# data[].attributes.headline
Teaching The Engineering Design Process - STEM Activities for Kids

# data[].attributes.subject
Teaching The Engineering Design Process - STEM Activities for Kids

# data[].attributes.attachment_link.readable_text
There are a multitude of different types of engineers-from Aerospace Engineers to Zoo Engineers (yes, that is a real thing!), engineering is a broad term for specialized people that have one major thing in common: the Engineering Design Process. The Engineering Design Process (EDP) is a step-by-step method of solving a problem by creating something tangible with a specific function. That is a fancy way of saying, "this is the way to think like an engineer!"

The Engineering Design Process consists of steps that different groups may label differently. Regardless of what each step in the process is called, the order and content of each step is crucial so that kids come to viable solutions. The depth of understanding of this process will also equip kids with an invaluable method of thinking and tools to use in real life problem solving. The following description of each step in the EDP provides a quick glimpse into what the primary focus is in each part of the process. For helpful worksheets for your mini-engineers to apply the EDP to a design challenge as well as an engaging design activity to practice with, check out the freebie linked at the end of this post.

The first step in the EDP is to Identify The Problem. It is crucial that this step not be completed without thorough consideration. Identifying the problem includes discerning what is needed as well as any constraints or rules that must be followed.

Next comes Brainstorming! Creativity is king here, but it can also be overwhelming for kids to know where to start in coming up with a feasible idea. Encourage them to look at each material available and write out how each material may be useful in solving the problem.

Now for the Design phase! From the list made in the brainstorming step, a design may be drawn showing key components previously identified as important. Labeling each part in their sketch will help them in the next step as well as keep inventory of how much of each material is needed.

Then comes the moment the students have been waiting for - Build! From their design sketch, kids can bring their creations to life. Here, they may discover that some materials will not work as they had planned and some changes may be necessary.

Once the designs have been built, Testing may begin. This step is where frustration may set-in and many kids become discouraged if their design continues to fail. The key is teaching that failure is an important part of the Engineering Design Process. Failure is what shapes designs to their optimal performance. Because of this truth, failure should be celebrated as an opportunity to make something better!

For more on the importance of failure along with some teaching tips and related children's books about celebrating failure, visit here.

There is, however, a right way to fail-that is, failure is only positive if learned from and used for improvement. If a design fails during testing, ask the students to write down what went wrong and make notes on how to resolve any issues. Then any design changes must be made before another trial is attempted. This cycle of test/evaluate - Redesign - and build may repeat for a little while until success is achieved. If there does not seem to be any progress being made, ask students to observe what is/is not working in other groups' designs. After a successful test, it is helpful for students to make a sketch of their final design for comparison and reflection.

Arguably, the most important part in the EDP is the final step- Share the Solution! Every scientific discovery or feat of engineering would be a waste if it weren't shared with the world to glean from its success as well as stories of its failures along the way. Students should share their designs with the class and what they learned from any failures.

A great way to explain this process in a real-world context is this video from NASA.

To celebrate Engineers Week and to practice the Engineering Design Process, follow this link for a freebie design challenge that will walk students through the EDP while building a balloon powered car!

In this challenge, kids will harness the power of a balloon to propel a vehicle forward at least 5 feet. A list of suggested materials is provided along with design constraints and considerations. Take it a step further with a math connection calculating the average speed of the vehicle. The challenge sheet also provides a STEM Career Connection to Industrial Engineering.

Some tips from our experience when conducting this challenge:

Students should complete this individually or in partners. More than 2 will not allow everyone to participate.

For the body of the car, you can use a foam meat tray instead of cardboard. These are often sold at grocery stores for a few dollars.

Make sure to complete testing on a slick non-carpeted surface

For cleanliness, have an assigned student per team to blow into the balloon!

For more ideas, you can check out the PBS Design Squad video: http://pbskids.org/designsquad/build/4-wheel-balloon-car/

Happy Engineers Week to you and your budding engineers!

# data[].attributes.attachment_link.title
Teaching The Engineering Design Process - STEM Activities for Kids

# data[].attributes.attachment_link.description
There are a multitude of different types of engineers-from Aerospace Engineers to Zoo Engineers (yes, that is a real thing!), engineering is a broad term for specialized people that have one major thing in common: the Engineering Design Process. The Engineering Design Process (EDP) is a step-by-step method of solving a problem by creating something tangible with a specific function.

# data[].attributes.attachment_link.readable_text
Curriculum Maps:

Science curriculum maps will be revised in 2019-2020 to include the newly adopted instructional materials and will be ready at the start of 2020-2021 school year. The current curriculum maps are organized as the CA Framework in dividing the science standards into 4 instructional segments for each middle grade described in the California Science Framework (2017).

The Secondary Science Leadership Team composed of teacher leaders representing Local Districts added instructional resources for each instructional segment. These maps will be living documents with improvements made over time as we collectively develop a better understanding of the NGSS and schools provide feedback using the link below. Please click the following hyperlinks to access the curriculum maps:

TO ACCESS MIDDLE SCHOOL SCIENCE CURRICULUM MAPS CLICK ON THE IMAGE

* Because of the requirement of a full semester of health education in grade seven, LAUSD, for the one semester of science, is prioritizing the teaching and learning of Instructional Segments 2 and 3 with Disciplinary Core Idea PS1.A from Instructional Segment 1. Prioritizing Segments 2 and 3 does not mean that Segments 1 and 4 are not important, it means that students will learn the foundational science principles needed for students to achieve in high school science courses.

Teachers are encouraged to collaborate during the transition towards the CA NGSS Integrated Model for middle schools. A collaboration is needed within and across grade levels since some of the content has shifted. Teachers may implement the lessons below in their classroom or use them as a conversation starter on the skills, knowledge, and rigor required for the NGSS implementation.

