Difference between revisions of "Standards-K-2-EngineeringDesign"

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<nowiki>* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.</nowiki>
 
<nowiki>* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.</nowiki>
 
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from [http://www.nap.edu/catalog.php?record_id=13165 ''A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas'']. Integrated and reprinted with permission from the National Academy of Sciences.
 
The section entitled “Disciplinary Core Ideas” is reproduced verbatim from [http://www.nap.edu/catalog.php?record_id=13165 ''A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas'']. Integrated and reprinted with permission from the National Academy of Sciences.
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* [http://www.nextgenscience.org/contact Contact Us]
 
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© 2011, 2012, 2013 Achieve, Inc. All rights reserved.
 
© 2011, 2012, 2013 Achieve, Inc. All rights reserved.
 
NEXT GENERATION SCIENCE STANDARDS and the associated logo are registered trademarks of Achieve, Inc.
 
NEXT GENERATION SCIENCE STANDARDS and the associated logo are registered trademarks of Achieve, Inc.
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====Asking Questions and Defining Problems====
 
====Asking Questions and Defining Problems====
 
Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.
 
Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.
  
 
* Define a simple problem that can be solved through the development of a new or improved object or tool.
 
* Define a simple problem that can be solved through the development of a new or improved object or tool.
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====ETS1.C: Optimizing the Design Solution====
 
====ETS1.C: Optimizing the Design Solution====
  
 
* Because there is always more than one possible solution to a problem, it is useful to compare and test designs.
 
* Because there is always more than one possible solution to a problem, it is useful to compare and test designs.
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====ETS1.A: Defining and Delimiting Engineering Problems====
 
====ETS1.A: Defining and Delimiting Engineering Problems====
  
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* Asking questions, making observations, and gathering information are helpful in thinking about problems.
 
* 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.
 
* Before beginning to design a solution, it is important to clearly understand the problem.
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====ETS1.B: Developing Possible Solutions====
 
====ETS1.B: Developing Possible Solutions====
  
 
* 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.
 
* 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.
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====Asking Questions and Defining Problems====
 
====Asking Questions and Defining Problems====
 
Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.
 
Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.
  
 
* Ask questions based on observations to find more information about the natural and/or designed world(s).
 
* Ask questions based on observations to find more information about the natural and/or designed world(s).
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Latest revision as of 19:17, 5 February 2019

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K-2 Engineering DesignStandards

Quality science education is based on standards that are rich in content and practice, with aligned curricula, pedagogy, assessment, and teacher preparation and development. The K-12 Next Generation Science Standards have been developed through a collaborative, state-led process managed by Achieve. They are based on the Framework for K–12 Science Education developed by the National Research Council. They are arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The lessons, projects and tutorials we at YourDuino.com have created for students to learn about Arduino and electronics, are linked to the Next Generation Science Standards, Engineering Design section. We have included the standards here for you to use when you are planning lessons and workshops and we are working to link all our educational materials to these important standards.


K-2.ED Engineering Design

Students who demonstrate understanding can:{|

K-2-ETS1-1. 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.
K-2-ETS1-2. 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.
K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

|- class="row2b" | colspan="3" | The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |- class="row3" | class="blue" | ==Science and Engineering Practices=====Asking Questions and Defining Problems===Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.

| class="orange" |

Disciplinary Core Ideas=====ETS1.A: Defining and Delimiting Engineering Problems=

| class="green" |

Crosscutting Concepts=====Structure and Function=

|- class="ff" | colspan="3" | Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:Kindergarten: K-PS2-2, K-ESS3-2Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include:Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2Connections to K-2-ETS1.C: Optimizing the Design Solution include:Second Grade: 2-ESS2-1 |- class="ff" | colspan="3" | Articulation of DCIs across grade-levels:3-5.ETS1.A (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.B (K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.C (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3) |- class="ff" | colspan="3" | Common Core State Standards Connections:{| | class="head" colspan="2" | ELA/Literacy — |- ! RI.2.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1) |- ! W.2.6 | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-1),(K-2-ETS1-3) |- ! W.2.8 | Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1),(K-2-ETS1-3) |- ! SL.2.5 | Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (K-2-ETS1-2) |- | class="head" colspan="2" | Mathematics — |- ! MP.2 | Reason abstractly and quantitatively. (K-2-ETS1-1),(K-2-ETS1-3) |- ! MP.4 | Model with mathematics. (K-2-ETS1-1),(K-2-ETS1-3) |- ! MP.5 | Use appropriate tools strategically. (K-2-ETS1-1),(K-2-ETS1-3) |- ! 2.MD.D.10 | Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-1),(K-2-ETS1-3) |} |}

