Menu
TryEngineering Together Elementary School -
Standards Alignment (for Each Unit)
Topic-related standards are addressed in specific TryEngineering Together units. See ELA standards for standards that are addressed in all units.
| Unit | Description | Subject Focus | Standards |
|---|---|---|---|
| 3D Printing | Students read about 3D printing and design and create a coil pot. | Science | Next Generation Science Standards * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Aircraft | Students read about different types of aircraft and design a paper helicopter. | Science | Next-Generation Science Standards * 3-PS2-1 Motion and Stability: Forces and Interactions. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. * 3-PS2-2 Motion and Stability: Forces and Interactions. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. * 5-PS2-1. Motion and Stability: Forces and Interactions. Support an argument that the gravitational force exerted by Earth on objects is directed down. * 3-5-ETS1-1. Engineering Design: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-1. Engineering Design: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-2. Engineering Design: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Engineering Design: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Alternative Energy | Students design an anemometer using every day materials. | Science | Next Generation Science Standards * 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. * 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. * 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. * 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment. * 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. |
| Artificial Intelligence | Students design a list of instructions that a computer can use to win tic-tac-toe games. | Next Generation Science Standards * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
|
| Be An Inventor | Students identify a challenge and then plan an invention to address the challenge. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Bionic Bodies | Students work as engineers to design a robotic arm that can pick up an empty disposable cup. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Bridges | Students work in teams to design and test a bridge. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Clean Water for a Thirsty Planet | Students work in teams to engineer a water filter that can remove dirt or other materials from a water sample. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Cybersecurity | Students create and test strong passwords. | Science | Next Generation Science Standards * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. Computer Science Standards (CSTA) * 1B-NI-05. Discuss real-world cybersecurity problems and how personal information can be protected. |
| Deep Sea | Students build a submarine and "drive" it to a specific place in a water bottle. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Drones | Students design a drone to carry out a specific mission. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Electricity | Students design a battery using everyday materials such as a lemon, a potato, or a cup of salt water. | Science | Next Generation Science Standards * 3-PS2-3. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. * 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. * 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. * 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. * 5-PS1-3. Make observations and measurements to identify materials based on their properties. * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Energy from the Sun | Students work in teams to design a solar oven. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. * 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
| Engineering Is Everywhere | Students work in teams to engineer the tallest tower they can build to support a small ball, using just straws, pipe cleaners, and paperclips. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Everyday Engineering | Students design and build a bed that will fit a given figure. The bed will be tested for its ability to fit the figure and hold it (or a given weight) a given height (such as 1 inch) off the table. | Science | Next Generation Science Standards * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Getting Started with TryEngineering Together | Students are introduced to the program and to their eMentors. Focus is on ELA standards rather than specific content standards. | ELA | Focus is on ELA standards. |
| How Coding Works | Students work in teams to create a map with obstacles, write an algorithm, and then translate the algorithm into a set of coded instructions. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information. |
| Humans in Space | Students design a rocket, aimed at a target, that will travel the greatest distance possible. | Science | Next Generation Science Standards * 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| I Am an Engineer | Students design a package that will safely ship a single chip through a simulated mail journey. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Learning to Fly | Students design a paper glider that will be tested on three criteria: distance, endurance (time in air), and accuracy. | Science | Next Generation Science Standards * 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Living in Space | Students design a small dome that can hold a weight on top without collapsing. | Science | Next Generation Science Standards * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Making Sports Better | Students read about innovations in sports equipment then design a piece of sports equipment. | Science | Next-Generation Science Standards * 3-PS2-1 Motion and Stability: Forces and Interactions. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. * 3-PS2-2 Motion and Stability: Forces and Interactions. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. * 4-PS3-3 Energy. Ask questions and predict outcomes about the changes in energy that occur when objects collide. * 4-PS3-4 Energy. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Managing Natural Disasters | Students design a tower that can hold a weight on top, while resisting the force of wind provided by a fan (and possibly rain provided by a spray bottle). | Science | Next Generation Science Standards * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Matter Matters | Students work in teams to create slime that has specific properties. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 5-PS1-3. Make observations and measurements to identify materials based on their properties. |
| Protecting Wildlife | Students design a model of a wildlife overpass that allows wildlife to safely cross a dangerous road. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Reflection | There is no focus article or hands-on activity in this unit. As the last unit of the year, students reflect upon their correspondence and learning. | ELA | Focus is on ELA standards. |
| Robotics | Students work in teams to design a robot that solves a problem, by choosing sensors provided by their teachers. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Simple Machines | Students work as engineers to design a toy in the form of an automaton. Students use a cam and cam follower and/or a pulley to make a figure move round and round (or another intended way). | Science | Next Generation Science Standards * 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| Slime | Students design a slime recipe with the look and feel that they want. | Science | Next Generation Science Standards * 5-PS1-3: Make observations and measurements to identify materials based on their properties. * 3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| STEM Career Pathways | Students imagine three different STEM careers that interest them and design a presentation about each career. | Career Readiness | Next Generation Science Standards * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| STEM through Hobbies | Students design a spinning top using everyday materials. | Science | Next Generation Science Standards * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Sustainability | Students design a more sustainable building that keeps a comfortable inside temperature in summer or winter. | Science | Next Generation Science Standards * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| Telescopes | Students design a simple telescope using everyday materials. | Science | "Next Generation Science Standards * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. * DCI PS4.B. Electromagnetic Radiation: An object can be seen when light reflected from its surface enters the eyes." |
| The Future of Cars ... Is Now! | Students design a car to meet a specific need. | Science | Next Generation Science Standards * 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| The Science of Data | Students work in teams to design a data visualization that represents a set of data. | Science | Next Generation Science Standards * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
| What is Sound? | Students read about how engineers use sound, then design a guitar. | Science | NGSS * 4-PS3-2. Energy: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. * 3-5-ETS1-1. Engineering Design: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. * 3-5-ETS1-2. Engineering Design: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. * 3-5-ETS1-3. Engineering Design: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
| Working with Wind Energy | Students work in teams to design and build their own windmill on paper and execute their plan using classroom materials to make blades as well as a tower, hub and base. | Science | Next Generation Science Standards * 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. * 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. |
