- Read about the paper airplane challenge. Chen must make a plane from 1 sheet of paper in under 5 minutes. The plane must fly at least 15 feet and land gently without crashing. Which describes what makes this design successful?
Answer: Fold the wings wide, add a paper clip, and throw it as hard as you can.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, 'must fly 20 feet' is better than 'must fly well' because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the paper airplane challenge are flying at least 15 feet and landing gently without crashing; these criteria are good because students can measure the distance with a tape and observe the landing. Choice A is correct because it lists specific, observable criteria that match the passage: fly at least 15 feet, land gently, and be made from 1 sheet in under 5 minutes; each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice B represents a building method instead of success; students who choose this may confuse the construction process with measurable outcomes. To help students: Ask 'How would you CHECK if this design works?' for each criterion. Practice rewriting vague criteria ('works well') as specific, measurable ones ('holds 10 items without tipping over'). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Look at the rain collector design. Maya's group needs water for the school garden. A successful collector gets at least 1 gallon in a rainstorm, keeps out dirt and leaves, and does not spill or overflow. According to the description, when is the design successful?
Answer: It collects 1 gallon, keeps water clean, and does not spill or overflow.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, "must fly 20 feet" is better than "must fly well" because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the rain collector design are getting at least 1 gallon in a rainstorm, keeping out dirt and leaves, and not spilling or overflowing. These criteria are good because students can measure the water volume, check for cleanliness, and observe for spills. Choice A is correct because it lists specific, observable criteria that match the passage: collects 1 gallon, keeps water clean, and does not spill or overflow. Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice B represents subjective or comparative judgments. Students who choose this may believe criteria must be subjective feelings rather than measurable outcomes. To help students: Ask "How would you CHECK if this design works?" for each criterion. Practice rewriting vague criteria ("works well") as specific, measurable ones ("holds 10 items without tipping over"). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Read about the rain collector design. Yuki's group checks if it works after a storm. Success means it collects at least 1 gallon, keeps out dirt and leaves, and does not overflow or spill. How can students tell if their rain collector works well?
Answer: It collects at least 1 gallon, the water stays clean, and it does not overflow or spill.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, "must fly 20 feet" is better than "must fly well" because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the rain collector design are collecting at least 1 gallon, keeping out dirt and leaves, and not overflowing or spilling. These criteria are good because students can measure volume, check for cleanliness, and observe for overflows. Choice A is correct because it lists specific, observable criteria that match the passage: collects at least 1 gallon, the water stays clean, and it does not overflow or spill. Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice B represents subjective or aesthetic elements. Students who choose this may think any description of the solution counts as criteria. To help students: Ask "How would you CHECK if this design works?" for each criterion. Practice rewriting vague criteria ("works well") as specific, measurable ones ("holds 10 items without tipping over"). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Look at the lunch tray carrier design. Keisha wants to carry a lunch tray safely. A successful carrier holds the tray, a milk carton, and utensils at once, keeps items from sliding while walking, and fits through the cafeteria doorway. Which describes what makes this design successful?
Answer: It holds tray, milk, and utensils, keeps items from sliding, and fits through the doorway.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, "must fly 20 feet" is better than "must fly well" because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the lunch tray carrier design are holding the tray, a milk carton, and utensils at once, keeping items from sliding while walking, and fitting through the cafeteria doorway. These criteria are good because students can observe if items are held, test for sliding by walking, and measure doorway fit. Choice A is correct because it lists specific, observable criteria that match the passage: holds tray, milk, and utensils, keeps items from sliding, and fits through the doorway. Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice D represents describes method instead of success. Students who choose this may confuse the building process with success standards. To help students: Ask "How would you CHECK if this design works?" for each criterion. Practice rewriting vague criteria ("works well") as specific, measurable ones ("holds 10 items without tipping over"). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Read about the bird feeder design. Jamal made a feeder for the school garden. It should hold enough seeds for several birds, keep seeds dry in rain, and be easy to refill each week. Teachers know it works if birds eat from it and seeds stay dry. What are the criteria for a successful bird feeder?
