All of our programs have been reviewed to ensure their relevance to state and national standards. (See Education Program descriptions.)
State Curriculum Frameworks
Massachusetts
Technology/Engineering (Grade 3-5)
- Identify materials used to accomplish a design task on a specific property (e.g. Strength, hardness, flexibility)
- Identify and explain the difference between simple and complex machines, e.g. hand can opener that includes multiple gears, wheel, wedge, gear and lever..
- Identify relevant design features (size, shape, weight) for building a prototype of a solution to a given problem.
Physical Science (3-5)
- Differentiate between properties of materials (color, texture, hardness, etc)
Technology/Engineering (Grade 6-8)
- Given a design task, identify appropriate materials based on specific properties and characteristics.
- Identify and explain the steps of the engineering design process, i.e. identify the need problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign.
- Describe and explain the purpose of a given prototype.
New Hampshire
Tech/Engi Student Performance Outcomes (Grade 3-5)
- Practice design principles and processes in basic technological activities
- Use information and data in the design process
- Demonstrate appropriate problem-solving strategies-techniques for solving technical problems. [materials have many different properties]
Physical Science (3-4)
- Understand that materials are used in certain products based on their properties, such as strength and flexibility.
- Recognize that products are made using a combination of technologies, such as how an escalator uses both a pulley system and an electrical motor.
Tech/Engi Student Performance Outcomes (Grade 6-8)
- Demonstrate the accurate use of appropriate measuring tools to gather, manipulate, and communicate information.
- Apply academic concepts and practices in a technological setting
Physical Science (5-6, 7-8)
- Recognize that manufacturing processes use a variety of tools and machines to separate, form, combine and condition natural and synthetic materials.
- Understand that design features, such as size shape, weight, and function, must be considered when designing new technology.
National Frameworks - Next Generation Science Standards
3rd-5th Grade – Engineering Design - Disciplinary Core Ideas
Students who demonstrate understanding can:
- 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.
- 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.
- 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.
ETS1.A: Defining and Delimiting Engineering Problems
- 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 features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)
ETS1.B: Developing Possible Solutions
- Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2)
- At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs. (3-5-ETS1-2)
- Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)
ETS1.C: Optimizing the Design Solution
- Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (3-5-ETS1-3)
Middle School (6th-8th Grade) - Engineering Design – Disciplinary Core Ideas
Students who demonstrate understanding can:
- 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.
- MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
ETS1.A: Defining and Delimiting Engineering Problems
- 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)
ETS1.B: Developing Possible Solutions
- There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2)
