Elementary students need to be exposed to technological advances, because it is these children that will reap the benefits from these technologies. If they don't learn about "new" technologies, the society, might just pass them by. Segments of the Integrating Science, Math, and Technology (I. Science MATE) Curriculum look at technological advances so students understand the science and math behind them. Students learn and observe the science and math that help technology develop, while experimenting with the physical explanations of individual technologies. We often forget the reasons behind the ease and comfort of our present society. Sure we all have TV's, radios, phonographs, electric hair dryers, and other comforts, but do we really understand what actually makes them work!

Although gears, wheels, pulleys, and other machines are simple in design, they were needed before humans could reason into higher levels of technology. The mechanics and physics of these simple devices were not realized when they were discovered, the machines just worked. In order to fulfill basic everyday needs, early humans sought ways to satisfy them. Thus using bone, wood, and stone they fashioned simple tools for digging, killing, and scraping. When early humans wanted to move items or get items they wanted, they would use reason to "invent' these devices. Explanation of the science and math behind many of these tools were left to later "thinkers". Most of these tools were formed from natural stones and hence the name Stone Age.

When did humans actually start to make an effort to use simple tools to better their lives as a society? You can argue that agriculture certainly made humans stay in one place, which would give humans time to control their environment. Remember humans do inflict adverse affects on their environment if they don't develop ways to control sanitation, food cultivation and storage, housing, and defense. Irrigation, flood control, tools, animal husbandry, cultivation, crop rotation, and fertilization were all principles that probably developed about 10,000 BC or what archaeologists call the Neolithic or New Stone Age.

The need to control the environment even more, started what is called the Bronze Age about 4000 BC in the Near East. This marks the beginning of larger structures caused by the invention of bronze, a mixture of copper and tin, an alloy that can easily be casted. Achievements during this age included: the harnessing of animal power, wheeled vehicles, sailboats, the potter's wheel, and bricks.

During the 4th through 14th centuries major technological advances were made, but most of them were refinements of earlier inventions. The idea that the Middle Ages or the Dark Ages were unproductive is only a myth. Politics, religion, and war are attributed to the "anti-knowledge" campaigns. Accomplishments like soap for cleansing, the making of barrels and tubs, the cultivation of rye, oats, and hops, the heavy plow, horseshoes, and the easily heated compact house are all inventions attributed to this time. The European "mini" Industrial Revolution started in the 15th century marked a rebirth of science and inventions. Of particular importance were the inventions and achievements of the Italian architect-engineers, the German metallurgists and printers, and the Dutch construction engineers.

The Industrial Revolution in the 18th and 19th centuries was concentrated mainly in England. Natural resources available in England and countries that they controlled, saw great technological advances using iron, coal and steam. They produced a society that would be forever dependant upon the machinery that they created. The Industrial Revolution came to America about the time of the war for Independence.

What was happening in other countries like Asia, Africa, South America, and Central America when all this inventing was going on? You must superimpose not only the politics and religion of these regions, but also geographic location and resources. A country that take part in the Industrial Revolution, must have natural resources in order to participate. What happens when a nation has no coal? They must import it into their country, which takes money from that nation into the hands of another nation. The United States is an excellent example of a country that has many natural resources. After all the acquisitions of territory, there were very little resources that this nation had to import. The United States was also fortunate not to have one religion dominate its politics, because religious fervor, no matter how well intended, causes a restriction of creativeness, if forced on a society.

But is it only resources and attitudes that make people invent? No, ideas generated by other scientists lead to other inventions. Science and math works best when there is communication between researchers. The beauty of science is that when one person has an idea, there may be many people who may know how to use it more effectively, especially if there is a possible monetary gain.

The Applied Science component of the Integrating Science, Math, and Technology Curriculum and Program for elementary grades, includes most of the scientific elements that is needed in society. Eight weeks of activities are suggested within four master themes of Science and Math, Physics, Technology, and Built Environment.

Applied Science introduces and reviews the meaning of science and how math is an integral part of describing science. Defining science is sometimes very difficult because the word can mean many things to many people. An astronomer would see science as carefully looking at stars and noticing any changes. A physicist would define science in terms of describing nature in its most elementary form. A mathematician looks at science in a more quantitative way, modeling nature using numbers. An engineer understands elements of geology, physics, and material science to create structures that our society uses. A geologist would be more qualitative in order to record earth's processes. On the other hand, non-scientist see science differently. A teacher may just see science as difficult to teach. A lower primary student may see science as magic; upper primary boys love the "cool" experiments while the same age girl says, "Science is not for me"! The majority of junior high boys and girls talk about "boring" science, while many high school students see science classes only for "nerds". Science is a lot of things, both qualitative and quantitative, whose real definition lies somewhere between the great observational skills of Da Vinci to the simplest notions of nature unraveled by Einstein to the many researchers who look for problems to solve.

