the Application of Science (ETS) ENGINEERING, TECHNOLOGY, AND THE APPLICATION OF SCIENCE Standard: SCI.ETS1: Students use science and engineering practices, crosscutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems. Reminder: Throughout the Engineering, Technology, and the Application of Science section, the individual disciplinary core ideas in the boxes only become performance indicators when inserted into the sentence above, in this case replacing the overall topic words, “engineering design.” For example with ETS1.A.K-2, it would read, use science and engineering practices, crosscutting concepts, and an understanding that a “Students situation that people want to change or create can be approached as a problem to solved through engineering to make sense of phenomena and solve Additionally, these engineering ideas are meant to be integrated with related science learning, not taught in isolation. problems.” Performance Indicators (By Grade Band) Learning K-2 3-5 6-8 9-12 Element SCI.ETS1.A.K-2 SCI.ETS1.A.3-5 SCI.ETS1.A.m SCI.ETS1.A.h SCI.ETS1.A: A situation that people Possible solutions to a The more precisely a design Criteria and constraints also include task’s Defining and want to change or create problem are limited by criteria and constraints can be satisfying any requirements set by Delimiting can be approached as a available materials and defined, the more likely it is that the society, such as taking issues of risk Engineering problem to be solved resources (constraints). The designed solution will be mitigation into account, and they should through engineering. success of a designed successful. Specification of be quantified to the extent possible and Problems solution is determined by constraints includes consideration stated in such a way that one can tell if a considering the desired of scientific principles and other given design meets them.
the Application of Science (ETS) ENGINEERING, TECHNOLOGY, AND THE APPLICATION OF SCIENCE Standard: SCI.ETS1: Students use science and engineering practices, crosscutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems. Reminder: Throughout the Engineering, Technology, and the Application of Science section, the individual disciplinary core ideas in the boxes only become performance indicators when inserted into the sentence above, in this case replacing the overall topic words, “engineering design.” For example with ETS1.A.K-2, it would read, “Students use science and engineering practices, crosscutting concepts, and an understanding that a situation that people want to change or create can be approached as a problem to solved through engineering to make sense of phenomena and solve problems.” Additionally, these engineering ideas are meant to be integrated with related science learning, not taught in isolation. Learning Element Performance Indicators (By Grade Band) K-2 3-5 6-8 9-12 SCI.ETS1.A: Defining and Delimiting Engineering Problems SCI.ETS1.A.K-2 A situation that people want to change or create can be approached as a problem to be solved through engineering. SCI.ETS1.A.3-5 Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired SCI.ETS1.A.m The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other SCI.ETS1.A.h Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
WI-Standards-for-Science-2017.docx