Engineering Connections Aligned with the STEM Rubric Principles
Grades 9-12 - High School
NC STEM Education Schools and Programs
North Carolina Department of Public Instruction
The "E" in STEM, the engineering component, is connected to Science, Technology, Mathematics, and courses within the existing Standard Course of Study.
Engineering Connections are developed and aligned with the STEM Implementation Rubric Principles. The Key Engineering Elements in the Engineering
Connections align characteristics to Grades K-5, Grades 6-8, and Grades 9-12. These Connections enrich courses in the Arts, Career and Technical Education,
English Language, Healthful Living, Music, Social Studies, and World Languages as well as Out-of-School programs.
HOW TO USE THIS RUBRIC:
1. The Rubric outlines quality indicators of the four Engineering Key Elements aligned to the three STEM Principles. The Engineering Key Elements help
focus and clarify the scope of review for each STEM Principle.
STEM Principles:
Integrated Science, Technology, Engineering, and Mathematics (STEM) Curriculum Aligned with State, National, and Industry Standards
On-going community and industry engagement
Connections to postsecondary education
Engineering Key Elements:
Engineering Habits of Mind
Engineering Design Process
Systems Thinking
Problem Solving
2. The Implementation Continuum across the page represents varying depths of implementation, or quality.
“Model”
“Prepared”
“Developing”
“Early”
Highest level of achievement representing a model
Quality program meeting expectations
Needs improvement but program has a good start
Beginning STEM program
Summary
Engineering Connections Aligned with the STEM Attribute Principles
Elementary School
Middle School
STEM Principles
Integrated Science, Technology, Engineering and Mathematics (STEM)
curriculum aligned with state, national, and industry standards
1) Engineering Habits of Mind
2) Design Process
3) Systems Thinking
4) Problem Solving
On-going community and industry engagement
5) Engineering Habits of Mind
6) Design Process
7) Systems Thinking
8) Problem Solving
Connections to postsecondary education
9) Engineering Habits of Mind
10) Design Process
11) Systems Thinking
12) Problem Solving
High School
Early
Developing
Prepared
√
Model
Grades 9-12: Engineering Connections Aligned with the STEM Rubric Principles
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(1) Engineering Habits of Mind (Engineering Key Element)
1.4
Communication
1.5
Creativity
1.6
Attention to
ethical
consideratio
n
1.7
System
Thinking
High School
1.3
Optimism
1.2
Collaboration
(teamwork)
1.1 Professional
Development
Key Engineering
Element
Descriptions
Early
Developing
Prepared
Model
Teacher professional development
Teacher professional development Teacher professional development Teacher use engineering habits of mind
identifies Engineering Habits of Mind. illustrates engineering habits of
applies the engineering habits of in professional development. Every
mind at least once a year.
mind at least once per semester. workshop illustrates how to use the
habits of mind in an integrated
classroom.
Teamwork in the classroom takes
Team’s exhibit evidence of defined Students exemplify cooperative
Student teams of 3-4 members design
place weekly, team roles are not
roles at least twice weekly and
teamwork daily and teams have 3- complete solutions to age appropriate
defined, and teams have 2 members. teams have 2-3 members.
4 members.
difficult and unfamiliar problems.
Classroom practice includes a
Teachers identify student
Students apply persistence by
mechanism to encourage students to frustrations as a driver for learning. managing frustrations with
address frustrations productively.
unfamiliar problems.
Students analyze frustrations in solving
unfamiliar and difficult problems to persist
to completion without teacher
intervention.
Evidence-based communication (oral Written and oral communication
and/or written) is exemplified in a
between students and
single subject area less than weekly. student/teacher uses evidencebased argumentation in multiple
subject areas at least weekly.
Students apply content knowledge from
multiple subject areas to support
argumentation daily.
Student written and oral
communications exemplify
appropriate use of content
knowledge in multiple subject
areas weekly.
Teachers and students recognize that Teachers encourage students to use Students explain multiple solutions Students implement multiple solutions to
problems may have multiple correct multiple solution pathways for
to problems daily.
global problems.
solutions.
problems twice weekly.
Teachers encourage discussion of
Teachers identify that ethical
considerations are a part of decision ethical considerations among
students at least monthly.
making.
See Systems Thinking Key Element for implementation
Students explain ethical
considerations associated with
global problems under
consideration weekly.
Classroom operations and student work
clearly generate consideration of ethical
tradeoffs.
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(2) Engineering Design Process (Engineering Key Element)
Early
Developing
Prepared
Model
Teacher professional development
Teacher professional development Teacher professional development
focuses on project-based learning at focuses on project-based learning to focuses on using the Engineering
least one day per year.
meet multiple objectives at least two Design Process in multiple ways,
days per year.
not just in project based learning,
at least two days per year.
Teachers exemplify the Engineering Teachers apply the Engineering
Design Process as an authentic
Design Process in real-world,
problem solving process monthly.
authentic problems monthly.
Teachers organize opportunities to use
the Engineering Design Process in
classroom practice at least four days per
year; this may include personalized
learning.
Teachers analyze students’ use of Teachers evaluate students’ use of the
the Engineering Design Process in Engineering Design Process in realreal-world, authentic problem
world, authentic problem solving weekly.
solving monthly.
Students recall the Engineering
Design Process twice per month.
Students explain the Engineering
Students apply the steps of the
Design Process and evidence of its Engineering Design Process in
implementation is seen monthly in problem solving weekly.
student work.
Students identify models or
prototypes in engineering design
projects four times per year.
Students exemplify models or
prototypes in engineering design
projects four times per year.
Students use models or prototypes Students differentiate between types of
in engineering design projects
models or prototypes in multiple subject
monthly.
areas two times per month.
Students identify global and ethical
issues within an existing design.
Students exemplify global and
ethical viewpoints in engineering
design weekly.
Students apply global and ethical
viewpoints in engineering design
monthly.
2.3
2.5
2.4
High School
2.2
2.1
Key Engineering
Element
Descriptions
Engineering Design Process
Elementary School
Ask
Imagine
Plan
Create
Improve as needed at any step
Engineering Design Process
Middle and High School
Define the problem, including criteria and
constraints
Research
Develop ideas
Choose an approach
Create Model or Prototype
Test
Communicate
Redesign as needed at any step
Students analyze the design of a product
using the reverse engineering approach
at least two times per year
Students analyze global and ethical
viewpoints in engineering design weekly.
Design Process Graphic
Based on Engaging
Youth through
Engineering; adapted
from Engineering the
Future, Museum of
Science, Boston
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(3) Systems Thinking (Engineering Key Element)
Early
Students classify a system as
either natural or human-made
according to its characteristics
weekly.
3.1
High School
Key Engineering
Element
Descriptions
Developing
Prepared
Model
Students explain how natural and
Students apply a systems thinking Students analyze the relationships
human-made systems are often
approach across multiple content among systems that are embedded
embedded in larger systems monthly. areas to solve problems monthly. within larger technological, social,
natural, environmental, etc. systems four
times per year.
Systems Thinking is a fundamental way of viewing problems in Engineering. It is an approach to problem solving that leads one to understand
that problems consist of smaller parts which are interrelated and have impact on each other.
Characteristics of a system:
▪
▪
▪
▪
▪
▪
▪
A system is composed of parts that must be related
A system has boundaries
A system can be nested inside another system
A system can overlap with another system
A system can change with time
A system receives inputs and sends outputs
A system is designed to transform inputs into outputs
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(4) Problem Solving (Engineering Key Element)
4.2
4.3
High School
4.1
Key Engineering
Element
Descriptions
Early
Students illustrate a single solution
approach to well-defined problems
with extraneous information
provided monthly.
Developing
Prepared
Students exemplify multiple-solution Students apply multiple-solution
approaches to problems with
approaches, optimization
extraneous information provided two techniques, and tradeoffs to
times a month.
problems four times per year.