Answer: Hold enough seeds for several birds, keep seeds dry in rain, and be easy to refill weekly.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, 'must fly 20 feet' is better than 'must fly well' because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the bird feeder design are holding enough seeds for several birds, keeping seeds dry in rain, and being easy to refill weekly; these criteria are good because students can observe birds eating, check for wetness after rain, and test refill time. Choice B is correct because it lists specific, observable criteria that match the passage: hold enough seeds for several birds, keep seeds dry in rain, and be easy to refill weekly; each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice A represents constraints and aesthetics instead of success criteria; students who choose this may confuse building limitations or appearance with measurable performance outcomes. To help students: Ask 'How would you CHECK if this design works?' for each criterion. Practice rewriting vague criteria ('works well') as specific, measurable ones ('holds 10 items without tipping over'). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Read about the pencil holder solution. Carlos used recycled materials to make a pencil holder. It is successful if it holds 10 pencils upright, pencils do not fall out when moved, and it takes up less space than a shoebox. What must the pencil holder be able to do to meet the success criteria?
Answer: Hold 10 pencils upright, keep them from falling when moved, and be smaller than a shoebox.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, "must fly 20 feet" is better than "must fly well" because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the pencil holder solution are holding 10 pencils upright, preventing pencils from falling when moved, and taking up less space than a shoebox. These criteria are good because students can count the pencils, test by moving it, and measure the size. Choice A is correct because it lists specific, observable criteria that match the passage: hold 10 pencils upright, keep them from falling when moved, and be smaller than a shoebox. Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice C represents subjective judgments. Students who choose this may think any description of the solution counts as criteria. To help students: Ask "How would you CHECK if this design works?" for each criterion. Practice rewriting vague criteria ("works well") as specific, measurable ones ("holds 10 items without tipping over"). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Read about the bird feeder design. A successful feeder must hold enough seeds for multiple birds, keep seeds dry in rain, and be easy to refill weekly. What are the specific requirements for this solution to work well?
Answer: Hold enough seeds for several birds, keep seeds dry, and be easy to refill each week.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, "must fly 20 feet" is better than "must fly well" because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the bird feeder are: hold enough seeds for multiple birds, keep seeds dry in rain, and be easy to refill weekly. These criteria are good because students can observe multiple birds feeding, test water resistance, and practice refilling. Choice B is correct because it lists specific, observable criteria that match the passage: hold enough seeds for several birds, keep seeds dry, and be easy to refill each week. Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice C represents constraints instead of success criteria. Students who choose this may confuse materials and time limits with what makes the design successful. To help students: Ask "How would you CHECK if this design works?" for each criterion. Practice rewriting vague criteria ("works well") as specific, measurable ones ("holds 10 items without tipping over"). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Read about the bird feeder design. Jamal's class made feeders for the school garden. A successful feeder must hold enough seeds for several birds, keep seeds dry in rain, and be easy to refill each week. How can students tell if their bird feeder works well?
Answer: It holds enough seeds for several birds, keeps seeds dry, and is easy to refill weekly.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, "must fly 20 feet" is better than "must fly well" because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the bird feeder design are holding enough seeds for several birds, keeping seeds dry in rain, and being easy to refill each week. These criteria are good because students can count the seeds or birds, observe if seeds stay dry after rain, and test the refill process for ease. Choice A is correct because it lists specific, observable criteria that match the passage: holds enough seeds for several birds, keeps seeds dry, and is easy to refill weekly. Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice B represents subjective or aesthetic judgments. Students who choose this may believe criteria must be subjective feelings rather than measurable outcomes. To help students: Ask "How would you CHECK if this design works?" for each criterion. Practice rewriting vague criteria ("works well") as specific, measurable ones ("holds 10 items without tipping over"). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Read about the pencil holder solution. Carlos made a holder from recycled materials. It must hold 10 pencils upright, pencils cannot fall out when moved, and it must take up less space than a shoebox. Which statement describes the criteria for judging this design?
