The Standards

Grades 3-5

Engineering Design

Students who demonstrate understanding can:

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Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-1

Clarification Statement and Assessment Boundary

Clarification Statement: none

Assessment Boundary: none

 

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. 3-5-ETS1-2

Clarification Statement and Assessment Boundary

Clarification Statement: none

Assessment Boundary: none

 

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. 3-5-ETS1-3

Clarification Statement and Assessment Boundary

Clarification Statement: none

Assessment Boundary: none

Science and Engineering Practices

Asking Questions and Defining Problems

Asking questions and defining problems in grades 3–5 builds from 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. (3-5-ETS1-1)

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1-2)

Common Core State Standards Connections

ELA/Literacy
  • RI.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (3-5-ETS1-2)
  • RI.5.7 - Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (3-5-ETS1-2)
  • RI.5.9 - Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (3-5-ETS1-2)
  • 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), (3-5-ETS1-3)
  • 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), (3-5-ETS1-3)
  • W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1), (3-5-ETS1-3)
Mathematics
  • 3.OA - Operations and Algebraic Thinking (3-5-ETS1-1), (3-5-ETS1-2)
  • MP.2 - Reason abstractly and quantitatively. (3-5-ETS1-1), (3-5-ETS1-2), (3-5-ETS1-3)
  • MP.4 - Model with mathematics. (3-5-ETS1-1), (3-5-ETS1-2), (3-5-ETS1-3)
  • MP.5 - Use appropriate tools strategically. (3-5-ETS1-1), (3-5-ETS1-2), (3-5-ETS1-3)

Model Course Mapping

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