Professional Development Module to Develop NGSS Unit

A PD Module is available for science departments and grade level meetings to support the implementation of NGSS. The goal of the module is guide educators with one approach to develop NGSS aligned units. Click on this link to access the module. The Science Leadership Team utilized this module to develop some of the units below.

Websites for additional NGSS lessons and resources

# data[].attributes.attachment_link.title
Science / Middle School Instructional Resources

# data[].attributes.attachment_link.description
Curriculum Maps: Science curriculum maps will be revised in 2019-2020 to include the newly adopted instructional materials and will be ready at the start of 2020-2021 school year. The current curriculum maps are organized as the CA Framework in dividing the science standards into 4 instructional segments for each middle grade described in the California Science Framework (2017).

# data[].attributes.headline
Science 7 -Instructional Segment 2: Matter Cycles and Energy Flows - Google Docs

# data[].attributes.subject
Science 7 -Instructional Segment 2: Matter Cycles and Energy Flows - Google Docs

# data[].attributes.attachment_link.title
Science 7 -Instructional Segment 2: Matter Cycles and Energy Flows

# data[].attributes.attachment_link.description
Labs, Projects, and Activities Labs, Projects, and Activities

# data[].attributes.attachment_link.provider_name
ExploreLearning : Get hands-on, minds-on in math and science

# data[].attributes.attachment_link.title
ExploreLearning Gizmos: Math and Science Simulations That Power Inquiry and Understanding

# data[].attributes.attachment_link.description
Hundreds of online simulations with lesson materials, supporting research-based strategies to build deep conceptual understanding in math and science.

# data[].attributes.body
Classroom activities categorized by NGSS Standards

# data[].attributes.attachment_link.title
Classroom Activities, categorized by the Next Generation Science Standards (NGSS)

# data[].attributes.attachment_link.description
Read more about the Next Generation Science Standards.

# data[].attributes.attachment_link.readable_text
The Next Generations Science Standards ( NGSS) are intended for all students, and that is why the NGSS Appendix D is subtitled: All standards, all students. Science for all students should be at the core of NGSS implementation for those states that have adopted the NGSS and for those that consider adoption.

Science education for all students is imperative, because while traditional minority groups have become the numeric majority, science achievement gaps among demographic groups of students persist. Consider these statistics:

22% of children lived in poverty according to the 2010 U.S. Census. 51% of the school-age population were eligible for free and reduced price lunch in 2013.

45% of the school-age population was a racial and ethnic minority according to the 2010 U.S Census.Racial and ethnic minority students are expected to become the majority by 50.3% in the fall of 2015.

13% of students received special education services under the Individuals with Disabilities Education Act (IDEA) in 2011-2012.

21% of students spoke a language other than English at home according to the 2010 U.S. Census, and English language learners (ELLs) constituted 9% of public school students or an estimated 4.4 million students in 2011-2012.

In short, the latest statistics of the nation's student population highlights that teaching science for diversity is teaching science for all.

Bring Science to Students

The NGSS have the potential to enable all students to learn science and offers opportunities for diversity and equity by bringing science to students in their local contexts. In his NSTA blog ( How to Select and Design Materials that Align to the Next Generation Science Standards; 2014), NGSS physical science writing team leader Joe Krajcik emphasized that "the critical and perhaps most important shift in the NGSS" is blending disciplinary core ideas, science and engineering practices, and crosscutting concepts (i.e., three-dimensional learning) for learners to make sense of phenomena (science) and design solutions to problems (engineering). I would like to add that making sense of phenomena and designing solutions inherently occur in local contexts (e.g., homes and communities) that capitalize on students' everyday language and experience. As such, three-dimensional learning as the most critical and important shift in the NGSS promotes diversity and equity by situating science in students' homes and communities. As a result, academically rigorous three-dimensional learning also becomes personally meaningful and socially relevant in local contexts.

Through the NGSS Diversity and Equity Team's work, intentional and explicit steps are undertaken to attend to diversity and equity issues. Of the 41 members of the NGSS writing team, a subgroup of individuals formed the Diversity and Equity Team. I had the honor of working with this team of classroom teachers who represented diverse student groups, grade levels, geographic regions, and urban/rural/suburban areas. Our team completed four significant tasks: (1) bias reviews of the standards; (2) inclusion of the diversity and equity topic in the appendixes; (3) Appendix D All Standards, All Students: Making the Next Generation Science Standards Accessible to All Students; and (4) seven case studies (for details, see Lee, Miller, & Januszyk, 2014). Appendix D and the seven case studies are available on the NGSS website.

The commitment of the NGSS to student diversity and equity has culminated in our edited book, NGSS for All Students, through the NSTA Press (Lee, Miller, & Januszyk, 2015). The book starts with three chapters by external contributors. Stephen Pruitt expresses his vision of the NGSS to "give every student a choice," Helen Quinn highlights science and engineering practices for equity by "creating opportunity for diverse students to learn science and develop foundational capacities," and Andrés Henríquez describes what it took to build policy support for the NGSS with a focus on how the topic of diversity and equity was woven into the NGSS. Considering the commitments of these leaders, it is no wonder that diversity and equity issues are emphasized from the inception of the NGSS.

The core of the book involves the seven case studies of four federally designated accountability groups according to the NCLB: (1) economically disadvantaged students, (2) students from major racial and ethnic groups, (3) students with disabilities, and (4) students with limited English proficiency (the federal term). The book includes three additional groups: (5) girls, (6) students in alternative education, and (7) gifted and talented students. These case studies were written by the NGSS Diversity and Equity Team members, and most of the vignettes of NGSS implementation in these case studies were implemented by the members in their own classrooms. Readers will find utility in reading about real teachers in real classrooms grappling with three-dimensional learning while incorporating research-based teaching strategies.

