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Inventions: Standards

Idaho Common Core State Standards

Here are correlations to the National Common Core Language and Math standards and to the Idaho State Science Standards. If you'd like, you may go directly to the Idaho science standards for this topic. For more information about the overall standards, see the complete Idaho Content Standards for Science, the Next Generation Science Standards, the Common Core Language standards, or the Common Core Math standards.

Language

Fourth Grade

CCSS.ELA-Literacy.RI.4.1 [CCSS page]

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Supporting Content:

Use this informational text on medical research and the scientific method. Have students identify elements of the scientific method and decide whether the hypotheses should be rejected or accepted, referring to the text for support.

Fifth Grade

CCSS.ELA-Literacy.W.5.2.a [CCSS page]

Write informative/explanatory texts to examine a topic. Introduce a topic clearly, providing a general observation and focus.

Supporting Content:

Using this outline for a virtual interview with the inventor Ben Franklin, students decide which information to include in a news story and create an introductory paragraph.

Sixth Grade

CCSS.ELA-Literacy.W.6.2[CCSS page]

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Supporting Content:

Using this lesson content on the importance of failure in the process of invention, students write an essay connecting the trait of perseverance to success, giving examples of items invented by mistake.

Math

Second Grade

CCSS.Math.Content.2.MD.A.1 [CCSS page]

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Supporting Content:

Using the steps of the scientific method, conduct an experiment where three plants of the same type, height, and location are given different amounts of water each day. Students measure the height of the plants each day and compare their growth under different water conditions.

Third Grade

CCSS.Math.Content.3.MD.A.1 [CCSS page]

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Supporting Content:

Using the scientific method, students hypothesize whether an ice cube will melt faster in milk, juice, or water. For each liquid, students record the time when the ice cube is inserted and the time when the ice cube is completely melted, then figure out the elapsed time in minutes. Analyze results to evaluate their hypothesis.

Sixth Grade

CCSS.Math.Content.6.SP.A.3 [CCSS page]

Recognize that a measure of center for a numerical data set summarizes all of its values with a single number.

Supporting Content:

Using this Drops On A Penny Lab to practice the scientific method, students record values for each of the trials and then calculate the average, in the control group and the test groups.

Science

All Grades - Multiple Science Standards (Scientific Method)

All standards, across the content domains of Physical Science, Life Science, and Earth and Space Sciences, are written in language that incorporates the Scientific Method.
Ask questions
Predict outcomes
Plan and conduct an investigation
Make, use and share observations
Make observations to provide evidence
Make measurements to provide data
Conduct an investigation and evaluate the experimental design
Gather and collect data
Ask questions about data
Represent data in graphical displays
Analyze data obtained from testing
Analyze and interpret data to provide evidence
Construct a scientific explanation based on evidence

All Grades - Multiple Science Standards (Inventions)

Define a problem that can be solved by applying scientific ideas
Design a solution to a human problem
Use tools and materials to design and build a device
Undertake a design project to construct, test, and modify a device
Apply scientific principles to design, test, and refine a device
Apply scientific principles to design a method
Generate and compare multiple solutions
Communicate solutions
Make a claim about the merit of a solution to a problem
Evaluate competing design solutions

Engineering and Technology - All Grades

ETS1.A: Defining Engineering Problems

A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. Asking questions, making observations, and gathering information are helpful in thinking about problems. Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solution.

ETS1.B: Developing Possible Solutions

Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. Testing a solution involves investigating how well it performs under a range of likely conditions. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.

ETS1.C: Optimizing the Design Solution

Because there is always more than one possible solution to a problem, it is useful to compare and test designs. Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.

Information and Communication Technology

Standard 4: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

Grades K-2

ICT.K-2.4.a With guidance from an educator, students ask questions, suggest solutions, test ideas to solve problems, and share their learning.

ICT.K-2.4.b Students use age-appropriate digital and nondigital tools to design something and are aware of the step-by-step process of designing.

ICT.K-2.4.c Students use a design process to develop ideas or creations, and they test their design and redesign if necessary.

ICT.K-2.4.d Students demonstrate perseverance when working to complete a challenging task.

Grades 3-5

ICT.3-5.4.a Students explore and practice how a design process works to generate ideas, consider solutions, plan to solve a problem or create innovative products that are shared with others.

ICT.3-5.4.b Students use digital and nondigital tools to plan and manage a design process.

ICT.3-5.4.c Students engage in a cyclical design process to develop prototypes and reflect on the role that trial and error plays.

ICT.3-5.4.d Students demonstrate perseverance when working with open-ended problems.

Grades 6-8

ICT.6-8.4.a Students engage in a design process and employ it to generate ideas, create innovative products or solve authentic problems.

ICT.6-8.4.b Students select and use digital tools to support a design process and expand their understanding to identify constraints and trade-offs and to weigh risks.

ICT.6-8.4.c Students engage in a design process to develop, test and revise prototypes, embracing the cyclical process of trial and error and understanding problems or setbacks as potential opportunities for improvement.

ICT.6-8.4.d Students demonstrate an ability to persevere and handle greater ambiguity as they work to solve open-ended problems.

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