- Read about the situation. The school garden soil gets too dry between waterings, and plants droop. The garden club meets twice a week, but plants need water every day. Chen says, "The soil is dusty when we come back." The solution must be safe and use materials we already have. What do students need to design to solve this problem?
Answer: Design a way to keep soil moist between meetings using safe, reused materials we already have.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, the school garden soil dries out between waterings, causing plants to droop, with the garden club meeting only twice a week. The main challenge is keeping the soil moist between meetings, and students must recognize that any solution will be limited by safety and using materials already available. Choice A is correct because it identifies both the design challenge (a way to keep soil moist between meetings) and acknowledges constraints (using safe, reused materials we already have). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice B represents changing the situation instead of designing a solution. Students who choose this may confuse scheduling with engineering a design to address the core issue. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Look at the problem. The school garden soil dries out between garden club meetings, and plants look wilted. Marcus says, "We need the dirt to stay damp longer." The solution must be free or recycled, safe, and quick to set up in under 5 minutes. Which sentence best describes the problem that needs a solution?
Answer: Design a way to keep garden soil moist between meetings using free or recycled materials that is safe and quick to set up.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, school garden soil dries out between meetings, causing plants to wilt and need the dirt to stay damp longer. The main challenge is keeping garden soil moist between meetings, and students must recognize that any solution will be limited by being free or recycled, safe, and quick to set up in under 5 minutes. Choice A is correct because it identifies both the design challenge (a way to keep garden soil moist between meetings) and acknowledges constraints (free or recycled materials that is safe and quick to set up). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice C represents focusing on constraints without stating what needs designing. Students who choose this may think listing materials is the same as stating the problem. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Look at the problem. Lunch trays slide, and forks and napkins fall on the floor. Emma says, "It must be quick to use and fit on a tray." Which statement identifies both the problem and what limits the solution?
Answer: Design a bigger milk carton so it cannot fall over.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). In this scenario, lunch trays slide and items like forks and napkins fall on the floor. The main challenge is preventing items from sliding off trays, and students must recognize that any solution will be limited by fitting on a tray and being quick to use. Choice A is correct because it identifies both the design challenge (a way to carry lunch items without sliding) and acknowledges constraints (fits on a tray and is quick to use). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice C represents listing constraints without stating the problem. Students who choose this may understand the size and time limitations but miss clearly stating what problem needs to be solved within those constraints. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Read about the situation. During outdoor reading time, books and papers fall or get wet on the way to the playground. Jamal says, "My pages got soggy again!" Students need a solution using classroom materials that is safe and quick to use in under 5 minutes. Which statement identifies both the problem and what limits the solution?
Answer: Design a safe, quick way to carry reading materials outside that keeps them dry, using only classroom or recycled materials.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, books and papers fall or get wet during outdoor reading time on the way to the playground, with students needing a solution that uses classroom materials and is safe and quick to use in under 5 minutes. The main challenge is carrying reading materials safely without them getting wet, and students must recognize that any solution will be limited by using only classroom or recycled materials, safety, and time under 5 minutes. Choice A is correct because it identifies both the design challenge (a safe, quick way to carry reading materials outside that keeps them dry) and acknowledges constraints (using only classroom or recycled materials). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice D represents focusing on a solution without constraints, suggesting buying new items. Students who choose this may think any solution is fine without considering limits like cost or available materials. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Look at the problem. In the cafeteria line, trays wobble and milk cartons slide, so food spills. Sofia says, "My milk almost fell off again!" Students need a solution that is safe, uses classroom materials, and is quick to use in under 5 minutes. Which describes what needs to be designed and what constraints must be considered?
Answer: Design a way to carry lunch items safely on a tray using classroom materials, and it must be quick to use.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, trays wobble in the cafeteria line, causing milk cartons and food to slide and spill. The main challenge is carrying lunch items safely on a tray, and students must recognize that any solution will be limited by safety, using classroom materials, and being quick to use in under 5 minutes. Choice B is correct because it identifies both the design challenge (a way to carry lunch items safely on a tray) and acknowledges constraints (using classroom materials, and it must be quick to use). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice A represents an overly broad or unrelated solution like redesigning the entire cafeteria. Students who choose this may think big changes are needed instead of targeted designs within constraints. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Read about the situation. The classroom hamster's water bottle is full in the morning, but it is empty by afternoon. Amir says, "I don't want the hamster to be thirsty." Students need to solve this using safe materials from home or class, with no sharp edges. What challenge needs to be solved, and what makes solving it difficult?
