Science as Inquiry is incorporated into all STARBASE academic areas:
As a result of activities in grades 5-8, all students should develop
• Understanding about scientific inquiry.
• Abilities necessary to do scientific inquiry: identify questions, design an investigation, collect and interpret data, use evidence, think critically, analyze and predict, communicate, and use mathematics.
Source: National Science Education Standards

E3.1.1.1. Physics – A. Newton’s Laws of Motion

NSES Standards for Grades 5-8:
Motion and Forces
• The motion of an object can be described by its position, direction of motion, and speed. That motion can be measured and represented on a graph.
• An object that is not being subjected to a force will continue to move at a constant speed and in a straight line.
• If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. Unbalanced forces will cause changes in the speed or direction of an object’s motion.
Transfer of Energy
• Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways.
NCTM Expectations:
• Investigate how a change in one variable relates to a change in a second variable.
• Identify and describe situations with constant or varying rates of change and compare them.
• Collect data using observations, surveys, and experiments.
• Represent data using tables and graphs such as line plots, bar graphs, and line graphs.
• Predict the probability of outcomes of simple experiments and test the predictions.

E3.1.1.1. Physics – B. Fluid Mechanics and Aerodynamics

NSES Standards for Grades 5-8:
Motions and Forces
• The motion of an object can be described by its position, direction of motion, and speed. That motion can be measured and represented on a graph. Unbalanced forces will cause changes in the speed or direction of an object’s motion.
NCTM Expectations:
• Collect data using observations, surveys, and experiments.

E3.1.1.2. Chemistry Sciences – Building Blocks of Matter

NSES Standards for Grades 5-8:
Properties and Changes of Properties in Matter
• A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the sample. A mixture of substances often can be separated into the original substances using one of more of the characteristic properties.
• Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. In chemical reactions, the total mass is conserved. Substances are often placed in categories or groups if they react in similar ways; metals is an example of such a group.
• Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and nonliving substances that we encounter.
Transfer of Energy
• Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways.
• Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.
NCTM Expectations:
• Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and when possible, symbolic rules.
• Solve problems involving scale factors, using ratio and proportion.

E3.1.1.2. Chemistry Sciences – Physical and Chemical Changes

NSES Standards for Grades 5-8:
Properties and Changes of Properties in Matter
Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties.
• In chemical reactions, the total mass is conserved.
Transfer of Energy
• Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical.
• Energy is transferred in many ways.
• Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.
• In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motion, or electricity might all be involved in such transfers.
NCTM Expectations:
• Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.
• Collect data using observations, surveys, and experiments
• Represent data using tables and graphs such as line plots, bar graphs, and line graphs
• Describe the shape and important features of a set of data and compare related data sets, with an emphasis on how the data are distributed.
• Compare different representations of the same data and evaluate how well each representation shows important aspects of the data.
• Propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or predictions.
• Use observations about differences between two or more samples to make conjectures about the populations from which the samples were taken.

E3.1.1.2. Chemistry Sciences – Atmospheric Properties

NCTM Expectations:
• Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and when possible, symbolic rules.
• Solve problems involving scale factors, using ratio and proportion.
NSES Standards for Grades 5-8:
Structure of the Earth System
• The atmosphere is a mixture of nitrogen, oxygen, and trace gases that include water vapor. The atmosphere has different properties at different elevations.

E3.1.1.3. Technology – Innovations

International Society of Technology in Education (ISTE)
Critical Thinking, Problem Solving, and Decision Making Students:
• Identify and define authentic problems and significant questions for investigation.
• Plan and manage activities to develop a solution or complete a project.
• Collect and analyze data to identify solutions and/or make informed decisions.
• Use multiple processes and diverse perspectives to explore alternative solutions.
NSES Standards for Grades 5-8:
Science & Technology in Society
• Technology influences society through its products and processes. Technology influences the quality of life and the ways people act and interact. Technology changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. Social needs, attitudes, and values influence the direction of technological development.
• Technology solutions have intended benefits and unintended consequences. Some consequences can be predicted, others cannot.
NCTM Expectations:
• Understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems.
• Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and when possible, symbolic rules.

