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Next Generation Science Standards

HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3: 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, and aesthetics, as well as possible social, cultural, and environmental impacts.

HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Quarter 1Quarter 2Quarter 3Quarter 4

 

 

 

Quarter 1

Standard

Sample Activity

Description

HS-ETS1-1

  1. Digital Citizenship curriculum (all quarters)

  1. Digital Citizenship curriculum (all quarters) introduces students to issues raised by pervasive internet and digital social communications such as privacy, responsibility, and respect for intellectual property.  This topic is explored interactively through the year-long web design, blog, and podcasting projects as students take on the role of digital content evaluators, curators, and creators who analyze digital communications platforms for criteria like effective communication, audience targeting, and design values

HS-ETS1-2

  1. Match the Build

  2. Web design, blog, and podcasting projects

  3. Virtual Worlds

  1. Match the Build is hands-on activity that introduces students to core computational thinking concepts - pattern recognition, decomposition, algorithmic thinking, and abstraction - and emphasizes the importance of effectively communicating as a team to design a built material solution.

  2. Web design, blog, and podcasting projects present opportunities for students to practice decomposition of a larger goal - communicating with a target audience - into steps within a project.

  3. Virtual Worlds building projects require understanding of step-by-step building functions to create complex objects; as groups students must design, plan, contract outside help, and build objects in the virtual space to accomplish the goals of their projects

HS-ETS1-3

  1. Critical media analysis

  1. Critical media analysis activities teach students how to critically evaluate social issues like diversity and representation in media, targeting of audiences through websites and other social media, and issues of privacy in digital citizenship. Blog and podcast projects give students opportunities to make these choices for themselves and reflect on their criteria.

HS-ETS1-4

  1. Culturally Situated Design Tools activities (CSDT/CSNAP)

  2. Virtual Worlds

  1. Culturally Situated Design Tools activities (CSDT/CSNAP) are Scratch-based computer programs that simulate or recreate visual and auditory designs and artifacts like quilt patterns, hair braids, and music to teach about the cultural and historical context of said artifacts. Students are able to use these tools to model existing traditional patterns and create new ones to fit relevant criteria chosen by students.

  2. Building projects in Virtual Worlds offer an immersive 3D simulation environment for students to construct objects that fulfill criteria of social justice projects and offer a way to showcase them publicly.

 

  

 

Quarter 2

Standard

Sample Activity

Description

HS-ETS1-1

N/A

N/A

HS-ETS1-2

  1. Alice

  1. Alice programming projects all involve decomposition of a larger problem into smaller tasks, functions, and subroutines.  For example, Alice project: Movie/TV scene remix and Alice project: Journey are complex projects that require storyboarding, writing, setting design, programming, and finishing steps to be completed. These projects will engage with media representation problems and the intersection of identity and life trajectory, respectively.

HS-ETS1-3

  1. Digital Citizenship

  2. Alice and Virtual Worlds

  1. The Digital Citizenship curriculum will engage students in questions about how to respect copyright and use intellectual property under proper fair use and attribution practices as well as to explore the ethical issues of digital alteration of images and one’s own online representation for future professional and college plans.

  2. During the end-of-quarter showcase of Alice projects in Virtual Worlds, students will discover, share, and evaluate each others’ projects based on a variety of criteria.

HS-ETS1-4

  1. Alice

  1. The Alice Programming environment offers a computer simulation protocol for modeling media representations, physics simulations, and other types of solutions to identified problems.

 

 

 

Quarter 3

Standard

Sample Activity

Description

HS-ETS1-1

  1. Citizen Science, DIY Culture, Water Curriculum

  1. Units on Citizen Science, DIY Culture, and a NASA-funded Water Curriculum will provide students specific case studies to practice analytical skills of problems.

HS-ETS1-2

  1. Arduino

  1. Arduino projects will involve students designing, building, and programming devices to address a citizen-science issue. 

HS-ETS1-3

  1. Arduino, Water Curriculum, Citizen Science

  1. Students will reflect on the design of their Arduino projects for effectiveness, evaluate existing and proposed solutions to water crises in the Water Curriculum, and learn to evaluate outcomes of citizen science projects for effectiveness and fulfillment of target criteria. 

HS-ETS1-4

  1. Virtual Worlds, Citizen Science, Arduino

  1. The end-of-quarter showcase in Virtual Worlds will offer students a platform for their citizen science projects using Arduino and design supplemental environmental objects to enhance presentation and simulation.

 

 

 

Quarter 4

Standard

Sample Activity

Description

HS-ETS1-1

In this quarter, students will do 2 culminating projects (half term each) on topics of their choice that connects to a significant current issue in society. They will research the topic, identify relevant criteria and constraints, brainstorm solution approaches, select appropriate educational technologies, and develop solutions using computational thinking, project management, and other skills/knowledge learned during the year. Thus, the entire NGSS-articulated engineering design standards will be fulfilled during the process of creating these projects.

HS-ETS1-2

HS-ETS1-3

HS-ETS1-4