Capstone: Grade 1, Semester 1

Capstone: Grade 1, Semester 2

Capstone: Grade 2, Semester 1
Capstone: Grade 2, Semester 2
Capstone: Grade 3, Semester 1

Printed on October 15, 2015

Capstone: Grade 1, Semester 1
Big Idea: Housing for a growing population represents a significant use of resources; therefore housing for the
future must employ the smartest and most efficient use of materials and technologies. The makeup of all living
organisms, form and function, ensure the sustainability of the species. While this is true for humans, we
additionally depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals,
fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human
lifetimes.

CP.1.01 - The student team will be able to: (1) identify the problem clearly and objectively with specific detail.
(Week 01 - Week 01)

Essential Questions: What are the learning outcomes of the Capstone about? What topics do they include
and what topics do they not include? What do the Capstone Learning outcomes emphasize? How does the
Capstone help you with your other subjects?
Concepts:
Introduce Egypt Grand Challenges, Capstone Challenge, Capstone Semester Dates; Introduce Capstone
Portfolio template, Rubrics.
Evidence:
Portfolios
Grand Challenge Connections: Improve Use of Arid Areas, Urban Congestion

CP.1.02 - The student team will be able to: (1) identify the problem clearly and objectively with specific detail,
(2) identify and analyze prior solution attempts from credible sources in terms of both strengths and
shortcomings. (Week 02 - Week 02)

Essential Questions: Why does this Grand Challenge matter?

Concepts:
Teams formed, research problems and prior solutions, document in the Capstone Portfolio
(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Improve Use of Arid Areas, Urban Congestion

CP.1.03 - The student team will be able to: (2) identify and analyze prior solution attempts from credible
sources in terms of both strengths and shortcomings, and (3) translate this analysis into measurable design
requirements. The student will be able to clearly articulate well-
developed reflections on: (1) personal growth, (2) collaborative behavior, (3) demonstrate learning transfer of
STEM principles as applied to the capstone context, and (4) use of the engineering design process. (Week
03 - Week 03)

Essential Questions: Why have previous solutions to this Grand Challenge not worked?

Printed on October 15, 2015

Concepts:
Research prior solutions, noting prior attempts strengths and weaknesses, identify design requirements,
brainstorm possible solutions, identify the design requirements that a good solution would meet, document in
the Capstone Portfolio Demonstrate transfer of learning through the Personal Journal
Assessment (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios
Grand Challenge Connections: Improve Use of Arid Areas, Urban Congestion

CP.1.04 - The student team will be able to: (1) generate, compare and defend alternative design solutions
and select a viable design meeting the design requirements, (2) support the proposed solution with sound
STEM principles, practices, and evidence applicable to some design requirements and functional claims.
(Week 04 - Week 04)

Essential Questions: How would you describe success for the solution your team chose to pursue? Which
of the solution design requirements should you test with your prototype?
Concepts:
Select a solution and justify why it is a good solution. Select which design requirements you will test in your
prototype from among your other design requirements, document in the Capstone Portfolio

(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Improve Use of Arid Areas, Urban Congestion

CP.1.05 - The student team will be able to: (3) demonstrate through a design review by experts that the
proposed solution is based on real life considerations, and its viability is generally realistic and adequately
supported with credible evidence. The student will be
able to clearly articulate well-developed reflections on: (1) personal growth, (2) collaborative behavior, (3)
demonstrate learning transfer of STEM principles as applied to the capstone context, and (4) use of the
engineering design process. (Week 05 - Week 05)

Essential Questions: What type of a prototype is (a) connected to your solution, (b) can be made in the
time and money allotted, and (c) can be tested against your chosen design requirements?
Concepts:
Select a prototype to design, build, and test the design requirements you identified for your prototype.
Document in the Capstone Create and submit a proposal for your Capstone
Prototype Capstone Budget Guidelines signed
Demonstrate transfer of learning through the Personal Journal Assessment (use Capstone
Prototype and Poster Rubrics to guide information gathering and document in Portfolio)

Printed on October 15, 2015

Evidence:
Personal Journals Portfolios
Grand Challenge Connections: Improve Use of Arid Areas, Urban Congestion

CP.1.06 - The student team will be able to: (1) successfully create a testing plan to measure the prototype
design requirements (Week 06 - Week 06)

Essential Questions: What makes a useful test plan (review your rubric)? If you were to hand off your
project to a new team, how would you describe your test plan to that team to ensure their success?
Concepts:
Create a Test Plan to test whether your prototype meets your selected design requirements. Document in the
Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Improve Use of Arid Areas, Urban Congestion