Teachers exemplify multiple-solution Teachers apply multiple-solution
approaches and optimization
approaches and optimization
techniques to problem solving
techniques to problem solving
monthly.
weekly.
Model
Students analyze problem information to
determine when assumptions are
necessary and to eliminate extraneous
information four times per year.
Teachers organize problems to
Teachers generate problems that require
include assumptions, optimization the elimination of extraneous information
techniques, and tradeoffs to arrive at and the identification of assumptions to
solutions four times per year.
arrive at solutions two times per year.
Students identify local problems and Students explain how local problems Students apply interdisciplinary
their relationship to global issues.
are related to global issues.
knowledge and optimization
techniques to understand global
issues.
Students analyze problems to identify
interdisciplinary solutions to global
issues.
Optimization is determining the best solution to a problem while balancing competitive or conflicting factors. (Grades K-8 Key Engineering Element Descriptions are
developmental. Grades 9-12 are application)
Tradeoffs are deciding which criteria are most important to determine the best solution to a specific problem.
On-going Community and Industry Engagement (Principle)
(5) Engineering Habits of Mind * (Engineering Key Element)
5.2
High School
5.1
Key Engineering
Element
Descriptions
Early
Developing
Prepared
Model
Teachers identify opportunities to Teachers implement partnerships
Teachers apply collaborative
Teachers organize extension opportunities
partner with the local industry and with local industry and community
principles to form industry and
for themselves and their students both
community at least once a year. that provide interactions with students community partnerships at least three outside and in the classroom at least once
at least twice a year.
times a year.
for themselves and four times a year for
students to develop the STEM pipeline the
workforce and postsecondary education.
Teachers identify funding
opportunities from industry,
foundations and non-profit
organizations interested in STEM
education.
Teachers review requests for
proposals for funding opportunities
from industry, foundations and nonprofit organizations interested in
STEM education.
Teachers and school system
personnel organize a grant proposal
for funding from STEM stakeholders
such as industry, foundations and
non-profit organizations to enhance
engineering education in the
classroom and school wide.
Teachers and school system personnel
implement a grant from STEM stakeholders
such as industry, foundations and non-profit
organizations to enhance engineering
education in the classroom and school-wide.
*Engineering Habits of Mind includes Collaboration (Teamwork), Optimism, Communication, Creativity, Attention to Ethical Consideration, and Systems Thinking.
On-going Community and Industry Engagement (Principle)
(6) Engineering Design Process (Engineering Key Element)
6.1
High
School
Key Engineering
Element
Descriptions
Early
Developing
Teachers select engineers from
Teachers select engineers from local
local industry and community to
industry and community to discuss
speak in classrooms once a year. engineering design at least twice a
year.
Engineering Design Process
Elementary School
Ask
Imagine
Plan
Create
Improve as needed at any step
Prepared
Model
Teachers identify engineers from
Teachers implement partnerships with
local industry, higher education
engineers from industry, post-secondary
institutions or community to
and/or the community for mentoring
demonstrate to students how they
interactions with the teachers and
have used the design process at least students.
once a year.
Engineering Design Process
Middle and High School
Define the problem, including criteria and
constraints
Research
Develop ideas
Choose an approach
Create Model or Prototype
Test
Communicate
Redesign as needed at any step
Design Process Graphic
Based on Engaging
Youth through
Engineering; adapted
from Engineering the
Future, Museum of
Science, Boston
On-going Community and Industry Engagement (Principle)
(7) Systems Thinking (Engineering Key Element)
Early
Developing
Prepared
Teachers and students recognize Teachers and students deconstruct a Teachers and students analyze the
systems in the local economy once community system four times a year. role(s) of businesses in a local
a year.
system twice a year.
7.1
High School
Key Engineering
Element
Descriptions
Model
Teachers and students execute
partnerships with local businesses and
industry to infer how they fit into more
than one system twice a year.
Systems Thinking is a fundamental way of viewing problems in Engineering. It is an approach to problem solving that leads one to understand
that problems consist of smaller parts which are interrelated and have impact on each other.
Characteristics of a system:
▪ A system is composed of parts that must be related
▪ A system has boundaries
▪ A system can be nested inside another system
▪ A system can overlap with another system
▪ A system can change with time
▪ A system receives inputs and sends outputs
▪ A system is designed to transform inputs into outputs
On-going Community and Industry Engagement (Principle)
(8) Problem Solving (Engineering Key Element)
8.1
High
School
Key Engineering
Element
Descriptions
Early
Developing
Prepared
Model
Teachers and students identify
Teachers and students implement
Teachers and students implement
Teachers and students implement a
problems in the local community partnerships with community and/or partnerships with community and/or solution to address a local problem in
that they help solve twice per year. industry to understand how they solve industry to evaluate multiple solutions the community annually. Students
local problems twice per year.
to a particular problem twice a year. explain results to local industry, postsecondary or government
representatives.
Connections with Postsecondary Education (Principle)
(9) Engineering Habits of Mind * (Engineering Key Element)
Early
Developing
Teachers identify local
Students and teachers coordinate
postsecondary institutions that
with postsecondary outreach
have outreach programs available programs once a year.
for partnering.
9.1
High School
Key Engineering
Element
Descriptions
Prepared
Teachers use materials and resources
developed by postsecondary programs
for schools that apply the engineering
habits of mind.
Model
Teachers organize extension
opportunities for themselves and
their students both outside and in the
classroom at least once for
themselves and four times a year for
students to develop the STEM
pipeline for the workforce and
postsecondary education.
*Engineering Habits of Mind includes Collaboration (Teamwork), Optimism, Communication, Creativity, Attention to Ethical Consideration, and Systems Thinking.
Connections with Postsecondary Education (Principle)
(10)
10.1
High
School
Key Engineering
Element
Descriptions
Early
Engineering Design Process (Engineering Key Element)
Developing
Teachers identify engineers from Teachers use connections with
postsecondary institutions to speak engineers from postsecondary
to students once per year.
institutions to discuss engineering
design twice per year.
Engineering Design Process
Elementary School
Ask
Imagine
Plan
Create
Improve as needed at any step
Prepared
Model
Teachers identify research and/or an
invention designed by engineers at a
postsecondary institution to show
students how the design process is
used once per year.
Engineering Design Process
Middle and High School
Define the problem, including criteria and
constraints
Research
Develop ideas
Choose an approach
Create Model or Prototype
Test
Communicate
Redesign as needed at any step
Teachers identify postsecondary
partners for students in the
classroom to apply the design
process to their own product once
per year.
Design Process Graphic
Based on Engaging
Youth through
Engineering; adapted
from Engineering the
Future, Museum of
Science, Boston
Connections with Postsecondary Education (Principle)
(11)
11.1
High
School
Key Engineering
Element
Descriptions
Systems Thinking * (Engineering Key Element)
Early
Developing
Teachers and students understand Students select postsecondary
postsecondary institutions as part institutions to meet their academic
of an embedded educational
and career goals.
system.
Prepared
Model
Students use systems thinking to map Students select a postsecondary
their own educational pathway from high institution to visit that was previously
school to a postsecondary institution of mapped to their own educational
their choice.
pathways.
*Systems Thinking is a fundamental way of viewing problems in Engineering. It is an approach to problem solving that leads one to understand that problems
consist of smaller parts which are interrelated and have impact on each other.
Characteristics of a system:
▪ A system is composed of parts that must be related
▪ A system has boundaries
▪ A system can be nested inside another system
▪ A system can overlap with another system
▪ A system can change with time
▪ A system receives inputs and sends outputs
▪ A system is designed to transform inputs into outputs
Connections with Postsecondary Education
(12)
Early
Teachers illustrate problem-solving
techniques to identify
postsecondary institutions with
whom to partner.
12.1
High School
Key Engineering
Element
Descriptions
(Principle)
Problem Solving (Engineering Key Element)
Developing
Teachers and students use
problem-solving techniques to
develop relationships with
postsecondary engineering partner
institutions.