Answer: Hold 10 pencils upright, pencils stay in when moved, and it is smaller than a shoebox.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, 'must fly 20 feet' is better than 'must fly well' because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the pencil holder solution are holding 10 pencils upright, keeping pencils from falling out when moved, and taking up less space than a shoebox; these criteria are good because students can count the pencils, test by shaking, and measure the size. Choice A is correct because it lists specific, observable criteria that match the passage: hold 10 pencils upright, pencils stay in when moved, and it is smaller than a shoebox; each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice B represents constraints on materials and time instead of success; students who choose this may confuse limitations with performance criteria. To help students: Ask 'How would you CHECK if this design works?' for each criterion. Practice rewriting vague criteria ('works well') as specific, measurable ones ('holds 10 items without tipping over'). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Look at the book organizer design. Yuki's organizer must hold at least 5 books, keep them standing, and let her grab any book quickly without moving others. What are the specific requirements for this solution to work well?
Answer: Hold at least 5 books, keep them standing, and let you grab one quickly without moving others.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, 'must fly 20 feet' is better than 'must fly well' because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the book organizer design are holding at least 5 books, keeping them standing, and allowing quick grabbing without moving others; these criteria are good because students can count books, observe standing, and test grabbing speed. Choice A is correct because it lists specific, observable criteria that match the passage: hold at least 5 books, keep them standing, and let you grab one quickly without moving others; each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice C represents subjective aesthetics instead of measurable success; students who choose this may believe criteria must be subjective feelings rather than measurable outcomes. To help students: Ask 'How would you CHECK if this design works?' for each criterion. Practice rewriting vague criteria ('works well') as specific, measurable ones ('holds 10 items without tipping over'). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Read about the bird feeder design being tested at school. It is successful if birds use it, it holds seeds for 3 birds, and seeds stay dry after rain. Which describes what makes the feeder successful?
Answer: Seeds stay dry after rain, birds use it, and it holds seeds for 3 birds.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, "must fly 20 feet" is better than "must fly well" because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the bird feeder are: birds use it, holds seeds for 3 birds, and seeds stay dry after rain. These criteria are good because students can observe birds feeding, count how many can feed at once, and test with water to check dryness. Choice B is correct because it lists specific, observable criteria that match the passage: seeds stay dry after rain (testable), birds use it (observable), and holds seeds for 3 birds (countable). Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice D represents criteria that are too vague and subjective. Students who choose this may think any positive description counts as criteria, not understanding that "best feeder in the whole city" cannot be objectively measured or tested. To help students: Ask "How would you CHECK if this design works?" for each criterion. Practice rewriting vague criteria ("works well") as specific, measurable ones ("holds 10 items without tipping over"). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Read about the paper airplane challenge in the gym. A successful plane must fly at least 15 feet, land gently, and be made in under 5 minutes. According to the passage, when is it successful?
Answer: Fly at least 15 feet, land gently, and be made from 1 sheet in under 5 minutes.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, "must fly 20 feet" is better than "must fly well" because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the paper airplane are: fly at least 15 feet, land gently, and be made from 1 sheet in under 5 minutes. These criteria are good because students can measure the distance with a tape measure, observe if the landing is gentle, and time the construction. Choice A is correct because it lists specific, observable criteria that match the passage: fly at least 15 feet (measurable), land gently (observable), and be made from 1 sheet in under 5 minutes (countable and measurable). Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice D represents criteria that are too vague and subjective. Students who choose this may believe criteria must be subjective feelings rather than measurable outcomes, not understanding that "far enough" cannot be measured and "friends clapping" is not a design feature. To help students: Ask "How would you CHECK if this design works?" for each criterion. Practice rewriting vague criteria ("works well") as specific, measurable ones ("holds 10 items without tipping over"). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Look at the paper airplane challenge. Amir's plane must fly at least 15 feet, land gently, and be made from 1 sheet of paper in under 5 minutes. Which statement describes the criteria for judging this design?
