Embedded Technology and Engineering Standards: K-12 Learning Progression
Conceptual Strand
Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
Guiding Question
How do science concepts, engineering skills, and applications of technology improve the quality of life?
K-2
3-5
6-8
9-12
Embedded Technology and Engineering Standards - Grade/Course Level Expectations
GLE 0000.T/E.1 Recognize that
GLE 0000.T/E.1 Describe how
both natural materials and
tools, technology, and
human-made tools have
inventions help to answer
specific characteristics that
questions and solve problems.
determine their uses.
GLE 0000.T/E.2 Recognize that
GLE 0000.T/E.2 Apply
new tools, technology, and
engineering design and creative
inventions are always being
thinking to solve practical
developed.
problems.
GLE 0000.T/E.3 Identify
appropriate materials, tools, and
machines that can extend or
enhance the ability to solve a
specified problem.
GLE 0000.T/E.4 Recognize the
connection between scientific
advances, new knowledge, and
the availability of new tools and
technologies.
GLE 0000.T/E.5 Apply a creative
design strategy to solve a
particular problem generated by
societal needs and wants.
GLE 0000.T/E.7.1 Explore how
technology responds to social,
political, and economic needs.
GLE 0000.T/E.7.2 Know that the
engineering design cycle
involves an ongoing series of
events that incorporate design
constraints, model building,
testing, evaluating, modifying,
and retesting.
GLE 0000.T/E.7.3 Compare the
intended benefits with the
unintended consequences of a
new technology.
GLE 0000.T/E.7.4 Differentiate
between adaptive and assistive
bioengineered products.
CLE 0000.T/E.1 Explore the
impact of technology on social,
political, and economic
systems.
CLE 0000.T/E.2 Differentiate
among elements of the
engineering design cycle:
design constraints, model
building, testing, evaluating,
modifying, and retesting.
CLE 0000.T/E.3 Explain the
relationship between the
properties of a material and the
use of the material in the
application of a technology.
CLE 0000.T/E.4 Describe the
dynamic interplay among
science, technology, and
engineering within living,
earth-space, and physical
systems.
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K-12 Embedded Technology and Engineering Standards
Conceptual Strand
Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies.
Guiding Question
How do science concepts, engineering skills, and applications of technology improve the quality of life?
Embedded Technology and Engineering K-2
Grade Level Expectations
GLE 0207.T/E.1 Recognize that both natural materials and human-made tools have specific characteristics that determine their uses.
GLE 0207.T/E.2 Apply engineering design and creative thinking to solve practical problems.
Checks for Understanding (Formative/Summative Assessment)
0207.T/E.1 Explain how simple tools are used to extend the senses, make life easier, and solve everyday problems.
0207.T/E.2 Invent designs for simple products.
0207.T/E.3 Use tools to measure materials and construct simple products.
Embedded Technology and Engineering 3-5
Grade Level Expectations
GLE 0507.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems.
GLE 0507.T/E.2 Recognize that new tools, technology, and inventions are always being developed.
GLE 0507.T/E.3 Identify appropriate materials, tools, and machines that can extend or enhance the ability to solve a specified problem.
GLE 0507.T/E.4 Recognize the connection between scientific advances, new knowledge, and the availability of new tools and technologies.
GLE 0507.T/E.5 Apply a creative design strategy to solve a particular problem generated by societal needs and wants.
Checks for Understanding (Formative/Summative Assessment)
0507.T/E.1 Explain how different inventions and technologies impact people and other living organisms.
0507.T/E.2 Design a tool or a process to address an identified problem caused by human activity.
0507.T/E.3 Determine criteria to evaluate the effectiveness of a solution a specified problem.
0507.T/E.4 Evaluate an invention that solves a problem and determines ways to improve the design.
Embedded Technology and Engineering 6-8
Grade Level Expectations
GLE 0807.T/E.7.1 Explore how technology responds to social, political, and economic needs.
GLE 0807.T/E.7.2 Know that the engineering design cycle involves an ongoing series of events that incorporate design constraints, model
building, testing, evaluating, modifying, and retesting.
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GLE 0807.T/E.7.3 Compare the intended benefits with the unintended consequences of a new technology.
GLE 0807.T/E.7.4 Differentiate between adaptive and assistive bioengineered products.
