K-2-ETS1-1 Engineering Design

Students who demonstrate understanding can:

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.

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

Asking Questions and Defining Problems

Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.

Ask questions based on observations to find more information about the natural and/or designed world(s).
Define a simple problem that can be solved through the development of a new or improved object or tool.

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:

Kindergarten: K-PS2-2, K-ESS3-2

Articulation of DCIs across grade-levels:

3-5.ETS1.A ; 3-5.ETS1.C

Common Core State Standards Connections:

ELA/Literacy —
RI.2.1	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1)
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-ETS1-1)
W.2.8	Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1)
Mathematics —
MP.2	Reason abstractly and quantitatively. (K-2-ETS1-1)
MP.4	Model with mathematics. (K-2-ETS1-1)
MP.5	Use appropriate tools strategically. (K-2-ETS1-1)
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-ETS1-1)

Students who demonstrate understanding can:

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.

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

Asking Questions and Defining Problems

Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:

Kindergarten: K-PS2-2, K-ESS3-2

Articulation of DCIs across grade-levels:

3-5.ETS1.A ; 3-5.ETS1.C

Common Core State Standards Connections:

ELA/Literacy —
RI.2.1	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1)
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-ETS1-1)
W.2.8	Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1)
Mathematics —
MP.2	Reason abstractly and quantitatively. (K-2-ETS1-1)
MP.4	Model with mathematics. (K-2-ETS1-1)
MP.5	Use appropriate tools strategically. (K-2-ETS1-1)
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-ETS1-1)

Students who demonstrate understanding can:

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.

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

Asking Questions and Defining Problems

Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions.

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

Connections to K-2-ETS1.A: Defining and Delimiting Engineering Problems include:

Kindergarten: K-PS2-2, K-ESS3-2

Articulation of DCIs across grade-levels:

3-5.ETS1.A ; 3-5.ETS1.C

Common Core State Standards Connections:

ELA/Literacy —
RI.2.1	Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1)
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-ETS1-1)
W.2.8	Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1)
Mathematics —
MP.2	Reason abstractly and quantitatively. (K-2-ETS1-1)
MP.4	Model with mathematics. (K-2-ETS1-1)
MP.5	Use appropriate tools strategically. (K-2-ETS1-1)
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-ETS1-1)

Science and Engineering Practices

Asking Questions and Defining Problems

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

Science and Engineering Practices

Asking Questions and Defining Problems

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

Science and Engineering Practices

Asking Questions and Defining Problems

Disciplinary Core Ideas

ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

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