design and build a device using tools and materials that uses sound to solve the problem of communicating over a distance.
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
demonstrate and explain that sound is made by vibrating matter and that vibrations can be caused by a variety of means, including sound;
explain how different levels of sound are used in everyday life such as a whisper in a classroom or a fire alarm; and
design and build a device using tools and materials that uses sound to solve the problem of communicating over a distance.
identify everyday examples of energy, including light, sound, thermal, and mechanical; and
Cause-and-effect relationships are relationships between two or more variables or phenomena whereby one variable or event leads to a predictable response. Events have causes—sometimes simple, sometimes multi-faceted.
The louder the sound (cause), the longer the distance it can travel (effect).
It is important to consider how changes in scale, proportion, or quantity affect a system’s structure or performance. Scale refers to the size of an object in relation to another object or its environment. Proportion is the ratio of one quantity to another. Quantity is a count of a set of objects or a measurement of a substance. It is important to note that in kindergarten – grade 2, students will only describe objects in terms of size (scale) and quantity.
When building a prototype, scale is used to imagine what the prototype will look like at full size. The items selected to build the design will determine how many (the quantity) of each material are needed to construct the prototype.
A system is a whole made of parts that work together. It has components and boundaries. It can interact with or be part of other systems.
The parts of the device designed (system) work together to accomplish the purpose.
Energy flows within a system or between systems through transfers and transformations. Matter is cycled within systems through physical and chemical processes. It is important to note that in kindergarten – grade 2, the foundation of flow of energy and cycling of matter is built by identifying the forms of energy and properties of matter. In grades 3–8, students learn that matter and energy are conserved, changing forms but maintaining quantities.
Sound is a form of energy that is being transferred from one place to another.
A structure is an organized arrangement of particles, parts, or elements in a substance, body, or entity. A function is the purpose or reason for something to exist in a system. The function of a structure depends on the shapes of and relationships among its essential parts. It is important to note that in kindergarten – grade 2, students focus on structures as an organized arrangement of parts within an organism or object.
Each device part has a specific structure that allows it to perform its function.
Math.2.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
Math.2.1.C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
Math.2.1.E create and use representations to organize, record, and communicate mathematical ideas
Math.2.9.A find the length of objects using concrete models for standard units of length
Math.2.9.C represent whole numbers as distances from any given location on a number line
Math.2.9.D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes
SS.2.13.A describe how science and technology have affected communication, transportation, and recreation
ELAR.2.1.C share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language
ELAR.2.1.D work collaboratively with others by following agreed‐upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others
ELAR.2.6.E make connections to personal experiences, ideas in other texts, and society
ELAR.2.13.A generate questions for formal and informal inquiry with adult assistance
ELAR.2.13.B develop and follow a research plan with adult assistance
ELAR.2.13.G use an appropriate mode of delivery, whether written, oral, or multimodal, to present result
TA.2.1.A identify and communicate a problem or task and break down (decompose) multiple solutions into sequential steps
TA.2.1.C analyze a plan with adult assistance that outlines the steps needed to complete a task
TA.2.1.D create and troubleshoot simple algorithms (step-by-step instructions) that include conditionals such as if-then statements as they apply to an everyday task
TA.2.3.A demonstrate personal skills and behaviors, including effective communication, following directions, and mental agility, needed to implement a design process successfully
TA.2.3.B apply a design process with components such as testing and reflecting to create new and useful solutions to identify and solve for authentic problems
TA.2.5.A identify and collect non-numerical data, such as weather patterns, preferred reading genres, and holidays
TA.2.10.A select and use a variety of applications, devices, and online learning environments to create and share content