Musical Plates

Table of Contents Using Real-Time Data Lesson Plans Implementation Assistance
 
U.S. Curriculum Standards

National Science Education Standards (back to top)


  • As a result of the activities, all students should develop an understanding of the structure of the earth's system.
  • As a result of the activities, all students should develop an understanding of earth's history.
  • As a result of the activities, all students should develop an understanding of evolution and equilibrium.
  • As a result of the activities, all students should develop an understanding of change, constancy and measurement.

New Jersey Core Curriculum Content Standards (back to top)


  • 3.2: All students will actively listen in a variety of situations in order to receive, interpret, evaluate, and respond to information obtained from a variety of sources.
  • 3.3: All students will compose text that are diverse in content and form for different audiences for real and varied purposes.
  • 3.5: All students will view, understand, and use nontextual visual information and representations for critical comparison, analysis, and evaluation.
  • 4.9: All Students Will Develop an Understanding of and Will Use Measurement to Describe and Analyze Phenomena.
  • 4.11: All Students Will Develop an Understanding of Patterns, Relationships, and Functions and Will Use Them to Represent and Explain Real-World Phenomena.
  • 5.2: All Students Will Develop Problem-Solving, Decision-Making and Inquiry Skills, Reflected by Formulating Usable Questions and Hypotheses, Planning Experiments, Conducting Systematic Observations, Interpreting and Analyzing Data, Drawing Conclusions, and Communicating Results.
  • 5.4: All Students Will Develop an Understanding of Technology as an Application of Scientific Principles
  • 5.10: All Students Will Gain An Understanding Of The Structure, Dynamics, And Geophysical Systems of the Earth.
  • 6.1: All students will learn democratic citizenship and how to participate in the constitutional system of government.
  • 6.4: All students will acquire historical understanding of societal ideas and forces throughout the world.
  • 6.9: All students will acquire geographical understanding by studying the environment and society.
  • Standard 2: All students will use technology, information and other tools.
  • Standard 3: All students will use critical thinking, decision-making, and problem-solving skills.

New York State Learning Standards (back to top)


  • Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
  • Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
  • Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment.
  • Standard 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
  • Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Ohio Proficiency Outcomes (back to top)


  • Select instruments to make observations and/or organize observations of an event, object, or organism.
  • Evaluate conclusions based on scientific data.
  • Identify simple patterns in physical phenomena.
  • Organize data, identify patterns and trends.
  • Draw conclusions and/or recognize a conceptual model based on a given set of data.
  • Apply laws, conceptual and mathematical models, and theories to explain and predict the interactions of components in systems.
  • Analyze data to identify patterns and trends and draw appropriate conclusions.
  • Explain or illustrate why a solution is correct
  • Read, interpret, and use tables, charts, maps, and graphs to identify patterns, note trends, and draw conclusions.
  • Organize data into tables, charts, and graphs.
  • Read, interpret, and use tables and graphs to identify patterns, note trends, draw conclusions, and make predictions.

Florida Sunshine State Standards (back to top)


  • The student measures quantities in the real world and uses the measures to solve problems.
  • The student describes, analyzes, and generalizes a wide variety of patterns, relations, and functions.
  • The student uses the scientific processes and habits of mind to solve problems.
  • The student understands that science, technology, and society are interwoven and interdependent.

Arizona Science Standards and Performance Objectives  (back to top)


  • 1SC-P1:  Propose solutions to practical and theoretical problems by synthesizing and evaluating information gained from scientific investigations.
  • 1SC-P3:  Analyze and evaluate reports of scientific studies.
  • 1SC-P6:  Identify and refine a researchable question, conduct the experiment, collect and analyze data, share and discuss findings.
  • 2SC-E3:  Provide different explanations for a phenomenon; defend and refute the explanations.
  • 2SC-E5:  Explain how scientific theory, hypothesis generation and experimentation are interrelated.

Phoenix Urban Systemic Initiative K-12 Unitary Science Curriculum  (back to top)


  • 8.SI.1:  Demonstrates abilities to do scientific inquiry.
  • 8.SI.2:  Demonstrates an understanding about the nature of science and scientific inquiry.
  • 8.SI.3:  Develops and uses scientific attitudes and habits of mind.
  • 8.P.1:  Demonstrates an understanding of the science and technology that they encounter in their daily lives.
  • 12.SI.1:  Abilities necessary to do scientific inquiry
  • 12.SI.2:  Understanding about scientific inquiry

Maryland Science Content Standards

  • 1.0 Skills and Processes:
    • Scientific Inquiry 1.8.2, 1.8.7, 1.8.8, 1.8.9
    • Critical Thinking 1.8.15
    • Applications of Science 1.8.23
  • 2.0 Earth/Space Science:
    • Plate Tectonics 2.8.6

Howard County, MD - Grade 6

  • Earth/Space Science
    • Unit II: Goal 1., Goal 2.,
 

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