Checks for Understanding (Formative/Summative Assessment)
0807.7.1. Use appropriate tools to test for strength, hardness, and flexibility of materials.
0807.7.2 Apply the engineering design process to construct a prototype that meets certain specifications.
0807.7.3 Explore how the unintended consequences of new technologies can impact society.
0807.7.4 Research bioengineering technologies that advance health and contribute to improvements in our daily lives.
0807.7.5 Develop an adaptive design and test its effectiveness.
State Performance Indicators
SPI 0807.T/E.7.1 Identify the tools and procedures needed to test the design features of a prototype.
SPI 0807.T/E.7.2 Evaluate a protocol to determine if the engineering design process was successfully applied.
SPI 0807.T/E.7.3 Distinguish between the intended benefits and the unintended consequences of a new technology.
SPI 0807.T/E.7.4 Differentiate between adaptive and assistive bioengineered products.
Embedded Technology and Engineering 9-12
Course Level Expectations
CLE 3210.T/E.1 Explore the impact of technology on social, political, and economic systems.
CLE 3210.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating,
modifying, and retesting.
CLE 3210-.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology.
CLE 3210.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical
systems.
Checks for Understanding (Formative/Summative Assessment)
3210.1 Select appropriate tools to conduct a scientific inquiry.
3210.2 Apply the engineering design process to construct a prototype that meets developmentally appropriate specifications.
3210.3 Explore how the unintended consequences of new technologies can impact human and non-human communities.
3210.4 Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives.
3210.5 Design a series of multi-view drawings that can be used by other students to construct an adaptive design and test its effectiveness.
State Performance Indicators
SPI 3210.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry.
SPI 3210.T/E.2 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied.
SPI 3210.T/E.3 Evaluate the overall benefit to cost ratio of a new technology.
SPI 3210.T/E.4 Assess the principles that determine if a new technology will improve the quality of life for an intended audience.
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Embedded Inquiry Standards – K-12 Learning Progression
Conceptual Strand
Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
Guiding Question
What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
K-2
3-5
6-8
9-12
Embedded Inquiry - Grade/Course Level Expectations
GLE K-2.Inq.1 Observe the world GLE 3-5.Inq.1 Explore different
of familiar objects using the
scientific phenomena by asking
senses and tools.
questions, making logical
GLE K-2.Inq.2 Ask questions,
predictions, planning
make logical predictions, plan
investigations, and recording
investigations, and represent
data.
data.
GLE 3-5.Inq.2 Select and use
GLE K-2.Inq.3 Give an
appropriate tools and simple
explanation for the data from
equipment to conduct an
an investigation.
investigation.
GLE 3-5.Inq.3 Organize data into
appropriate tables, graphs,
drawing, or diagrams.
GLE 3-5.Inq.4 Identify and
interpret simple patterns of
evidence to communicate the
findings of multiple
investigations.
GLE 3-5.Inq.5 Recognize that
different people may interpret
the same results another way.
GLE 3-5.Inq.6 Compare the results
of an investigation with what
scientists already accept about
this question.
GLE 6-8.Inq.1 Design and
conduct open-ended scientific
investigations.
GLE 6-8.Inq.2 Use appropriate
tools and techniques to gather,
organize, analyze, and interpret
data.
GLE 6-8.Inq.3 Synthesize
information to determine cause
and effect relationships between
evidence and explanations.
GLE 6-8.Inq.4 Recognize
possible sources of bias and
error, alternative explanations,
and questions for further
exploration.
GLE 6-8.Inq.5 Communicate
scientific understanding using
descriptions, explanations, and
models.
CLE 9-12.Inq.1 Recognize
that science is a progressive
endeavor that reevaluates and
extends what is already
accepted.
CLE 9-12.Inq.2 Design and
conduct scientific
investigations to explore new
phenomena, verify previous
results, test how well a theory
predicts, and compare
opposing theories.
CLE 9-12.Inq.3 Use
appropriate tools and
technology to collect precise
and accurate data.
CLE 9-12.Inq.4 Apply
qualitative and quantitative
measures to analyze data and
draw conclusions that are free
of bias.
CLE 9-12.Inq.5 Compare
experimental evidence and
conclusions with those drawn
by others about the same
testable question.
CLE 9-12.Inq.6 Communicate
and defend scientific findings.
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K-12 Embedded Inquiry Standards
Conceptual Strand
Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century.
Guiding Question
What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry?
Embedded Inquiry K-2
Grade Level Expectations
GLE K-2.Inq.1 Observe the world of familiar objects using the senses and tools.
GLE K-2.Inq.2 Ask questions, make logical predictions, plan investigations, and represent data.
GLE K-2.Inq.3 Give an explanation for the data from an investigation.
Checks for Understanding
 K-2.Inq.1 Use senses and simple tools to make observations.