CP.1.07 - The student team will be able to: (1) successfully demonstrate construction/creation of a testable
prototype or model meeting the design requirements The
student will be able to clearly articulate well-developed reflections on: (1) personal growth, (2) collaborative
behavior, (3) demonstrate learning transfer of STEM principles as applied to the capstone context, and (4)
use of the engineering design process. (Week 07 - Week 07)

Essential Questions: What does the Capstone Portfolio rubric prioritize? How will you make sure the
evaluators are able to find the information in your Capstone Portfolio that addresses the rubric?
Concepts:
Build your prototype. Document in the Capstone Demonstrate
transfer of learning through the Personal Journal Assessment (use Capstone Prototype and
Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios Prototypes
Grand Challenge Connections: Improve Use of Arid Areas, Urban Congestion

CP.1.08 - The student team will be able to: (1) successfully demonstrate construction/creation of a testable
prototype or model meeting the design requirements (Week 08 - Week 08)

Essential Questions: What does meaning of the word “prototype” convey to you? It is possible to spend too
much time perfecting design and never getting the chance to iterate. It is also possible to iterate randomly,
hoping something works. How will your team seek balance between these two extremes?
Concepts:

Printed on October 15, 2015

Build prototypes. Document in the Capstone Portfolio (use Capstone
Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Portfolios Prototypes
Grand Challenge Connections: Improve Use of Arid Areas, Urban Congestion

CP.1.09 - The student team will be able to: (2) create and execute a testing plan, (3) analyze the resultant
data, and (4) demonstrate learning transfer of STEM principles as applied to the capstone context.
The student will be able to clearly articulate well-developed reflections on: (1) personal growth, (2)
collaborative behavior, (3) demonstrate learning transfer of STEM principles as applied to the capstone
context, and (4) use of the engineering design process. (Week 09 - Week 09)

Essential Questions: What are you measuring? What are your measurement tools and what is your
measurement process? What level of precision are you using in your measurement? Is this level of
precision meaningful? What is the likely random error in your measurement? Your exhibition rubric allows
you to get “Distinguished” marks if your data contains error bars. Are you able to quantify your measurement
error and show this in error bars?
Concepts:
Implement your Test Plan. Document your tests and your results in your Capstone Portfolio. Revise
Prototypes based on test results (do as long as needed or until time runs out). Document in the Capstone
Portfolio Demonstrate transfer of learning through the Personal Journal Assessment
(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios Prototypes
Grand Challenge Connections: Improve Use of Arid Areas, Urban Congestion

CP.1.10 - The student team will be able to: (2) create and execute a testing plan, (3) analyze the resultant
data, and (4) demonstrate learning transfer of STEM principles as applied to the capstone context.
The student team will be able to:, (2) prepare documentation of sufficient detail to allow for evaluation of the
Capstone by external experts (Week 10 - Week 10)

Essential Questions: How might practice telling your Capstone's story to each other cause you to make
any modifications to your current approach to your capstone?
Concepts:
Implement your Test Plan and document. Continue to Revise Prototypes based on test results (do as long as
needed or until time runs out). Prepare Capstone Poster for Exhibition using the rubrics. Document in the
Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide information
gathering and document in Portfolio)
Evidence:
Portfolios Prototypes Posters
Grand Challenge Connections: Improve Use of Arid Areas, Urban Congestion

Printed on October 15, 2015

CP.1.11 - The student team will be able to (1) document their capstone including detailed and salient
recommendations regarding the conduct of a similar project in the future, (2) prepare documentation of
sufficient detail to allow for evaluation of the Capstone by external experts, and (3) incorporate feedback into
their final capstone project recommendations. The student team will be able
to: (1) select among multiple modes of presentation that relate appropriately to the audience and purpose,
(2) write clear, organized and well developed texts to explain, question, or persuade, written to meet the
needs and interest of the intended audience using a variety of forms that are commonplace among STEM
disciplines (e.g., notes, descriptive/narrative accounts, research reports), and where required by convention,
appropriate documentation in standardized form (e.g., APA) is generally evident, (3) demonstrate
professionalism of style and tone, and (4) utilize a variety of supporting materials suitable to the audience
and need. . (Week 11 - Week 11)

Essential Questions: How are the discipline learning outcomes demonstrated through your Capstone?
Concepts:
Analyze the Data—include analysis of the effectiveness of the design. Prepare your team’s recommendation
for future research, development written for others to replicate.
Finalize Poster and submit.
Finalizing Prototypes for exhibition, all is work completed
Document in the Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio
Evidence:
Portfolios Prototypes Posters
Grand Challenge Connections: Improve Use of Arid Areas, Urban Congestion

Printed on October 15, 2015

Capstone: Grade 1, Semester 2
Alternative Energy; Public Health; (Vitality) Industrial/Economic Development (Power)
Big Idea: Nothing lives, grows or moves without energy. In the natural world there are different kinds of
sources of energy, some are renewable and some are fuels that, like other resources in our biosphere, are not
renewable or replaceable over a human lifespan. All uses of energy impact the environment in one way or
another. In order to sustain and eventually improve our environment and, at the same time, provide for the
health and welfare of growing populations and economies, all uses of energy must be balanced against their
environmental impact.