Prepared
Highs school students coordinate with
postsecondary students for mentoring
on study skills and related learning
tools.
Model
Teachers and students organize a
visit to a postsecondary engineering
or engineering technology program
research lab or seminar.
Resources developed in collaboration with:
Laura Bottomley
North Carolina State University, College of Engineering, Professor
The Engineering Caring Place, Director
Women in Engineering, Director
Nancy Shaw
Duke University Pratt School of Engineering, Education and Outreach Coordinator
North Carolina Project Lead the Way, State Director
Elizabeth Parry
North Carolina State University, College of Engineering, Coordinator of K-20 STEM Partnership Development
K-12 and Pre-College Division of the American Society for Engineering Education, Chair
Pamela B. Townsend, PE
Vice President
Southern States District General Manager
AECOM
For information contact: North Carolina Department of Public Instruction, STEM Education and Leadership
Rebecca Payne: rebecca.payne@dpi.nc.gov
Director, STEM Education and Leadership
Tina Marcus: tina.marcus@dpi.nc.gov
Project Coordinator, STEM Education and Leadership
www.ncpublicschools.org/stem
Engineering Connections Aligned with the STEM Rubric Principles
K – 12 Correlation
NC STEM Education Schools and Programs
North Carolina Department of Public Instruction
The "E" in STEM, the engineering component, is connected to Science, Technology, Mathematics, and courses within the existing Standard Course of Study.
Engineering Connections are developed and aligned with the STEM Implementation Rubric Principles. The Key Engineering Elements in the Engineering
Connections align characteristics to Grades K-5, Grades 6-8, and Grades 9-12. These Connections enrich courses in the Arts, Career and Technical Education,
English Language, Healthful Living, Music, Social Studies, and World Languages as well as Out-of-School programs.
HOW TO USE THIS RUBRIC:
1. The Rubric outlines quality indicators of the four Engineering Key Elements aligned to the three STEM Principles. The Engineering Key Elements help
focus and clarify the scope of review for each STEM Principle.
STEM Principles:
Integrated Science, Technology, Engineering, and Mathematics (STEM) Curriculum Aligned with State, National, and Industry Standards
On-going community and industry engagement
Connections to postsecondary education
Engineering Key Elements:
Engineering Habits of Mind
Engineering Design Process
Systems Thinking
Problem Solving
2. The Implementation Continuum across the page represents varying depths of implementation, or quality.
“Model”
“Prepared”
“Developing”
“Early”
Highest level of achievement representing a model
Quality program meeting expectations
Needs improvement but program has a good start
Beginning STEM program
Summary
Engineering Connections Aligned with the STEM Attribute Principles
Elementary School
Middle School
STEM Principles
Integrated Science, Technology, Engineering and Mathematics (STEM)
curriculum aligned with state, national, and industry standards
1) Engineering Habits of Mind
2) Design Process
3) Systems Thinking
4) Problem Solving
On-going community and industry engagement
5) Engineering Habits of Mind
6) Design Process
7) Systems Thinking
8) Problem Solving
Connections to postsecondary education
9) Engineering Habits of Mind
10) Design Process
11) Systems Thinking
12) Problem Solving
High School
Early
Developing
Prepared
Model
K-12 Correlation: Engineering Connections Aligned with the STEM Rubric Principles
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(1) Engineering Habits of Mind (Engineering Key Element)
1.4
Communication
1.5
Creativity
1.6
Attention to
ethical
consideration
Early
Developing
Prepared
Model
Teacher professional development
Teacher professional development Teacher professional development
identifies Engineering Habits of Mind. illustrates engineering habits of mind applies the engineering habits of
at least once a year.
mind at least once per semester.
Teachers use engineering habits of
mind in professional development.
Every workshop illustrates how to use
the habits of mind in an integrated
classroom.
Teamwork in the classroom takes
Team’s exhibit evidence of defined Students exemplify cooperative
place weekly, team roles are not
roles at least twice weekly and teams teamwork daily and teams have 3-4
defined, and teams have 2 members. have 2-3 members.
members.
Student teams of 3-4 members
design complete solutions to age
appropriate difficult and unfamiliar
problems.
Classroom practice includes a
Teachers identify student frustrations Students apply persistence by
mechanism to encourage students to as a driver for learning.
managing frustrations in solving
address frustrations productively.
familiar problems.
Students apply persistence in solving
unfamiliar problems most of the time.
Evidence-based communication (oral Written and oral communication
Student written and oral
Students apply content knowledge
and/or written) is exemplified in a
between students and
communications exemplify
from multiple subject areas to support
single subject area less than weekly. student/teacher uses evidence-based appropriate use of content knowledge argumentation daily.
argumentation in multiple subject
in multiple subject areas weekly.
areas at least weekly.
Teachers recognize that problems may Teachers encourage students to
Students explain multiple solutions to Students implement multiple solutions
have multiple correct solutions.
compare multiple solution pathways problems daily.
to problems daily.
for problems twice weekly.
Teachers identify that ethical
considerations are a part of decision
making.
Teachers encourage discussion of
ethical considerations among
students at least monthly.
See Systems Thinking Key Element for implementation
1.7
System
Thinking
Elementary School
1.3
Optimism
1.2
Collaboration
(teamwork)
1.1
Professional
Development
Key Engineering
Element
Descriptions
Students explain ethical
Classroom operations and student
considerations associated with global work clearly use consideration of
problems under consideration
ethical tradeoffs.
weekly.
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(1) Engineering Habits of Mind (Engineering Key Element)
1.4
Communication
1.5
Creativity
1.6
Attention to
ethical
consideration
1.7
System
Thinking
Middle School
1.3
Optimism
1.2
Collaboration
(teamwork)
1.1 Professional
Development
Key Engineering
Element
Descriptions
Early
Developing
Prepared
Model
Teacher professional development
Teacher professional development Teacher professional development Teacher use engineering habits of
identifies Engineering Habits of Mind. illustrates engineering habits of
applies the engineering habits of
mind in professional development.
mind at least once a year.
mind at least once per semester.
Every workshop illustrates how to use
the habits of mind in an integrated
classroom.
Teamwork in the classroom takes
place weekly, team roles are not
clearly defined, and teams have 2
members.
Team’s exhibit evidence of defined Students exemplify cooperative
Student teams of 3-4 members design
roles at least twice weekly and
teamwork daily and teams have 3-4 complete solutions to age appropriate
teams have 2-3 members.
members.
difficult and unfamiliar problems.
Classroom practice includes a
Teachers identify student
Students apply persistence by
Students apply persistence in solving
mechanism to encourage students to frustrations as a driver for learning. managing frustrations with problem unfamiliar problems most of the time
address frustrations productively.
solving with encouragement from without teacher intervention.
the teacher.
Evidence-based communication (oral Written and oral communication
and/or written) is exemplified in a
between students and
single subject area less than weekly. student/teacher uses evidencebased argumentation in multiple
subject areas at least weekly.
Student written and oral
Students apply content knowledge
communications exemplify
from multiple subject areas to support
appropriate use of content
argumentation daily.
knowledge in multiple subject areas
weekly.
Teachers and students recognize that Teachers encourage students to
problems may have multiple correct use multiple solution pathways for
solutions.
problems twice weekly.
Students explain multiple solutions Students implement multiple solutions
to problems daily.
to global problems.
Teachers
identify
that
ethical Teachers encourage discussion of Students explain ethical
considerations are a part of decision ethical considerations among
considerations associated with
making.
students at least monthly.
global problems under
consideration weekly.
See Systems Thinking Key Element for implementation
Classroom operations and student
work clearly analyze consideration of
ethical tradeoffs.
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(1) Engineering Habits of Mind (Engineering Key Element)
1.4
Communication
1.5
Creativity
1.6
Attention to
ethical
consideration
1.7
System
Thinking
High School
1.3
Optimism
1.2
Collaboration
(teamwork)
1.1 Professional
Development
Key Engineering
Element
Descriptions
Early
Developing
Prepared
Model
Teacher professional development
Teacher professional development Teacher professional development Teacher use engineering habits of mind
identifies Engineering Habits of Mind. illustrates engineering habits of
applies the engineering habits of in professional development. Every
mind at least once a year.
mind at least once per semester. workshop illustrates how to use the
habits of mind in an integrated
classroom.
