K-12 Engineering Design


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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

[ETS] 03-05 ENGINEERING DESIGN

SCI-EL.ETS1

BPSS-SCI logoDCI (ETS1)

Grades 3-5 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-EL.ETS1.01

3-5 (SCI) Engineering Design
Engineering Design [ETS1]

SCI-EL.ETS1.01 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Clarification Statement Refer to the Engineering Design Process in the link above for a visual flow chart. They could include an item/object either at home or school that may make life easier or more efficient.
Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.


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-EL.ETS1.02

3-5 (SCI) Engineering Design
Engineering Design [ETS1]

SCI-EL.ETS1.02 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Clarification Statement Refer to the Engineering Design Process in the link above for a visual flow chart. This is a continuation of the previous standard.
Research on a problem should be carried out before beginning to design a solution. Testing solution involves investigating how well it performs under a range of likely conditions.
At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved 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

SCI-EL.ETS1.03

3-5 (SCI) Engineering Design
Engineering Design [ETS1]

SCI-EL.ETS1.03 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Clarification Statement Refer to the Engineering Design Process in the link above for a visual flow chart. This is a continuation of the previous standard.
Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.
Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.


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

[ETS] 06-08 ENGINEERING DESIGN

SCI-MS.ETS1

BPSS-SCI logoDCI (ETS1)

Middle School 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-MS.ETS1.01

MS (SCI) Engineering Design
Engineering Design [ETS1]

SCI-MS.ETS1.01 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.

Clarification Statement This standard may be integrated into any performance standard. Suggested ecological topics may include deforestation, overpopulation, water quality, air quality, erosion, toxic spills.
The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.


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


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