CP.1.12 - The student team will be able to: (1) identify the problem clearly and objectively with specific detail.
(Week 01 - Week 01)

Essential Questions: What are the learning outcomes of the Capstone about? What topics do they include
and what topics do they not include? What do the Capstone Learning outcomes emphasize? How does the
Capstone help you with your other subjects?
Concepts:
Introduce Egypt Grand Challenges, Capstone Challenge, Capstone Semester Dates; Introduce Capstone
Portfolio template, Rubrics.
Evidence:
Portfolios
Grand Challenge Connections: Alternative Energy; Public Health; (Vitality) Industrial/Economic
Development (Power)

CP.1.13 - The student team will be able to: (1) identify the problem clearly and objectively with specific detail,
(2) identify and analyze prior solution attempts from credible sources in terms of both strengths and
shortcomings. (Week 02 - Week 02)

Essential Questions: Why does this Grand Challenge matter?

Concepts:
Teams formed, research problems and prior solutions, document in the Capstone Portfolio
(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Alternative Energy; Public Health; (Vitality) Industrial/Economic
Development (Power)

CP.1.14 - The student team will be able to: (2) identify and analyze prior solution attempts from credible
sources in terms of both strengths and shortcomings, and (3) translate this analysis into measurable design
requirements. The student will be able to clearly articulate well-
developed reflections on: (1) personal growth, (2) collaborative behavior, (3) demonstrate learning transfer of
STEM principles as applied to the capstone context, and (4) use of the engineering design process. (Week

Printed on October 15, 2015

03 - Week 03)

Essential Questions: Why have previous solutions to this Grand Challenge not worked?
Concepts:
Research prior solutions, noting prior attempts strengths and weaknesses, identify design requirements,
brainstorm possible solutions, identify the design requirements that a good solution would meet, document in
the Capstone Portfolio Demonstrate transfer of learning through the Personal Journal
Assessment (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios
Grand Challenge Connections: Alternative Energy; Public Health; (Vitality) Industrial/Economic
Development (Power)

CP.1.15 - The student team will be able to: (1) generate, compare and defend alternative design solutions
and select a viable design meeting the design requirements, (2) support the proposed solution with sound
STEM principles, practices, and evidence applicable to some design requirements and functional claims.
(Week 04 - Week 04)

Essential Questions: How would you describe success for the solution your team chose to pursue? Which
of the solution design requirements should you test with your prototype?
Concepts:
Select a solution and justify why it is a good solution. Select which design requirements you will test in your
prototype from among your other design requirements, document in the Capstone Portfolio

(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Alternative Energy; Public Health; (Vitality) Industrial/Economic
Development (Power)

CP.1.16 - The student team will be able to: (3) demonstrate through a design review by experts that the
proposed solution is based on real life considerations, and its viability is generally realistic and adequately
supported with credible evidence. The student will be
able to clearly articulate well-developed reflections on: (1) personal growth, (2) collaborative behavior, (3)
demonstrate learning transfer of STEM principles as applied to the capstone context, and (4) use of the
engineering design process. (Week 05 - Week 05)

Essential Questions: What type of a prototype is (a) connected to your solution, (b) can be made in the
time and money allotted, and (c) can be tested against your chosen design requirements?
Concepts:

Printed on October 15, 2015

Select a prototype to design, build, and test the design requirements you identified for your prototype.
Document in the Capstone Create and submit a proposal for your Capstone
Prototype Capstone Budget Guidelines signed
Demonstrate transfer of learning through the Personal Journal Assessment (use Capstone
Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios
Grand Challenge Connections: Alternative Energy; Public Health; (Vitality) Industrial/Economic
Development (Power)

CP.1.17 - The student team will be able to: (1) successfully create a testing plan to measure the prototype
design requirements (Week 06 - Week 06)

Essential Questions: What makes a useful test plan (review your rubric)? If you were to hand off your
project to a new team, how would you describe your test plan to that team to ensure their success?
Concepts:
Create a Test Plan to test whether your prototype meets your selected design requirements. Document in the
Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Alternative Energy; Public Health; (Vitality) Industrial/Economic
Development (Power)

CP.1.18 - The student team will be able to: (1) successfully demonstrate construction/creation of a testable
prototype or model meeting the design requirements The
student will be able to clearly articulate well-developed reflections on: (1) personal growth, (2) collaborative
behavior, (3) demonstrate learning transfer of STEM principles as applied to the capstone context, and (4)
use of the engineering design process. (Week 07 - Week 07)

