HS-ETS1-2 Engineering Design |
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Students who demonstrate understanding can:
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The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: | ||||||
Science and Engineering PracticesConstructing Explanations and Designing Solutions |
Disciplinary Core IdeasETS1.C: Optimizing the Design Solution
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Crosscutting Concepts |
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Connections to MS-ETS1.C: Optimizing the Design Solution include: Physical Science: HS-PS1-6, HS-PS2-3 |
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Articulation of DCIs across grade-levels: MS.ETS1.A ; MS.ETS1.B ; MS.ETS1.C |
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Common Core State Standards Connections:
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HS-ETS1-2 Engineering Design |
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Students who demonstrate understanding can:
|
||||||
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: | ||||||
Science and Engineering PracticesConstructing Explanations and Designing Solutions |
Disciplinary Core IdeasETS1.C: Optimizing the Design Solution
|
Crosscutting Concepts |
||||
Connections to MS-ETS1.C: Optimizing the Design Solution include: Physical Science: HS-PS1-6, HS-PS2-3 |
||||||
Articulation of DCIs across grade-levels: MS.ETS1.A ; MS.ETS1.B ; MS.ETS1.C |
||||||
Common Core State Standards Connections:
|
HS-ETS1-2 Engineering Design |
||||||
Students who demonstrate understanding can:
|
||||||
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: | ||||||
Science and Engineering PracticesConstructing Explanations and Designing Solutions |
Disciplinary Core IdeasETS1.C: Optimizing the Design Solution
|
Crosscutting Concepts |
||||
Connections to MS-ETS1.C: Optimizing the Design Solution include: Physical Science: HS-PS1-6, HS-PS2-3 |
||||||
Articulation of DCIs across grade-levels: MS.ETS1.A ; MS.ETS1.B ; MS.ETS1.C |
||||||
Common Core State Standards Connections:
|