Standards-3-5-EngineeringDesign

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Grades 3-5-Engineering Design Standards


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.


3-5.ETS1 Engineering Design

Students who demonstrate understanding can:{|

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. 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.
3-5-ETS1-3. 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.

|- 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 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.

| class="orange" |

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

| class="green" |

Crosscutting Concepts=====Influence of Science, Engineering, and Technology on Society and the Natural World=

|- class="ff" | colspan="3" | Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:Fourth Grade: 4-PS3-4Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include:Fourth Grade: 4-ESS3-2Connections to K-2-ETS1.C: Optimizing the Design Solution include:Fourth Grade: 4-PS4-3 |- class="ff" | colspan="3" | Articulation of DCIs across grade-levels:K-2.ETS1.A (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); K-2.ETS1.B (3-5-ETS1-2); K-2.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3); MS.ETS1.A (3-5-ETS1-1); MS.ETS1.B (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); MS.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3) |- class="ff" | colspan="3" | Common Core State Standards Connections:{| | class="head" colspan="2" | ELA/Literacy - |- ! RI.5.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (3-5-ETS1-2) |- ! RI.5.1 | Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (3-5-ETS1-2) |- ! RI.5.9 | Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3-5-ETS1-2) |- ! W.5.7 | Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (3-5-ETS1-1),(3-5-ETS1-3) |- ! W.5.8 | Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (3-5-ETS1-1),(3-5-ETS1-3) |- ! W.5.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1),(3-5-ETS1-3) |- | class="head" colspan="2" | Mathematics - |- ! 3.OA | Operations and Algebraic Thinking (3-ETS1-1),(3-ETS1-2) |- ! MP.2 | Reason abstractly and quantitatively. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3) |- ! MP.4 | Model with mathematics. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3) |- ! MP.5 | Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3) |- ! 3-5.OA | Operations and Algebraic Thinking (3-ETS1-1),(3-ETS1-2) |} |}

3-5.ETS1 Engineering Design

Students who demonstrate understanding can:{|

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. 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.
3-5-ETS1-3. 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.

|- 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 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.

| class="orange" |

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

| class="green" |

Crosscutting Concepts=====Influence of Science, Engineering, and Technology on Society and the Natural World=

|- class="ff" | colspan="3" | Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:Fourth Grade: 4-PS3-4Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include:Fourth Grade: 4-ESS3-2Connections to K-2-ETS1.C: Optimizing the Design Solution include:Fourth Grade: 4-PS4-3 |- class="ff" | colspan="3" | Articulation of DCIs across grade-levels:K-2.ETS1.A (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); K-2.ETS1.B (3-5-ETS1-2); K-2.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3); MS.ETS1.A (3-5-ETS1-1); MS.ETS1.B (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); MS.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3) |- class="ff" | colspan="3" | Common Core State Standards Connections:{| | class="head" colspan="2" | ELA/Literacy - |- ! RI.5.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (3-5-ETS1-2) |- ! RI.5.1 | Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (3-5-ETS1-2) |- ! RI.5.9 | Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3-5-ETS1-2) |- ! W.5.7 | Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (3-5-ETS1-1),(3-5-ETS1-3) |- ! W.5.8 | Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (3-5-ETS1-1),(3-5-ETS1-3) |- ! W.5.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1),(3-5-ETS1-3) |- | class="head" colspan="2" | Mathematics - |- ! 3.OA | Operations and Algebraic Thinking (3-ETS1-1),(3-ETS1-2) |- ! MP.2 | Reason abstractly and quantitatively. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3) |- ! MP.4 | Model with mathematics. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3) |- ! MP.5 | Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3) |- ! 3-5.OA | Operations and Algebraic Thinking (3-ETS1-1),(3-ETS1-2) |} |}

3-5.ETS1 Engineering Design

Students who demonstrate understanding can:{|

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2. 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.
3-5-ETS1-3. 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.

|- 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 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships.

| class="orange" |

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

| class="green" |

Crosscutting Concepts=====Influence of Science, Engineering, and Technology on Society and the Natural World=

|- class="ff" | colspan="3" | Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:Fourth Grade: 4-PS3-4Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include:Fourth Grade: 4-ESS3-2Connections to K-2-ETS1.C: Optimizing the Design Solution include:Fourth Grade: 4-PS4-3 |- class="ff" | colspan="3" | Articulation of DCIs across grade-levels:K-2.ETS1.A (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); K-2.ETS1.B (3-5-ETS1-2); K-2.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3); MS.ETS1.A (3-5-ETS1-1); MS.ETS1.B (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3); MS.ETS1.C (3-5-ETS1-2),(3-5-ETS1-3) |- class="ff" | colspan="3" | Common Core State Standards Connections:{| | class="head" colspan="2" | ELA/Literacy - |- ! RI.5.1 | Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (3-5-ETS1-2) |- ! RI.5.1 | Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (3-5-ETS1-2) |- ! RI.5.9 | Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3-5-ETS1-2) |- ! W.5.7 | Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (3-5-ETS1-1),(3-5-ETS1-3) |- ! W.5.8 | Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (3-5-ETS1-1),(3-5-ETS1-3) |- ! W.5.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1),(3-5-ETS1-3) |- | class="head" colspan="2" | Mathematics - |- ! 3.OA | Operations and Algebraic Thinking (3-ETS1-1),(3-ETS1-2) |- ! MP.2 | Reason abstractly and quantitatively. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3) |- ! MP.4 | Model with mathematics. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3) |- ! MP.5 | Use appropriate tools strategically. (3-5-ETS1-1),(3-5-ETS1-2),(3-5-ETS1-3) |- ! 3-5.OA | Operations and Algebraic Thinking (3-ETS1-1),(3-ETS1-2) |} |}

* 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.