Answer: Design something safe and smooth, but do not include any water needs.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, the classroom hamster's water bottle empties by afternoon, risking the hamster getting thirsty. The main challenge is providing water all day, and students must recognize that any solution will be limited by using safe materials from home or class with no sharp edges. Choice A is correct because it identifies both the design challenge (a way to give the hamster water all day) and acknowledges constraints (using safe materials we already have, with no sharp edges). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice C represents using unsafe or inappropriate materials like metal tools. Students who choose this may ignore safety constraints in favor of complex builds. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Read about the situation. Art supplies are scattered, and students waste time looking. Ms. Keisha says, "We need a storage design using recycled materials and no sharp edges." Which statement identifies both the problem and what limits the solution?
Answer: Design a storage system that sorts art supplies clearly using only recycled classroom materials and safe edges.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). In this scenario, art supplies are scattered and students waste time looking for them. The main challenge is creating an organized storage system, and students must recognize that any solution will be limited by using only recycled classroom materials and having safe edges. Choice A is correct because it identifies both the design challenge (a storage system that sorts art supplies clearly) and acknowledges constraints (using only recycled classroom materials and safe edges). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice C represents stating the problem without constraints. Students who choose this may understand what needs solving but miss that real design problems always have limitations on materials, time, or cost. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Look at the problem. Students want to read library books during recess outside, but they worry books will get dirty or wet. Keisha says, "I love reading outside, but I don't want to ruin the book." The solution must fit in a backpack and use only free or recycled materials. Which sentence best describes the problem that needs a solution?
Answer: Design a free, recycled way to protect library books outdoors that fits in a backpack.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, students want to read library books outside during recess but worry about them getting dirty or wet. The main challenge is protecting the books outdoors, and students must recognize that any solution will be limited by fitting in a backpack and using free or recycled materials. Choice A is correct because it identifies both the design challenge (a free, recycled way to protect library books outdoors) and acknowledges constraints (that fits in a backpack). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice D represents relying on purchased items instead of constraints. Students who choose this may overlook the need for free or recycled materials. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Look at the problem. At lunch, trays wobble and milk cartons slide as students walk to tables. Food and napkins sometimes spill, and Jamal says, "I need a steadier way to carry everything." The design must be safe, use classroom or recycled materials, and be quick to use in under 5 minutes. What is the design problem that needs to be solved?
Answer: Design a better way to carry lunch items safely using recycled materials and setting it up quickly.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, lunch trays wobble causing items like milk cartons to slide and spill while walking to tables. The main challenge is creating a steadier way to carry lunch items, and students must recognize that any solution will be limited by safety, using classroom or recycled materials, and being quick to use in under 5 minutes. Choice A is correct because it identifies both the design challenge (a better way to carry lunch items safely) and acknowledges constraints (recycled materials and quick setup). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice D represents focusing on constraints without stating what needs designing. Students who choose this may think listing materials is the same as stating the problem. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Read about the situation. During outdoor reading time, students carry books and pencils from class to the playground. Papers fall out, and a light drizzle can make pages wet, so Sofia says, "My book gets soggy!" The solution must fit in a backpack, use materials from home, and be quick to use in under 5 minutes. Which statement identifies both the problem and what limits the solution?
Answer: Design a way to protect and carry reading materials outside using home materials, fitting in a backpack, quickly.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, during outdoor reading, books and papers fall out or get wet from drizzle while carrying to the playground. The main challenge is protecting and carrying reading materials outside, and students must recognize that any solution will be limited by fitting in a backpack, using home materials, and being quick to use in under 5 minutes. Choice B is correct because it identifies both the design challenge (a way to protect and carry reading materials outside) and acknowledges constraints (home materials, fitting in a backpack, quickly). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice C represents focusing on constraints without stating what needs designing. Students who choose this may think listing materials is the same as stating the problem. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Read about the situation. The class hamster's water is empty by afternoon. Chen says, "Make it safe and use only items from home." What challenge needs to be solved, and what makes solving it difficult?
