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Field Trip Lab Standards 2017-2018
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1500 E Main St
Ashland, OR 97520
Phone: (541) 482-6767
Email: liese@scienceworks. . .
Hours: Every Day, 10 am - 6 pm, Memorial Day - Labor Day


Field Trip Lab Standards 2017-2018

ScienceWorks Inquiry Labs engage students in curiosity-based learning.  Students begin by exploring new materials, ideas, and processes.  Based on their explorations, students are guided to construct explanations and then to extend their understanding by applying their ideas to new situations.  Each Inquiry Lab is designed for a specific grand band and is aligned with the Next Generation Science Standards.  Our Field Trip Registration Calendar is now live!  
 
 
 
Each of the labs listed is most appropriate for the grade levels highlighted in yellow.
  Fossil Friends Light and Shadows Magnetic Force Circuits and Bots Chemical Detectives Light and Matter Ready Set Roll!
K                      ​                            ​                  
1  ​                    ​                            ​                  
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3    ​                    ​                    ​                        ​                  
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5        ​                    ​                    ​                    ​                  
MS        ​                    ​                    ​                    ​                  
 
 
Time Machine: Fossil Friends
Grades K-2
Students explore fossils by observing samples and looking at images of fossils from across the globe.  Students construct explanations about how fossils are formed and how they illuminate the ancient history of animal and plant species on our planet.  Students extend these ideas by playing the fossil sequencing game.
K-ESS2-1.   Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-ESS2-1)
2-LS4-1.                Make observations of plants and animals to compare the diversity of life in different habitats.
3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Outcomes:
Participants use an inquiry process to build their own understanding.
Participants can describe what a fossil is and how they help us know about ancient living things
Participants can put things in chronological order
 

 
 
 
Light and Shadows
Grades K-3
Students explore what happens to light as it is shined on different materials.  Students explain the interaction of light with matter as transmission, reflection, absorption, or scattering.  Students extend these ideas by creating a LASER maze to hit a target.
1-PS4-2 Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
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.
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.
K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
K-2 SE Practices Planning and carrying out investigations: Make observations (firsthand or from media) to collect data that can be used to make comparisons.
K-2 CC Concepts Patterns: Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. Cause and effect: Events have causes that generate observable patterns.
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.
SE Practices Planning and carrying out investigations: Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.
CC Concepts Energy and matter: Energy can be transferred in various ways and between objects.
Outcomes:
Participants use an inquiry process to build their own understanding.
Participants can classify materials by how they interact with light.
Participants can design and build a device hit a target using one or more mirrors.
 
 
Magnetic Force
Grades 1-3
Students explore magnets and magnetic materials.  Students construct explanations for how magnets work.  Students extend these ideas by conducting a guided experiment to sort magnetic and non-magnetic materials.  Older students further extend these ideas by designing and conducting their own experiment to test an aspect of magnetic force.
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.
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-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
K-2 SE Practices Asking questions: Ask questions based on observations to find more information about the natural and/or designed world(s). Planning and carrying out investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question.  Analyzing and interpreting data: Use observations (firsthand or from media) to describe patterns and/or relationships in the natural and designed world(s) in order to answer scientific questions and solve problems.
K-2 CC Concepts Cause and effect: Simple tests can be designed to gather evidence to support or refute student ideas about causes. Scale proportion and quantity: Standard units are used to measure length.
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.
3-5 SE Practices Asking questions: Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.  Planning and carrying out investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Analyzing and interpreting data: Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.
3-5 CC Concepts Scale proportion and quantity: Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.
Outcomes:
Participants use an inquiry process to build their own understanding.
Participants can differentiate between objects that are magnets and objects that are magnetic.
Participants can explain that magnetic force works through other materials including through space.
Participants can classify materials based on their attraction to magnets.
Participants begin to determine some of the basic properties of magnets, including that magnets have a North and South pole, that opposite poles attract and like poles repel, that magnets work because the Earth is a giant magnet, and that magnetic fields exist.
Participants can conduct an investigation collaboratively to produce evidence to answer a question.  Older students will plan and conduct an investigation.
Participants are introduced to the idea that magnets are an integral part of our daily lives.
 
 
Circuits and Bots
Grades 3-MS
Students explore a simple circuits and series and parallel circuits by building them from circuit components.  Students construct explanations for how series and parallel circuits work.  Students extend these ideas by designing circuits to solve specific engineering challenges.
3-5 CC Concepts
Energy and matter: Energy can be transferred in various ways and between objects. 
Systems: A system is a group of related parts that make up a whole and can carry out functions its individual parts cannot.
MS CCConcepts
Structure and function: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
Energy and matter: Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
Systems: Models can be used to represent systems and their interactions.
 