Essential Questions: What does the Capstone Portfolio rubric prioritize? How will you make sure the
evaluators are able to find the information in your Capstone Portfolio that addresses the rubric?
Concepts:
Build your prototype. Document in the Capstone Demonstrate
transfer of learning through the Personal Journal Assessment (use Capstone Prototype and
Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios Prototypes
Grand Challenge Connections: Alternative Energy; Public Health; (Vitality) Industrial/Economic
Development (Power)

Printed on October 15, 2015

CP.1.19 - The student team will be able to: (1) successfully demonstrate construction/creation of a testable
prototype or model meeting the design requirements (Week 08 - Week 08)

Essential Questions: What does meaning of the word “prototype” convey to you? It is possible to spend too
much time perfecting design and never getting the chance to iterate. It is also possible to iterate randomly,
hoping something works. How will your team seek balance between these two extremes?
Concepts:
Build prototypes. Document in the Capstone Portfolio (use Capstone
Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Portfolios Prototypes
Grand Challenge Connections: Alternative Energy; Public Health; (Vitality) Industrial/Economic
Development (Power)

CP.1.20 - The student team will be able to: (2) create and execute a testing plan, (3) analyze the resultant
data, and (4) demonstrate learning transfer of STEM principles as applied to the capstone context.
The student will be able to clearly articulate well-developed reflections on: (1) personal growth, (2)
collaborative behavior, (3) demonstrate learning transfer of STEM principles as applied to the capstone
context, and (4) use of the engineering design process. (Week 09 - Week 09)

Essential Questions: What are you measuring? What are your measurement tools and what is your
measurement process? What level of precision are you using in your measurement? Is this level of
precision meaningful? What is the likely random error in your measurement? Your exhibition rubric allows
you to get “Distinguished” marks if your data contains error bars. Are you able to quantify your measurement
error and show this in error bars?
Concepts:
Implement your Test Plan. Document your tests and your results in your Capstone Portfolio. Revise
Prototypes based on test results (do as long as needed or until time runs out). Document in the Capstone
Portfolio Demonstrate transfer of learning through the Personal Journal Assessment
(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios Prototypes
Grand Challenge Connections: Alternative Energy; Public Health; (Vitality) Industrial/Economic
Development (Power)

CP.1.21 - The student team will be able to: (2) create and execute a testing plan, (3) analyze the resultant
data, and (4) demonstrate learning transfer of STEM principles as applied to the capstone context.
The student team will be able to:, (2) prepare documentation of sufficient detail to allow for evaluation of the
Capstone by external experts (Week 10 - Week 10)

Essential Questions: How might practice telling your Capstone's story to each other cause you to make
any modifications to your current approach to your capstone?

Printed on October 15, 2015

Concepts:
Implement your Test Plan and document. Continue to Revise Prototypes based on test results (do as long as
needed or until time runs out). Prepare Capstone Poster for Exhibition using the rubrics. Document in the
Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide information
gathering and document in Portfolio)
Evidence:
Portfolios Prototypes Posters
Grand Challenge Connections: Alternative Energy; Public Health; (Vitality) Industrial/Economic
Development (Power)

CP.1.22 - The student team will be able to (1) document their capstone including detailed and salient
recommendations regarding the conduct of a similar project in the future, (2) prepare documentation of
sufficient detail to allow for evaluation of the Capstone by external experts, and (3) incorporate feedback into
their final capstone project recommendations. The student team will be able
to: (1) select among multiple modes of presentation that relate appropriately to the audience and purpose,
(2) write clear, organized and well developed texts to explain, question, or persuade, written to meet the
needs and interest of the intended audience using a variety of forms that are commonplace among STEM
disciplines (e.g., notes, descriptive/narrative accounts, research reports), and where required by convention,
appropriate documentation in standardized form (e.g., APA) is generally evident, (3) demonstrate
professionalism of style and tone, and (4) utilize a variety of supporting materials suitable to the audience
and need. . (Week 11 - Week 11)

Essential Questions: How are the discipline learning outcomes demonstrated through your Capstone?
Concepts:
Analyze the Data—include analysis of the effectiveness of the design. Prepare your team’s recommendation
for future research, development written for others to replicate.
Finalize Poster and submit.
Finalizing Prototypes for exhibition, all is work completed
Document in the Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio
Evidence:
Portfolios Prototypes Posters
Grand Challenge Connections: Alternative Energy; Public Health; (Vitality) Industrial/Economic
Development (Power)

Printed on October 15, 2015

Capstone: Grade 2, Semester 1
Big Idea: Students will study the chemistry and physics of water, their own uses of water and the impact of the
availability and quality of water to their health. They will study the story of water over the course of the history
of Egypt and project into the future including impacts on the social, economic, political systems as well as
general population health, growth and industrial growth.

