3-5-ETS1-1 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.

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

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.

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

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.

Crosscutting Concepts

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

People’s needs and wants change over time, as do their demands for new and improved technologies.

Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:

Fourth Grade: 4-PS3-4

Articulation of DCIs across grade-levels:

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

Common Core State Standards Connections:

ELA/Literacy -
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)
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)
W.5.9	Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1)
Mathematics -
MP.2	Reason abstractly and quantitatively. (3-5-ETS1-1)
MP.4	Model with mathematics. (3-5-ETS1-1)
MP.5	Use appropriate tools strategically. (3-5-ETS1-1)
3-5.OA	Operations and Algebraic Thinking (3-ETS1-1)

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.

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

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.

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

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.

Crosscutting Concepts

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

People’s needs and wants change over time, as do their demands for new and improved technologies.

Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:

Fourth Grade: 4-PS3-4

Articulation of DCIs across grade-levels:

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

Common Core State Standards Connections:

ELA/Literacy -
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)
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)
W.5.9	Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1)
Mathematics -
MP.2	Reason abstractly and quantitatively. (3-5-ETS1-1)
MP.4	Model with mathematics. (3-5-ETS1-1)
MP.5	Use appropriate tools strategically. (3-5-ETS1-1)
3-5.OA	Operations and Algebraic Thinking (3-ETS1-1)

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.

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

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.

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

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.

Crosscutting Concepts

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

People’s needs and wants change over time, as do their demands for new and improved technologies.

Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include:

Fourth Grade: 4-PS3-4

Articulation of DCIs across grade-levels:

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

Common Core State Standards Connections:

ELA/Literacy -
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)
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)
W.5.9	Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1)
Mathematics -
MP.2	Reason abstractly and quantitatively. (3-5-ETS1-1)
MP.4	Model with mathematics. (3-5-ETS1-1)
MP.5	Use appropriate tools strategically. (3-5-ETS1-1)
3-5.OA	Operations and Algebraic Thinking (3-ETS1-1)

Science and Engineering Practices

Asking Questions and Defining Problems

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

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

Science and Engineering Practices

Asking Questions and Defining Problems

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

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

Science and Engineering Practices

Asking Questions and Defining Problems

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

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

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