Engineering and Science Standards and Values
Novel Engineering reading and writing experiences and the related aspects of the Next Generation Science Standards
|What we hope to see in all students:||Related NGSS core ideas and standards:|
|Using the literature as a resource, students pay attention to the client and to opportunities and limitations imposed by the classroom, teacher, or text. Students consider multiple sets of constraints and criteria when setting up and solving a problem. Students take on different perspectives and contexts involved in the design, e.g., clients, users, manufacturers, salespeople, classmates, teachers.||
ETS1.A: Defining and Delimiting an Engineering Problem.
K-2-ETS1-1: 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.
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.
Engaging in Conceptual Planning
|Students articulate their own design ideas tailored for solving the problem at hand. Students consider more than one way to solve the problem and use the fruits of brainstorming to adjust the problem scope. Students make thoughtful decisions about the solution based on the complex problem space; decisions are deliberate instead of random or ad hoc. Bringing math and science reasoning to bear on the problem, students think about how their design is really going to work. Students engage in planning before and after building begins.||
ETS1.B: Developing Possible Solutions.
K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps in function as needed to solve a given problem.
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.
Realize and Test Their Ideas
|Using physical tests and other types of evaluation, students obtain information about the validity of their solution. Students use these evaluations to refine their solution. Students use evidence to argue for or against various ways to refine their solutions. Students continue to bring math and science reasoning to bear as they think about whether their design really works.||
ETS1.C: Optimizing the Design Solution.
K-2-ETS-1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
3-5-ETS-1-3: 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.