Animate a Tiny Rex

Make an Umbrella

Throw a Shoemerang

Launch a Mars Lander

Fly a Sierpinski Kite

Harnessing Wind Energy

Help the Loch Ness Monster

United States

Ensure access to affordable, reliable, sustainable and modern energy for all.

SDGs

Goal 7

Make cities and human settlements inclusive, safe, resilient and sustainable.

Goal 11

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

NGSS

4-ESS3-1

Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

5-ESS3-1

Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*

MS-ESS3-3

Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

MS-ESS3-4

Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

MS-ESS3-5

Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

MS-PS3-5

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-ETS1-1

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-ETS1-2

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-ETS1-3

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-1

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-2

Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

ISTE Students

1.3.d Knowledge Constructor

Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

1.4.a Innovative Designer

Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

1.4.b Innovative Designer

Students develop, test and refine prototypes as part of a cyclical design process.

1.4.c Innovative Designer

Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

1.4.d Innovative Designer

Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

1.6.c Creative Communicator

Florida - NGSSS

SS.4.G.1.3

Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.

SC.4.E.6.3

Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).

SC.4.E.6.6

Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.

SC.4.P.10.1

Investigate and describe that energy has the ability to cause motion or create change.

SC.4.P.10.2

Describe how moving water and air are sources of energy and can be used to move things.

SC.4.P.10.4

Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

SC.5.P.10.1

Investigate and explain that energy has the ability to cause motion or create change.

SC.5.P.10.2

Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.

SC.6.E.7.3

Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.

SC.6.E.7.5

Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.

SC.6.P.11.1

Investigate and describe the transformation of energy from one form to another.

SC.7.P.11.2

Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the United States and Florida over time.

SS.8.G.3.2

Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.

SS.8.G.5.1

Describe how models and simulations can be used to solve real-world issues in science and engineering.

SC.35.CS-CS.1.2

Identify ways that technology can foster teamwork, and collaboration can support problem solving and innovation.

SC.35.CS-CC.1.3

Explain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts.

ELA.4.R.2.1

Explain how text structures and/or features contribute to the overall meaning of texts.

ELA.5.R.2.1

Explain how individual text sections and/or features convey meaning in texts.

ELA.6.R.2.1

Explain how individual text sections and/or features convey a purpose in texts.

ELA.7.R.2.1

Analyze how individual text sections and/or features convey a purpose and/or meaning in texts.

ELA.8.R.2.1

Explain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.

ELA.8.R.2.3

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Common Core ELA

CCSS.ELA-Literacy.RI.4.3

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a .

CCSS.ELA-Literacy.RI.4.4

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

CCSS.ELA-Literacy.RI.4.7

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CCSS.ELA-Literacy.RI.5.3

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a .

CCSS.ELA-Literacy.RI.5.4

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

CCSS.ELA-Literacy.RI.5.7

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

CCSS.ELA-Literacy.RI.6.3

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

CCSS.ELA-Literacy.RI.6.4

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

CCSS.ELA-Literacy.RI.6.7

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

CCSS.ELA-Literacy.RI.7.3

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

CCSS.ELA-Literacy.RI.7.4

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

CCSS.ELA-Literacy.RI.8.3

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

CCSS.ELA-Literacy.RI.8.4

The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.

TEKS Science

3.1A

3.1B

3.1D

3.1E

3.1F

3.1G

The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.

3.2D

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.

3.3A

3.3B

3.3C

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.

3.4A

3.4B

The student understands that recurring themes and concepts provide a framework for making connections across disciplines.

3.5A

3.5D

3.5F

3.5G

The student knows that energy is everywhere and can be observed in cycles, patterns, and systems.

3.8A

3.8B

The student knows that there are recognizable processes that change Earth over time.

3.10A

The student understands how natural resources are important and can be managed.

3.11A

3.11B

The student describes patterns, cycles, systems, and relationships within environments.

3.12A

3.12C

4.1A

4.1B

4.1D

4.1E

4.1F

4.1G

4.2D

4.3B

4.4A

4.4B

4.5A

4.5D

4.5E

4.5F

4.8A

The student recognizes patterns among the Sun, Earth, and Moon system and their effects.

4.9A

The student knows that there are processes on Earth that create patterns of change.

Summer camp - building