Preceding the case studies is a chapter that describes the charges of the NGSS Diversity and Equity Team and another that explicates the conceptual framework guiding the NGSS diversity and equity issue. Then, the case studies are followed by specific guidelines and suggestions about how to utilize the case studies to support NGSS implementation in the science classroom.

The book includes a chapter with reflection guides for how use the case studies for classroom teaching and professional development. Another chapter offers suggestions for designing science units. Still another chapter offers suggestions for promoting alignment to the NGSS and equity, using the Equal Access to Language and Science (EquALS) Rubric that compliments the Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric developed by Achieve, Inc. in collaboration with NSTA (and Joe Krajcik contributes to this chapter).

As it is imperative to focus on underserved student groups that have become the numeric majority, the NGSS offer opportunities for all students to learn science. The work of the NGSS Diversity and Equity Team offers a starting point to make diversity and equity issues central to the process and could serve as a model for future initiatives in and beyond science education reform. On behalf of the team, I hope the NSTA readership will benefit from our edited book through the NSTA Press publication.
Okhee Lee is a professor in the Steinhardt School of Culture, Education, and Human Development at New York University. She was a member of the writing team to develop the Next Generation Science Standards (NGSS) and leader for the NGSS Diversity and Equity Team. She is also a member of the Steering Committee for the Understanding Language Initiative at Stanford University. References
Krajcik, J. (2014). How to select and design materials that align to the Next Generation Science Standards. NSTA blog. http://nstacommunities.org/blog/2014/04/25/equip/

Lee, O., Miller, E., and Januszyk, R. (2014). Next Generation Science Standards: All standards, all students. Journal of Science Teacher Education, 25(2), 223-233.

Lee, O., Miller, E., and Januszyk, R. (eds.). (2015). NGSS for all students. Arlington, VA: National Science Teachers Association.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
Follow NSTA

# data[].attributes.attachment_link.description
The Next Generations Science Standards ( NGSS) are intended for all students, and that is why the NGSS Appendix D is subtitled: All standards, all students. Science for all students should be at the core of NGSS implementation for those states that have adopted the NGSS and for those that consider adoption.

# data[].attributes.attachment_link.readable_text
Windows to the Universe is a rich learning ecosystem for the Earth and Space sciences as well as related disciplines including multi-level interdisciplinary content, interactives, classroom activities, and supplementary resources for teachers and students. Note that some materials are only available as a purchase or with paid membership.

Developed by the Department of Atmospheric Sciences (DAS) at the University of Illinois Urbana-Champaign (UIUC), the Weather World 2010 project (WW2010) is a world wide web framework for integrating current and archived weather data with multimedia instructional resources.

The National Oceanic and Atmospheric Administration (NOAA) Ocean Exploration program provides a variety of learning and teaching tools designed to engage broad audiences and enhance America's environmental literacy through the excitement of ocean discovery. In the Educational Materials section you will find links to hundreds of lesson plans written by teachers for teachers. These lessons are built around specific ocean exploration expeditions across the globe and multimedia packages on specific ocean science topics.

The Environmental Science Institute at the University of Texas has created a variety of educational resources including lectures, guides, and websites that are useful to geography, environmental, aquatic, and earth science teachers.

From the main "Teaching Resources" section you can access teaching modules developed by the Environmental Literacy Council as well as a variety of classroom materials. In the "Teacher Exchange" you can find labs, class notes, and teaching ideas contributed by science teachers. Looking for state-specific resources or handouts on parks, museums, or natural resource agencies? Search the clickable map.

Incorporated Research Institutions for Seismology (IRIS) is a consortium of Universities dedicated to collecting and curating seismological data. Browse the "Learning/Teaching Resources" in the left menu bar to find animations, videos, and lesson plans for teaching about earthquakes.

This interactive, online simulations project produces activities for the life sciences or earth science field study laboratories. The site allows students to be hands-on without physically being in a lab, and prompts students to make inquiries and ask questions about the material they are learning.

Not since the creation of Google itself has anything truly demonstrated its wealth of knowledge towards the public quite like Google Earth. As a vast virtual geographic simulation, it has come to be used for finding locations, analyzing terrain, and even taking a look into the past using archived satellite photography. For Earth Sciences especially, Google Earth has allowed geologists to map transects, calculate changes in terrain over time, and plot geologic hazards in a matter of minutes. This section outlines potential uses of Google Earth for students and teachers, shows how to get started, provides a user guide, and offers examples.

EcoKids is an award-winning website for kids that teaches about the environment through interactive, fun and educational games and activities. Categories include wildlife, climate change, energy, exploring the north, water, waste, land use, the first nations, and the inuit community. Be sure to check out the EcoKids Teacher's Lounge at the top of the home page. Sign-up for a free account and receive access to lesson plans, printable handouts, activity sheets, as well as class kits and resources for working with ESL students.

The U.S. Geological Survey Education website provides info on natural resources, natural hazards, geospatial data, and issues affecting quality of life. Not only does it feature lessons, data, maps, support teaching, and support learning for education (K-12), but it also provides up-to-date inquiry and research for more advance students at the university level. Some highlights include GIS Lesson Plans, USGS Fact Sheets, podcasts and online lectures for teachers.

It is hard to imagine our current level of expansive scientific resources without GIS (Geographic Information Systems). GIS represents a graphical, analytical, computer-based means of exploring and developing data. This section of "Starting Point: Teaching Entry Level Geoscience" introduces teachers to applications, methods, and reasons for integrating GIS in Education. Although primarily geared towards undergraduate students, this resource can be a good starting point for anyone interested in learning more about GIS and it's uses.

