# 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-ETS1-1. K-2-ETS1-2. K-2.ED Engineering Design Students who demonstrate understanding can:{| 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. 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. 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.

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

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## 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-ETS1-1. K-2-ETS1-2. K-2.ED Engineering Design Students who demonstrate understanding can:{| 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. 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. 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-ETS1-1. K-2-ETS1-2. K-2.ED Engineering Design Students who demonstrate understanding can:{| 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. 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. 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.