Next Generation Science Standards - Lesson #1
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Science and Engineering Practices
Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models.
· Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. (MS-ETS1-1)
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.
· Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. (MS-ETS1-4)
Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
· Analyze and interpret data to determine similarities and differences in findings. (MS-ETS1-3)
Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.
· Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-ETS1-2)
Disciplinary Core Ideas
· 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 relevant knowledge that are likely to limit possible solutions. (MS-ETS1-1)
· A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (MS-ETS1-4)
· There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3)
· Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3)
· Models of all kinds are important for testing solutions. (MS-ETS1-4)
· Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3)
· The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4)
Crosscutting Concepts
· All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. (MS-ETS1-1)
· The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (MS-ETS1-1)
Next Generation Science Standards
https://www.nextgenscience.org/dci-arrangement/ms-ets1-engineering-design
