3-5-ETS1-2 Engineering Design

3-5-ETS1-2   Engineering Design

Students who demonstrate understanding can:

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.
The performance expectation above was developed using the following elements from the NRC document A Framework for K- 12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

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

Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include:

Fourth Grade: 4-ESS3-2

Articulation of DCIs across grade-levels:

K-2.ETS1.A ; K-2.ETS1.B ; K-2.ETS1.C ; MS.ETS1.B ; MS.ETS1.C

Common Core State Standards Connections:

ELA/Literacy -
RI.5.1Quote 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.5.9Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3-5-ETS1-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (3-5-ETS1-2)
MP.4 Model with mathematics. (3-5-ETS1-2)
MP.5 Use appropriate tools strategically. (3-5-ETS1-2)
3-5.OA Operations and Algebraic Thinking (3-ETS1-2)

3-5-ETS1-2   Engineering Design

Students who demonstrate understanding can:

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.
The performance expectation above was developed using the following elements from the NRC document A Framework for K- 12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

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

Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include:

Fourth Grade: 4-ESS3-2

Articulation of DCIs across grade-levels:

K-2.ETS1.A ; K-2.ETS1.B ; K-2.ETS1.C ; MS.ETS1.B ; MS.ETS1.C

Common Core State Standards Connections:

ELA/Literacy -
RI.5.1Quote 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.5.9Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3-5-ETS1-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (3-5-ETS1-2)
MP.4 Model with mathematics. (3-5-ETS1-2)
MP.5 Use appropriate tools strategically. (3-5-ETS1-2)
3-5.OA Operations and Algebraic Thinking (3-ETS1-2)

3-5-ETS1-2   Engineering Design

Students who demonstrate understanding can:

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.
The performance expectation above was developed using the following elements from the NRC document A Framework for K- 12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Disciplinary Core Ideas

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

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

Connections to 3-5-ETS1.B: Developing Possible Solutions Problems include:

Fourth Grade: 4-ESS3-2

Articulation of DCIs across grade-levels:

K-2.ETS1.A ; K-2.ETS1.B ; K-2.ETS1.C ; MS.ETS1.B ; MS.ETS1.C

Common Core State Standards Connections:

ELA/Literacy -
RI.5.1Quote 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.5.9Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3-5-ETS1-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (3-5-ETS1-2)
MP.4 Model with mathematics. (3-5-ETS1-2)
MP.5 Use appropriate tools strategically. (3-5-ETS1-2)
3-5.OA Operations and Algebraic Thinking (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.