Teamwork in the classroom takes
Team’s exhibit evidence of defined Students exemplify cooperative
Student teams of 3-4 members design
place weekly, team roles are not
roles at least twice weekly and
teamwork daily and teams have 3- complete solutions to age appropriate
defined, and teams have 2 members. teams have 2-3 members.
4 members.
difficult and unfamiliar problems.
Classroom practice includes a
Teachers identify student
Students apply persistence by
mechanism to encourage students to frustrations as a driver for learning. managing frustrations with
address frustrations productively.
unfamiliar problems.
Students analyze frustrations in solving
unfamiliar and difficult problems to persist
to completion without teacher
intervention.
Evidence-based communication (oral Written and oral communication
and/or written) is exemplified in a
between students and
single subject area less than weekly. student/teacher uses evidencebased argumentation in multiple
subject areas at least weekly.
Students apply content knowledge from
multiple subject areas to support
argumentation daily.
Student written and oral
communications exemplify
appropriate use of content
knowledge in multiple subject
areas weekly.
Teachers and students recognize that Teachers encourage students to use Students explain multiple solutions Students implement multiple solutions to
problems may have multiple correct multiple solution pathways for
to problems daily.
global problems.
solutions.
problems twice weekly.
Teachers encourage discussion of
Teachers identify that ethical
considerations are a part of decision ethical considerations among
students at least monthly.
making.
See Systems Thinking Key Element for implementation
Students explain ethical
considerations associated with
global problems under
consideration weekly.
Classroom operations and student work
clearly generate consideration of ethical
tradeoffs.
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(2) Engineering Design Process (Engineering Key Element)
Early
Developing
Prepared
Teacher professional development
Teacher professional development Teacher professional development
focuses on project-based learning at focuses on project-based learning to focuses on using the Engineering
least one day per year.
meet multiple objectives at least two Design Process in multiple ways,
days per year.
not just in project based learning,
at least two days per year.
Teachers apply the Engineering
Design Process in real-world
authentic problems monthly.
Teachers organize opportunities to use
the Engineering Design Process in
classroom practice at least four days per
year; this may include personalized
learning.
Teachers analyze students’ use of Teachers evaluate students’ use of the
the Engineering Design Process in Engineering Design Process in realreal-world, authentic problem
world, authentic problem solving weekly
solving monthly.
Students exemplify the Engineering Students implement the
Students apply the Engineering Design
Design Process in oral and/or
Engineering Design Process in oral Process in interdisciplinary problem
written communication monthly.
and/or written communication in
solving weekly.
weekly.
Students identify models in
engineering design projects four
times per year.
Students summarize models in
engineering design projects four
times per year.
Students explain models in
engineering design projects
monthly.
Students use models in multiple subject
areas two times per month.
Teachers identify alternative
viewpoints in engineering design
Projects monthly.
Teachers exemplify alternative
viewpoints in engineering design
projects weekly.
Students explain alternative
viewpoints in engineering design
projects monthly.
Students use alternative viewpoints in
engineering design projects weekly.
2.3
Students recognize the Engineering
Design Process in the classroom.
2.4
Teachers exemplify the Engineering
Design Process as an authentic
problem solving process monthly.
Model
2.5
Elementary School
2.2
2.1
Key Engineering
Element
Descriptions
Engineering Design Process
Elementary School
Ask
Imagine
Plan
Create
Improve as needed at any step
Engineering Design Process
Middle and High School
Define the problem, including criteria and
constraints
Research
Develop ideas
Choose an approach
Create Model or Prototype
Test
Communicate
Redesign as needed at any step
Design Process Graphic
Based on Engaging
Youth through
Engineering; adapted
from Engineering the
Future, Museum of
Science, Boston
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(2) Engineering Design Process (Engineering Key Element)
Early
Developing
Prepared
Model
Teacher professional development
focuses on project-based learning at
least one day per year.
Teacher professional development Teacher professional development
focuses on project-based learning to focuses on using the Engineering
meet multiple objectives at least two Design Process in multiple ways, not
days per year.
just in project based learning, at least
two days per year.
Teachers exemplify the Engineering
Design Process as an authentic
problem solving process monthly.
Teachers apply the Engineering
Design Process in real-world,
authentic problems monthly.
Teachers organize opportunities to use the
Engineering Design Process in classroom
practice at least four days per year; this
may include personalized learning.
2.3
Students recall the Engineering Design Students explain the Engineering
Students apply the steps of the
Process twice per month.
Design Process and evidence of its Engineering Design Process in
implementation is seen monthly in problem solving weekly.
student work.
2.4
Teachers analyze students’ use of the Teachers evaluate students’ use of the in
Engineering Design Process in real- Engineering Design Process real-world,
world, authentic problem solving
authentic problem solving weekly.
monthly.
Students identify models or prototypes Students exemplify models or
in design projects four times per year. prototypes in design projects four
times per year.
Students use models or prototypes in Students differentiate between types of
design projects monthly.
models or prototypes in multiple subject
areas two times per month.
2.5
Middle School
2.2
2.1
Key Engineering
Element
Descriptions
Students identify global and ethical
issues within an existing design.
Students apply global and ethical
viewpoints as a part of the
Engineering Design Process.
Engineering Design Process
Elementary School
Ask
Imagine
Plan
Create
Improve as needed at any step
Students exemplify global and
ethical viewpoints in proposing a
design.
Engineering Design Process
Middle and High School
Define the problem, including criteria and
constraints
Research
Develop ideas
Choose an approach
Create Model or Prototype
Test
Communicate
Redesign as needed at any step
Students analyze the design of a product
using the reverse engineering approach at
least two times per year..
Students differentiate between proposed
designs using global and ethical viewpoints
Design Process Graphic
Based on Engaging
Youth through
Engineering; adapted
from Engineering the
Future, Museum of
Science, Boston
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(2) Engineering Design Process (Engineering Key Element)
Model
Teacher professional development Teacher professional development
focuses on project-based learning focuses on project-based learning to
at least one day per year.
meet multiple objectives at least two
days per year.
Teacher professional development
focuses on using the Engineering
Design Process in multiple ways,
not just in project based learning,
at least two days per year.
Teachers organize opportunities to
use the Engineering Design Process
in classroom practice at least four
days per year; this may include
personalized learning.
Teachers exemplify the
Teachers apply the Engineering
Engineering Design Process as an Design Process in real-world,
authentic problem solving process authentic problems monthly.
monthly.
Teachers analyze students’ use of
the Engineering Design Process in
real-world, authentic problem
solving monthly.
Teachers evaluate students’ use of the
Engineering Design Process in realworld, authentic problem solving
weekly
Students recall the Engineering
Design Process twice per month.
Students explain the Engineering
Design Process and evidence of its
implementation is seen monthly in
student work.
Students apply the steps of the
Engineering Design Process in
problem solving weekly.
Students analyze the design of a
product using the reverse engineering
approach at least two times per year.
Students identify models or
prototypes in engineering design
projects four times per year.
Students exemplify models or
prototypes in engineering design
projects four times per year.
Students use models or prototypes Students differentiate between types
in engineering design projects
of models or prototypes in multiple
monthly.
subject areas two times per month.
Students identify global and ethical Students exemplify global and ethical Students apply global and ethical
issues within an existing design.
viewpoints in engineering design
viewpoints in engineering design
weekly.
monthly.
2.3
2.1
Prepared
2.2
Developing
2.4
Early
2.5
High School
Key Engineering
Element
Descriptions
Engineering Design Process
Elementary School
Ask
Imagine
Plan
Create
Improve as needed at any step
Engineering Design Process
Middle and High School
Define the problem, including criteria and
constraints
Research
Develop ideas
Choose an approach
Create Model or Prototype
Test
Communicate
Redesign as needed at any step
Students analyze global and ethical
viewpoints in engineering design
weekly.
