HS-ETS1-1   Engineering Design

Students who demonstrate understanding can:

HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
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 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

   - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Connections to Engineering, Technology, and Applications of Science

 

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

  • New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.

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

Physical Science: HS-PS2-3, HS-PS3-3

Articulation of DCIs across grade-levels:

MS.ETS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1)
RST.11-12.9Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ETS1-1)
MP.4Model with mathematics. (HS-ETS1-1)

HS-ETS1-1   Engineering Design

Students who demonstrate understanding can:

HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
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 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

   - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Connections to Engineering, Technology, and Applications of Science

 

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

  • New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.

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

Physical Science: HS-PS2-3, HS-PS3-3

Articulation of DCIs across grade-levels:

MS.ETS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1)
RST.11-12.9Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ETS1-1)
MP.4Model with mathematics. (HS-ETS1-1)

HS-ETS1-1   Engineering Design

Students who demonstrate understanding can:

HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
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 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

   - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Connections to Engineering, Technology, and Applications of Science

 

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

  • New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.

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

Physical Science: HS-PS2-3, HS-PS3-3

Articulation of DCIs across grade-levels:

MS.ETS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-ETS1-1)
RST.11-12.8Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-ETS1-1)
RST.11-12.9Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-ETS1-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (HS-ETS1-1)
MP.4Model with mathematics. (HS-ETS1-1)

* 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.

Viewing Options

Use browser zoom to increase text size (ctrl + on PC, command + on Mac)

 

Related Evidence Statements
HS-ETS1-1-1 Evidence Statements
Related Quality Units
High School: OpenSciEd Unit C.4 Chemical Reactions in Our World
High School: Relevant Classroom/Vivayic: How Can We Design Cattle to Better Meet Human Needs?
High School: Relevant Classroom/Vivayic: Media Mayhem
High School: OpenSciEd Unit C.5 Energy from Chemical & Nuclear Reactions
Related Example Bundles
High School Conceptual Progression Model Course 1: Bundle 3
High School Conceptual Progression Model Course 2: Bundle 4
High School Conceptual Progression Model Course 3: Bundle 3
High School Domains Model Course 1: Chemistry: Bundle 4
High School Domains Model Course 2: Physics: Bundle 2
High School Domains Model Course 3: Life Sciences Bundle 2
High School Domains Model Course 3: Life Sciences: Bundle 3
High School Domains Model Course 3: Life Sciences: Bundle 5

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...