Answer: Design a way to give the hamster water all day using safe items from home, not expensive supplies.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). In this scenario, the class hamster's water bottle is empty by afternoon, leaving the pet without water. The main challenge is providing continuous water supply, and students must recognize that any solution will be limited by using safe items from home, not expensive supplies. Choice A is correct because it identifies both the design challenge (a way to give the hamster water all day) and acknowledges constraints (using safe items from home, not expensive supplies). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice D represents listing constraints without stating the problem. Students who choose this may understand the limitations but fail to clearly state what needs to be designed to solve the water problem. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Read about the situation. Garden Club meets twice a week, but plants need water daily. Marcus says, "Use recycled materials and keep it safe." What do students need to design to solve this problem?
Answer: Design a way to keep soil moist between meetings using recycled materials and safe parts.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). In this scenario, Garden Club meets only twice a week but plants need water daily, leaving gaps in care. The main challenge is keeping soil moist between meetings, and students must recognize that any solution will be limited by using recycled materials and keeping it safe. Choice A is correct because it identifies both the design challenge (a way to keep soil moist between meetings) and acknowledges constraints (using recycled materials and safe parts). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice D represents listing constraints without stating the problem. Students who choose this may mention the materials requirements but fail to clearly state what problem those materials will be used to solve. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Look at the problem. In the cafeteria, trays tip and milk spills on the way to tables. Sofia says, "Use safe materials we already have and keep it small." What do students need to design to solve this problem?
Answer: Design a better way to carry lunch items safely using classroom materials and fitting on a tray.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). In this scenario, trays tip and milk spills as students carry them to tables in the cafeteria. The main challenge is creating a safer way to carry lunch items, and students must recognize that any solution will be limited by using classroom materials and fitting on a tray. Choice B is correct because it identifies both the design challenge (a better way to carry lunch items safely) and acknowledges constraints (using classroom materials and fitting on a tray). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice A represents misidentifying the problem. Students who choose this may confuse a different cafeteria issue (long lines) with the actual problem described (spilling items while carrying trays). To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Look at the problem. When students carry their lunch trays, forks and napkins slide off the tray. Spills happen near the tables, and Chen says, "I need everything to stay in place." The solution must use recycled or classroom materials, be safe, and be quick to use in under 5 minutes. Which statement identifies both the problem and what limits the solution?
Answer: Design a better way to keep all lunch items on the tray using safe recycled materials that is quick to use.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, forks and napkins slide off lunch trays while carrying, leading to spills near tables. The main challenge is keeping all lunch items on the tray, and students must recognize that any solution will be limited by using recycled or classroom materials, being safe, and quick to use in under 5 minutes. Choice A is correct because it identifies both the design challenge (a better way to keep all lunch items on the tray) and acknowledges constraints (safe recycled materials that is quick to use). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice C represents focusing on constraints without stating what needs designing. Students who choose this may think listing materials is the same as stating the problem. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Look at the problem. During outdoor reading, books and pencils fall or get wet. Jamal says, "We must use classroom materials and set up in under 5 minutes." What is the design problem that needs to be solved?
Answer: Design a way to carry reading items outside that keeps them dry and uses classroom materials quickly.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). In this scenario, books and pencils fall or get wet during outdoor reading. The main challenge is creating a way to carry and protect reading items outside, and students must recognize that any solution will be limited by using classroom materials and setting up in under 5 minutes. Choice B is correct because it identifies both the design challenge (a way to carry reading items outside that keeps them dry) and acknowledges constraints (uses classroom materials quickly). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice A represents an impractical solution that ignores constraints. Students who choose this may focus on solving the problem but ignore the requirement to use classroom materials, instead suggesting buying something from a store. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Read about the situation. For outdoor reading time, students carry notebooks and books to the playground, but wind blows papers away. Marcus says, "My worksheets flew off the bench!" The class needs a solution that is safe and can be set up in under 5 minutes using classroom supplies. What is the design problem that needs to be solved?