CP.2.01 - The student team will be able to: (1) identify the problem clearly and objectively with specific detail.
(Week 01 - Week 01)

Essential Questions: What are the learning outcomes of the Capstone about? What topics do they include
and what topics do they not include? What do the Capstone Learning outcomes emphasize? How does the
Capstone help you with your other subjects?
Concepts:
Introduce Egypt Grand Challenges, Capstone Challenge, Capstone Semester Dates; Introduce Capstone
Portfolio template, Rubrics.
Evidence:
Portfolios
Grand Challenge Connections: Improve Sources of Clean Water, Address and reduce pollution fouling our
air, water and grounds

CP.2.02 - The student team will be able to: (1) identify the problem clearly and objectively with specific detail,
(2) identify and analyze prior solution attempts from credible sources in terms of both strengths and
shortcomings. (Week 02 - Week 02)

Essential Questions: Why does this Grand Challenge matter?

Concepts:
Teams formed, research problems and prior solutions, document in the Capstone Portfolio
(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Improve Sources of Clean Water, Address and reduce pollution fouling our
air, water and grounds

CP.2.03 - The student team will be able to: (2) identify and analyze prior solution attempts from credible
sources in terms of both strengths and shortcomings, and (3) translate this analysis into measurable design
requirements. The student will be able to clearly articulate well-
developed reflections on: (1) personal growth, (2) collaborative behavior, (3) demonstrate learning transfer of
STEM principles as applied to the capstone context, and (4) use of the engineering design process. (Week
03 - Week 03)

Essential Questions: Why have previous solutions to this Grand Challenge not worked?

Printed on October 15, 2015

Concepts:
Research prior solutions, noting prior attempts strengths and weaknesses, identify design requirements,
brainstorm possible solutions, identify the design requirements that a good solution would meet, document in
the Capstone Portfolio Demonstrate transfer of learning through the Personal Journal
Assessment (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios
Grand Challenge Connections: Improve Sources of Clean Water, Address and reduce pollution fouling our
air, water and grounds

CP.2.04 - The student team will be able to: (1) generate, compare and defend alternative design solutions
and select a viable design meeting the design requirements, (2) support the proposed solution with sound
STEM principles, practices, and evidence applicable to some design requirements and functional claims.
(Week 04 - Week 04)

Essential Questions: How would you describe success for the solution your team chose to pursue? Which
of the solution design requirements should you test with your prototype?
Concepts:
Select a solution and justify why it is a good solution. Select which design requirements you will test in your
prototype from among your other design requirements, document in the Capstone Portfolio

(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Improve Sources of Clean Water, Address and reduce pollution fouling our
air, water and grounds

CP.2.05 - The student team will be able to: (3) demonstrate through a design review by experts that the
proposed solution is based on real life considerations, and its viability is generally realistic and adequately
supported with credible evidence. The student will be
able to clearly articulate well-developed reflections on: (1) personal growth, (2) collaborative behavior, (3)
demonstrate learning transfer of STEM principles as applied to the capstone context, and (4) use of the
engineering design process. (Week 05 - Week 05)

Essential Questions: What type of a prototype is (a) connected to your solution, (b) can be made in the
time and money allotted, and (c) can be tested against your chosen design requirements?
Concepts:
Select a prototype to design, build, and test the design requirements you identified for your prototype.
Document in the Capstone Create and submit a proposal for your Capstone
Prototype Capstone Budget Guidelines signed

Printed on October 15, 2015

Demonstrate transfer of learning through the Personal Journal Assessment (use Capstone
Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios
Grand Challenge Connections: Improve Sources of Clean Water, Address and reduce pollution fouling our
air, water and grounds

CP.2.06 - The student team will be able to: (1) successfully create a testing plan to measure the prototype
design requirements (Week 06 - Week 06)

Essential Questions: What makes a useful test plan (review your rubric)? If you were to hand off your
project to a new team, how would you describe your test plan to that team to ensure their success?
Concepts:
Create a Test Plan to test whether your prototype meets your selected design requirements. Document in the
Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Improve Sources of Clean Water, Address and reduce pollution fouling our
air, water and grounds

CP.2.07 - The student team will be able to: (1) successfully demonstrate construction/creation of a testable
prototype or model meeting the design requirements The
student will be able to clearly articulate well-developed reflections on: (1) personal growth, (2) collaborative
behavior, (3) demonstrate learning transfer of STEM principles as applied to the capstone context, and (4)
use of the engineering design process. (Week 07 - Week 07)

Essential Questions: What does the Capstone Portfolio rubric prioritize? How will you make sure the
evaluators are able to find the information in your Capstone Portfolio that addresses the rubric?
Concepts:
Build your prototype. Document in the Capstone Demonstrate
transfer of learning through the Personal Journal Assessment (use Capstone Prototype and
Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios Prototypes
Grand Challenge Connections: Improve Sources of Clean Water, Address and reduce pollution fouling our
air, water and grounds

