Our vision in APS is to have ALL students engage in science and engineering units at each grade level that allow students to think deeply about science ideas through natural, engaging phenomenon and then apply that knowledge to solve authentic design challenges. 


Elementary Grade Level Outcomes and Unit Resources

The standards in kindergarten help students formulate answers to questions such as: 

By the end of kindergarten students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students will be able to apply an understanding of the effects of different strengths or directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals need to survive and the relationship between their needs and where they live. The crosscutting concepts of patterns; cause and effect; systems and system models are organizing concepts for kindergarten.

First Grade - Curriculum Map  - Yearlong and Combine with SS

The standards in FIRST grade help students formulate answers to questions such as: 

By the end of first grade students develop understanding of the relationship between sound and vibrating materials as well as between the availability of light and ability to see objects. Students are also expected to develop understanding of how plants and animals use their external parts to help them survive, grow, and meet their needs as well as how behaviors of parents and offspring help the offspring survive. The understanding is developed that young plants and animals are like, but not exactly the same as, their parents. Students are able to observe, describe, and predict some patterns of the movement of objects in the sky. The crosscutting concepts of patterns; cause and effect; and structure and function are organizing concepts for first grade.

Second Grade - Curriculum Map  - Yearlong and Combine with SS

The standards in second grade help students formulate answers to questions such as: 

By the end of second grade students will develop an understanding of what plants need to grow and how plants depend on animals for seed dispersal and pollination. Students are also compare the diversity of life in different habitats. An understanding of observable properties of materials is developed by students at this level through analysis and classification of different materials. Students are able to apply their understanding of the idea that wind and water can change the shape of the land and create design solutions to slow or prevent such change. The crosscutting concepts of patterns; cause and effect; energy and matter; structure and function;  and stability and change are organizing concepts for second grade.


Third Grade  - Curriculum Map  - Yearlong and Combine with SS

The standards in third grade help students formulate answers to questions such as: 

By the end of third grade, students will be able to organize and use data to describe typical weather conditions expected during a particular season and design a solution that reduces the impacts of a weather related hazard. Students will develop an understanding of the similarities and differences of organisms’ life cycles and how organisms have different inherited traits.  Third graders are will have an understanding of the idea that when the environment changes some organisms survive, some move to new locations, some move into the transformed environment, and some die. Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets. The crosscutting concepts of patterns; cause and effect; scale, proportion; systems and system models are organizing concepts for third grade.

Fourth Grade - Curriculum Map  - Yearlong and Combine with SS

The standards  in fourth grade help students formulate answers to questions such as: 

by the end of fourth grade students will be able to use a model of waves to describe patterns of waves in terms of amplitude and wavelength, and that waves can cause objects to move. Students are expected to develop understanding of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans. Fourth graders are expected to develop an understanding that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. By developing a model, they describe that an object can be seen when light reflected from its surface enters the eye. Students are expected to develop an understanding that energy can be transferred from place to place by sound, light, heat, and electric currents or from object to object through collisions. They apply their understanding of energy to design, test, and refine a device that converts energy from one form to another. The crosscutting concepts of patterns; cause and effect; energy and matter; systems and system models are the organizing concepts for fourth grade.

Fifth Grade - Curriculum Map  - Yearlong and Combine with SS

The standards in fifth grade help students formulate answers to questions such as: 

By the end of fifth grade students will be able to describe that matter is made of particles too small to be seen through the development of a model. Students develop an understanding of the idea that regardless of the type of change that matter undergoes, the total weight of matter is conserved. Students determine whether the mixing of two or more substances results in new substances. Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to provide evidence about the distribution of water on Earth. Students develop an understanding of the idea that plants get the materials they need for growth chiefly from air and water. Using models, students can describe the movement of matter among plants, animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun. Students are expected to develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; energy and matter; and systems and systems models are organizing concepts for fifth grade

In Aurora Public Schools we are defining STEM as the application of a deep understanding, knowledge and skills from science, technology, engineering, math and technical literacy to solve real world problems in a  collaborative, intentional process.

If we can create opportunities for all students to engage in STEM in a coherent and systematic way then we will prepare the next generation of STEM leaders and innovators with the skills to navigator, thrive and change the landscape of STEM fields.

Additional Information

Engineering Is Elementary Log In Information

Engineering Is Elementary Login Information

Materials

Materials by Grade Level                     Teachers Guide and Student Notebook Ordering                          Family Letter for Recycled Items                   Visual for Recycle Item Collection Boxes

Living Materials

We have very few living materials in our new science resources. 

Worms (red wigglers or night crawlers)  can be purchased at your local pet store, as they are commonly used to feed pet lizards. 

You can also purchase worms  and the ants through Tropaquatics using these directions. Tropaquatics can deliver to your school on your chosen delivery date - please plan to order your living materials at least  a week before you need them.  Individual schools are responsible for purchasing the worms and Ants.

If you would like to do addition living materials, it is by teacher choice and can be purchased through Tropaquatics as well.