3-5-ETS1-1 Engineering Design (Engineering, Technology, and Applications of Science)
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 Engineering Design (Engineering, Technology, and Applications of Science)
Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem.
5-LS1-1 From Molecules to Organisms: Structures and Processes (Life Sciences)
Support an argument that plants get the materials they need for growth chiefly from air and water.
1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
1.3.b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
1.3. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
1.4 Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
1.6 a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
1.6.d Students publish or present content that customizes the message and medium for their intended audiences.
Engineering Design (NGSS)
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.
RI.3.3 Reading: Informational Text
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
W.3.1 Text Types and Purposes (Writing)
Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.7 Research to Build and Present Knowledge (Writing)
Conduct short research projects that build knowledge about a topic.
SL.3.4 Presentation of Knowledge and Ideas (Speaking and Listening)
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
CCSS.ELA-LITERACY.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
Art Standards (NGSS)
Enduring Understanding S.1 The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.
Enduring Understanding S.2 Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.
Enduring Understanding O.1 Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.
Enduring Understanding O.3 Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.
Enduring Understanding O.3 Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.
Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.D.8 Geometric measurement: recognize perimeter
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
CCSS.MATH.CONTENT.3.MD.C.7
Relate area to the operations of multiplication and addition.
CCSS.MATH.CONTENT.3.MD.C.7.A
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
CCSS.MATH.CONTENT.6.SP.B.5
Summarize numerical data sets in relation to their context, such as by:
CCSS.MATH.CONTENT.6.SP.B.5.B Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
CCSS.MATH.CONTENT.6.SP.B.5.C Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.