Smithsonian Science for the Classroom

  Module Title Grade Standards Example Science or Design Challenge How Can We Send a Message Using Sound? Grade 1 K-2-ETS1-1 • K-2-ETS1-2 • K-2-ETS1-3 • 1-PS4-1 • 1-PS4-4 Different solutions need to be tested to see which one best solves the problem.

Students carry out research into parts of a banjo. They build a banjo by testing different banjo parts and argue from evidence which materials make the best banjo sound. How Can We Stop Soil From Washing Away? Grade 2 K-2-ETS1-1 • K-2-ETS1-2 • K-2-ETS1-3 • 2-ESS2-1 • 2-ESS1-1 Designs are useful in communicating ideas for a solution to the erosion problem.

Students define the problem of saving the sand towers from destruction caused by water. They design a solution that is based on understanding of all the components of the system the sand towers are a part of and that works within set limits and is based on evidence from prior tests. How Can We Protect Animals When Their Habitat Changes? Grade 3 3-5-ETS1-1 • 3-5-ETS1-2 • 3-5-ETS1-3 • 3-LS4-1 • 3-LS2-1 • 3-LS4-3 • 3-LS4-4 Problems are defined in terms of their criteria and constraints.

Students define the problem of salamanders being killed on roads and work together to design a prototype that, as a complete system, meets the constraints and criteria of the problem. How Can We Provide Energy to People’s Homes? Grade 4 3-5-ETS1-1 • 3-5-ETS1-2 • 3-5-ETS1-3 • 4-PS3-4 • 4-PS3-2 • 4-ESS3-1 Electrical devices are designed to meet specific needs.

In a written assessment, students design a solution for a family interested in installing solar panels. Their solutions weigh environmental effects and use models of energy flow. Groups begin their design challenge, developing a plan for solving the problem and using models to document their plan.

How Can We Provide Freshwater to Those in Need? Grade 5 3-5-ETS1-1 • 3-5-ETS1-2 • 3-5-ETS1-3 • 5-ESS2-1 • 5-ESS2-2 • 5-ESS3-1 Communication with peers is an important part of the design process.

Groups of students evaluate information about a specific town in order to design a solution for accessing and treating water that meets specified criteria and constraints. Students analyze and interpret data to figure out effects of design choices in previous testing.

How Do Living Things Stay Safe and Grow? Grade 1 1-LS1-1 • 1-LS1-2 •1-LS3-1 • K-2-ETS1-1 Coming Soon

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How Can We Find the Best Place for a Plant to Grow? Grade 2 2-LS2-1 • 2-LS2-2 •2-LS4-1 • K-2-ETS1-1 Coming Soon

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What Explains Similarities and Differences Between Organisms? Grade 3 3-LS1-1 • 3-LS3-1 • 3-LS3-2 • 3-LS4-2 • 3-ESS2-2 Guppies are brighter orange in one stream than in another, and the streams vary in a number of environmental factors.

Students analyze data from field notes about the environmental conditions in two streams where their guppies live and ask questions about their possible effects.

How Can Animals Use their Senses to Communicate? Grade 4 4-LS1-1 • 4-LS1-2 • 4-PS4-2 • 4-PS4-3 • 3-5-ETS1-1 Scientific arguments are based on evidence.

Students use data from testing with a model to develop an argument about whether fireflies with more distinct flash patterns are better at communicating.

How Can We Predict Change in Ecosystems? Grade 5 5-LS1-1, 5-LS2-1, 5-PS1-1, 5-PS3-1 Sea squirts often hitchhike on boats and become invasive species.

Students analyze and interpret data to develop and compare food web models of matter and energy flow in two coastal ecosystems.

How Can We Predict When The Sky Will Be Dark? Grade 1 1-ESS1-1 • 1-ESS1-2 • 1-PS4-2 Coming Soon

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What Can Maps Tell Us about Land and Water on Earth? Grade 2 2-ESS2-2 • 2-ESS2-3 • 2-PS1-1 Coming Soon

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How Do Weather and Climate Affect Our Lives? Grade 3 3-ESS2-1 • 3-ESS2-2 • 3-ESS3-1 • 3-5-ETS1-1 Climate and weather data can be used to plan events.

Students analyze and interpret patterns in climate data to make a claim about which month would be best to host a kids’ tournament in a particular city.

What Is Our Evidence That We Live on a Changing Earth? Grade 4 4-ESS1-1 • 4-ESS2-1 • 4-ESS2-2 • 4-ESS3-2 • 4-PS4-1 • 3-5-ETS1-1 Evidence of a changing Earth comes in many forms and can be found all around us.

Students apply their understanding of evidence of change to new locations. They communicate information about patterns of fossils and rock features and patterns in map locations to explain that landscapes change.

How Can We Use the Sky to Navigate? Grade 5 5-ESS1-1, 5-ESS1-2, 5-PS2-1, 3-5-ETS1-1 Observations of the sky can be used to navigate a boat.

Students engage in argument about the plausibility of Polynesians sailing long distances
without instruments by using evidence that the patterns of the Sun and stars can be used to navigate.

How Can We Light Our Way in the Dark?
Grade 1 1-PS4-2 • 1-PS4-3 • 1-LS1-1 • K-2-ETS1-1 Coming Soon

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How Do Heating and Cooling Change the Properties of Materials?
Grade 2 2-PS1-1 • 2-PS1-2 • 2-PS1-3 • 2-PS1-4 • K-2-ETS1-1 Coming Soon

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How Can We Predict Patterns of Motion? Grade 3 3-PS2-1 • 3-PS2-2 • 3-PS2-3 • 3-PS2-4 • 3-5-ETS1-1 Magnetic forces acting between objects that are not in contact with each other can be used to influence patterns of motion in predictable ways.

Students ask questions about how magnets affect the pattern of motion of a steel pendulum.

How Does Motion Energy Change in a Collision? Grade 4 4-PS3-1 • 4-PS3-2 • 4-PS3-3 • 4-LS1-1 • 3-5-ETS1-1 Speed and surface a ect how far an object will slide in a collision.

Students plan and carry out an investigation to determine how speed and surface affect how far an object slides in a collision.

How Can We Identify Materials Based on Their Properties? Grade 5 5-PS1-1 , 5-PS1-2 , 5-PS1-3, 5-PS1-4 , 5-LS1-1 Unknown solids can be identified by comparing properties.

Students carry out an investigation using a fair test to identify four unknown solids based on similarities and differences in properties.

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