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Principles of Applied Engineering


Core Code Alignment

CTE / Technology & Engineering
    Engineering Education
        38010000152: Engineering Principles 2


Recommendation

Reviewed, Not Recommended

Evaluation

No evaluation provided.

Educators Using These Materials

No educators found.

Rubric : Science

Standards
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
Presence of Three Dimensions of Science: Builds understanding of the science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs). i. Provides opportunities to develop and use specific elements of the SEP(s) ii. Provides opportunities to develop and use specific elements of the DCI(s) iii. Provides opportunities to develop and use specific elements of the CCC(s) 3 of the Criteria Indicators are met 2 of the Criteria Indicators are met 1 of the Criteria Indicators are met None of the Criteria Indicators are met
Integration of Three Dimensions of Science: Materials integrate elements of the SEPs, CCCs, and DCIs for student sense‐making: Three dimensions of science (SEPs, CCCs, and DCIs) are integrated (consistently utilized in conjunction with each other) to help students make sense of phenomenon and solve problems. Three dimensions of science (SEPs, CCCs, and DCIs) are consistently integrated. Three dimensions of science are integrated in certain portions of the instructional material. Three dimensions of science are rarely integrated in the instructional material. Three dimensions of science (SEPs, CCCs, and DCIs) are separated and not integrated for student sense making.
Alignment to Standards: The DCI Concepts (science content) in the instructional materials align to the Utah Science with Engineering Education (SEEd) Standards DCI concepts (science content) in the instructional material align to 100% the SEEd Standards for the Grade/Course. DCI concepts (science content) in the instructional material align to 75% the SEEd Standards for the Grade/Course. DCI concepts (science content) in the instructional material align to 50% the SEEd Standards for the Grade/Course. DCI concepts (science content) in the instructional material align to less than 50% the SEEd Standards for the Grade/Course.
Scientific Accuracy: Uses scientifically accurate and grade‐appropriate scientific information, phenomena, and representations to support students’ three‐dimensional learning. Instructional materials are scientifically accurate and grade appropriate. N/A N/A Instructional materials are NOT scientifically accurate and grade appropriate.
Pedagogy
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
Focus on Phenomena (Science) or Problems (Engineering): Making sense of phenomena and/or designing solutions to a problem drive student learning. i. Student questions and prior experiences related to the phenomenon or problem motivate sense‐making and/or problem solving ii. The focus of the lesson is to support students in making sense of phenomena and/or designing solutions to problems iii. When engineering is a learning focus, it is integrated with developing disciplinary core ideas from physical, life, and/or earth and space sciences 3 of the Criteria Indicators are met 2 of the Criteria Indicators are met 1 of the Criteria Indicators are met None of the Criteria Indicators are met
Scaffolding: Identifies and builds on students’ prior learning in all three dimensions i. Provides supports to help students engage in the practices and gradually adjusts supports over time so that students are increasingly responsible for making sense of phenomena and/or designing solutions to problems (Required) ii. Explicitly identifies prior student learning expected for all three dimensions iii. Clearly explains how the prior learning will be built upon 3 of the Criteria Indicators are met 2 of the Criteria Indicators are met (i MUST BE MET) Only Criteria Indicator i has been met None of the Criteria Indicators are met
Teacher Supports: Supports teachers in facilitating coherent student learning experiences over time i. Provides strategies for linking student engagement across lessons (e.g. cultivating new student questions at the end of a lesson in a way that leads to future lessons) ii. Providing strategies for ensuring student sense‐making and/or problem‐solving is linked to learning in all three dimensions (e.g. Claim Evidence Reasoning-CER Framework for communicating sense-making, teacher probing questions) iii. Provides additional resources for student learning (e.g. Models, simulations, and/or data sets for students investigation) 3 of the Criteria Indicators are met 2 of the Criteria Indicators are met 1 of the Criteria Indicators are met None of the Criteria Indicators are met
Assessments: Includes formative, summative, and guidance measures for interpreting student performances that assess three‐dimensional science learning. i. Embeds formative assessment processes throughout conceptual development that surfaces student understanding to inform instruction ii. Embeds summative assessment processes following conceptual development that evaluate student learning and measure understanding iii. Includes aligned rubrics or scoring guidelines that provide guidance for interpreting student performance 3 of the Criteria Indicators are met 2 of the Criteria Indicators are met 1 of the Criteria Indicators are met None of the Criteria Indicators are met
Accessibility
Item 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None
Relevant and Authentic: Engages students in authentic and meaningful scenarios that reflect the practice of science and engineering as experienced in the real world. i. Students experience phenomena or design problems as directly as possible (first-hand or through media representations) ii. Includes suggestions for how to connect instruction to the students' home, neighborhood, community and/or culture as appropriate iii. Provides opportunities for students to connect their explanation of a phenomenon and/or their design solution to a problem to questions from their own experience 3 of the 4 Criteria Indicators are met 2 of the 4 Criteria Indicators are met 1 of the 4 Criteria Indicators are met None of the 4 Criteria Indicators are met
Teacher Supports for Diverse Learners: Provides guidance for teachers to support differentiated instruction i. Includes appropriate reading, writing, listening, and/or speaking alternatives (e.g., translations, picture support, graphic organizers, etc.) for students who are English language learners, have special needs, or read well below grade level ii. Provides extra support (e.g., phenomena, representations, tasks) for students who are struggling to meet the targeted expectations iii. Provides extensions for students with high interest or who have already met the performance expectations to develop a deeper understanding of the practices, disciplinary core ideas, and crosscutting concepts 3 of the Criteria Indicators are met 2 of the Criteria Indicators are met 1 of the Criteria Indicators are met None of the Criteria Indicators are met
Accessible for all students: Engages students using methods, vocabulary, representations, and examples that are accessible and unbiased for all learners (e.g., Deaf and Blind, English Learners, Gifted and Talented, Special Education). Instructional Materials are accessible for all students N/A N/A Instructional Materials are NOT accessible for all students

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