The ESA is a nonprofit science organization founded in 1915 devoted to the promotion and appreciation of the ecological science community. It's website provides a vast amount of science resources from other organizations, as well as it's contributions to news and media. Check out "Educator Resources" and "Student Resources" under the "Education and Diversity" section to learn more about the ESA, other organizations, and meetings and conventions.

Provided by the Discovery Channel online, these Environmental Studies Lesson Plans are just a few examples of the many lesson plans that Discovery has to offer. Separated by K-5, Middle School, and High School lesson plans, teachers can search based on specific topics, grade levels, and student interests. Although there is only a small selection on this page, be sure to the click the Lesson Plans link under the "Teachers" tab at the top of the page for many more resources.

This page produced by the EPA (Environmental Protection Agency) lists an array of environmental and science based lesson plans, activities, and experiments. Play games, get homework help, get involved in community service, participate in earth day, and much more. Click on any of the EPA or External resources listed on the page, and be directed to several different lesson plans and activities for each one.

# data[].attributes.attachment_link.title
Environmental & Earth Sciences - EdTechTeacher

# data[].attributes.attachment_link.description
Windows to the Universe Windows to the Universe is a rich learning ecosystem for the Earth and Space sciences as well as related disciplines including multi-level interdisciplinary content, interactives, classroom activities, and supplementary resources for teachers and students. Note that some materials ... Read more

# data[].attributes.headline
Fantastic Contraption: A fun online physics puzzle game

# data[].attributes.subject
Fantastic Contraption: A fun online physics puzzle game

# data[].attributes.attachment_link.title
Fantastic Contraption: A fun online physics puzzle game

# data[].attributes.attachment_link.description
An online flash puzzle game where you build whimsical machines to solve each level. Save your contraptions and share them with your friends. Free!

# data[].attributes.headline
Ideas and info from NSTA’s November K-12 journals

# data[].attributes.subject
Ideas and info from NSTA’s November K-12 journals

# data[].attributes.attachment_link.readable_text
Each of the K-12 journals this month includes Three-Dimensional Instruction: Using a New Type of Teaching in the Science Classroom with suggestions on how to integrate Disciplinary Core Ideas, Science and Engineering Practices, and CroEarath ss-Cutting Concepts into our teaching. "None of the dimensions can be used in isolation; they work together so that students can build a deeper understanding as they grapple with making sense of a phenomenon or finding solutions to problems." A must read!
Science Scope - Earth Science Activities
It's not hard to get middle school students into the Earth Sciences, making connections with the topics and their own lives! Each featured article this month has a full-page description of how the lesson aligns with the NGSS middle school standards.

The November issue of The Science Teacher has a Safety Acknowledgment Form for Earth Science.

Here are some SciLinks with content information and suggestions for additional activities and investigations related to this month's featured articles: Acid Water, Astrobiology, Geologic Time, Glaciers, Hot Spots/Volcanoes, Life on Other Planets, Ocean Currents, Ocean Waves, Polar Climates, Polar Marine Ecosystems, Plate Tectonics, Properties of Ocean Water, Reptiles, Rock Cycle, Space Exploration, Volcanic Eruptions, Volcanic Features.

Continue for The Science Teacher and Science and Children.
The Science Teacher - Citizen Science
"Citizen science harnesses the power of people [including students] by crowdsourcing data collection and analysis." 21st-Century Citizen Science provides a rationale for this type of global awareness and interactions, as students engage in authentic research. (Career of the Month: Citizen Scientist (and Research Chemist) describes how a chemist became a butterfly advocate.)

Hummingbird Citizen Science - Students collect, organize, and analyze data on hummingbird feeding and other behaviors, contributing the local data to a large-scale project. There are suggestions on how this type of project can be integrated with general biology and connect to the NGSS.

Start a Science Club - Establish a science club that engages students through partnerships with local organizations and a service-learning component.

Sewing Up Science - Students explore electronic circuitry and create new products with e-textiles.

No Blue Ribbon - The authors provide 5 critiques of traditional science fairs and 2 suggestions for alternatives that engage students in citizen science and engineering design.

The Green Room: Keeping Soils Fertile - Increase students' awareness of the science behind the "Green Revolution."

Here are some SciLinks with content information and suggestions for additional activities and investigations related to this month's featured articles: Characteristics of Birds, Compost, Electronic Circuits, Pollination, Science Fair, Soil Conservation, Sustainable Agriculture.
Science and Children - Writing in Science
"Science and engineering include specialized ways of talking and writing," and learning how to communicate the findings of investigations and the results of design projects is essential. As the article in this issue demonstrate, it's never to early to get children thinking and communicating as scientists or engineers.

Putting Ideas on Paper - Using the Claim-Evidence-Reasoning framework, students make predictions, explore and observe, create data charts, and write scientific explanations.

Poetry Rocks! and Science for Two Voices - Students use poetry to process and share their observations.

Map It Then Write It - Here are several examples of graphic organizers to help students organize their thoughts during the writing process. These are also appropriate for older students!

Programming Digital Stories and How-To Animations and Engineering Encounters: Sailing Into the Digital Era - Students use engineering design to develop their own digital stories and e-books, including storyboards and testing/revision.

Teaching Through Trade Books: That Was Then, This Is Now - With these two 5E lessons suggested trade books, students compare and contrast how engineering design has changed over the years, using toys and whale watching as the context.

The Early Years: Documenting Discoveries - Students engage in long-term observations and data collection while caring for living things in the classroom.

Formative Assessment Probes: Constructing Cl-Ev-R Explanations to Formative Assessment Probes -

Engineering Encounters: Sailing Into the Digital Era -

Methods and Strategies: Deep Assessment - Assessing student writing focuses on science content, inquiry, and vocabulary. The article describes these and provides a sample rubric.