Answer: Design a safe, quick way to keep reading papers together outside using only classroom supplies.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, during outdoor reading time, wind blows papers away from notebooks and books at the playground. The main challenge is keeping reading papers together outside, and students must recognize that any solution will be limited by safety, setup in under 5 minutes, and using classroom supplies. Choice A is correct because it identifies both the design challenge (a safe, quick way to keep reading papers together outside) and acknowledges constraints (using only classroom supplies). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice C represents focusing on constraints without stating the problem. Students who choose this may think listing limits is the same as defining the design challenge. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Read about the situation. For outdoor reading time, students carry notebooks and books to the playground, but wind blows papers away. Marcus says, "My worksheets flew off the bench!" The class needs a solution that is safe and can be set up in under 5 minutes using classroom supplies. What is the design problem that needs to be solved?
Answer: Design a safe, quick way to keep reading papers together outside using only classroom supplies.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, during outdoor reading time, wind blows papers away from notebooks and books at the playground. The main challenge is keeping reading papers together outside, and students must recognize that any solution will be limited by safety, setup in under 5 minutes, and using classroom supplies. Choice A is correct because it identifies both the design challenge (a safe, quick way to keep reading papers together outside) and acknowledges constraints (using only classroom supplies). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice C represents focusing on constraints without stating the problem. Students who choose this may think listing limits is the same as defining the design challenge. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Read about the situation. For outdoor reading on the playground, students bring books and notebooks outside. Wind blows papers and a water bottle can spill, and Emma says, "My things keep falling!" The solution must use materials we already have, be safe, and fit in a backpack. What do students need to design to solve this problem?
Answer: Design a way to keep reading items together and protected outside using materials we already have that fits in a backpack.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, during outdoor reading, wind blows papers and water bottles can spill on books and notebooks. The main challenge is keeping reading items together and protected outside, and students must recognize that any solution will be limited by using materials already available, being safe, and fitting in a backpack. Choice A is correct because it identifies both the design challenge (a way to keep reading items together and protected outside) and acknowledges constraints (materials we already have that fits in a backpack). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice C represents focusing on constraints without stating what needs designing. Students who choose this may think listing materials is the same as stating the problem. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Read about the situation. During art time, crayons and glue sticks roll off the shelves and mix together. Students spend extra time searching, and Yuki says, "I can't find the right color." The solution must be free using recycled materials, fit on one shelf, and be safe (no sharp edges). What is the design problem that needs to be solved?
Answer: Design a free, safe organizer that fits on one shelf and keeps art supplies sorted and easy to find.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, art supplies like crayons and glue sticks roll off shelves and mix, causing students to spend time searching. The main challenge is organizing supplies to keep them sorted and easy to find, and students must recognize that any solution will be limited by being free using recycled materials, fitting on one shelf, and safe (no sharp edges). Choice A is correct because it identifies both the design challenge (a free, safe organizer that keeps art supplies sorted) and acknowledges constraints (fits on one shelf). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice D represents focusing on constraints without stating what needs designing. Students who choose this may think listing materials is the same as stating the problem. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
- Look at the problem. In the cafeteria line, trays wobble and milk cartons slide, so food spills. Sofia says, "My milk almost fell off again!" Students need a solution that is safe, uses classroom materials, and is quick to use in under 5 minutes. Which describes what needs to be designed and what constraints must be considered?
Answer: Design a way to carry lunch items safely on a tray using classroom materials, and it must be quick to use.
This question tests the ability to identify a design problem with criteria and constraints (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). A design problem is a challenge that needs solving through creating something new or improving something existing. Good design problem statements include WHAT needs to be solved (the need or want) and awareness of LIMITS on solutions (constraints like materials available, time to build, or cost). For example, "design a way to keep plants watered using free materials" identifies both problem (watering plants) and constraint (free materials). In this scenario, trays wobble in the cafeteria line, causing milk cartons and food to slide and spill. The main challenge is carrying lunch items safely on a tray, and students must recognize that any solution will be limited by safety, using classroom materials, and being quick to use in under 5 minutes. Choice B is correct because it identifies both the design challenge (a way to carry lunch items safely on a tray) and acknowledges constraints (using classroom materials, and it must be quick to use). This shows understanding that design problems aren't just "make something" but "make something that solves a specific need within certain limits." Choice A represents an overly broad or unrelated solution like redesigning the entire cafeteria. Students who choose this may think big changes are needed instead of targeted designs within constraints. To help students: Use the question "What needs to be designed and what are the limits?" Have students underline the problem (what needs solving) in one color and constraints (materials, time, cost limits) in another color. Practice distinguishing between describing a situation versus identifying a design challenge.
