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When science is integrated into all aspects of the elementary
curriculum, students begin to understand its relevance and relationship to their daily lives out­side the classroom.


Engineering profession

Engineering design
Skillful thinking
Process flow
Education links
Science page
Math standard(pdf)


Framework Standards & MCAS test


Dept.of Education_workshops


Learning by design video 
The intent of this page is to help the teacher see both the connection to science from the engineering design challenge and the process & principles of doing science.
Draft copy of the common core science framework ( July/2011) (PDF)
Science Learning Methods

1 Hands-on Approach. Children need active opportunities to manipulate science, to handle science, and to get
 down and dirty with science. A hands-on approach to science has long been promulgated as one of the most
effective instructional strategies for any elementary teacher.

2 Process Orientation. Focusing on the processes of science (e.g., observing, classifying, measuring, inferring, predicting, communicating, and experimenting) helps students appreci­ate science as a "doing" subject, one that never ends, but rather offers multiple opportunities for continuing examination and discovery.

3 Integrated Curriculum. When science is integrated into all aspects of the elementary cur­riculum, students
 begin to understand its relevance and relationship to their daily lives out­side the classroom.  Children begin to comprehend the effect  science has on daily activities, both in the present and in the future.

4 Cooperative Learning. When children are given opportunities to share ideas, discuss possi­bilities, and investigate  problems together, they can benefit enormously from the background knowledge of their peers, as
well as from the strength that comes from a group approach to learning.

5 Critical Thinking. One of the issues classroom teachers have wrestled with for many years concerns the need
to help  students become independent thinkers.

6 Questioning.   Begin with a hypothesis and continue to ask questions as a way to learn.

In other words, effective science instruction is not dependent on helping students memorize lots of scientific information, but rather on assisting them in being able to use that data in productive and mutually sat­isfying ways.  
Source= principles of science instruction

Earth & Space

 Strand 1


Energy in the Earth System                        

Materials and Energy Resources

Earth process and Cycles

Structure of the Earth

Earth in the Solar System



Life Science

 Strand 2

Characteristics of Living Things

Systems in living Things


Evolution and Biodiversity

Living things and their environment



Physic & Chemistry

Strand 3

State of Matter

Position and motion of objects

Forms of Energy




Strand 4



Engineering Design

Simple machines
Skills of Inquiry, Experimentation, and Design  


Grades PreK–2

Ask questions about objects, organisms, and events in the environment.

Tell about why and what would happen if?

Make predictions based on observed patterns.

Name and use simple equipment and tools (e.g., rulers, meter sticks, thermometers, hand lenses, and balances) to gather data and extend the senses.

Record observations and data with pictures, numbers, or written statements.

Discuss observations with others.


Grades 3–5

Ask questions and make predictions that can be tested.

Select and use appropriate tools and technology (e.g., calculators, computers, balances, scales, meter sticks, graduated cylinders) in order to extend observations.

Keep accurate records while conducting simple investigations or experiments.

Conduct multiple trials to test a prediction. Compare the result of an investigation or experiment with the prediction.

Recognize simple patterns in data and use data to create a reasonable explanation for the results of an investigation or experiment.

Record data and communicate findings to others using graphs, charts, maps, models, and oral and written reports.



4th & 5th Grade Science

Thanks to:
Mountain View Elementary School
2800 Rawley Pike
Harrisonburg, VA 22801
Web: http://www.rockingham.k12.va.us/mves/mves.html


All Science NetLinks resources support standards-based teaching and learning, and are reviewed by the Science NetLinks Board of Reviewing Editors according to rigorous review criteria.


How stuff works:
Show the connection of the Massachusetts Science Framework to this program (Integrating Engineering).  Also shows the Science principles as defined in the framework.  being created. Microsoft Word

Do you want your students to share their investigation findings in a meaningful way? Or to communicate like real scientists do—beyond conducting investigations in the classroom? Of course you do!

Fourth-grade students in the Upstate of South Carolina are doing just that as they log onto the Experimental Reflection Portal, or XRePort, an online system that pairs students and teachers from different schools and allows them to “talk” about their common science investigations (see Internet Resources).
Richard P. Feynman (1918-1988), scientist, teacher, raconteur, and musician.  He assisted in the development of the atomic bomb, expanded the understanding of quantum electrodynamics, translated Mayan hieroglyphics, and cut to the heart of the Challenger disaster.  But beyond all of that, Richard Feynman was a unique and multi-faceted individual. The American Physical Society has just come out with a coloring book of famous physicists. The images are all available for downloading at www.physicscentral.com/coloringbook
In 1826 Michael Faraday inaugurated the Christmas Lectures for young people at the Royal Institution, Albemarle St, London. Apart from a few, the delivery of which was prevented by WWII, the lectures have been running ever since.

One of the most famous of these lectures was on The Chemical History of a Candle, given by Faraday in 1860. Actually a series of six talks, the breadth of interest and the variety of observations and phenomena which Faraday brings in to the subject remain astonishing a century and a half later. The note-taking was by (Sir) William Crookes, co-discoverer of the element Thallium.

  Prepared by  Bill Wolfson.  Copyright © 2008-2011
Last Updated  09/15/2011