3-5 SE Practices
Planning and carrying out investigations: Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success.
Designing solutions: Apply scientific ideas to solve design problems.
MS Science and Engineering Practices
Designing solutions: Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system
 
Disciplinary Core Ideas
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.
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.
MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
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.
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.
Outcomes:
Participants use an inquiry process to build their own understanding.
Participants can describe and build series and parallel circuits.
Participants can explain that electricity in circuits is polar (directional).
Participants can construct specific effects in their circuits using a switch.
Participants can design, build, and evaluate solutions to engineering problems by building circuits.
 
 
Chemical Detectives
Grades 4-8
Students explore chemical and physical processes.  Students construct explanations for which processes and physical and which are chemical by developing an understanding of phases, physical change, and chemical change.  Students extend these ideas by hypothesizing factors that could speed up a chemical change and then designing and carrying out an experiment to test one of these hypotheses.
3-5 CC Concepts
Stability and change: Change is measured in terms of differences over time and may occur at different rates.
Cause and Effect: Cause and effect relationships are routinely identified, tested, and used to explain change.
MS CC Concepts
Stability and change: Change is measured in terms of differences over time and may occur at different rates.
Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems.
 
Disciplinary Core Ideas
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.
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.     
3-5 SE Practices    
Planning and carrying out investigations: Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success.
Analyzing and interpreting data: Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.
Constructing explanations: Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.        
MS SE Practices
Planning and carrying out investigations: Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.
Analyzing and interpreting data: Analyze and interpret data to provide evidence for phenomena.
Constructing explanations: Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.
Outcomes:
Participants use an inquiry process to build their own understanding.
Participants can classify materials based on their physical state—solid, liquid, gas, or dissolved.
Participants can distinguish between physical and chemical change.
Participants can design and conduct an experiment to test a proposed solution to a problem.
 
 
Light and Matter
Grades 4-MS
Students explore how light interacts with matter.  Students construct explanations for specific interactions between light and matter—transmission, absorption, diffusion, refraction, and reflection.  Students extend these ideas by designing and building a LASER maze.  Students further extend their knowledge by designing a system that uses light to communicate.
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-PS4-2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
4-PS4-3 Generate and compare multiple solutions that use patterns to transfer information.
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.
3-5 SE Practices Designing solutions: Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
3-5 CC Concepts Energy and matter: Energy can be transferred in various ways and between objects.
MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
MS-PS4-3 Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
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 SE Practices Designing solutions: Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.
MS CC Concepts Energy and matter: Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
Outcomes:
Participants use an inquiry process to build their own understanding.
Participants can describe specific interactions of light with matter—Transmission, absorption, reflection, diffusion, and refraction.
Participants can design, build, and test a system to move light from one place to another.
Participants can design, build, test, and evaluate a solution to a problem that involves using light to communicate over a distance.
 
 
Ready Set Roll!
Grades K-8
Students explore the ways that gravity and friction affect the motion of objects by collaboratively designing, building, and testing solutions to an engineering problem—building a rollercoaster.  Older students will construct explanations for the role of potential and kinetic energy in their designs and may introduce the idea of momentum and Newton’s laws.  While younger students will focus on cause and effect relationships.
K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
K-2 SE Practices Designing solutions: Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.
K-2 CC Concepts Cause and effect: Events have causes that generate observable patterns.
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.
4-PS3-1 Use evidence to construct an explanation relating the speed of an object to the energy of that object.
5-PS2-1 Support an argument that the gravitational force exerted by Earth on objects is directed down.
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 SE Practices Designing solutions: Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
3-5 CC Concepts  Cause and effect: Events that occur together with regularity might or might not be a cause and effect relationship. Stability and change: Change is measured in terms of differences over time and may occur at different rates.
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-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 SE Practices Designing solutions: Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.
MS CC Concepts Cause and effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems  Energy an matter: The transfer of energy can be tracked as energy flows through a natural system. Stability and change: Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
Outcomes:
Participants will use an engineering design cycle to design, build, test, and evaluate design solutions.
Participants can describe ways that forces such as gravity and friction affect the motion of objects.
Grades K-2 can explain that there is a cause and effect relationship between energy and motion—the more energy the farther the marble will go.
Grades 3-5 can describe the potential and kinetic energy of the system.
Grades 6-8 can explain changes in momentum and energy in different parts of the system.
 
 

 
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