Design Process Graphic
Based on Engaging
Youth through
Engineering; adapted
from Engineering the
Future, Museum of
Science, Boston
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(3) Systems Thinking (Engineering Key Element)
Early
3.1
Students recognize a system is
either natural or human-made
weekly.
Developing
Prepared
Students identify the characteristics Students compare systems in
of natural and human-made systems multiple content areas monthly.
monthly.
3.1
Students classify a system as either Students recognize how natural and Students explain systems in
natural or human-made according human-made systems are often
multiple content areas monthly.
to its characteristics weekly.
embedded in larger systems monthly.
Students classify a system as
either natural or human-made
according to its characteristics
weekly.
3.1
High School
Middle
School
Elementary
School
Key Engineering
Element
Descriptions
Model
For a given natural or human-made
system, students explain how parts
relate to each other, and how parts, or
combination of parts, contribute to the
function of the system as a whole four
times per year.
For a given natural or human-made
system, students analyze how the
individual parts function, how parts
relate to each other, and how parts, or
combinations of parts, contribute to the
function of the system as a whole four
times per year.
Students explain how natural and
Students apply a systems thinking Students analyze the relationships
human-made systems are often
approach across multiple content among systems that are embedded
embedded in larger systems monthly. areas to solve problems monthly. within larger technological, social,
natural, environmental, etc. systems four
times per year.
Systems Thinking is a fundamental way of viewing problems in Engineering. It is an approach to problem solving that leads one to understand
that problems consist of smaller parts which are interrelated and have impact on each other.
Characteristics of a system:
▪
▪
▪
▪
▪
▪
▪
A system is composed of parts that must be related
A system has boundaries
A system can be nested inside another system
A system can overlap with another system
A system can change with time
A system receives inputs and sends outputs
A system is designed to transform inputs into outputs
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(4) Problem Solving (Engineering Key Element)
4.1
4.2
Model
Teachers illustrate multiple-solution Teachers explain problem-solving
approaches to problem solving.
techniques leading to multiple
solution pathways.
Teachers use problem solving
Teachers organize problems that require
techniques, including assumptions, assumptions to solve.
to solve problems.
Teachers identify local problems
and their relationship to the
community.
Teachers explain how local
problems impact the community.
Students understand how the
community can solve local
problems.
Students illustrate a single solution
approach to well-defined problems
with extraneous information
provided monthly.
Students exemplify multiple-solution Students recognize that
approaches to problems with
assumptions are required to solve
extraneous information provided
given problems monthly.
weekly.
4.2
Teachers recognize the need to
prepare problem solutions in
advance.
4.3
Students identify local problems and Students explain how local problems Students apply interdisciplinary
their relationship to global issues.
are related to global issues.
knowledge to understand global
issues.
4.1
Students explain multiple-solution
approaches to problems with
extraneous information provided
monthly.
Students illustrate a single solution
approach to well-defined problems
with extraneous information
provided monthly.
4.2
Students exemplify a single solution
approach to problems with
extraneous information provided
weekly.
Prepared
4.3
Developing
Teachers exemplify multiple-solution Teachers apply multiple-solution
approaches and optimization
approaches and optimization
techniques to problem solving
techniques to problem solving
monthly.
weekly.
4.3
Middle School
High School
Early
Students identify a single solution
approach to well-defined problems
with no extraneous information
provided monthly.
4.1
Elementary School
Key Engineering
Element
Descriptions
Students identify local problems and Students explain how local problems Students apply interdisciplinary
their relationship to global issues.
are related to global issues.
knowledge and optimization
techniques to understand global
issues.
Students apply multiple- solution
approaches to problems to eliminate
extraneous information monthly.
Students explain multiple- solution
approaches to community problems.
Students analyze problem information to
determine when assumptions are
necessary and to eliminate extraneous
information four times per year.
Teachers explain a single approach Teachers outline to students their Teachers use different approaches to
to solving problems using student own problem solving approach to a solve student generated problems that
input.
given problem.
require assumptions
Students exemplify multiple-solution Students apply multiple-solution
approaches to problems with
approaches, optimization
extraneous information provided two techniques, and tradeoffs to
times a month.
problems four times per year.
Students analyze problems to identify
interdisciplinary solutions to global
issues.
Students analyze problem information to
determine when assumptions are
necessary and to eliminate extraneous
information four times per year.
Teachers organize problems to
Teachers generate problems that require
include assumptions, optimization the elimination of extraneous information
techniques, and tradeoffs to arrive at and the identification of assumptions to
solutions four times per year.
arrive at solutions two times per year.
Students analyze problems to identify
interdisciplinary solutions to global
issues.
*Optimization is identifying the best solution to a problem while balancing competitive or conflicting factors. (Grades K-8 Key Engineering Element Descriptions are developmental. Grades 9-12 are application)
**Tradeoffs are deciding which criteria are most important to determine the best solution to a specific problem.
On-going Community and Industry Engagement (Principle)
(5) Engineering Habits of Mind * (Engineering Key Element)
5.1
5.2
5.2
High School
5.1
5.2
Middle School
5.1
Elementary School
Key Engineering
Element
Descriptions
Early
Developing
Prepared
Model
Teachers identify opportunities to Teachers implement partnerships
Teachers apply collaborative
Teachers organize extension opportunities
partner with the local industry and with local industry and community
principles to form industry and
for themselves and their students both
community at least once a year. that provide interactions with students community partnerships at least three outside and in the classroom at least once
at least twice a year.
times a year.
for themselves and four times a year for
students to develop the STEM pipeline the
workforce and postsecondary education.
Teachers identify funding
opportunities from industry,
foundations and non-profit
organizations interested in STEM
education.
Teachers review requests for
proposals for funding opportunities
from industry, foundations and nonprofit organizations interested in
STEM education.
Teachers and school system
personnel organize a grant proposal
for funding from STEM stakeholders
such as industry, foundations and
non-profit organizations to enhance
engineering education in the
classroom and school wide.
Teachers and school system personnel
implement a grant from STEM stakeholders
such as industry, foundations and non-profit
organizations to enhance engineering
education in the classroom and school-wide.
Teachers identify opportunities to Teachers implement partnerships
Teachers apply collaborative
Teachers organize extension opportunities
partner with the local industry and with local industry and community
principles to form industry and
for themselves and their students both
community at least once a year. that provide interactions with students community partnerships at least three outside and in the classroom at least once
at least twice a year.
times a year.
for themselves and four times a year for
students to develop the STEM pipeline the
workforce and postsecondary education.
Teachers identify funding
opportunities from industry,
foundations and non-profit
organizations interested in STEM
education.
Teachers review requests for
proposals for funding opportunities
from industry, foundations and nonprofit organizations interested in
STEM education.
Teachers and school system
personnel organize a grant proposal
for funding from STEM stakeholders
such as industry, foundations and
non-profit organizations to enhance
engineering education in the
classroom and school wide.
Teachers and school system personnel
implement a grant from STEM stakeholders
such as industry, foundations and non-profit
organizations to enhance engineering
education in the classroom and school-wide.
Teachers identify opportunities to Teachers implement partnerships
Teachers apply collaborative
Teachers organize extension opportunities
partner with the local industry and with local industry and community
principles to form industry and
for themselves and their students both
community at least once a year. that provide interactions with students community partnerships at least three outside and in the classroom at least once
at least twice a year.
times a year.
for themselves and four times a year for
students to develop the STEM pipeline the
workforce and postsecondary education.
Teachers identify funding
opportunities from industry,
foundations and non-profit
organizations interested in STEM
education.
Teachers review requests for
proposals for funding opportunities
from industry, foundations and nonprofit organizations interested in
STEM education.