Answer: Fly at least 15 feet, land gently, and use 1 sheet in under 5 minutes.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, "must fly 20 feet" is better than "must fly well" because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the paper airplane challenge are flying at least 15 feet, landing gently, and being made from 1 sheet in under 5 minutes. These criteria are good because students can measure distance, observe landing, and time the process. Choice A is correct because it lists specific, observable criteria that match the passage: fly at least 15 feet, land gently, and use 1 sheet in under 5 minutes. Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice B represents describes method instead of success. Students who choose this may confuse the building process with success standards. To help students: Ask "How would you CHECK if this design works?" for each criterion. Practice rewriting vague criteria ("works well") as specific, measurable ones ("holds 10 items without tipping over"). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Read about the paper airplane challenge. Chen must make a plane from 1 sheet of paper in under 5 minutes. A successful plane flies at least 15 feet and lands gently without crashing. What are the criteria for a successful paper airplane?
Answer: Flies at least 15 feet, lands gently, and uses 1 sheet in under 5 minutes.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, "must fly 20 feet" is better than "must fly well" because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the paper airplane challenge are flying at least 15 feet, landing gently without crashing, and being made from 1 sheet in under 5 minutes. These criteria are good because students can measure the distance with a tape, observe the landing, and time the building process. Choice B is correct because it lists specific, observable criteria that match the passage: flies at least 15 feet, lands gently, and uses 1 sheet in under 5 minutes. Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice A represents describes method instead of success. Students who choose this may confuse the building process with success standards. To help students: Ask "How would you CHECK if this design works?" for each criterion. Practice rewriting vague criteria ("works well") as specific, measurable ones ("holds 10 items without tipping over"). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Read about the paper airplane challenge in the gym. A successful plane must fly at least 15 feet, land gently, and be made from 1 sheet of paper in under 5 minutes. What are the criteria for a successful paper airplane?
Answer: Fly 15 feet, land gently, and be finished in under 5 minutes using 1 sheet.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, "must fly 20 feet" is better than "must fly well" because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the paper airplane are: fly at least 15 feet, land gently, and be made from 1 sheet of paper in under 5 minutes. These criteria are good because students can measure the distance, observe the landing, and check materials and time. Choice B is correct because it lists specific, observable criteria that match the passage: fly 15 feet, land gently, and be finished in under 5 minutes using 1 sheet. Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice A represents describing the method instead of success. Students who choose this may think instructions for building are the same as criteria for success. To help students: Ask "How would you CHECK if this design works?" for each criterion. Practice rewriting vague criteria ("works well") as specific, measurable ones ("holds 10 items without tipping over"). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Read about the paper airplane challenge. Marcus must fold a plane from 1 sheet of paper in under 5 minutes. The plane must fly at least 15 feet and land gently. How can students tell if their airplane works well?
Answer: It flies at least 15 feet, lands gently, and is finished in under 5 minutes using 1 sheet.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, 'must fly 20 feet' is better than 'must fly well' because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the paper airplane challenge are flying at least 15 feet and landing gently; these criteria are good because students can measure distance and observe landing. Choice A is correct because it lists specific, observable criteria that match the passage: it flies at least 15 feet, lands gently, and is finished in under 5 minutes using 1 sheet; each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice D represents vague or subjective success instead of measurable; students who choose this may think any description of the solution counts as criteria. To help students: Ask 'How would you CHECK if this design works?' for each criterion. Practice rewriting vague criteria ('works well') as specific, measurable ones ('holds 10 items without tipping over'). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Look at the paper airplane challenge. A successful plane must fly at least 15 feet, land gently, and be made from 1 sheet of paper in under 5 minutes. Which statement describes the criteria for judging this design?
