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Simple Design Problems

PROCEDURAL
Science›Scientific Inquiry|Ages 8—11|ID: mt_Z5-fSCOBep

Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost

Mastery Evidence

  • Define a design problem by describing the need or want it addresses
  • Specify at least two criteria for a successful solution (e.g. must hold X weight, must cost less than Y)
  • Identify constraints such as available materials, time limits, or cost

Assessment Prompt

“Can [child] clearly state what problem they're trying to solve with a design, what would make it successful, and what limits they have on materials or time?”

Curriculum Standards1 alignment

3-5-ETS1-1Next Generation Science Standards (NGSS) K-5codes only
Standard code — full text not included in this dataset.

Prerequisites1

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  • Comparing Design Solutions hard

    Must analyse simple design comparisons before formally defining design problems with criteria/constraints

    • Modelling with Sketches hard

      Must create models before comparing test results of two designs

      • Asking scientific questions hard

        Must ask questions about problems before modelling design solutions

        • Asking Questions soft

          Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening

          • Question Words hard

            Generating effective questions requires knowledge of question words (who, what, where, when, why, how)

          • Listening and responding hard

            Listening and responding needed before asking questions

          • Exploring Ideas Through Talk soft

            Related speaking skill supports this topic

            • Feeling of not understanding soft

              Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register

              • Asking for Help hard

                Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

        • Observation vs Interpretation soft

          Asking good scientific questions requires noticing the distinction between observation and interpretation — a question like 'why did this happen?' only makes sense once you've separated what you saw from what you inferred

          • Feeling of not understanding soft

            Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning

            • Asking for Help hard

              Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

        • Feeling of not understanding soft

          Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand

          • Asking for Help hard

            Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

        • Persisting When It's Hard soft

          Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating

    • Recording Data hard

      Must gather/record data before analysing data from design tests

      • Simple tests and experiments hard

        Must perform tests before learning to gather and record data

        • Observing with simple equipment hard

          Must observe closely before performing simple tests

          • Asking scientific questions hard

            Must ask questions before learning to observe closely

            • Asking Questions soft

              Formulating scientific questions builds on the general skill of asking relevant questions to extend understanding, developed in English speaking and listening

              • Question Words hard

                Generating effective questions requires knowledge of question words (who, what, where, when, why, how)

              • Listening and responding hard

                Listening and responding needed before asking questions

              • Exploring Ideas Through Talk soft

                Related speaking skill supports this topic

                • Feeling of not understanding soft

                  Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register

                  • Asking for Help hard

                    Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

            • Observation vs Interpretation soft

              Asking good scientific questions requires noticing the distinction between observation and interpretation — a question like 'why did this happen?' only makes sense once you've separated what you saw from what you inferred

              • Feeling of not understanding soft

                Noticing the observation/interpretation distinction requires monitoring your own thinking — the universal comprehension-monitoring habit applied to scientific reasoning

                • Asking for Help hard

                  Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

            • Feeling of not understanding soft

              Asking scientific questions is the science-domain expression of the universal comprehension-monitoring habit: noticing what you don't yet understand

              • Asking for Help hard

                Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck

            • Persisting When It's Hard soft

              Scientific enquiry requires persistence through uncertainty — the universal persistence habit underpins willingness to keep investigating

Unlocks1