In the first theme of Science and Math, students are exposed to the different connections between science and math in our everyday world. Graphing and learning how to interpret numerical representations are emphasized. The science focus of each grade level varies, but the retrieval, recording, and interpreting of data is the main goal of all activities. The lower primary emphasize discovery, describing, and comparing different aspects of science. The upper primary focus on quantitative experiments by recording and interpreting results.

The second theme of Physics develops a way for elementary students to describe the physical phenomena that occurs around them. They learn the conceptual nature of physics and how it explains motion, forces, energy, matter, sound, electricity, magnetism, light, and nuclear phenomena. The lower primary focuses on simple machines and how they make work easier. The upper primary develops an appreciation for electromagnetic phenomena and gravitational forces that underlie our very existence.

The third theme of Technology has students look at the applied side of science, math, and physics in industry. The lower primary highlights the technology of simple machines, by observing and evaluating everyday machines in detail. In the upper primary, students learn the uses of electricity and magnetism; discover how light creates images; and learn how to make and launch rockets.

The fourth theme of Built Environment focuses on how technology has impacted society, whether positive or negative. Students should be aware of how people built technology that shapes and molds our environment. In the lower primary, students look at the impact of technology at home and how technology has created sources of energy. In the upper primary, students evaluate how electricity, magnetism, light, and forces have shaped our present society.

Science is a very diverse subject with both qualitative and quantitative aspects of learning. Science is not only composed of facts about our natural world but also includes discovery, describing, comparing, and interpretation. Science is understanding and critically looking at situations. It implies not one subject, but an approach to understanding the world. Children must be taught early that science is not facts and figures, but a beautiful puzzle. The puzzle is made little by little, but is never complete. Science is best learned by inquiry; students then understand the process of science. We can express our world in numbers, which mathematicians call "modeling". These models help us to computerize and to measure our every move. Mathematics is very important , especially to scientist who need to manipulate the data from an experiment to understand the results.

Students learn that science is all around them. They learn to observe the world around them by using their eyes, magnifying lenses, and microscopes. They discover that mathematics is an important way to describe objects through measurements. Students learn how to estimate and predict results, while comparing and contrasting objects by using math, language, and art skills.

Students develop a process whereby they collect data, plot it on a graph, and then interpret. Different graphing techniques are introduced. Students learn the scientific method by designing individual experiments. Students learn that experiments require repetition and verification as they read about famous inventors and scientists.

PHYSICS
TWO WEEK UNIT PER GRADE LEVEL

Physics is essentially the study of matter and energy; it uses a great deal of math to explain the world around us. The concepts of physics are fundamental and underline most of our world. Elementary students should learn the conceptual nature of physics and how it explains motion, forces, energy, matter, sound, electricity, magnetism, light, and nuclear phenomena.

Exploring with levers, wheel, gears and other simple machines allows students to discover how simple machines work. They will learn to contrast and compare simple machines with complex machines. Students will evaluate how simple machines make work easier. They will begin exploring magnetism and electricity.

II. UPPER PRIMARY - ELECTROMAGNETIC PHENOMENA AND FORCES

Students will develop a knowledge of electromagnetism by contrasting and comparing how electricity and magnetism are related. They will explore sound waves and light waves by analyzing the wave spectrum. Students will evaluate how centrifugal, centripetal, gravitational, electromagnetic, and nuclear phenomena are forces that affect motion. They will analyzing how mathematics can model these forces.

Throughout the ages humans have invented many products that have helped us progress. However, some of the consequences of technology have not all been positive. Teaching how technology has impacted different societies is important for them to learn to conserve natural resources. This unit follows the impact of the technologies on society that were historical consequences, like the industrial revolution, the iron age, and the nuclear age. People built technology which shape and mold our built environment.

Students will investigate the impact of technology at home and throughout the world. They will compare the technologies of the different energy sources and how to conserve energy. They will also look at the influence of garbage in our society.

Students will evaluate some inventions that have affected our society. They will analyze how lasers and telegraphs work. They will begin to understand how technology has impacted different aspects of our lives. Students will design and evaluate a space station, and see how this applies to Earth's urban planning.

BUILT ENVIRONMENT
ONE WEEK UNIT PER GRADE LEVEL

Throughout the ages humans have invented many products that have helped us progress. However, some of the consequences of technology have not all been positive. Teaching how technology has impacted different societies is important for them to learn to conserve natural resources. This unit follows the impact of the technologies on society that were historical consequences, like the industrial revolution, the iron age, and the nuclear age. People built technology which shape and mold our built environment.

Students will investigate the impact of technology at home and throughout the world. They will compare the technologies of the different energy sources and how to conserve energy. They will also look at the influence of garbage in our society.

II. UPPER PRIMARY - EFFECTS OF TECHNOLOGY ON SOCIETY

Students will evaluate some inventions that have affected our society. They will analyze how lasers and telegraphs work. They will begin to understand how technology has impacted different aspects of our lives. Students will design and evaluate a space station, and see how this applies to Earth's urban planning.