Answer: Fly 15 feet, land gently, and use 1 sheet of paper in under 5 minutes.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, "must fly 20 feet" is better than "must fly well" because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the paper airplane are: fly at least 15 feet, land gently, and be made from 1 sheet of paper in under 5 minutes. These criteria are good because students can measure distance, observe landing quality, and check materials/time. Choice A is correct because it lists specific, observable criteria that match the passage: fly 15 feet, land gently, and use 1 sheet of paper in under 5 minutes. Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice B represents describing the method instead of success. Students who choose this may think building instructions are the same as success criteria. To help students: Ask "How would you CHECK if this design works?" for each criterion. Practice rewriting vague criteria ("works well") as specific, measurable ones ("holds 10 items without tipping over"). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Look at the rain collector design. Emma's collector must collect at least 1 gallon, keep water clean with no dirt or leaves, and not overflow or spill. Which statement describes what makes this design successful?
Answer: Collect 1 gallon, keep water clean, and not overflow or spill during a rainstorm.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, 'must fly 20 feet' is better than 'must fly well' because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the rain collector design are collecting at least 1 gallon, keeping water clean with no dirt or leaves, and not overflowing or spilling; these criteria are good because students can measure volume, inspect cleanliness, and observe for spills. Choice B is correct because it lists specific, observable criteria that match the passage: collect 1 gallon, keep water clean, and not overflow or spill during a rainstorm; each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice A represents a building method instead of success; students who choose this may confuse the construction process with success standards. To help students: Ask 'How would you CHECK if this design works?' for each criterion. Practice rewriting vague criteria ('works well') as specific, measurable ones ('holds 10 items without tipping over'). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Look at the paper airplane design test. A successful plane flies 15 feet, lands gently, and is folded from 1 sheet in under 5 minutes. What are the criteria for a successful paper airplane?
Answer: Fly 15 feet, land gently, and be folded from 1 sheet in under 5 minutes.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, "must fly 20 feet" is better than "must fly well" because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the paper airplane are: fly 15 feet, land gently, and be folded from 1 sheet in under 5 minutes. These criteria are good because students can measure the distance, observe the landing, and time the folding process. Choice B is correct because it lists specific, observable criteria that match the passage: fly 15 feet (measurable), land gently (observable), and be folded from 1 sheet in under 5 minutes (countable and measurable). Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice A represents the method of construction instead of success criteria. Students who choose this may confuse the building process with success standards, not understanding that criteria describe what the finished product must accomplish, not how to build it. To help students: Ask "How would you CHECK if this design works?" for each criterion. Practice rewriting vague criteria ("works well") as specific, measurable ones ("holds 10 items without tipping over"). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
- Look at the lunch tray carrier design. Keisha made a carrier that must hold a tray, a milk carton, and utensils at once. Items should not slide off while walking, and the carrier must fit through the cafeteria doorway. What must the solution be able to do to meet the success criteria?
Answer: Hold tray, milk, and utensils, keep items from sliding while walking, and fit through the doorway.
This question tests understanding of success criteria in design (NGSS 3-5-ETS1-1: Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost). Success criteria are specific standards that tell whether a design solution works well. Good criteria are observable and measurable - you can see, count, measure, or test them. For example, 'must fly 20 feet' is better than 'must fly well' because you can measure it with a tape measure. Criteria focus on WHAT the solution must achieve (capacity, function, performance), not HOW to build it or what constraints exist. In this scenario, the success criteria for the lunch tray carrier design are holding a tray, milk, and utensils, keeping items from sliding while walking, and fitting through the doorway; these criteria are good because students can observe holding, test by walking, and measure doorway fit. Choice B is correct because it lists specific, observable criteria that match the passage: hold tray, milk, and utensils, keep items from sliding while walking, and fit through the doorway; each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice D represents a building method instead of success; students who choose this may think any description of the solution counts as criteria. To help students: Ask 'How would you CHECK if this design works?' for each criterion. Practice rewriting vague criteria ('works well') as specific, measurable ones ('holds 10 items without tipping over'). Use the test: Can you count it, measure it, observe it, or test it? If not, make the criterion more specific.