Here are some SciLinks with content information and suggestions for additional activities and investigations related to this month's featured articles: Composting, Invertebrates, Light and Color, Rocks, Sound, States of Matter, Whales, Worms.

This entry was posted in and tagged SciLinks classroom strategies, NGSS. Bookmark the permalink. Trackbacks are closed, but you can .

# data[].attributes.attachment_link.title
Ideas and info from NSTA's November K-12 journals

# data[].attributes.attachment_link.description
Each of the K-12 journals this month includes Three-Dimensional Instruction: Using a New Type of Teaching in the Science Classroom with suggestions on how to integrate Disciplinary Core Ideas, Science and Engineering Practices, and CroEarath ss-Cutting Concepts into our teaching.

# data[].attributes.headline
LS4: Biological Evolution: Unity and Diversity - CSUN Guide to CA Science Standards

# data[].attributes.subject
LS4: Biological Evolution: Unity and Diversity - CSUN Guide to CA Science Standards

# data[].attributes.attachment_link.title
LS4: Biological Evolution: Unity and Diversity - CSUN Guide to CA Science Standards

# data[].attributes.headline
Next Generation Science Standards - YouTube

# data[].attributes.subject
Next Generation Science Standards - YouTube

# data[].attributes.attachment_link.title
Next Generation Science Standards - YouTube

# data[].attributes.attachment_link.description
This video series covers the concepts contained within the K-12 Science Framework. It contains 8 practices, 7 crosscutting concepts, and 44 disciplinary core...

# data[].attributes.headline
NGSS Engineering in the Classroom | NASA/JPL Edu

# data[].attributes.subject
NGSS Engineering in the Classroom | NASA/JPL Edu

# data[].attributes.attachment_link.readable_text
This resource:

DEVELOPING POSSIBLE SOLUTIONS

OPTIMIZING THE DESIGN SOLUTION

Engineering standards for grades K-2
K-2-ETS1-1 K-2-ETS1-2 K-2-ETS1-3
DEFINING AND DELIMITING ENGINEERING PROBLEMS

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.
Watch how it's used at JPL: Before NASA's Cloudsat satellite was built, there were a lot of questions engineers had to answer and scientific information that needed to be gathered about clouds. This helped engineers define what their tool, in this case, a satellite, would do. According to Cloudsat Mission Manager Deborah Vane, "Cloudsat can study clouds in a way that hasn't been studied before. One of the most uncertain parts about trying to understand how our climate might change in the future is understanding how clouds might change. We need to be able to correctly predict how they're going to behave, how much water they're going to carry, where they're going to carry it." Here she discusses how they gathered information to define what their spacecraft would do.

Expand on the standard: In the K-2 classroom, students may be aware of a problem or situation they would like to change. Asking questions about a problem, gathering information and making observations can help to clarify and understand the problem. They can ask who, what, where, when, why and how questions about things they see happening in the classroom or at school. They can gather information by counting how many times a situation happens, finding the location of an problem, or taking measurements in the location a problem occurs. These steps help to define what the problem is and identify what a successful solution will accomplish.

DEVELOPING POSSIBLE SOLUTIONS

K-2-ETS1-2
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
Watch how it's used at JPL: How do you pick up rock sample tubes on left Mars? It starts with a drawing. The Mars 2020 rover will collect samples of Martian rocks and leave them in tubes on the surface of Mars to be collected by a later mission. That creates a problem to be solved by engineering. Robotic engineer Paulo Younse worked to help figure that out and said, "One of the solutions that we came up with is to use a robotic arm." After defining what their design solution needs to do, and figuring out how long and how strong the arm needs to be, it was time to design the arm.

Expand on the standard: As a class, or in groups, students will brainstorm solutions to a problem by thinking of objects and tools that can be created or improved to solve that problem. After brainstorming, students will draw or create a representation of the idea in a way that communicates their thinking to others. This could be a basic sketch on paper, a simple computer drawing, or a physical model made from things like toy bricks, clay, card stock or chenille stems.

OPTIMIZING THE DESIGN SOLUTION

K-2-ETS1-3
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Watch how it's used at JPL: In an effort to land larger and more massive objects on Mars, NASA has tested a variety of parachutes on the Low-Density Supersonic Decelerator project, or LDSD. LDSD uses a large parachute to help slow a landing vehicle. As Dr. Chris Tanner puts it, "Parachutes are a little bit unique in the engineering design process, in that we don't have really good models to show us how parachutes work. Things that are made out of textiles are generally much harder to test and model." Tanner describes in detail some of the tests they carry out when comparing parachutes.

Expand on the standard: There are multiple solutions to solve any given problem, and as a result, students in the classroom will generate more than one idea to solve the problem. When two brainstormed ideas have been made into a tool or object, they will need to be tested. Students should ask, "Did the tool or object solve the problem?" If it did not, students should look at ways to change and improve their design in a way that allows it to solve the problem. Because multiple ideas may each solve the problem successfully, how well each solution solves the problem should also be considered.

Engineering standards for grades 3-5
3-5-ETS1-1 3-5-ETS1-2 3-5-ETS1-3
DEFINING AND DELIMITING ENGINEERING PROBLEMS

3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Watch how it's used at JPL: Engineers who drive the Mars rover Opportunity from Earth have to carefully consider the driving criteria designed into the rover, and its limiting constraints as they explore the red planet. The rover has logged more than a marathon's worth of miles since landing in 2004. Engineers who built Opportunity had to define what the rover would be able to do, and understand the limits of its capabilities. Hallie Gengl, a driver on the team, discusses the factors the drive team must consider as they plan daily drives.

Expand on the standard: Building on skills developed in K-2, students will make observations, gather information and ask questions to identify a problem that can be solved in the classroom, school, or community. Students will identify the goals they want to their design to accomplish-the criteria-as well as the limits they will encounter-the constraints.

