Are Our Homes Built for Severe Weather?

Appendix H: MSDE Standards

Maryland State STEM Standards of Practice

1. Learn and Apply Rigorous Science, Technology, Engineering, and Mathematics Content

STEM proficient students will learn and apply rigorous content within science, technology, engineering, and mathematics disciplines to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.
A. Demonstrate an understanding of science, technology, engineering, and mathematics content.
B. Apply science, technology, engineering, or mathematics content to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

2. Integrate Science, Technology, Engineering, and Mathematics Content

STEM proficient students will integrate content from science, technology, engineering, and mathematics disciplines as appropriate to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.
A. Analyze interdisciplinary connections that exist within science, technology, engineering, and mathematics disciplines and other disciplines.
B. Apply integrated science, technology, engineering, mathematics content, and other content as appropriate to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

3. Interpret and Communicate Information from Science, Technology, Engineering, and Mathematics

STEM proficient students will interpret and communicate information from science, technology, engineering, and mathematics to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.
A. Identify, analyze, and synthesize appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.).
B. Apply appropriate domain-specific vocabulary when communicating science, technology, engineering, and mathematics content.
C. Engage in critical reading and writing of technical information.
D. Evaluate and integrate multiple sources of information (e.g.: quantitative data, video and multimedia) presented in diverse formats.
E. Develop an evidence-based opinion or argument.
F. Communicate effectively and precisely with others.

4. Engage in Inquiry

STEM proficient students will engage in inquiry to investigate global issues, challenges, and real world problems.
A. Ask questions to identify and define global issues, challenges, and real world problems.
B. Conduct research to refine questions and develop new questions.

5. Engage in Logical Reasoning

STEM proficient students will engage in logical reasoning to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.
A. Engage in critical thinking.
B. Evaluate, select, and apply appropriate systematic approaches (scientific and engineering practices, engineering design process, and/or mathematical practices).
C. Apply science, technology, engineering, and mathematics content to construct creative and innovative ideas.
D. Analyze the impact of global issues and real world problems at the local, state, national, and international levels.

6. Collaborate as a STEM Team
STEM proficient students will collaborate as a STEM team to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.
A. Identify, analyze, and perform a STEM specific subject matter expert (SME) role.
B. Share ideas and work effectively with a STEM focused multidisciplinary team to achieve a common goal.
C. Listen and be receptive to ideas of others.
D. Analyze career opportunities that exist in a variety of STEM fields relevant to the STEM focused multidisciplinary team’s goal.

7. Apply Technology Strategically

STEM proficient students will apply technology appropriately to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.
A. Identify and understand technologies needed to develop solutions to problems or construct answers to complex questions.
B. Analyze the limits, risks, and impacts of technology.
C. Engage in responsible/ethical use of technology.
D. Improve or create new technologies that extend human capability.

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Next Generation Science Standards
Earth's Systems
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Science and Engineering Practices Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. §Represent data in tables and various graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (3-ESS2-1)

Disciplinary Core Ideas ESS2.D: Weather and Climate §Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)

Crosscutting Concepts Patterns §Patterns of change can be used to make predictions.(3-ESS2-1),( 3-ESS2-2)

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Earth and Human Activity
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Science and Engineering Practices Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). §Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.(3-ESS3-1)

Disciplinary Core Ideas ESS3.B: Natural Hazards §A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.(3-ESS3-1)

Crosscutting Concepts Cause and Effect §Cause and effect relationships are routinely identified, tested, and used to explain change. (3-ESS3-1) Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science On Society and the Natural World §Engineers improve existing  technologies or develop new ones to increase their benefits (e.g., better artificial limbs), decrease known risks (e.g., seatbelts in cars), and meet societal demands (e.g., cell phones). (3-ESS3-1) Connections to Nature of Science Science is a Human Endeavor §Science affects everyday life.(3-ESS3-1)

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Maryland Technology Literacy Standards for Students
Standard 3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration
A. Learning
1. Use and explain how the technology enhances learning
B. Collaboration
1. Use and explain how technology tools encourage collaboration

Engineering Design Process
Ask, Create, Improve (Components of the EIE Model)

CCSS Mathematics
Standards of Mathematical Practice
1. Make sense of problems and persevere in solving them.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
3.OA.9ﾠ– Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.ﾠ For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
3.NBT.2 - Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.ﾠ For example, draw a bar graph in which each square in the bar graph might represent 5 pets .

CCSS ELA-Literacy

Reading
CCSS.ELA-Literacy.RI.3.1ﾠAsk and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-Literacy.RI.3.5ﾠUse text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

CCSS.ELA-Literacy.RI.3.7ﾠUse information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Writing
CCSS.ELA-Literacy.W.3.1ﾠWrite opinion pieces on topics or texts, supporting a point of view with reasons.

CCSS.ELA-Literacy.W.3.3ﾠWrite narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

CCSS.ELA-Literacy.W.3.7ﾠConduct short research projects that build knowledge about a topic.

Speaking and Listening
CCSS.ELA-Literacy.SL.3.1ﾠEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners onﾠgrade 3 topics and texts, building on others’ ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.3.3ﾠAsk and answer questions about information from a speaker, offering appropriate elaboration and detail.

CCSS.ELA-Literacy.SL.3.4ﾠReport on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

CCSS.ELA-Literacy.SL.3.6ﾠSpeak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3ﾠhereﾠfor specific expectations.)

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Social Studies
Geography
Topic
B. GEOGRAPHIC CHARACTERISTICS OF PLACES AND REGIONS
INDICATOR
•           1. Compare places and regions around the world using geographic characteristics
OBJECTIVES
b.   Identify natural/physical and human-made features of places and regions
d.   Describe how geographic characteristics of places and regions change over time and influence the way people live and work

TOPIC
D. MODIFYING AND ADAPTING TO THE ENVIRONMENT
INDICATOR
•           1. Explain how people modify, protect and adapt to their environment
OBJECTIVES
a.         Describe how people in a community modify their environment to meet changing needs for transportation, shelter and making a living

 
Standards at a Glance

Science Environmental Science 6.0 3-ESS3-b

Technology Gathering appropriate information Choosing the appropriate tools

Engineering Design Process Ask, Create, Improve (Components of the EIE Model)

CCSS Mathematics/ Practice Standards of Practice: 1, 3, 4, 5, & 6 3.OA.9 3.NBT.2 3.MD.3

CCSS ELA Reading RI 1, 5, & 7 Writing W1, W3 &W7 Speaking and Listening SL1, SL3,  SL4, SL6,

Social Studies Geography 3.B. 1..b 3.B.1.d 3.D.1.a