E3.1.1.3. Technology – Navigation and Mapping Lesson in development

 

E3.1.1.4. Engineering – Engineering Design Process (EDP)

NCTM Expectations:
• Solve problems that arise in mathematics and in other contexts.
• Apply and adapt a variety of appropriate strategies to solve problems.
• Develop fluency in adding, subtracting, multiplying, and dividing whole numbers.
• Select appropriate methods and tools for computing with fractions and decimals from among mental computation estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools.
NSES Standards for Grades 5-8:
Science and Technology
• Technology influences society through its products and processes. Technology influences the quality of life and the ways people act and interact. Technology changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. Social needs, attitudes, and values influence the direction of technological development.
• Science and technology have advanced through contributions of many different people in different cultures, at different times in history. Science and technology have contributed enormously to economic growth and productivity among societies and groups within societies.
• Scientists and engineers work in many different settings, including colleges and universities, businesses and industries, specific research institutes, and government agencies.

 

AAAS (2061) Benchmarks for Grades 3-5 and 6-8:
• Clear communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.
• No matter who does science and mathematics or invents things, or where they do it, the knowledge and technology that result can eventually become available to everyone in the world.
• Systems fail because they have faulty or poorly matched parts, are used in ways that exceed what was intended by the design,or were poorly designed to begin with.
• Factors such as cost, safety, appearance, environmental impact, and what will happen if the solution fails must be considered in technological design.
• Scientific laws, engineering principles, properties of materials, and construction techniques must be taken into account in designing engineering solutions to problems.
• Models are very useful for communicating ideas about objects, events, and processes. When using a model to communicate about something, it is important to keep in mind how it is different from the thing being modeled.
• Different models can be used to represent the same thing. What model to use depends on its purpose.
ISTE Standards:
Critical thinking, problem solving and decision making.
Students:
• Identify and define authentic problems and significant questions for investigation.
• Plan and manage activities to develop a solution or complete a project.
• Collect and analyze data to identify solutions and/or make informed decisions.
• Use multiple processes and diverse perspectives to explore alternative solutions.
NETS for Teachers:
Teachers promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.

E3.1.1.4. Engineering – 3-D Computer-Aided Design

The standards listed for this area do not cover the same lessons that we do, so I am not sure what to put here.  Any ideas?  Maybe just that this a Starbase specific curriculum area that is not normally covered in the public schools…at least not until electives in HS

E3.1.1.5. Mathematics – Numbers and Number Relationships

NCTM Expectations:
Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

E3.1.1.5. Mathematics – Measurement

National Council of Teachers of Mathematics (NCTM) Expectations:
Understand measurable attributes of objects and the units, systems, and processes of measurement.
Apply appropriate techniques, tools, and formulas to determine measurement.

E3.1.1.5. Mathematics – Geometry

NCTM Expectations:
• Specify locations and describe spatial relationships using coordinate geometry and other representational systems.
• Apply transformations and use symmetry to analyze mathematical situations.
• Use visualization, spatial reasoning, and geometric modeling to solve problems.

E3.1.1.5. Mathematics – Data Analysis

NCTM Expectations:
• Understand measurable attributes of objects and the units, systems, and processes of measurement..
• Apply appropriate techniques, tools, and formulas to determine measurement..
• Develop fluency in adding, subtracting, multiplying, and dividing whole numbers.
• Represent and analyze patterns and functions using words, tables, and graphs.
• Model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions.
• Investigate how a change in one variable relates to a change in a second variable.
• Collect data using observations, surveys, and experiments.
• Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.

 

NSES Standards for Grades 5-8:
Science and Technology
• Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models.
• Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories. The scientific community accepts and uses such explanations until displaced by better scientific ones. When such displacement occurs, science advances.

E3.1.1.6. STEM Careers – STEM Careers on Military Facilities

It is one of our goals at STARBASE to expose students to many different STEM careers.  In doing so we hope to open students’ eyes to the many possibilities there are available to them.

E3.1.1.6. STEM Careers – Personal Investigations

Each STARBASE site is allotted 3 open hours of curriculum time to meet the needs of their individual students.