Teachers and school system
personnel organize a grant proposal
for funding from STEM stakeholders
such as industry, foundations and
non-profit organizations to enhance
engineering education in the
classroom and school wide.
Teachers and school system personnel
implement a grant from STEM stakeholders
such as industry, foundations and non-profit
organizations to enhance engineering
education in the classroom and school-wide.
*Engineering Habits of Mind includes Collaboration (Teamwork), Optimism, Communication, Creativity, Attention to Ethical Consideration, and Systems Thinking.
On-going Community and Industry Engagement (Principle)
(6) Engineering Design Process (Engineering Key Element)
Prepared
Model
6.1
Developing
Teachers select engineers from
Teachers select engineers from local
local industry and community to
industry and community to discuss
speak in classrooms once a year. engineering design at least twice a
year.
Teachers identify engineers from
Teachers implement partnerships with
local industry, higher education
engineers from industry, post-secondary
institutions or community to
and/or the community for mentoring
demonstrate to students how they
interactions with the teachers and
have used the design process at least students.
once a year.
6.1
Early
Teachers select engineers from
Teachers select engineers from local
local industry and community to
industry and community to discuss
speak in classrooms once a year. engineering design at least twice a
year.
Teachers identify engineers from
Teachers implement partnerships with
local industry, higher education
engineers from industry, post-secondary
institutions or community to
and/or the community for mentoring
demonstrate to students how they
interactions with the teachers and
have used the design process at least students.
once a year.
6.1
High
School
Middle
School
Elementary
School
Key Engineering
Element
Descriptions
Teachers select engineers from
Teachers select engineers from local
local industry and community to
industry and community to discuss
speak in classrooms once a year. engineering design at least twice a
year.
Teachers identify engineers from
Teachers implement partnerships with
local industry, higher education
engineers from industry, post-secondary
institutions or community to
and/or the community for mentoring
demonstrate to students how they
interactions with the teachers and
have used the design process at least students.
once a year.
Engineering Design Process
Elementary School
Ask
Imagine
Plan
Create
Improve as needed at any step
Engineering Design Process
Middle and High School
Define the problem, including criteria and
constraints
Research
Develop ideas
Choose an approach
Create Model or Prototype
Test
Communicate
Redesign as needed at any step
Design Process Graphic
Based on Engaging
Youth through
Engineering; adapted
from Engineering the
Future, Museum of
Science, Boston
On-going Community and Industry Engagement (Principle)
(7) Systems Thinking (Engineering Key Element)
7.1
7.1
Early
Developing
Prepared
Model
Teachers and students recognize Teachers and students deconstruct a Teachers and students analyze the
systems in the local economy once community system four times a year. role(s) of businesses in a local
a year.
system twice a year.
Teachers and students execute
partnerships with local businesses and
industry to infer how they fit into more
than one system twice a year.
Teachers and students recognize Teachers and students deconstruct a Teachers and students analyze the
systems in the local economy once community system four times a year. role(s) of businesses in a local
a year.
system twice a year.
Teachers and students execute
partnerships with local businesses and
industry to infer how they fit into more
than one system twice a year.
Teachers and students recognize Teachers and students deconstruct a Teachers and students analyze the
systems in the local economy once community system four times a year. role(s) of businesses in a local
a year.
system twice a year.
Teachers and students execute
partnerships with local businesses and
industry to infer how they fit into more
than one system twice a year.
7.1
High School
Middle
School
Elementary
School
Key Engineering
Element
Descriptions
Systems Thinking is a fundamental way of viewing problems in Engineering. It is an approach to problem solving that leads one to understand
that problems consist of smaller parts which are interrelated and have impact on each other.
Characteristics of a system:
▪
▪
▪
▪
▪
▪
▪
A system is composed of parts that must be related
A system has boundaries
A system can be nested inside another system
A system can overlap with another system
A system can change with time
A system receives inputs and sends outputs
A system is designed to transform inputs into outputs
On-going Community and Industry Engagement (Principle)
(8) Problem Solving (Engineering Key Element)
Prepared
Model
8.1
Developing
Teachers and students identify
Teachers and students implement
Teachers and students implement
Teachers and students implement a
problems in the local community partnerships with community and/or partnerships with community and/or solution to address a local problem in
that they help solve twice per year. industry to understand how they solve industry to evaluate multiple solutions the community annually. Students
local problems twice per year.
to a particular problem twice a year. explain results to local industry, postsecondary or government
representatives.
8.1
Early
Teachers and students identify
Teachers and students implement
Teachers and students implement
Teachers and students implement a
problems in the local community partnerships with community and/or partnerships with community and/or solution to address a local problem in
that they help solve twice per year. industry to understand how they solve industry to evaluate multiple solutions the community annually. Students
local problems twice per year.
to a particular problem twice a year. explain results to local industry, postsecondary or government
representatives.
8.1
High
School
Middle
School
Elementary
School
Key Engineering
Element
Descriptions
Teachers and students identify
Teachers and students implement
Teachers and students implement
Teachers and students implement a
problems in the local community partnerships with community and/or partnerships with community and/or solution to address a local problem in
that they help solve twice per year. industry to understand how they solve industry to evaluate multiple solutions the community annually. Students
local problems twice per year.
to a particular problem twice a year. explain results to local industry, postsecondary or government
representatives.
Connections with Postsecondary Education (Principle)
(9) Engineering Habits of Mind * (Engineering Key Element)
Prepared
Model
9.1
Developing
Teachers use materials and resources Students and teachers identify
developed by postsecondary programs careers in engineering at
for schools that apply the engineering postsecondary institutions.
habits of mind.
9.1
Early
Teachers identify local
Students and teachers coordinate
postsecondary institutions that
with postsecondary outreach
have outreach programs available programs once a year
for partnering.
Teachers identify local
Students and teachers coordinate
postsecondary institutions that
with postsecondary outreach
have outreach programs available programs once a year.
for partnering.
Teachers use materials and resources
developed by postsecondary programs
for schools that apply the engineering
habits of mind.
Students and teachers recognize
coursework that students need to
matriculate to a postsecondary
institution after high school.
Teachers identify local
Students and teachers coordinate
postsecondary institutions that
with postsecondary outreach
have outreach programs available programs once a year.
for partnering.
Teachers use materials and resources
developed by postsecondary programs
for schools that apply the engineering
habits of mind.
Teachers organize extension
opportunities for themselves and
their students both outside and in the
classroom at least once for
themselves and four times a year for
students to develop the STEM
pipeline for the workforce and
postsecondary education.
9.1
High School
Middle
School
Elementary
School
Key Engineering
Element
Descriptions
*Engineering Habits of Mind includes Collaboration (Teamwork), Optimism, Communication, Creativity, Attention to Ethical Consideration, and Systems Thinking.
Connections with Postsecondary Education (Principle)
(10)
Prepared
Model
10.1
Developing
Teachers identify engineers from Teachers use connections with
postsecondary institutions to speak engineers from postsecondary
to students once per year.
institutions to discuss engineering
design twice per year.
Teachers identify research and/or an
invention designed by engineers at a
postsecondary institution to show
students how the design process is
used once per year.
Teachers identify postsecondary
partners for students in the
classroom to apply the design
process to their own product once
per year.
10.1
Early
Teachers identify engineers from Teachers use connections with
postsecondary institutions to speak engineers from postsecondary
to students once per year.
institutions to discuss engineering
design twice per year.
Teachers identify research and/or an
invention designed by engineers at a
postsecondary institution to show
students how the design process is
used once per year.
Teachers identify postsecondary
partners for students in the
classroom to apply the design
process to their own product once
per year.
10.1
High
School
Middle
School
Elementary
School
Key Engineering
Element
Descriptions
Engineering Design Process (Engineering Key Element)
Teachers identify engineers from Teachers use connections with
postsecondary institutions to speak engineers from postsecondary
to students once per year.
institutions to discuss engineering
design twice per year.
Teachers identify research and/or an
invention designed by engineers at a
postsecondary institution to show
students how the design process is
used once per year.