DEVELOPING POSSIBLE SOLUTIONS

3-5-ETS1-2
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.
Watch how it's used at JPL: Engineers designing missions to the surface of Mars have to develop a solution to safely deliver the mission to the surface of the planet. Dr. Anita Sengupta, an aerospace engineer, describes what it was like to develop possible solutions, and the way teams compared design solutions to ultimately choose the option that would best meet the mission requirements.

Expand on the standard: In addition to questioning and observing, students can gather information from the Internet, texts, and local experts in the field that can aid them in designing a solution. Students can then brainstorm and develop a variety of possible solutions. Based on what they learned in their research, they will discuss which solutions they think will meet the criteria for success they defined, while at the same time fitting within the constraints they identified. Student groups or individuals might select one design solution to be built and tested, or several designs to be compared. In either case, an entire class will develop a variety of design solutions.

OPTIMIZING THE DESIGN SOLUTION

3-5-ETS1-3
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.
Watch how it's used at JPL: Engineers developing rockets must control variables and consider failure points when improving rocket designs to increase the amount of mass they can lift into space. "There are a lot of different pieces that you can change when you're designing an engine or a rocket," says Dr. Kristina Kipp, an engineer working on the Mars 2020 rover mission. "We can change the fuel type and that can change how the propulsion system works. We can change the number of engines and the size of the engines. We could even change the shape to make the rockets more aerodynamic."

Another way it's used at JPL: Engineers building new antennas for the Deep Space Network (DSN) must carry out strategic testing to ensure these upgrades will work. The DSN is an important asset that allows NASA to communicate with all spacecraft in deep space. "That means the moon and beyond, places like Mars, Saturn, and the Voyager 1 spacecraft, which has left the solar system," according to Melissa Soriano, a software engineer at JPL who works on the DSN. In this video, Soriano explains some of the variables they tested when building a new system designed to listen to faint spacecraft signals.

Expand on the standard: Because multiple solutions will be generated, tests need to be carried out to determine which solution(s) succeed, and which successful designs meet the criteria better than others. In a fair test, each solution is exposed to conditions similar to what it would likely face in its intended location. Changes in the design -- the variables -- can be made, but to be clear which changes lead to improvements or failures, only one variable should be tested at a time. If multiple aspects of a design are changed at once, it can be difficult for students to be sure which changes made the differences in performance. When a solution fails or does not fully meet the criteria, where it fell short should be examined and changes made.

Engineering standards for middle school
MS-ETS1-1 MS-ETS1-2 MS-ETS1-3 MS-ETS1-4
DEFINING AND DELIMITING ENGINEERING PROBLEMS

MS-ETS1-1
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Watch how it's used at JPL: Spacecraft are designed with an understanding of the constraints presented by the range of temperatures that the vehicle will encounter while keeping the internal components at a temperature that is safe for operation. Belinda Shreckengost, a thermal engineer working on the Mars 2020 mission, clarifies, "Thermal engineering refers to the management of temperature of components that we're flying through the cruise mission in space to Mars, and also for the rover once we're on the surface." She expands on why this is important and touches on some of the relevant scientific principles that guide her work.

Expand on the standard: Middle school students extend practices developed in K-5. At this stage, they will work to identify features of a successful solution-the criteria-in greater detail. By quantifying the criteria for success, rather than offering a qualitative goal, students can use measurements to determine whether or not a solution meets the goals laid out. The limits to resources and materials-the constraints-should be identified by students in terms of what is available to them and what is appropriate in a particular environment or situation. Just as they did in previous grades, middle school students can use texts, Internet searches and subject matter experts as a source of information to help them understand the problem they are facing.

DEVELOPING POSSIBLE SOLUTIONS

MS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Watch how it's used at JPL: Engineers have to evaluate different design solutions and analyze test data to find the best solutions to problems they discover in antenna structures. "The Deep Space Network (DSN) is a network of antennas at three different locations around the globe that allow us to communicate with spacecraft in deep space at any time," says Patti Aubuchon, a structural engineer at JPL. Making sure the 70 meter and 34 meter antennas can withstand "rainstorms, earthquakes and 100 mile per hour winds" is no easy task.

Expand on the standard: Students will find that multiple solutions can meet the criteria for success and fall within the constraints of a design problem. In order to determine which solutions meet the criteria and constraints identified in a problem, tests need to be carried out. Systematic testing will test a number of factors in a design -- the variables -- in order to find strengths and weaknesses of a solution. Variables should be changed and tested one at a time so that students can identify how changes to a design impact its performance. Based on the results of testing, designs can then be modified and retested to better meet the criteria set forth.

OPTIMIZING THE DESIGN SOLUTION

MS-ETS1-3
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Watch how it's used at JPL: Thermal engineers at JPL tested design solutions intended to keep rover components at safe operating temperature. Their tests provided them with the information needed to optimize the design. The Curiosity and Mars 2020 rovers are powered by a radioisotope thermoelectric generator, or RTG, that uses a small piece of plutonium 238 to generate heat that is converted into energy that charges batteries to power the rovers. During the day, that heat needs to be removed from the rover and released into the Martian atmosphere. At night, that heat can be used to keep the internal components of the rover warm when outside temperatures drop far below zero degrees Celsius. Rover thermal systems engineer Keith Novak reveals a novel design solution that pumps liquid through tubes to move heat around. "We're using thermal energy and a fluid loop system to keep instruments in the right temperature range. We did that with a system that would collect heat on hot plates next to the RTG, and reject heat on cold plates."

Expand on the standards: (MS-ETS1-3) The goal of engineering is not to find many solutions, but to find the best solution to a problem. By putting different designs through repeated tests, students will see how some solutions perform better in one area of testing, while other solutions perform better when subjected to another type of testing. By communicating which elements of multiple designs performed best in different tests, students can work together to redesign a solution or create a new design that incorporates the best aspects of multiple designs to better meet the criteria for success and fit within the limiting constraints.

