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[ETS] 00-02 Engineering Design

SCI-K2.ETS1

BPSS-SCI logoDCI (ETS1)

Grades K-2 Engineering Design

Performance Expectations

Under Development: Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Score is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

SCI-K2.ETS1.01

K-2 (SCI) Engineering Design
Engineering Design [ETS1]

SCI-K2.ETS1.01 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Clarification Statement Students can solve a given simple problem (e.g. leprechaun traps) by asking questions, making observations, and gathering information.
-A situation that people want to change or create can be approached as a problem to be solved through engineering.
-Asking questions, making observations, and gathering information are helpful in thinking about problems.
-Before beginning to design a solution, it is important to clearly understand the problem.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-K2.ETS1.02

K-2 (SCI) Engineering Design
Engineering Design [ETS1]

SCI-K2.ETS1.02 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Clarification Statement Create a model that will show how a shape of an object helps its function (e.g. build the tallest tower using multiple materials).
-Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-K2.ETS1.03

K-2 (SCI) Engineering Design
Engineering Design [ETS1]

SCI-K2.ETS1.03 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

Clarification Statement e.g. comparing different types of paper towel absorbency.
-Because there is always more than one possible solution to a problem, it is useful to compare and test designs

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • descriptors
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • descriptors
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window