Teachers identify postsecondary
partners for students in the
classroom to apply the design
process to their own product once
per year.
Engineering Design Process
Elementary School
Ask
Imagine
Plan
Create
Improve as needed at any step
Engineering Design Process
Middle and High School
Define the problem, including criteria and
constraints
Research
Develop ideas
Choose an approach
Create Model or Prototype
Test
Communicate
Redesign as needed at any step
Design Process Graphic
Based on Engaging
Youth through
Engineering; adapted
from Engineering the
Future, Museum of
Science, Boston
Connections with Postsecondary Education (Principle)
(11)
Prepared
Model
11.1
Developing
Teachers and students understand Students identify postsecondary
Students and teachers recognize a
Students identify career goals.
postsecondary institutions as a part institutions as a possible route for need for educational and career goals.
of the educational system in which their own educational development.
they participate.
11.1
Early
Teachers and students understand Students identify postsecondary
Students compare postsecondary
postsecondary institutions as a part institutions as a possible route for institutions to meet their career goals.
of the educational system in which their own educational development.
they participate.
11.1
High
School
Middle
School
Elementary
School
Key Engineering
Element
Descriptions
Systems Thinking * (Engineering Key Element)
Teachers and students understand Students select postsecondary
postsecondary institutions as part institutions to meet their academic
of an embedded educational
and career goals.
system.
Students select postsecondary
institutions to visit.
Students use systems thinking to map Students select a postsecondary
their own educational pathway from high institution to visit that was previously
school to a postsecondary institution of mapped to their own educational
their choice.
pathways.
*Systems Thinking is a fundamental way of viewing problems in Engineering. It is an approach to problem solving that leads one to understand that problems
consist of smaller parts which are interrelated and have impact on each other.
Characteristics of a system:
▪
▪
▪
▪
▪
▪
▪
A system is composed of parts that must be related
A system has boundaries
A system can be nested inside another system
A system can overlap with another system
A system can change with time
A system receives inputs and sends outputs
A system is designed to transform inputs into outputs
Connections with Postsecondary Education
(12)
12.1
12.1
12.1
High School
Middle School
Elementary
School
Key Engineering
Element
Descriptions
Early
(Principle)
Problem Solving (Engineering Key Element)
Developing
Prepared
Model
Teachers illustrate problem-solving
techniques to identify
postsecondary institutions with
whom to partner.
Teachers and students use
Schools implement partnerships with
problem-solving techniques to
postsecondary institutions to compare
develop relationships with
how students learn at different levels.
postsecondary engineering partner
institutions.
Students visit a postsecondary
engineering or engineering
technology program.
Teachers illustrate problem-solving
techniques to identify
postsecondary institutions with
whom to partner.
Teachers and students use
Schools implement partnerships with
problem-solving techniques to
postsecondary institutions to compare
develop relationships with
how students learn at different levels.
postsecondary engineering partner
institutions.
Students visit a postsecondary
engineering or engineering
technology program.
Teachers illustrate problem-solving
techniques to identify
postsecondary institutions with
whom to partner.
Teachers and students use
Students coordinate with postsecondary Teachers and students organize a
problem-solving techniques to
students for mentoring on study skills
visit to a postsecondary engineering
develop relationships with
and related learning tools.
or engineering technology program
postsecondary engineering partner
research lab or seminar.
institutions.
Resources developed in collaboration with:
Laura Bottomley
North Carolina State University, College of Engineering, Professor
The Engineering Caring Place, Director
Women in Engineering, Director
Nancy Shaw
Duke University Pratt School of Engineering, Education and Outreach Coordinator
North Carolina Project Lead the Way, State Director
Elizabeth Parry
North Carolina State University, College of Engineering, Coordinator of K-20 STEM Partnership Development
K-12 and Pre-College Division of the American Society for Engineering Education, Chair
Pamela B. Townsend, PE
Vice President
Southern States District General Manager
AECOM
For information contact: North Carolina Department of Public Instruction, STEM Education and Leadership
Rebecca Payne: rebecca.payne@dpi.nc.gov
Director, STEM Education and Leadership
Tina Marcus: tina.marcus@dpi.nc.gov
Project Coordinator, STEM Education and Leadership
www.ncpublicschools.org/stem
Correlation between Engineering Connections and NEXT GEN Science Standards Aligned to the Disciplinary Core Ideas and Performance Expectations by Discipline Summary February 13, 2013 STEM Principle: Integrated Science, Technology, Engineering and Mathematics (STEM) curriculum, aligned with state, national, international and industry standards. Elementary School Disciplinary Core Ideas Key Engineering Element Descriptions 1) Engineering Habits of Mind 1.1 Professional Development (Not a Habit of Mind) 1.2 Collaboration (teamwork) 1.3 Optimism 1.4 Communication Elementary School Performance Expectations by Discipline Middle School Disciplinary Core Ideas Middle School Performance Expectations by Discipline High School Disciplinary Core Ideas High School Performance Expectations by Discipline X ETS1.C(3) X MS‐ESS3‐c MS‐ESS3‐e X ETS1.B(5) X HS‐ESS1‐e HS‐ESS1‐f HS‐PS2‐a 4‐ESS2‐b X ETS1.A ETS1.B X 2‐ESS2‐d 4‐PS3‐d 4‐PS4‐d 5‐PS4‐b Not MS‐ESS3‐i MS‐LS2‐g MS‐LS4‐j Not MS‐PS4‐e 1.5 Creativity X X 1.6 Attention to ethical Consideration X X ETS1.B(2) X X 1.7 Systems Thinking (See section Systems Thinking) X X X X HS‐ESS2‐b HS‐ESS3‐f Not HS‐PS2‐c
HS‐LS2‐j Elementary School Disciplinary Core Ideas Key Engineering Element Descriptions 2) Design Process 2.1 Professional Development 2.2 Problem Solving X 2.3 Communication 2.4 Model Elementary School Performance Expectations by Discipline ETS1.A ETS1.B ETS1.C ETS1.B Middle School Disciplinary Core Ideas Middle School Performance Expectations by Discipline High School Disciplinary Core Ideas ETS1.B(1) ETS1.B(2) MS‐ESS3‐c ETS1.A(1) MS‐ESS3‐d ETS1.C(1) MS‐ESS3‐e MS‐ESS3‐g MS‐LS2‐i MS‐LS2‐g Not MS‐LS4‐i Not MS‐LS4‐j MS‐PS1‐b MS‐PS1‐g MS‐PS3‐c MS‐PS3‐g MS‐ESS1‐d ETS1.A(1) Not MS‐ESS1‐e ETS1.A(2) MS‐ESS3‐c ETS1.B(3) Not MS‐ESS3‐d ETS1.C(1) MS‐ESS3‐e ETS1.C(3) X K‐PSS3‐b 1‐PS4‐e 1‐LS1‐b 2‐PS3‐b 2‐LS2‐b 2‐LS2‐c 2‐ESS2‐d 4‐PS3‐e 4‐PS4‐d 4‐LS1‐b 4‐ESS2‐b 4‐ESS3‐b 5‐PS4‐a NOT 4‐PS4‐