CP.2.08 - The student team will be able to: (1) successfully demonstrate construction/creation of a testable
prototype or model meeting the design requirements (Week 08 - Week 08)

Printed on October 15, 2015

Essential Questions: What does meaning of the word “prototype” convey to you? It is possible to spend too
much time perfecting design and never getting the chance to iterate. It is also possible to iterate randomly,
hoping something works. How will your team seek balance between these two extremes?
Concepts:
Build prototypes. Document in the Capstone Portfolio (use Capstone
Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Portfolios Prototypes
Grand Challenge Connections: Improve Sources of Clean Water, Address and reduce pollution fouling our
air, water and grounds

CP.2.09 - The student team will be able to: (2) create and execute a testing plan, (3) analyze the resultant
data, and (4) demonstrate learning transfer of STEM principles as applied to the capstone context.
The student will be able to clearly articulate well-developed reflections on: (1) personal growth, (2)
collaborative behavior, (3) demonstrate learning transfer of STEM principles as applied to the capstone
context, and (4) use of the engineering design process. (Week 09 - Week 09)

Essential Questions: What are you measuring? What are your measurement tools and what is your
measurement process? What level of precision are you using in your measurement? Is this level of
precision meaningful? What is the likely random error in your measurement? Your exhibition rubric allows
you to get “Distinguished” marks if your data contains error bars. Are you able to quantify your measurement
error and show this in error bars?
Concepts:
Implement your Test Plan. Document your tests and your results in your Capstone Portfolio. Revise
Prototypes based on test results (do as long as needed or until time runs out). Document in the Capstone
Portfolio Demonstrate transfer of learning through the Personal Journal Assessment
(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios Prototypes
Grand Challenge Connections: Improve Sources of Clean Water, Address and reduce pollution fouling our
air, water and grounds

CP.2.10 - The student team will be able to: (2) create and execute a testing plan, (3) analyze the resultant
data, and (4) demonstrate learning transfer of STEM principles as applied to the capstone context.
The student team will be able to:, (2) prepare documentation of sufficient detail to allow for evaluation of the
Capstone by external experts (Week 10 - Week 10)

Essential Questions: How might practice telling your Capstone's story to each other cause you to make
any modifications to your current approach to your capstone?
Concepts:
Implement your Test Plan and document. Continue to Revise Prototypes based on test results (do as long as

Printed on October 15, 2015

needed or until time runs out). Prepare Capstone Poster for Exhibition using the rubrics. Document in the
Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide information
gathering and document in Portfolio)
Evidence:
Portfolios Prototypes Posters
Grand Challenge Connections: Improve Sources of Clean Water, Address and reduce pollution fouling our
air, water and grounds

CP.2.11 - The student team will be able to (1) document their capstone including detailed and salient
recommendations regarding the conduct of a similar project in the future, (2) prepare documentation of
sufficient detail to allow for evaluation of the Capstone by external experts, and (3) incorporate feedback into
their final capstone project recommendations. The student team will be able
to: (1) select among multiple modes of presentation that relate appropriately to the audience and purpose,
(2) write clear, organized and well developed texts to explain, question, or persuade, written to meet the
needs and interest of the intended audience using a variety of forms that are commonplace among STEM
disciplines (e.g., notes, descriptive/narrative accounts, research reports), and where required by convention,
appropriate documentation in standardized form (e.g., APA) is generally evident, (3) demonstrate
professionalism of style and tone, and (4) utilize a variety of supporting materials suitable to the audience
and need. . (Week 11 - Week 11)

Essential Questions: How are the discipline learning outcomes demonstrated through your Capstone?
Concepts:
Analyze the Data—include analysis of the effectiveness of the design. Prepare your team’s recommendation
for future research, development written for others to replicate.
Finalize Poster and submit.
Finalizing Prototypes for exhibition, all is work completed
Document in the Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio
Evidence:
Portfolios Prototypes Posters
Grand Challenge Connections: Improve Sources of Clean Water, Address and reduce pollution fouling our
air, water and grounds

Printed on October 15, 2015

Capstone: Grade 2, Semester 2
Population Growth; Urban Congestion; Arid Areas
Big Idea: Our physical, biological and social environments undergo constant change. Humans impact these
environments and are impacted by them. An understanding of the dynamics of reproduction, change, growth,
decay and equilibrium is critical to decision making for individuals, businesses and governments.

