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Comparing Design Solutions

PROCEDURAL
Science›Scientific Inquiry|Ages 5—8|ID: mt_nNYo5A-7Bl

Analyse data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of each design

Mastery Evidence

  • Test two designs that address the same problem and collect data on their performance
  • Compare the results, identifying strengths and weaknesses of each design
  • Use data as evidence to recommend which design works better and suggest improvements

Assessment Prompt

“If [child] tests two different paper aeroplane designs, can they compare the results and explain which one flew better and why?”

Curriculum Standards1 alignment

K-2-ETS1-3Next Generation Science Standards (NGSS) K-5codes only
Standard code — full text not included in this dataset.

Prerequisites2

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  • 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

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