Elementary School Science Quiz: Design Success Criteria
20 questions · exam conditions
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Design Success CriteriaQuestion 1 of 20

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?

It is painted blue and has a cool label on the side.
It uses only 3 pieces of tape and 1 plastic bottle.
It collects at least 1 gallon, the water stays clean, and it does not overflow or spill.
It is placed outside because it rains sometimes.
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Elementary School Science Quiz

Elementary School Science Quiz: Design Success Criteria

Practice Design Success Criteria in Elementary School Science with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Design Success Criteria, giving you a quick way to practice the rules, question types, and explanations that matter most for Elementary School Science.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

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?

  1. It is painted blue and has a cool label on the side.
  2. It uses only 3 pieces of tape and 1 plastic bottle.
  3. It collects at least 1 gallon, the water stays clean, and it does not overflow or spill. (correct answer)
  4. It is placed outside because it rains sometimes.
Explanation: 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.

Question 2

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?

  1. Glue a box to a board, then add tape straps and decorate it.
  2. Carry food so lunch is easier.
  3. Hold tray, milk, and utensils, keep items from sliding while walking, and fit through the doorway. (correct answer)
  4. Be made of wood, be painted red, and have a handle with a name tag.
Explanation: 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.

Question 3

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?

  1. Fold the paper in half, crease hard, then fold the wings down.
  2. Fly 15 feet, land gently, and be finished in under 5 minutes using 1 sheet. (correct answer)
  3. Be the best plane in class and make everyone clap.
  4. Fly far.
Explanation: 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.

Question 4

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?

  1. Fold the paper in half, crease hard, and make sharp wings.
  2. Flies at least 15 feet, lands gently, and uses 1 sheet in under 5 minutes. (correct answer)
  3. Use colorful paper and add stickers so it looks cool.
  4. Use only tape and scissors, and take as long as you need.
Explanation: 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.

Question 5

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?

  1. Hang it high in a tree, and decorate it with feathers and glitter.
  2. Seeds stay dry after rain, birds use it, and it holds seeds for 3 birds. (correct answer)
  3. Use only new materials from a craft store, not recycled items.
  4. It should be the best feeder in the whole city.
Explanation: 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.

Question 6

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?

  1. Put books in order by color so they match.
  2. Use 1 piece of cardboard, 4 paper clips, and no glue.
  3. Make it look neat and be the nicest one in class.
  4. Hold at least 5 books, keep them standing, and let you grab one quickly without moving others. (correct answer)
Explanation: 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.

Question 7

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?

  1. Fly at least 15 feet, land gently, and use 1 sheet in under 5 minutes. (correct answer)
  2. Be the fastest plane, no matter how it lands.
  3. Use 2 sheets of paper so it is stronger.
  4. Fold the wings wide and add a paper clip to the nose.
Explanation: 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.

Question 8

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?

  1. Fly 15 feet, land gently, and use 1 sheet of paper in under 5 minutes. (correct answer)
  2. Use scissors, use tape, and add paper clips to the nose.
  3. Make it the fastest plane and the coolest looking one.
  4. Fly 15 feet.
Explanation: 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.

Question 9

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?

  1. Use a large bucket, add a screen, and place it in the middle of the yard.
  2. Be the heaviest collector so it cannot tip over.
  3. Collect 1 gallon, keep water clean, and not overflow or spill during a rainstorm. (correct answer)
  4. Collect water for the garden.
Explanation: 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.

Question 10

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?

  1. Fold the wings wide, add a paper clip, and throw it as hard as you can. (correct answer)
  2. Fly at least 15 feet, land gently, and be made from 1 sheet in under 5 minutes.
  3. Be the fastest plane in the class, even if it crashes at the end.
  4. Use 2 sheets of paper so the plane is stronger.
Explanation: 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.

Question 11

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?

  1. It holds tray, milk, and utensils, keeps items from sliding, and fits through the doorway. (correct answer)
  2. It is made from cardboard, 4 rubber bands, and 2 paper clips.
  3. It has the coolest design and gets the most votes.
  4. Tape the sides, cut a handle, and decorate it with markers.
Explanation: 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.

Question 12

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?

  1. Fold the roof, tape the sides, then punch two holes for a hanger.
  2. It looks nice, has bright colors, and matches the garden flowers.
  3. It is made only from cardboard, tape, and string from home.
  4. It holds enough seeds for several birds, keeps seeds dry, and is easy to refill weekly. (correct answer)
Explanation: 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.

Question 13

Read about the bird feeder design. Emma's feeder should work in the school garden. It must hold enough seeds for multiple birds, protect seeds from rain, and be easy to refill weekly. What are the specific requirements for this solution to work well?