e ETS1.A(2) ETS1.B(2) ETS1.C(1) ETS1.C(2) 2‐ESS2‐d 5‐LS2‐c ETS1.B(5) EST1.B(6) Not MS‐ESS3‐f MS‐ESS3‐g MS‐LS2‐i MS‐LS2‐g Not MS‐LS4‐i Not MS‐LS4‐j MS‐PS1‐b MS‐PS1‐g MS‐PS2‐c MS‐PS3‐a MS‐PS3‐c MS‐PS3‐g MS‐ESS3‐i MS‐PS2‐a MS‐LS4‐i ETS1.B(4) ETS1.B(5) ETS1.C(3) High School Performance Expectations by Discipline HS‐ESS2‐c HS‐ESS3‐b HS‐ESS3‐f HS‐PS2‐a HS‐PS2‐c HS‐PS3‐b HS‐PS4‐c HS‐PS4‐f HS‐ESS1‐f HS‐ESS2‐c HS‐ESS3‐b HS‐ESS3‐f HS‐ESS3‐h HS‐LS1‐f HS‐LS2‐I HS‐PS2‐a HS‐PS2‐c HS‐PS3‐b HS‐PS3‐f HS‐PS4‐c HS‐PS4‐d HS‐PS4‐f HS‐ESS1‐e HS‐ESS1‐f HS‐ESS3‐h HS‐ESS3‐i HS‐PS2‐a HS‐PS4‐d Elementary School Disciplinary Core Ideas Key Engineering Element Descriptions Elementary School Performance Expectations by Discipline Middle School Disciplinary Core Ideas 2.5 Viewpoints X 3) Systems Thinking 3.1 Systems X 4) Problem Solving 4.1 *Optimization X ETS1.A(2) ETS1.A(3) ETS1.B(2) ETS1.C(2) ETS1.B(3) MS‐ESS3‐c MS‐ESS3‐d MS‐ESS3‐e MS‐ESS3‐i MS‐LS2‐g ETS1.B(1) ETS1.C(2) ETS1.C(4) ETS1.A(1) ETS1.A(2) ETS1.B(5) ETS1.C(1) ETS1.C(5) X X X ** Refer to definition in the Engineering Connections Aligned with the STEM Rubric Principles X X Not MS‐ESS1‐d Not MS‐ESS3‐c MS‐ESS3‐d MS‐ESS3‐e Not MS‐ESS3‐f Not MS‐ESS3‐h MS‐LS2‐i Not MS‐LS4‐i Not MS‐LS4‐j *Refer to definition in the Engineering Connections Aligned with the STEM Rubric Principles 4.2 **Tradeoffs High School Disciplinary Core Ideas MS‐LS2‐i X Middle School Performance Expectations by Discipline MS‐PS1‐b MS‐PS2‐f MS‐PS3‐a MS‐PS3‐c MS‐ESS3‐c MS‐PS4‐e ETS1.B(5) ETS1.C(5) High School Performance Expectations by Discipline HS‐ESS2‐b HS‐ESS2‐i HS‐ESS3‐b HS‐ESS3‐e HS‐ESS3‐f HS‐ESS3‐h Not HS‐ESS3‐i
HS‐LS2‐j HS‐LS3‐c Not HS‐PS2‐c
Not HS‐PS3‐b
HS‐PS4‐c HS‐PS4‐f HS‐ESS2‐b HS‐ESS3‐e HS‐ESS3‐f HS‐ESS3‐h HS‐LS2‐j Not HS‐LS3‐c Not HS‐PS4‐f HS‐ESS1‐e HS‐ESS1‐f HS‐ESS2‐c HS‐ESS3‐b HS‐ESS3‐f HS‐LS2‐I HS‐PS2‐a HS‐PS3‐b HS‐PS4‐f HS‐ESS1‐e HS‐ESS1‐f HS‐ESS2‐c HS‐ESS3‐b HS‐ESS3‐f HS‐PS2‐a HS‐PS4‐f Elementary School Disciplinary Core Ideas Key Engineering Element Descriptions Elementary School Performance Expectations by Discipline 4.3 Interdisciplinary Solutions Middle School Disciplinary Core Ideas X Middle School Performance Expectations by Discipline High School Disciplinary Core Ideas High School Performance Expectations by Discipline ETS1.A(3) ETS1.B(2) ETS1.B(3) ETS1.C(2) HS‐ESS2‐b HS‐ESS2‐i HS‐ESS3‐b HS‐ESS3‐e HS‐ESS3‐f HS‐ESS3‐h HS‐ESS3‐i HS‐LS2‐j HS‐LS3‐c Not HS‐PS2‐c
Not HS‐PS3‐b
Not HS‐PS4‐d
X STEM Principle: On‐going community and industry engagement Not included in Next Generation on Science Standards 5) Engineering Habits of Mind 5.1 Partnerships 5.2 Funding Partnerships 6) Design Process 6.1 Mentorships 7) Systems Thinking 8.1 Implementation 7.1 Analysis 8) Problem Solving STEM Principle: Connections with postsecondary education Not included in Next Generation Science Standards 9) Engineering Habits of Mind 9.1 Resources Elementary School Disciplinary Core Ideas Key Engineering Element Descriptions 10) Design Process 10.1 Outcomes 11) Systems Thinking 11.1 Career Development 12) Problem Solving 12.1 Relationship Building Elementary School Performance Expectations by Discipline High School Disciplinary Core Ideas High School Performance Expectations by Discipline Middle School Performance Expectations by Discipline Middle School Disciplinary Core Ideas Correlation between Engineering Connections and NEXT GEN Science Standards Aligned to the Disciplinary Core Ideas and Performance Expectations by Discipline Notes: 1. There should be no information in grey areas; these are titles 2. Numbers in parenthesis were numbered in NC to track the objective listed in the science document which were listed with bullets 3. Areas with an X means there was no information presented on the Next Generation Science Standards relating to the North Carolina Engineering Connections 4. In the Next Generation Science Standards document, there is not a correlation between the Disciplinary Core Ideas and the Performance Expectations (indicated in red on document) from the review of North Carolina Engineering Curriculum Developers Summary: 1. In the NC Engineering Connection there is alignment to the three summary Principles of STEM:  Integrated Science, Technology, Engineering, Mathematics (STEM) curriculum, aligned with state, national, international and industry standards  On‐going community and industry engagement  Connections to postsecondary education In the Next Generation Science Standards there is recognition of the North Carolina Principle of “Integrated Science, Technology, Engineering and Mathematics (STEM curriculum aligned with state, national, international and industry experts” and no identification of the other two Principles. For purposes of this review alignment with Principle One, is recorded if indicated mention of one of the Key Engineering Element Descriptions is mentioned. This curriculum integration in engineering is as follows: Engineering Principles of Integrated STEM curriculum compared to Next Generation Science Standards Key Standards for Integrated Curriculum only Percentage Alignment Engineering Element Descriptions 13 NC Engineering Connections in HS, MS, ES 100% 10 High School – Next Generation Science Standards 77% 8 Middle School ‐ Next Generation Science Standards 62% 4 Elementary School‐ Next Generation Science Standards 31% Summaryy: 2. In
n the elementtary documen
nt there is not a correlatio n between th
he Core Ideass and the Pe
erformance EExpectations # Enginee
ering in the Ellementary baand is supporrted by DCIs rrepresenting “integrated engineering”” with the excep
ption of the listed ETS DCIs above. The
e following DCCIs are listed
d as supportin
ng engineerin
ng in the PEs but DO NOT provide suppo
ort to accomp
plish the PEs: Grade Leve
DCI llisted as supp
el PE invvolving porting this P
PE but Engin
neering doess not K K‐PS3
3‐d NOT PS3.B 1 1‐PS4
4‐e NOT PS4.C 1 1‐LS1
1‐b NOT LS1.A, LS1.D,, OR LS2.A 2 2‐PS3
3‐b NOT PS3.D OR PS2.A 2 2‐LS2
2‐b NOT LS2.A OR LS22.D 2 2‐LS2
2‐c NOT LS2.C OR LS44.C 2 2‐ESSS2‐d NOT ESS2.A 3 NO ENGINEERING PES NO EENGINEERING
G DCIS 4 4PS3‐‐d NOT PS3.D 4 4PS4‐‐d NOT PS4.C 4 4PS4‐‐e NOT PS4.C 4 4LS1‐‐b NOT LS1.A 4 4ESS2
2‐b NOT ESS1.C 4 4‐ESSS3‐b NOT ESS3.B 5 5‐PS4
4‐a NOT PS4.B OR PS44.C 5 5‐PS4
4‐b NOT PS4.B OR PS44.C 5 5‐LS2
2‐c NOT LS2.A