South Dakota Science HS-ETS1-1
The Standard
Analyze a major global challenge to specify qualitative and quantitative criteria for constraints for solutions that account for societal needs and wants. Alignment may include HS-PS2-3; HS-PS2-6; HS-PS4-2; HS-PS4-5
South Dakota Science Standards (2024) · Engineering Design
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students examine a global problem, such as access to safe drinking water. They decide what a solution must achieve, set measurable targets, and identify limits such as cost or available power. They account for what people need and want from the solution.
What Mastery Looks Like
- A student uses case data to justify a daily water target and a monthly price cap. They also explain why residents need a system they can repair without reliable electricity.
Common Misconceptions
- Students may write “build a filter” instead of stating how much safe water people need. They may mix up a performance target with a budget limit. Some assume water that looks clear is safe to drink.
How to Assess It
- A town needs safe drinking water, has no reliable electricity, and can spend $10 per household each month. Write one measurable water target, one requirement based on residents’ needs, and two design limits; explain your choices.
Lesson moves
Ways to Teach It
Mix soil and 250 mL water, pour it through a coffee filter, time the flow, and record one capacity target and safety concern.
Give groups a village water case with household income and electricity data; ask which requirements residents would prioritize and why.
Sort cards labeled “2 liters per person daily,” “safe for children,” “$10 monthly cap,” and “no grid power” into targets or limits.
At the school water station, count bottle fills in five minutes and propose a daily capacity target and an access requirement for students.
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