CP.2.12 - The student team will be able to: (1) identify the problem clearly and objectively with specific detail.
(Week 01 - Week 01)

Essential Questions: What are the learning outcomes of the Capstone about? What topics do they include
and what topics do they not include? What do the Capstone Learning outcomes emphasize? How does the
Capstone help you with your other subjects?
Concepts:
Introduce Egypt Grand Challenges, Capstone Challenge, Capstone Semester Dates; Introduce Capstone
Portfolio template, Rubrics.
Evidence:
Portfolios
Grand Challenge Connections: Population Growth; Urban Congestion; Arid Areas

CP.2.13 - The student team will be able to: (1) identify the problem clearly and objectively with specific detail,
(2) identify and analyze prior solution attempts from credible sources in terms of both strengths and
shortcomings. (Week 02 - Week 02)

Essential Questions: Why does this Grand Challenge matter?

Concepts:
Teams formed, research problems and prior solutions, document in the Capstone Portfolio
(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Population Growth; Urban Congestion; Arid Areas

CP.2.14 - The student team will be able to: (2) identify and analyze prior solution attempts from credible
sources in terms of both strengths and shortcomings, and (3) translate this analysis into measurable design
requirements. The student will be able to clearly articulate well-
developed reflections on: (1) personal growth, (2) collaborative behavior, (3) demonstrate learning transfer of
STEM principles as applied to the capstone context, and (4) use of the engineering design process. (Week
03 - Week 03)

Essential Questions: Why have previous solutions to this Grand Challenge not worked?
Concepts:
Research prior solutions, noting prior attempts strengths and weaknesses, identify design requirements,

Printed on October 15, 2015

brainstorm possible solutions, identify the design requirements that a good solution would meet, document in
the Capstone Portfolio Demonstrate transfer of learning through the Personal Journal
Assessment (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios
Grand Challenge Connections: Population Growth; Urban Congestion; Arid Areas

CP.2.15 - The student team will be able to: (1) generate, compare and defend alternative design solutions
and select a viable design meeting the design requirements, (2) support the proposed solution with sound
STEM principles, practices, and evidence applicable to some design requirements and functional claims.
(Week 04 - Week 04)

Essential Questions: How would you describe success for the solution your team chose to pursue? Which
of the solution design requirements should you test with your prototype?
Concepts:
Select a solution and justify why it is a good solution. Select which design requirements you will test in your
prototype from among your other design requirements, document in the Capstone Portfolio

(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Population Growth; Urban Congestion; Arid Areas

CP.2.16 - The student team will be able to: (3) demonstrate through a design review by experts that the
proposed solution is based on real life considerations, and its viability is generally realistic and adequately
supported with credible evidence. The student will be
able to clearly articulate well-developed reflections on: (1) personal growth, (2) collaborative behavior, (3)
demonstrate learning transfer of STEM principles as applied to the capstone context, and (4) use of the
engineering design process. (Week 05 - Week 05)

Essential Questions: What type of a prototype is (a) connected to your solution, (b) can be made in the
time and money allotted, and (c) can be tested against your chosen design requirements?
Concepts:
Select a prototype to design, build, and test the design requirements you identified for your prototype.
Document in the Capstone Create and submit a proposal for your Capstone
Prototype Capstone Budget Guidelines signed
Demonstrate transfer of learning through the Personal Journal Assessment (use Capstone
Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios

Printed on October 15, 2015

Grand Challenge Connections: Population Growth; Urban Congestion; Arid Areas

CP.2.17 - The student team will be able to: (1) successfully create a testing plan to measure the prototype
design requirements (Week 06 - Week 06)

Essential Questions: What makes a useful test plan (review your rubric)? If you were to hand off your
project to a new team, how would you describe your test plan to that team to ensure their success?
Concepts:
Create a Test Plan to test whether your prototype meets your selected design requirements. Document in the
Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Population Growth; Urban Congestion; Arid Areas

CP.2.18 - The student team will be able to: (1) successfully demonstrate construction/creation of a testable
prototype or model meeting the design requirements The
student will be able to clearly articulate well-developed reflections on: (1) personal growth, (2) collaborative
behavior, (3) demonstrate learning transfer of STEM principles as applied to the capstone context, and (4)
use of the engineering design process. (Week 07 - Week 07)

Essential Questions: What does the Capstone Portfolio rubric prioritize? How will you make sure the
evaluators are able to find the information in your Capstone Portfolio that addresses the rubric?
Concepts:
Build your prototype. Document in the Capstone Demonstrate
transfer of learning through the Personal Journal Assessment (use Capstone Prototype and
Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios Prototypes
Grand Challenge Connections: Population Growth; Urban Congestion; Arid Areas

CP.2.19 - The student team will be able to: (1) successfully demonstrate construction/creation of a testable
prototype or model meeting the design requirements (Week 08 - Week 08)

