K-2-ETS1-3   Engineering Design

Students who demonstrate understanding can:

K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
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

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Disciplinary Core Ideas

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Connections to K-2-ETS1.C: Optimizing the Design Solution include:

Second Grade: 2-ESS2-1

Articulation of DCIs across grade-levels:

3-5.ETS1.A ; 3-5.ETS.1.B ; 3-5.ETS1.C

 

Common Core State Standards Connections:

ELA/Literacy —
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-3)
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-3)
Mathematics —
MP.2 Reason abstractly and quantitatively. (K-2-ETS1-3)
MP.4 Model with mathematics. (K-2-ETS1-3)
MP.5 Use appropriate tools strategically. (K-2-ETS1-3)
2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-3)

K-2-ETS1-3   Engineering Design

Students who demonstrate understanding can:

K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
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

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Disciplinary Core Ideas

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Connections to K-2-ETS1.C: Optimizing the Design Solution include:

Second Grade: 2-ESS2-1

Articulation of DCIs across grade-levels:

3-5.ETS1.A ; 3-5.ETS.1.B ; 3-5.ETS1.C

 

Common Core State Standards Connections:

ELA/Literacy —
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-3)
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-3)
Mathematics —
MP.2 Reason abstractly and quantitatively. (K-2-ETS1-3)
MP.4 Model with mathematics. (K-2-ETS1-3)
MP.5 Use appropriate tools strategically. (K-2-ETS1-3)
2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-3)

K-2-ETS1-3   Engineering Design

Students who demonstrate understanding can:

K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
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

Analyzing and Interpreting Data

Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.

Disciplinary Core Ideas

ETS1.C: Optimizing the Design Solution

Crosscutting Concepts

Connections to K-2-ETS1.C: Optimizing the Design Solution include:

Second Grade: 2-ESS2-1

Articulation of DCIs across grade-levels:

3-5.ETS1.A ; 3-5.ETS.1.B ; 3-5.ETS1.C

 

Common Core State Standards Connections:

ELA/Literacy —
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-3)
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-3)
Mathematics —
MP.2 Reason abstractly and quantitatively. (K-2-ETS1-3)
MP.4 Model with mathematics. (K-2-ETS1-3)
MP.5 Use appropriate tools strategically. (K-2-ETS1-3)
2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (K-2-ETS1-3)

* 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.

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Related Evidence Statements
K-2-ETS1-3-1 Evidence Statements
Related Quality Units
Grade 1: Next Generation Science Storylines: How Does Light Help Me See Things And Communicate With Others? (v2.0)
Grade 2: mySci: Saving the Sand Dunes
Related Example Bundles
1st Grade Topic Model: Bundle 2
2nd Grade Thematic Model: Bundle 3
2nd Grade Topic Model: Bundle 2
Kindergarten Thematic Model: Bundle 3
Kindergarten Topic Model: Bundle 1

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