  1. Hold enough seeds for multiple birds, keep seeds dry, and be easy to refill each week. (correct answer)
  2. Birds should like it, and it should look nice in the garden.
  3. Put the feeder on a tall pole so squirrels cannot reach it.
  4. Use only wood, nails, and paint so it lasts a long time.
Explanation: 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 multiple birds, protecting seeds from rain, and being easy to refill weekly. These criteria are good because students can count seeds or birds, observe dryness after rain, and test refill ease. Choice B is correct because it lists specific, observable criteria that match the passage: hold enough seeds for multiple 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 A represents too vague. 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.

Question 14

Look at the book organizer design. Sofia made an organizer for her desk. It is successful if it holds at least 5 books, keeps books standing up, and lets her grab any book quickly without moving others. Which statement describes the criteria for judging this design?

  1. It is the neatest organizer and everyone says it is the best.
  2. It holds at least 5 books, keeps them standing, and lets you grab one quickly. (correct answer)
  3. It is built with 3 pieces of cardboard, 6 staples, and 2 strips of tape.
  4. It holds books.
Explanation: 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 books standing up, and letting her grab any book quickly without moving others. These criteria are good because students can count the books, observe if they stay standing, and test the grabbing process for speed. Choice A is correct because it lists specific, observable criteria that match the passage: holds at least 5 books, keeps them standing, and lets you grab one quickly. Each criterion can be checked or measured by students testing their designs, which is exactly what success criteria should do. Choice B 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.

Question 15

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?

  1. Hold 10 pencils upright, keep them from falling when moved, and be smaller than a shoebox. (correct answer)
  2. Use only glue, paint, and new plastic cups from the store.
  3. Be the most creative holder in the class.
  4. Hold pencils.
Explanation: 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.

Question 16

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?

  1. It helps the garden because the garden is sometimes dry.
  2. It is made from metal and costs less than $5.
  3. It is the tallest collector and has the biggest opening.
  4. It collects 1 gallon, keeps water clean, and does not spill or overflow. (correct answer)
Explanation: 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.

Question 17

Look at the book organizer design. Marcus wants his desk to stay neat. The organizer is successful if it holds at least 5 books, books stay standing, and he can grab any book quickly without moving others. What are the criteria for a successful book organizer?

  1. Hold at least 5 books, keep books standing, and let you grab any book quickly. (correct answer)
  2. Use recycled boxes and finish building in 10 minutes.
  3. Be the prettiest organizer and match the pencil holder.
  4. Fix the problem of messy desks in the classroom.
Explanation: 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 books standing, and allowing grabbing any book quickly 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 books standing, and let you grab any book quickly. 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 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.

Question 18

Look at the rain collector design. Maya built a collector for the school garden. It must collect at least 1 gallon in a rainstorm, keep water clean with no leaves, and not overflow or spill. How can students tell if their rain collector works well?

  1. Put the collector under a tree so more rain falls into it.
  2. It collects 1 gallon, water stays clean, and it does not overflow or spill. (correct answer)
  3. It is tall, it is blue, and it looks nice next to the garden.
  4. It uses a new bucket, costs more money, and has a lid with stickers.
Explanation: 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 leaves, and not overflowing or spilling; these criteria are good because students can measure the water volume, inspect for cleanliness, and watch for spills. Choice B is correct because it lists specific, observable criteria that match the passage: it collects 1 gallon, 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 A represents vague or aesthetic descriptions 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.

Question 19

Read about the bird feeder design. Amir's feeder should hold enough seeds for several birds, protect seeds from rain, and be easy to refill weekly. Teachers will know it works if birds use it and seeds stay dry. According to the description, when would the design be considered successful?

  1. Birds eat from it, seeds stay dry, and it is easy to refill each week. (correct answer)
  2. It is the biggest feeder and has the most decorations.
  3. It is hung higher than other feeders so no one can reach it.
  4. It uses only plastic bottles and 3 rubber bands.
Explanation: 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, protecting seeds from rain, and being easy to refill weekly; these criteria are good because students can observe birds using it, check for dry seeds, and test refill ease. Choice A is correct because it lists specific, observable criteria that match the passage: birds eat from it, seeds stay dry, and it is 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 D represents material constraints instead of success; students who choose this may confuse resources with 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.

Question 20

Look at the book organizer design challenge. Sofia made a desk organizer that must hold at least 5 books, keep books standing up, and let her grab any book quickly without moving others. It is successful if finding books is faster. Which statement describes the criteria for judging this design?

  1. Hold at least 5 books, keep books standing, and let you grab one without moving others. (correct answer)
  2. Use bright colors, add stickers, and make it look cool on the desk.
  3. Cut cardboard, fold tabs, and tape the sides to make pockets.
  4. Hold books so your desk is not messy.
Explanation: 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 books standing up, and allowing quick grabbing without moving others; these criteria are good because students can count the books, observe if they stand, and time the grabbing process. Choice A is correct because it lists specific, observable criteria that match the passage: hold at least 5 books, keep books standing, and let you grab one 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 a description of the building 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.