K-2.ED Engineering Design

Students who demonstrate understanding can:{|

K-2-ETS1-1. 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.
K-2-ETS1-2. 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.
K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

|- class="row2b" | colspan="3" | The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |- class="row3" | class="blue" | ==Science and Engineering Practices=====Asking Questions and Defining Problems===Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.

| class="orange" |

Disciplinary Core Ideas=====ETS1.A: Defining and Delimiting Engineering Problems=

| class="green" |

Crosscutting Concepts=====Structure and Function=

|- class="ff" | colspan="3" | Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:Kindergarten: K-PS2-2, K-ESS3-2Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include:Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2Connections to K-2-ETS1.C: Optimizing the Design Solution include:Second Grade: 2-ESS2-1 |- class="ff" | colspan="3" | Articulation of DCIs across grade-levels:3-5.ETS1.A (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.B (K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.C (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3) |- class="ff" | colspan="3" | Common Core State Standards Connections:{| | class="head" colspan="2" | ELA/Literacy — |- ! RI.2.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1) |- ! W.2.6 | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-1),(K-2-ETS1-3) |- ! W.2.8 | Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1),(K-2-ETS1-3) |- ! SL.2.5 | Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (K-2-ETS1-2) |- | class="head" colspan="2" | Mathematics — |- ! MP.2 | Reason abstractly and quantitatively. (K-2-ETS1-1),(K-2-ETS1-3) |- ! MP.4 | Model with mathematics. (K-2-ETS1-1),(K-2-ETS1-3) |- ! MP.5 | Use appropriate tools strategically. (K-2-ETS1-1),(K-2-ETS1-3) |- ! 2.MD.D.10 | Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-1),(K-2-ETS1-3) |} |}

K-2.ED Engineering Design

Students who demonstrate understanding can:{|

K-2-ETS1-1. 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.
K-2-ETS1-2. 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.
K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

|- class="row2b" | colspan="3" | The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: |- class="row3" | class="blue" | ==Science and Engineering Practices=====Asking Questions and Defining Problems===Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.

| class="orange" |

Disciplinary Core Ideas=====ETS1.A: Defining and Delimiting Engineering Problems=

| class="green" |

Crosscutting Concepts=====Structure and Function=

|- class="ff" | colspan="3" | Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:Kindergarten: K-PS2-2, K-ESS3-2Connections to K-2-ETS1.B: Developing Possible Solutions to Problems include:Kindergarten: K-ESS3-3, First Grade: 1-PS4-4, Second Grade: 2-LS2-2Connections to K-2-ETS1.C: Optimizing the Design Solution include:Second Grade: 2-ESS2-1 |- class="ff" | colspan="3" | Articulation of DCIs across grade-levels:3-5.ETS1.A (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.B (K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.C (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3) |- class="ff" | colspan="3" | Common Core State Standards Connections:{| | class="head" colspan="2" | ELA/Literacy — |- ! RI.2.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1) |- ! W.2.6 | With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-1),(K-2-ETS1-3) |- ! W.2.8 | Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1),(K-2-ETS1-3) |- ! SL.2.5 | Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (K-2-ETS1-2) |- | class="head" colspan="2" | Mathematics — |- ! MP.2 | Reason abstractly and quantitatively. (K-2-ETS1-1),(K-2-ETS1-3) |- ! MP.4 | Model with mathematics. (K-2-ETS1-1),(K-2-ETS1-3) |- ! MP.5 | Use appropriate tools strategically. (K-2-ETS1-1),(K-2-ETS1-3) |- ! 2.MD.D.10 | Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-1),(K-2-ETS1-3) |} |}

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea. The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.