Program Overview
CORRELATIONS
TriStar Experience has correlated its current programs with state Curriculum Standards for aspects of science, language arts, and mathmatics consistent with the aviation concepts students will be learning.
Content alignment has been compiled for both Missouri and Kansas as well as with Next Generation Science Standards. These Correlations documents can be viewed by clicking the links below:
All content materials for TriStar Experience are aligned to state and national academic standards in science, language arts, and mathematics. Each station features at least one aspect of aerodynamics fundamentals and they provide the background information about flight, as well as hands-on science experiences to design, build, test, fly, and revise models to explore flight concepts. While discussing the history and future of aviation, students can develop a passion for the challenges and possibilities of aerodynamics.
21st Century Skills
Throughout the TriStar Experience Immersive Learning Field Trip, students will be asked to apply both inductive and deductive reasoning to a variety of situations. Learners will have the opportunity to utilize systems thinking while determining how parts of aviation/aerodynamic principles combine to produce an overall complex system.
Self-Direction
Through time bound experiences, students will have the opportunity to work with peers and build upon their back ground knowledge to apply their learning in ways that are meaningful to them as learners.
Creativity
Learners will be asked to incorporate creation techniques like brainstorming, designing, refining, analyzing, and evaluation of their own and their peers ideas throughout the modules they will encounter during the TriStar Experience.
Collaboration
The team approach to our modules, allows learners to work together to gather feedback, direction, and build upon one another’s learning.
Invention
Learners thrive when given the opportunity to use inventive thinking to imagine, create, share, and reflect. Through out the TriStar Experience modules, learners will have the opportunity to use what they are learning about flight and aviation concepts to incorporate into inventing the next generation of flying machines.
THIRD GRADE:
CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events,scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-Literacy.RI.3.7
Use 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).
CCSS.ELA-Literacy.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantita tively, and orally.
FOURTH GRADE:
CCSS.ELA-Literacy.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCSS.ELA-Literacy.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
CCSS.ELA-Literacy.SL.4.2
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
FIFTH GRADE:
CCSS.ELA-Literacy.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-Literacy.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
SIXTH, SEVENTH, and EIGHTH GRADE:
CCSS.ELA-Literacy.
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-Literacy.
RST.6-8.8Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
RST.6-8.1 Cite specific textual evidence to support analysis of science and technicaltexts, attending to the precise details of explanations or descriptions. (MS-PS2-1)
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS2-1)
WHST.6-8.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-PS2-)
Mathematics –
MP.2 Reason abstractly and quantitatively. (MS-PS2-1R)
6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (MS-PS2-1)
6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers. (MS-PS2-1)
7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-PS2-1)
7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by
reasoning about the quantities. (MS-PS2-1)
THIRD GRADE:
3R.3.A.c.: Use text and graphic features to locate information
3R.3.A.d.: Follow and explain a set of written multi-step directions
3W.3.A.: Gather, analyze, evaluate, and use information from a variety of sources
3W.3.A.d.: Locate information in reference texts, electronic sources, interviews, or visual sources
3W.3.A.f.: Take simple notes in own words and sort evidence into categories or an organizer
3SL.1.A.: Develop and apply effective listening skills and strategies to formal and informal settings
3SL.3.A.b: Respond appropriately to discussion in a variety of settings
FOURTH GRADE:
4R.3.A.a.: Use multiple text features to locate information and gain an overview of contents of texts
4R.3.A.b.: Describe the sequence of events and ideas, concepts, or steps needed to carry out a procedure
4R.3.A. c.: Interpret and explain factual information presented graphically
4W.3.A.: Gather, analyze, evaluate, and use information from a variety of sources
4SL1.A.: Develop and apply effective listening skills and strategies in formal and informal settings
4SL.3.A.a.: Contribute to collaborative discussions
FIFTH GRADE:
5R.3.A.a.: Use multiple text features and graphics to locate information and gain an overview of the contents of text information
5R.3.A.b.: Interpret details from procedural text to complete a task, solve a problem, or perform an action
5R.3.A.c.: Interpret factual or quantitative information
5W.3.A.: Gather, analyze, evaluate and use information from a variety of sources
5.SL.1.A.: Develop and apply effective listening skills and strategies in formal and informal settings
5.SL.1.A.b.: Posing and responding to specific questions to clarify or following up on information, and making comments that contribute to the discussion to link to the remarks of others
5.SL.1.A.c.: Following, restating, and giving multi-step instructions from or to others in collaborative groups, according to classroom expectations
SIXTH, SEVENTH, and EIGHTH GRADE;
ETS1.A.1 : Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
ETS1.B.1 : Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
ETS1.B.2 : Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
ETS1.B.3 : Develop a model to generate data for iterative testing and modification of a proposed object, tool, orprocess such that an optimal design can be achieved.
PS3.A.1 : Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
PS3.A.2 : Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
PS2.A.2 : Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Next Generation Science Standards
PS2-2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of forces on the object and the mass of the object.
PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
ETS1-2: Evaluate competing design solutions using a systematic process to determine how
ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that a alternate design can be created.
NGSS:
Constructing Explanations and Designing Solutions in 6-8 builds on K-5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. (Apply scientific ideas or principles to design an object, tool, process or system.)
