Difference between revisions of "HS-ETS1-2"
From NY Science Standards Wiki
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''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].'' | ''Note: this is a performance expectation for four classes: [[Earth and Space Science]], [[Biology]], [[Chemistry]], and [[Physics]].'' | ||
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| + | | Level5 = For a complex real-world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each sub-problem. | ||
| + | | Level4 = Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. | ||
| + | | Level3 = Given a complex real-world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering. | ||
| + | | Level2 = Given a complex real-world problem that has been broken down into smaller, more manageable problems, identify a solution to one smaller problem that can be solved through engineering. | ||
| + | | Level1 = Identify the solution, from those provided, that addresses a smaller, more manageable real-world problem. | ||
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== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
Latest revision as of 11:01, 11 April 2025
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Note: this is a performance expectation for four classes: Earth and Space Science, Biology, Chemistry, and Physics.
Performance Level Descriptions
PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of five levels.
For a complex real-world problem, design multiple solutions to sub-problems based on student generated data and/or scientific information from other sources. Describe the rationale, criteria, and constraints of each sub-problem.
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Given a complex real-world problem, identify one smaller more manageable problem and describe a solution to that problem that can be solved through engineering.
Given a complex real-world problem that has been broken down into smaller, more manageable problems, identify a solution to one smaller problem that can be solved through engineering.
Identify the solution, from those provided, that addresses a smaller, more manageable real-world problem.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-ETS1-2.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-ETS1-2 might look like on a NY state exam.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-ETS1-2 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Constructing Explanations and Designing Solutions
- Design a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations
Disciplinary Core Ideas
- EST1.C: Optimizing the Design Solution
- Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed.
Crosscutting Concepts
- N/A
Page contributors: Caroline Leonard, Conrad Richman