STEM in Science Classrooms

What is the difference between Science and Engineering?

Generally, Science is the study of the physical world, while Engineering applies scientific
knowledge to design processes, structures or equipment. Both Engineers and Scientists will
have a strong knowledge of science, mathematics and technology, but Engineering students will
learn to apply these principles to designing creative solutions to Engineering challenges.

So when we think of a scientist versus engineer, the two aren’t separate entities but belong to
each other – without science, there wouldn’t be engineering.

What is the difference between Science and Technology?

The terms science and technology, are often pronounced in the same breath and used as
synonyms, because they are closely intertwined, that their difference is often times
ignored. Science is all about acquiring knowledge of the natural phenomenon along with the
reasons for such phenomenon, like Why the sky is blue? Why are leaves green? Why rainfall
occurs? What are the colors of the rainbow? How do plants make their food? And so forth.
When this knowledge is put to practice, to solve human needs or problems, it is termed
as technology.

So, in short, science deals with theories, principles and laws whereas technology is all about
products, processes and designs.

What is the difference between Science, Engineering and Technology?

The new Georgia Standards of Excellence (GSE) have been written with the Science & Engineering
Practices (SEP) embedded within the standard. The expectation is that instruction involves the
deliberate and continuous integration of the 8 SEPs. The standards below highlight the grade levels,
standards and elements where technology, math and engineering practices are specifically addressed.

GSE Standard Alignment to STEM (Math, Technology, Engineering)

Kindergarten:
Standard Element
SKE2 Obtain, evaluate, and communicate information to describe the physical
(Earth and attributes of earth materials (soil, rocks, water, and air).
Space c. Use tools to observe and record physical attributes of soil such as Technology
Science) texture and color.
SKP1 Obtain, evaluate, and communicate information to describe objects in terms of
(Physical the materials they are made of and their physical attributes.
Science) b. Use senses and science tools to classify common objects, such as Technology
buttons or swatches of cloth, according to their physical attributes
(color, size, shape, weight, and texture).
SKP2 Obtain, evaluate, and communicate information to compare and describe
(Physical different types of motion.
Science) b. Construct an argument as to the best way to move an object based Engineering
on its physical attributes.
First Grade:
Standard Element
S1E1 Obtain, evaluate, and communicate weather data to identify
(Earth and weather patterns.
Space a. Represent data in tables and/or graphs to identify and describe Math
Science) different types of weather and the characteristics of each type.
c. Plan and carry out investigations on current weather conditions by Technology
observing, measuring with simple weather instruments (thermometer, Math
wind vane, rain gauge), and recording weather data (temperature,
precipitation, sky conditions, and weather events) in a periodic
journal, on a calendar, and graphically.
d. Analyze data to identify seasonal patterns of change. Math
(Clarification statement: Examples could include temperature,
rainfall/snowfall, and changes to the environment.)
S1P1 Obtain, evaluate, and communicate information to investigate light and sound.
(Physical e. Design a signal that can serve as an emergency alert using light Engineering
Science) and/or sound to communicate over a distance. Technology
S1P2 Obtain, evaluate, and communicate information to demonstrate the effects of
(Physical magnets on other magnets and other objects.
Science) b. Plan and carry out an investigation to demonstrate how magnets Technology
attract and repel each other and the effect of magnets on common
objects.
S1L1 Obtain, evaluate, and communicate information about the basic needs of plants
(Life and animals.
Science) c. Design a solution to ensure that a plant or animal has all of its Engineering
needs met.
Second Grade:
Standard Element
S2E2 Obtain, evaluate, and communicate information to develop an understanding of
(Earth and the patterns of the sun and the moon and the sun’s effect on Earth.
Space b. Design and build a structure that demonstrates how shadows Engineering
Science) change throughout the day.
c. Represent data in tables and/or graphs of the length of the day and Math
night to recognize the change in seasons.
S2P2 Obtain, evaluate, and communicate information to explain the effect of a force
(Physical (a push or a pull) in the movement of an object (changes in speed and direction).
Science) b. Design a device to change the speed or direction of an object. Engineering
c. Record and analyze data to decide if a design solution works as Engineering
intended to change the speed or direction of an object with a force (a Math
push or a pull).
S2L1 Obtain, evaluate, and communicate information about the life cycles of different
(Life living organisms.
Science) b. Plan and carry out an investigation of the life cycle of a plant by Math
growing a plant from a seed and by recording changes over a period
of time.
Third Grade:
Standard Element
Obtain, evaluate, and communicate information about the ways heat energy is
transferred and measured.
S3P1 b. Plan and carry out an investigation to gather data using Technology
(Physical thermometers to produce tables and charts that illustrate the effect of Math
Science) sunlight on various objects.
(Clarification statement: The use of both Fahrenheit and Celsius
temperature scales is expected.)
c. Use tools and every day materials to design and construct a Engineering
device/structure that will increase/decrease the warming effects of Technology
sunlight on various materials.
(Clarification statement: Conduction, convection, and radiation are
taught in upper grades.)
S3L2 Obtain, evaluate, and communicate information about the effects of pollution
(Life (air, land, and water) and humans on the environment.
Science) b. Explore, research, and communicate solutions, such as Engineering
conservation of resources and recycling of materials, to protect plants
and animals.
Fourth Grade:
Standard Element
S4P1 Obtain, evaluate, and communicate information about the nature of light and
(Physical how light interacts with objects.
Science) b. Plan and carry out investigations to describe the path light travels Technology
from a light source to a mirror and how it is reflected by the mirror
using different angles.
c. Plan and carry out an investigation utilizing everyday materials to Technology
explore examples of when light is refracted.
(Clarification statement: Everyday materials could include prisms,
eyeglasses, and a glass of water.)
S4P2 Obtain, evaluate, and communicate information about how sound is produced
(Physical and changed and how sound and/or light can be used to communicate.
Science) a. Plan and carry out an investigation utilizing everyday objects to Technology
produce sound and predict the effects of changing the strength or
speed of vibrations.
b. Design and construct a device to communicate across a distance Engineering
using light and/or sound. Technology
S4P3 Obtain, evaluate, and communicate information about the relationship between
(Physical balanced and unbalanced forces.
Science) c. Ask questions to identify and explain the uses of simple machines Technology
(lever, pulley, wedge, inclined plane, wheel and axle, and screw) and
how forces are changed when simple machines are used to complete
tasks.
(Clarification statement: The use of mathematical formulas is not
expected.)
S4L1 Obtain, evaluate, and communicate information about the roles of organisms and
(Life the flow of energy within an ecosystem.
Science) d. Use printed and digital data to develop a model illustrating and Technology
describing changes to the flow of energy
Fifth Grade:
Standard Element
S5E1 Obtain, evaluate, and communicate information to identify surface features on
(Earth and the Earth caused by constructive and/or destructive processes.
Space c. Ask questions to obtain information on how technology is used to Technology
Science) limit and/or predict the impact of constructive and destructive
processes.
(Clarification statement: Examples could include seismological
studies, flood forecasting (GIS maps), engineering/construction
methods and materials, and infrared/satellite imagery.)
S5P2 Obtain, evaluate, and communicate information to investigate electricity.
(Physical b. Design a complete, simple electric circuit, and explain all necessary Engineering
Science) components. Technology
S5P3 Obtain, evaluate, and communicate information about magnetism and its
(Physical relationship to electricity.
Science)
S5L3 Obtain, evaluate, and communicate information to compare and contrast the
(Life parts of plant and animal cells.
Science) a. Gather evidence by utilizing technology tools to support a claim that Technology
plants and animals are comprised of cells too small to be seen without
magnification.
The Four Cs of Georgia Standards of Excellence In Science
The Georgia Standards of Excellence for Science embraces project-based STEM education connected to
the four Cs. This is highlighted particularly in the Science and Engineering Practices that are
embedded throughout the standards and elements for Science. All of the standards for Science begin
with obtain, evaluate and communicate which cannot be accomplished without the incorporation of the
four Cs creativity, collaboration, critical thinking and communication. The GSE for Science presents an
exciting opportunity to teach science and engineering not just as another content area of stuff to be read
about, memorized, and discussed in a standardized lab report or essay, but also as an active process in
which students are figuring things out and producing a variety of outcomes.

