Online Student Book


NGSS Pathways

general issues


Each Performance Expectation comes at the end of a Learning Pathway, a sequence of activities that includes appropriate disciplinary core ideas, science and engineering practices, and crosscutting concepts. The pathway also integrates Common Core State Standards in ELA and Math. Each instructional unit bundles numerous Performance Expectations therefore an activity may be part of several intertwined Learning Pathways. By the time that the student reaches the activity that incorporates the assessment related to the Performance Expectation, he or she will have interacted with the content, practices, and crosscutting concepts numerous times in their learning journey.

Click the Performance Expectations below to see how SEPUP's curricula relate to the Learning Pathway.
Note: Some of these pathways are very large and therefore may be hard to read. We suggest using the zoom function on your browser to magnify the page to your preference. Press the "Ctrl" or "command" key and then press "+" or "-" key to zoom in or out. You may also try viewing a hover zoom feature found on this page.

Biomedical Engineering

Body Systems

Cells to Organisms

Chemical Reactions

Chemistry of Materials

Earth's Resources




Fields and Interactions

Force and Motion

Geological Processes

Land, Water, and Human Interactions


Solar System and Beyond


Weather and Climate

Engineering Design Pathways

The Engineering Design Performance Expectations are found in the following SEPUP units:

Land, Water, and Human Interactions; Energy; Force and Motion; Weather and Climate; Ecology; Chemical Reactions; Fields and Interactions; and Biomedical Engineering.

If you are teaching multiple units, your students will have a number of opportunities to build the knowledge and skills necessary to master the Engineering Design Performance Expectations. Activities identified as opportunities to assess the Performance Expectations can be used for formative or summative assessment purposes, depending on the order in which the units are taught.

The sequence of units shown in each Pathway below represents one possible way of addressing the Engineering Design Performance Expectations. If you are teaching a different sequence of units, adapt the Pathway diagrams accordingly and use them to assist in planning suitable formative and summative assessment opportunities.

MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.