Educational Standards

We've included the educational standards we tried to meet while designing the Simpocalypse Middle School Science 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)

• MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
• MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
• MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
• MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Michigan Career and Technical Education Standards (link)

• ST 2.2: Use modeling, simulation, or visual reproduction to effectively analyze, create, and/or communicate to others regarding plans, projects, problems, issues, or processes. Sample Indicators:
  • Apply techniques for modeling systems or problems.
  • Apply techniques for scientific visualization and animation of complex physical systems or problems.
  • Test different scenarios to multiple variables.

Core English Language Arts Standards - Science & Technical Subjects (link)

• CCSS.ELA-LITERACY.RST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
• CCSS.ELA-LITERACY.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

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..
• 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
• 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
• 3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
• 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.
• 5d: Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
• 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
• 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
• 6d: Students publish or present content that customizes the message and medium for their intended audiences.
• 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.