Office of Curriculum, Technology, & Assessment

Disclaimer:

Presentation of any particular curriculum does not constitute endorsement, approval or recommendation for adoption of that curriculum by the State of South Dakota or the South Dakota Department of Education and its offices. All selection of curricular programs or items should be made by local school boards or administrators.

Program Title: Howe About Science (Mission to Mars)

Course Description: Howe About Science will focus on three themes: Mission to Mars, Investigations in the Rain Forest, and Exploring the Human Body. Although the themes sound very specific, they allow virtually all of the national science standards to be addressed and provide for exploration and comparison with local issues. Within each theme, connections can be made that work across various science content areas. We suggest and demonstrate activities on-air, which helps students investigate a particular programs content in more detail. These activities are available to students with access to the Internet. Examples of student work can be sent to the studio, but this is not required or graded. We will show work we receive on-air.

Audience:  Grades 5-8

Standards:

• South Dakota Content Standards Correlations 

• NCTM Standards Correlation

Overview: The Howe About Science program emphasizes state and national science standards. Student proficiency in science will be greatly enhanced if the classroom teacher uses the Howe About Science program as a springboard to further study. By supplementing the Howe About Science course with activities supporting appropriate content areas, a comprehensive science program meeting all state and national standards can be achieved. In addition, the program can be used effectively to motivate students to reach standards in reading, writing, mathematics, arts, history, etc., With a little creativity, the classroom teacher can spin off a variety of multidisciplinary activities, using space as a theme to teach across the curriculum.

For more information about the National Science Standards, please visit the following website: http://books.nap.edu/html/nses/html/.

Course Approach:

Howe About Science encourages youth to develop knowledge, skills and positive attitudes toward science, technology and mathematics. A “learning-by-doing” approach integrates facts with scientific processes, enhances higher order thinking skills and competence in solving problems.

Course Scope and Sequence:

Each class consists of the following elements:

Activities:

Howe About Science activities come from a variety of sources. Each program will focus on a particular concept and one or more follow-up activities will be suggested to give students an opportunity to explore a topic in more detail. The activities will be web-based, so access to the internet is important for participating in activities. Links will also be provided to interactive online activities if they are available.

A note about materials: most of the activities we demonstrate or describe require materials found in many grocery stores or craft stores, or they may be everyday school supplies, like construction paper and scissors. If an activity requires items that we believe you may have trouble obtaining, we will demonstrate the activity for students.

Brain Bank

Brain Bank is a nothing more than a notebook students use to take notes in. It is used to list and describe special terms, which correspond to the days lesson.

These terms will appear before class begins. Students should try to write an explanation for the terms as they are discussed in class. After the program, the terms can be used for discussion, review, or even a quiz.

The Daily Planet

The Daily Planet is designed to give students the latest, “hot-off-the presses” science-related news. Links to specific news stories or related ones will be available on the website.

Question of the Day

Early in the program the “Question of the Day” will be introduced. Students will be asked to answer this question later in the program. The question is typically open-ended, so there is no right or wrong answer.

Science Crusaders

Science Crusaders is our way of recognizing classes that have been sending in examples of their work. Points are accumulated as teams, and for every ten points, a team rises a notch on the Science Crusaders achievement scale. Each level of Science Crusaders is coordinated with a famous person from the history of science. The first level is the Isaac Newton level, then the Galileo level, etc.

Upcoming Events

At the end of each program, a special announcement is made which will identify the activities to have ready for upcoming lessons. This information will also be available on our website.

“Howe About Science” Brain Buster

The Brain Buster is a challenge question at the end of each program designed to make students think a little harder about the day’s lesson. These activities can also be sent in for “Science Crusader” points.

Individual Lesson Videos

• Lesson 1: Invent Your Own Tool (Video not available at this time)

• Lesson 2: Having a Ball on Mars (Video not available at this time)

• Lesson 3: Solar System Distance (Video not available at this time)

• Lesson 4: Millions and Billions

• Session 5 Strange New Planet

• Session 6 Alka Seltzer Rockets

• Session 7 Make a Model Rocket

• Session 8 Build a Hovercraft

• Session 9 Balloon Payload

• Session 10 Mars Exploration Rover

• Session 11 Bernoulli’s Principle

• Session 12 Hot Air Balloons

• Session 13 Water Shapes a Surface

• Session 14 It’s Alive

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SOUTH DAKOTA CONTENT STANDARDS

NATURE OF SCIENCE STANDARDS
3-5

Indicator 1: Understand the nature and origin of scientific knowledge.

Note: Mastery is not expected at these grade levels.

Indicator 2: Apply the skills necessary to conduct scientific investigations.

Note: Mastery is not expected at these grade levels.

LIFE SCIENCE STANDARDS
3-5

Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things.

5. L.1.1. (Comprehension) Describe the basic process of photosynthesis and the role of light as a source of energy in plants.

Indicator 2: Analyze various patterns of inheritance and biological change.

5. L.2.2. (Comprehension) Describe structures and processes involved in plant reproduction.

Indicator 3: Analyze how organisms are linked to one another and the environment.

5. L.3.1. (Comprehension) Describe how natural events and/or human influences may help or harm ecosystems.

5. L.3.3. (Comprehension) Describe how interrelationships enable some organisms to survive.

SCIENCE, TECHNOLOGY, ENVIRONMENT, AND SOCIETY STANDARDS
3-5

Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.

5. S.1.1. (Knowledge) Identify scientific changes that have affected transportation, health, sanitation, and communication.

NATURE OF SCIENCE STANDARDS
6-8

Indicator 1: Understand the nature and origin of scientific knowledge.

8. N.1.1. (Comprehension) Differentiate among facts, predictions, theory, and laws/principles in scientific investigations.

LIFE SCIENCE STANDARDS
6-8

After careful consideration of current research and input from educators throughout the state, the Committee revised former standards to facilitate effective instruction and student mastery. Grade six standards emphasize an integration of Physical, Life, and Earth/Space Science. Grade seven standards emphasize Life Science. Grade eight standards emphasize Earth/Space Science. Nature of Science and Science, Technology, Environment, and Society standards continue to emerge over these grades.

Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things.

6. L.1.1. (Comprehension) Illustrate the difference between plant and animal cells.

6. L.1.2. (Comprehension) Explain the importance and scientific use of a classification system.

Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things.

7. L.1.3. (Application) Classify organisms by using the currently recognized kingdoms.

7. L.1.4. (Comprehension) Describe and identify the structure of vascular and non-vascular plants.

Indicator 2: Analyze various patterns and products of natural and induced biological change.

7. L.2.1. (Comprehension) Distinguish between processes involved in sexual and asexual reproduction.

SCIENCE, TECHNOLOGY, ENVIRONMENT, AND SOCIETY STANDARDS
6-8

Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.

6. S.1.1. (Comprehension) Describe how science and technology have helped society to solve problems.

7. S.1.1. (Comprehension) Describe how science and technology are used to solve problems in different professions and businesses.

8. S.1.1. (Comprehension) Describe how science and technology have been influenced by social needs, attitudes, and values.

Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society.

6. S.2.1. (Knowledge) Given a scenario, identify the problem(s) of human activity on the local, regional, or global environment.

7. S.2.1. (Application) Given a scenario, predict the consequence(s) of human activity on the local, regional, or global environment.

7. S.2.1. (Synthesis) Given a scenario, offer solutions to problems created by human activity on the local, regional, or global environment.