Curriculum Map - Beverly High School - Science - Engineering
Stage 1 Desired Results | ||
ESTABLISHED GOALS MA Technology/Engineering Standards: HS-ETS 1-1 - Analyze global challenges HS-ETS 1-2 - Break up complex problems | ||
Transfer | ||
Students will be able to independently use their learning to… Analyze a major global challenge to specify a design problem that can be improved. Determine necessary qualitative and quantitative criteria and constraints for solutions, including any requirements set by society. Break a complex real-world problem into smaller, more manageable problems that each can be solved using scientific and engineering principles. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, aesthetics and maintenance, as well as social, cultural, and environmental impacts. Use a computer simulation to model the impact of a proposed solution to a complex real-world problem that has numerous criteria and constraints on the interactions within and between systems relevant to the problem. Document and present solutions that include specifications, performance results, successes and remaining issues, and limitations. Plan a prototype or design solution using orthographic projections and isometric drawings, using proper scales and proportions.
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Meaning | ||
UNDERSTANDINGS Students will understand that… <type here> | ||
ESSENTIAL QUESTIONS What are today’s global challenges and how can engineers help? How can complex real-world problems be solved using science, engineering, and technology? What criteria, constraints, and societal requirements must be considered when developing potential solutions? What trade-offs and impacts should be considered when evaluating solutions? How can computer models help analyze complex problems and solutions? How do engineers communicate ideas? What are orthographic projections and isometric drawings? How are proportion and scale used when communicating with drawings and models? How can dimensional analysis be used to help analyze size and project costs? What documentation details are important when presenting design solutions? | ||
Acquisition | ||
Students will know… <type here> | ||
Students will be skilled at… <type here> | ||
Stage 2 - Evidence | ||
Evaluative Criteria | Assessment Evidence | |
Explain and give examples of <type here> | PERFORMANCE TASK(S): <type here> | |
Describe <type here> | OTHER EVIDENCE: <type here> | |
Describe <type here> | OTHER EVIDENCE: <type here> | |
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction <type here> | ||