Curriculum
SABES1-6 (4)
The SABES in-school curriculum consists of 24 STEM (Science, Technology, Engineering and Math) units (8 per grade level) in grades 3 through 5, which are aligned with the Next Generation Science Standards and the Common Core State Standards for English Language Arts and Mathematics.
The SABES in-school curriculum is currently being updated to reflect new, phenomenon-based learning and reach grades Kindergarten through grade 2 in addition to the current grade levels.
focuses on a topic from the life sciences, physical sciences, or earth and space sciences
- integrates science, technology, engineering, math, and literacy
- challenges students to draw their own conclusions about a science concept through investigation
- features engaging, hands-on activities
- begins with an enticing fiction story and features several nonfiction texts throughout
- follows the 5E Learning Cycle Model (Engage, Explore, Explain, Elaborate, and Evaluate)
- ends with an engineering design challenge related to the science topic
- makes learning STEM fun!
| Name of Unit | Science Content | Engineering Design Challenge |
|---|---|---|
| Insect Encounter (Life Science) |
Classification of insects; insects’ role in the ecosystem |
Students design a model of an insect using recycled materials that can be used to teach others about the parts of an insect. |
| May the Force Be With You: Magnetism (Physical Science) | Properties of magnets | Students design a maglev train system. |
| What Makes Me, ME? (Life Science) |
Inherited and acquired traits of organisms | Students design a hybrid species by using genetic traits from two existing animals. The hybrid species should possess traits that make it “the perfect pet.” |
| Name That Shell (Life Science) | Scientific classification, fossils, evolution | Students design an organism that has evolved adaptations making it likely to survive in the unique environment of a fictional planet. |
| Sheep in a Jeep (Physical Science) | Friction and gravity | Students build a sled to study effects of friction and they will also design a parachute-like structure meant to help slow the motion of a free-falling object. |
| Weather Watchers (Earth & Space Science) |
Weather and climate, global climate change | Students design a hurricane-force wind resistant structure. |
| Name of Unit | Science Content | Engineering Design Challenge |
|---|---|---|
| It’s Electric! (Physical Science) | Electricity and circuits | Students design and build a house that uses electric circuits to power lights in its rooms. |
| Music to My Ears (Physical Science) |
Properties of sound | Students design musical instruments that produce both high and low pitches. |
| Roller Coaster (Physical Science) |
Gravity, friction, and energy | Students design a roller coaster with vertical loops and will identify parts of the coaster where there is the highest and lowest kinetic and potential energies. |
| Extreme Earth! (Earth & Space Science) |
Structure of the earth; plate tectonics | Students design a method to predict volcanic eruptions and protect human lives and societies. |
| Where in the World? (Earth & Space Science) |
Weathering and erosion; formation of landforms | Students design a jetty to protect a simulated shoreline area from water erosion. |
| Hot! Hot! Hot! (Physical Science) |
Properties of heat | Students design and perform their own controlled investigations of variables that affect how long a bowl of oatmeal stays warm. |
| Name of Unit | Science Content | Engineering Design Challenge |
|---|---|---|
| Patterns in the Sky (Earth & Space Science) |
Earth’s rotation and revolution around the sun and the observable patterns they create | Students design a model of a lunar or solar eclipse. |
| Remarkable Reactions: Changes in Matter (Physical Science) |
Physical and chemical changes in matter | Students design a recipe for the “perfect” chocolate chip cookie. |
| The Water Cycle (Earth & Space Science) |
The process of how water moves continuously on, below, and above the surface of the earth | Students design a terrarium, which is a closed ecosystem containing plants, in order to create and observe a small scale water cycle. |
| Conserving the Earth’s Resources (Environmental Science) |
Human impacts on the environment, natural resources, renewable energy (wind) | Students design a windmill that is able to produce enough energy to power a light bulb. |
| Save the Bay! (Environmental Science) |
Energy and matter in ecosystems, effects of pollution on an ecosystem (Chesapeake Bay) | Students conduct an assessment of their schoolyard and make connections between conditions in the community to the health of the Bay. They then take action by identifying a problem and developing a solution. |
| Amazing Adaptations (Life Science) |
Plant and animal adaptations | Students design an effective seed dispersal structure after learning about plant adaptations. |