The Science and Engineering Practices are about observing phenomenon, asking questions and
developing solutions to a human need or problem. There is never just one solution to these problems;
there are always competing solutions that depend on constraints and values. So all problems begin with
requiring students to ask questions and define the problem they are trying to solve. This should engage
students in creative thinking about how to clearly identify and communicate a problem, and as students
develop a prototype of their engineering design or design an investigation to figure out the why or how
behind a phenomenon, they will engage in creative thinking and collaboration.
Students will also use the four Cs to analyze and interpret data, refine their designs as they discover
shortcomings or new needs, and then defend their proposed solution and/or claim through argumentation.
This requires not only clear communication, but also collaboration on the part of team members to
analyze the design from various perspectives, critical thinking about the how or why behind the
phenomenon, what the arguments will be against a certain design or claim, and creativity in terms of
how to make a persuasive argument using evidence.

Creativity and Critical Thinking:

Exploring the eight Science and Engineering Practices give the standards much more context and
significance. Students use their creativity and critical thinking to ask questions, define problems, design
an investigation and specify constraints as well as criteria for success, generate multiple solutions to their
chosen problem and compare them and plan and carry out "fair tests" comparing the solutions.
Students use a high degree of critical thinking as they consider the knowledge base of the entire scientific
enterprise, not just their own thoughts. Students draw on creativity and collaboration to adapt their
designs and think beyond their own biases and worldview about how to solve a particular problem.

Collaboration and Communication

The standards also require students to engage in solving global challenges using both qualitative and
quantitative constraints and criteria. Global thinking requires collaboration and communication with a
wider audience than just the classroom. Students must break down complex, real-world problems into
smaller, manageable problems. This provides an opportunity for students to engage in collaboration skills
because real problems are rarely solved by a single person. Students are also asked to extend their
critical-thinking skills and draw on cross-disciplinary knowledge as they prioritize design criteria and use
computer simulations to model ideas and predict outcomes.

Science and Engineering should be viewed as problem-solving time, not just an additional content area to
master. As students define problems and develop and refine solutions based on their own criteria and
limitations, they will better be able to think critically and creatively as they solve problems now, and in the
future.

Adapted from Matthew Vick ASCD Express The Four Cs of Next Generation Science Standards,
Generation STEM, January 2014