(MS-ETS1-4)Simply put, a model is a representation of a possible solution. Physical models can be made from card stock and tape, clay, popsicle sticks and glue, or printed on a 3D printer. Computer generated models could be represented on screen as a Computer Aided Design (CAD), plotted data from a spreadsheet, or a computer simulation. Creating and using models allows students to test possible solutions, study the results of those tests, refine or update their design, and retest. This cycle of iterative testing-modeling, testing, analyzing, refining, and retesting-is an essential element of the engineering design process.

Engineering standards for high school
HS-ETS1-1 HS-ETS1-2 HS-ETS1-3 HS-ETS1-4
DEFINING AND DELIMITING ENGINEERING PROBLEMS

HS-ETS1-1
Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
Watch how it's used at JPL: To affect a groundwater cleanup project guided by the Comprehensive Environmental Response, Compensation and Liability Act (CERCLA) of 1980, NASA had to study and define the problem before they could move forward with developing solutions for cleanup. According to Groundwater Cleanup Project Manager Steve Slaten, "NASA is responsible for a large-scale groundwater cleanup that is a result of past waste disposal practices that go back to World War II when the Army was operating JPL and developing rockets for the military. Liquid wastes -- everything from toilets, to the analytical labs, chemicals, cleaning solvents and a component of rocket propellant called perchlorate -- are now in the deep ground water. It's very important that we clean up this problem so that our neighbors have access to this resource."

Expand on the standard: Global problems, such as drought and water shortages, a need for clean energy, climate change, and sea level rise can have regional impacts and demand local solutions. Students in high school will define criteria in quantifiable ways that will require that students conduct measurements, and qualitative ways that will allow students to assess other aspects of design success such as community attitudes or social responses. Additionally, students will identify the limiting constraints a solution must meet, including cost, size, weight and performance, as well as a fit within society.

OPTIMIZING THE DESIGN SOLUTION

HS-ETS1-2
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Watch how it's used at JPL: The sun is an excellent source of energy, but to efficiently harness that power is a complex problem. Solar power towers that use concentrators, or reflectors, to send sunlight to a central tower can be very costly. Dr. Gani Ganapathi, a chemical engineer who leads the Thermal Propulsion and Materials group at JPL, is working on bringing those costs down. Lowering the cost of solar concentrators in a process that involves breaking down the problem into manageable pieces that can be solved through engineering. Ganapathi explains, "Most people are familiar with solar photovoltaic, but solar thermal is a very strong alternate technology where potential for generating power continually exists."

Expand on the standard: Building on practices developed in earlier years students will gather information from multiple, independent sources, as well as draw on their own knowledge of scientific principles prior to brainstorming solutions. Due to the complexity of problems, as well as solutions, designs and the criteria for determining the success of a solution may need to be broken down into smaller, more manageable parts that can be systematically tested. This might mean that student teams look at individual components of a larger solution and work to improve that particular element. Students may have to consider prioritizing criteria and making trade-offs in their designs. Examples of trade-offs might include reducing weight by using a lighter, but less strong material, or using a more costly component that impacts the budget available for another component.

DEVELOPING POSSIBLE SOLUTIONS

HS-ETS1-3
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

HS-ETS1-4
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
Watch how it's used at JPL: Designing spacecraft involves prioritizing criteria and making trade-offs based on environmental and resource constraints faced by engineers. NASA has been exploring Mars since the early 1960s and developing those missions is no small task, taking many years and thousands of people working together to complete. Dr. Sarah Milkovich, a science system engineer, says, "One important aspect of system engineering is to think about what do you really need your system do to before you figure out how it's going to do that."

Expand on the standards: (HS-ETS1-3) Complex real-world problems will often lead to design solutions with many criteria for success. As students learned in earlier grades, multiple designs may all have the desired qualities of a solution. However, the goal of engineering is not to simply design a solution, but to design the best solution. Students will take a systematic approach to evaluating the multiple criteria of a solution. This may include a scoring system used to rate performance toward certain criteria. Students will likely have to make compromises when evaluating against the constraints of their design-a heavier, sturdier material may be stronger, but it can also drive up costs and mass. Iterative testing-the repeated process of modeling, testing, analyzing, refining, and retesting -- will lead to an improved design.

(HS-ETS1-4)In addition to physical models, computer simulations can assist in the visualizing, testing and evaluating of a design solution. Computer simulations can involve using computer-aided-design and computer-aided-manufacturing software (CAD and CAM) to create and modify designs, programming an app to model various inputs on a design, inputting data into a spreadsheet to calculate and graph the costs of competing designs, and using presentation software to explain the effectiveness of a certain design. Students will use these tools to predict how a particular solution will affect different elements of a problem.

Students learn about cloud types to be able to predict inclement weather. They will then identify areas in the school affected by severe weather and develop a solution to ease the impacts of rain, wind, heat or sun.

In this challenge, students will use a model robotic arm to move items from one location to another. They will engage in the engineering design process to design, build and operate the arm.

Students design and test parachute landing systems to successfully land a probe on target.

Using only pasta and glue, students design a rover that will travel down a one-meter ramp and then travel an additional one meter on a smooth, flat surface.

Students design and build a shock-absorbing system that will protect two "astronauts" when they land.

Students study rocket stability as they design, construct and launch paper rockets using soda straws.

Students learn how waves are used in communication between far-away spacecraft and the Deep Space Network on Earth. They then practice communicating using a similar process, and finally develop a method of communicating using repeated signals.

Student teams use the engineering design process and everyday materials to design an insulator that will keep a small amount of water from rapidly changing temperature.

