Educational Standards

We've included the educational standards we tried to meet while designing the Windy Engineering project here. You can see them in context in the original standards documents by following the links in the headings.

Michigan K-12 Standards - Science (link)

• 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.

International Society for Technology in Education (link)

• 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
• 2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
• 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
• 4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
• 4b: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
• 4c: Students develop, test and refine prototypes as part of a cyclical design process.
• 4d: Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
• 5a: Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
• 5b: Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
• 5c: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
• 6d: Students publish or present content that customizes the message and medium for their intended audiences.
• 7a: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
• 7b: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
• 7c: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
• 7d: Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.