Science.K.5.C
The student is expected to
describe the properties of objects in terms of relative size (scale) and relative quantity;
Knowledge and Skills Statement
Recurring themes and concepts. The student uses recurring themes and concepts to make connections across disciplines.
Further Explanation
Both scientists and engineers use proportionality and ratios to understand quantity and scale and the relationship between physical characteristics. To appreciate the relative magnitude of some properties or processes, it may be necessary to grasp the relationships among different types of quantities. For example, speed is the ratio of distance traveled to time taken, and density is the ratio of mass to volume.
In thinking scientifically about systems and processes, it is essential to consider scale. Scientists study natural phenomena that span full scales of size, time, and energy, from very small to very large. Scientists can make macroscopic observations through direct observation with the naked eye. They use experimental techniques and tools to observe other scales that may be too small or large or too slow or fast to observe directly.
A proper understanding of scale relationships is critical to engineering. A sense of scale is necessary to know what properties and aspects of shape or material are relevant at a particular magnitude or when investigating specific phenomena. Structures cannot be conceived or constructed without an engineer’s precise sense of scale.
Supporting Information
Research
National Research Council. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts: Practices, Crosscutting Concepts, and Core Ideas. Washington: National Academies Press. https://doi.org/10.17226/13165.
Summary: A sense of scale helps students better understand natural phenomena they observe daily. This chapter explains that early childhood students should start by using familiar language to discuss scales such as “biggest,” “hottest,” and “fastest” rather than immediately using units of measure. Using models is important for young students to begin learning about scale. Younger students should start to use counting, comparisons, and measurements to describe the scale and, eventually, be able to use graphs to represent their findings.
Research
National Research Council. 2013. ""Next Generation Science Standards Volume 2: Appendix G-Crosscutting Concepts."" (April 2012):1-17. https://www.nextgenscience.org/sites/default/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf
Summary: Understanding scale and quantity is an important aspect of understanding science and engineering. In early elementary grades, students should be able to compare objects and decide which is bigger or smaller and how much bigger or smaller that object is. Students will practice mathematical thinking, interpreting data, and developing and using models when learning scale and quantity. This article describes the concepts that students should be taught in early childhood to help build a science and engineering foundation. These foundational concepts will allow students to build on their knowledge as they progess through their academic careers as these concepts increase in complexity throughout the upper-grade levels. It explains the importance of repetition when introducing these concepts.