 K-2.Inq.2 Communicate interest in simple phenomenon and plan for simple investigations.
 K-2.Inq.3 Communicate understanding of simple data using age appropriate vocabulary.
 K-2.Inq.4 Collect, discuss, and communicate findings from a variety of investigations.
Embedded Inquiry 3-5
Grade Level Expectations
GLE 3-5.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and
recording data.
GLE 3-5.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation.
GLE 3-5.Inq.3 Organize data into appropriate tables, graphs, drawing, or diagrams.
GLE 3-5.Inq.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations.
GLE 3-5.Inq.5 Recognize that different people may interpret the same results another way.
GLE 3-5.Inq.6 Compare the results of an investigation with what scientists already accept about this question.
Checks for Understanding (Formative/Summative Assessment)
3-5.Inq.1 Identify specific investigations that could be used answer a particular question and identify reasons for the selection.
3-5.Inq.2 Identify tools needed to investigate specific questions.
3-5.Inq.3 Maintain a science journal that includes observations, data, diagrams, and interpretations.
3-5.Inq.4 Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusive explanation.
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State Performance Indicator
SPI 3-5.Inq.1 Select an investigation that could be used to answer a specific question.
Embedded Inquiry 6-8
Grade Level Expectations
GLE 6-8.Inq.1 Design and conduct open-ended scientific investigations.
GLE 6-8.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.
GLE 6-8.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.
GLE 6-8.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.
GLE 6-8.Inq.7.5 Communicate scientific understanding using descriptions, explanations, and models.
Checks for Understanding (Formative/Summative Assessment)
6-8.Inq.1 Design and conduct an open-ended scientific investigation to answer a question that includes a control and appropriate
variables.
6-8.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collect from a moderately complex
scientific investigation.
6-8.Inq.3 Use evidence from a set of data to for determine cause and effect relationships that explain a phenomenon.
6-8.Inq.4 Review an experimental design to determine possible sources of bias or error, state alternative explanations, and identify
questions for further investigation.
6-8.Inq.5 Design a method to explain the results of an investigation using descriptions, explanations, or models.
State Performance Indicators
SPI 6-8.Inq.1 Design a simple experimental procedure with an identified control and appropriate variables.
SPI 6-8.Inq.2 Select tools and procedures needed to conduct a moderately complex experiment.
SPI 6-8.Inq.3 Interpret and translate data into a table, graph, or diagram.
SPI 6-8.Inq.4 Draw a conclusion that establishes a cause and effect relationship that is supported by evidence.
Embedded Inquiry 9-12 (Biology)
Course Level Expectations
CLE 3210.Inq.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted.
CLE 3210.Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a
theory predicts, and compare opposing theories.
CLE 3210.Inq.3 Use appropriate tools and technology to collect precise and accurate data.
CLE 3210.Inq.4 Apply qualitative and quantitative measures to analyze data and draw conclusions that are free of bias.
CLE 3210.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question.
CLE 3210.Inq.6 Communicate and defend scientific findings.
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Checks for Understanding (Formative/Summative Assessment)
3210.Inq.1 Trace the historical development of a scientific principle or theory, such as cell theory, evolution, or DNA structure.
3210.Inq.2 Conduct scientific investigations that include testable questions, verifiable hypotheses, and appropriate variables to explore new
phenomena or verify the experimental results of others.
3210.Inq.3 Select appropriate tools and technology to collect precise and accurate quantitative and qualitative data.
3210.Inq.4 Determine if data supports or contradicts a hypothesis or conclusion.
3210.Inq.5 Compare or combine experimental evidence from two or more investigations
3210.Inq.6 Recognize, analyze, and evaluate alternative explanations for the same set of observations.
3210.Inq.7 Analyze experimental results and identify possible sources of experimental error.
3210.Inq.8 Formulate and revise scientific explanations and models using logic and evidence.
State Performance Indicators
SPI 3210 Inq.1 Select a description or scenario that reevaluates and/or extends a scientific finding.
SPI 3210 Inq.2 Analyze the components of a properly designed scientific investigation.
SPI 3210 Inq.3 Determine appropriate tools to gather precise and accurate data.
SPI 3210 Inq.4 Evaluate the accuracy and precision of data.
SPI 3210 Inq.5 Defend a conclusion based on scientific evidence.
SPI 3210 Inq.6 Determine why a conclusion is free of bias.
SPI 3210 Inq.7 Compare conclusions that offer different, but acceptable explanations for the same set of experimental data.
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