Students use the engineering design process to build a structure to handle the greatest load and gain first-hand experience with compression and tension forces.

Students design and build a solar hot water heater and see how big a temperature change they can get.

Students work in teams employing an iterative design process to design and build a water filtration device using commonly available materials.

Students use satellite data to help determine the greatest renewable energy potentials in any given region and develop graphing skills.

This board-game activity teaches students the process of design, engineering and technology for a mission to Mars.

Youtube video

# data[].attributes.attachment_link.keywords[]
defining and delimiting engineering problems

# data[].attributes.attachment_link.title
NGSS Engineering in the Classroom | NASA/JPL Edu

# data[].attributes.attachment_link.description
This resource: DEVELOPING POSSIBLE SOLUTIONS OPTIMIZING THE DESIGN SOLUTION Engineering standards for grades K-2 K-2-ETS1-1 K-2-ETS1-2 K-2-ETS1-3 DEFINING AND DELIMITING ENGINEERING PROBLEMS 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.

# data[].attributes.headline
DNA Spells Evolution | Science | Video | PBS LearningMedia

# data[].attributes.subject
DNA Spells Evolution | Science | Video | PBS LearningMedia

# data[].attributes.attachment_link.readable_text
DNA Spells Evolution

Learn about the molecular basis of evolution with this video from NOVA's Evolution Lab. DNA weaves together the tapestry of life on Earth. DNA contains the blueprints for creating different organisms. When DNA is copied, it sometimes mutates, leading to variation among organisms. Variation in expressed traits may affect how an organism survives in its environment. For example, polar bears are more suited for Arctic life than brown bears, thanks to genes for lighter fur and better insulation. Mutations happen randomly and are not necessarily helpful.

Find out more at the NOVA Evolution Lab.

# data[].attributes.attachment_link.description
Learn about the molecular basis of evolution with this video from NOVA's Evolution Lab. DNA weaves together the tapestry of life on Earth. DNA contains the blueprints for creating different organisms. When DNA is copied, it sometimes mutates, leading to variation among organisms. Variation in expressed traits may affect how an organism survives in its environment.

# data[].attributes.headline
Brooks Falls - Katmai National Park, Alaska - Bears - explore

# data[].attributes.subject
Brooks Falls - Katmai National Park, Alaska - Bears - explore

# data[].attributes.attachment_link.description
Explore.org is the world's leading philanthropic live nature cam network and documentary film channel. Our mission is to champion the selfless acts of others, create a portal into the soul of humanity and inspire lifelong learning. Watch nature unfold live right now!

# data[].attributes.headline
7th Science (2016-2017) - Microsoft OneNote Online

# data[].attributes.subject
7th Science (2016-2017) - Microsoft OneNote Online

# data[].attributes.attachment_link.title
7th Science (2016-2017) - Microsoft OneNote Online

# data[].attributes.headline
Grants for Probeware > Vernier Software & Technology

# data[].attributes.subject
Grants for Probeware > Vernier Software & Technology

# data[].attributes.attachment_link.description
Budgets are tight, and at Vernier we are committed to education. In 2003, we announced the annual Vernier/NSTA Technology Awards. You can apply for one of seven $5,500 awards.

# data[].attributes.headline
Standards by DCI | Next Generation Science Standards

# data[].attributes.subject
Standards by DCI | Next Generation Science Standards

# data[].attributes.attachment_link.title
Form Submission: DCI Arrangements of the NGSS | Next Generation Science Standards

# data[].attributes.attachment_link.description
Download a PDF of all standards grouped by Disciplinary Core Ideas (DCI) or click on a grade band below for individual DCI bundles of standards. DCIs are the fundamental ideas that are necessary for understanding a given science discipline.

# data[].attributes.headline
MS-PS2 Motion and Stability: Forces and Interactions | Next Generation Science Standards

# data[].attributes.subject
MS-PS2 Motion and Stability: Forces and Interactions | Next Generation Science Standards

# data[].attributes.attachment_link.title
MS-PS2 Motion and Stability: Forces and Interactions | Next Generation Science Standards

# data[].attributes.attachment_link.description
Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects.* [Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.]

# data[].attributes.attachment_link.readable_text
Welcome to the SDCOE Science Resource Center

The San Diego County Office of Education Science Resource Center has been developed to guide educators as they implement the California Next Generation Science Standards (CA NGSS). This website contains information about the three dimensions of the standards, searchable versions of the CA NGSS Performance Expectations, descriptions of the various K-12 course models for CA NGSS, a framework for planning and monitoring quality science programs, and other tools to support professional learning in science.

Provide Feedback on CA NGSS in Spanish

The documents below are draft versions of the CA NGSS in Spanish and may contain errors in spelling, grammer, and/or phrasing. They are provided to gather public feedback. Please complete the CA NGSS in Spanish Feedback Form to help make this resource as accurate as possible.

To aid in the review and feedback process, the performance expectations documents are organized by Disciplinary Core Idea. They are not in final form or organization.

Classroom Posters for the SEPs and CCCs Available
Use the Science Icon Posters order form to purchase a set of these posters for your classroom or school.

Updates and revisions to the SDCOE Resource Center have been funded partially through the Standards Implementation Project and made possible by a collaboration between CCSESA, the California Department of Education, the State Board of Education, and the S.D. Bechtel, Jr. Foundation.

contact us

# data[].attributes.attachment_link.title
Home - San Diego County Office of Education

# data[].attributes.attachment_link.description
Home - SDCOE serves our county's most vulnerable students and supports school leaders, teachers, and students across the county.

# data[].attributes.attachment_link.description
Welcome to the Problem-based Learning Academy, an online course designed to help you become more familiar with constructing real life, messy learning problems that you can use to engage your students.