationships between evidence and explanations.

• Students communicate scientific procedures and explanations.

• Students use mathematics in all aspects of scientific inquiry.

• Students understand mathematics is important in all aspects of scientific inquiry.

• Students understand technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations.

NCTM 6-8

Students select and use appropriate statistical methods to analyze data.

Students develop and evaluate inferences and predictions that are based on data.

Students recognize and use connections among mathematical ideas.

Students understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

Students recognize and apply mathematics in contexts outside of mathematics.

Students create and use representations to organize, record, and communicate mathematical ideas.

Students select, apply, and translate among mathematical representations to solve problems.

Students use representations to model and interpret physical, social, and mathematical phenomena.

ITEEA 6-9

Students develop an understanding of the core concepts of technology.

• Students learn that systems thinking involves considering how every part relates to others.

• Students learn that malfunctions of any part of a system may affect the function and quality of the system.

• Students learn that requirements for design are made up of criteria and constraints.

Students develop an understanding of engineering design.

• Students learn that modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.

Students develop an understanding of the role of troubleshooting, research and development, invention and innovation and experimentation in problem solving.

• Students learn that troubleshooting is a problem-solving method used to identify the cause of a malfunction in a technological system.

Measuring Speed

NSTA 5-8

Students develop abilities necessary to do scientific inquiry.

• Students use appropriate tools and techniques to gather, analyze, and interpret data.

• Students think critically and logically to make the relationships between evidence and explanations.

• Students communicate scientific procedures and explanations.

• Students use mathematics in all aspects of scientific inquiry.

Students develop abilities for technological design.

• Students evaluate completed technological designs or products.

NCTM 6-8

Students understand numbers, ways of representing numbers, relationships among numbers, and number systems.

• Students understand and use ratios and proportions to represent quantitative relationships.

Students understand meanings of operations and how they relate to one another.

• Students understand the meaning and effects of arithmetic operations with fractions, decimals, and integers.

Students use mathematical models to represent and understand quantitative relationships.

• Students model and solve contextualized problems using various representations, such as graphs, tables, and equations.

Students apply appropriate techniques, tools, and formulas to determine measurements.

• Students solve problems involving scale factors, using ratio and proportion.

Students select and use appropriate statistical methods to analyze data.

Students develop and evaluate inferences and predictions that are based on data.

Students recognize and apply mathematics in contexts outside of mathematics.

ITEEA 6-9

• Students develop abilities to assess the impact of products and systems.

• Students learn to design and use instruments to gather data.

Changing Gears