Essential Questions: What does meaning of the word “prototype” convey to you? It is possible to spend too
much time perfecting design and never getting the chance to iterate. It is also possible to iterate randomly,
hoping something works. How will your team seek balance between these two extremes?
Concepts:
Build prototypes. Document in the Capstone Portfolio (use Capstone
Prototype and Poster Rubrics to guide information gathering and document in Portfolio)

Printed on October 15, 2015

Evidence:
Portfolios Prototypes
Grand Challenge Connections: Population Growth; Urban Congestion; Arid Areas

CP.2.20 - The student team will be able to: (2) create and execute a testing plan, (3) analyze the resultant
data, and (4) demonstrate learning transfer of STEM principles as applied to the capstone context.
The student will be able to clearly articulate well-developed reflections on: (1) personal growth, (2)
collaborative behavior, (3) demonstrate learning transfer of STEM principles as applied to the capstone
context, and (4) use of the engineering design process. (Week 09 - Week 09)

Essential Questions: What are you measuring? What are your measurement tools and what is your
measurement process? What level of precision are you using in your measurement? Is this level of
precision meaningful? What is the likely random error in your measurement? Your exhibition rubric allows
you to get “Distinguished” marks if your data contains error bars. Are you able to quantify your measurement
error and show this in error bars?
Concepts:
Implement your Test Plan. Document your tests and your results in your Capstone Portfolio. Revise
Prototypes based on test results (do as long as needed or until time runs out). Document in the Capstone
Portfolio Demonstrate transfer of learning through the Personal Journal Assessment
(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios Prototypes
Grand Challenge Connections: Population Growth; Urban Congestion; Arid Areas

CP.2.21 - The student team will be able to: (2) create and execute a testing plan, (3) analyze the resultant
data, and (4) demonstrate learning transfer of STEM principles as applied to the capstone context.
The student team will be able to:, (2) prepare documentation of sufficient detail to allow for evaluation of the
Capstone by external experts (Week 10 - Week 10)

Essential Questions: How might practice telling your Capstone's story to each other cause you to make
any modifications to your current approach to your capstone?
Concepts:
Implement your Test Plan and document. Continue to Revise Prototypes based on test results (do as long as
needed or until time runs out). Prepare Capstone Poster for Exhibition using the rubrics. Document in the
Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide information
gathering and document in Portfolio)
Evidence:
Portfolios Prototypes Posters
Grand Challenge Connections: Population Growth; Urban Congestion; Arid Areas

Printed on October 15, 2015

CP.2.22 - The student team will be able to (1) document their capstone including detailed and salient
recommendations regarding the conduct of a similar project in the future, (2) prepare documentation of
sufficient detail to allow for evaluation of the Capstone by external experts, and (3) incorporate feedback into
their final capstone project recommendations. The student team will be able
to: (1) select among multiple modes of presentation that relate appropriately to the audience and purpose,
(2) write clear, organized and well developed texts to explain, question, or persuade, written to meet the
needs and interest of the intended audience using a variety of forms that are commonplace among STEM
disciplines (e.g., notes, descriptive/narrative accounts, research reports), and where required by convention,
appropriate documentation in standardized form (e.g., APA) is generally evident, (3) demonstrate
professionalism of style and tone, and (4) utilize a variety of supporting materials suitable to the audience
and need. . (Week 11 - Week 11)

Essential Questions: How are the discipline learning outcomes demonstrated through your Capstone?
Concepts:
Analyze the Data—include analysis of the effectiveness of the design. Prepare your team’s recommendation
for future research, development written for others to replicate.
Finalize Poster and submit.
Finalizing Prototypes for exhibition, all is work completed
Document in the Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio
Evidence:
Portfolios Prototypes Posters
Grand Challenge Connections: Population Growth; Urban Congestion; Arid Areas

Printed on October 15, 2015

Capstone: Grade 3, Semester 1
Big Idea: Communication comes in many forms. One simple definition of communication is the exchanging of
information. While we think about electronic and electromagnetic communications between people, we can
also think about biological and chemical communication systems within and between living organisms and
other natural systems.

CP.3.01 - The student team will be able to: (1) identify the problem clearly and objectively with specific detail.
(Week 01 - Week 01)

Essential Questions: What are the learning outcomes of the Capstone about? What topics do they include
and what topics do they not include? What do the Capstone Learning outcomes emphasize? How does the
Capstone help you with your other subjects?
Concepts:
Introduce Egypt Grand Challenges, Capstone Challenge, Capstone Semester Dates; Introduce Capstone
Portfolio template, Rubrics.
Evidence:
Portfolios
Grand Challenge Connections: Capstone Team Selects Grand Challenge

CP.3.02 - The student team will be able to: (1) identify the problem clearly and objectively with specific detail,
(2) identify and analyze prior solution attempts from credible sources in terms of both strengths and
shortcomings. (Week 02 - Week 02)

Essential Questions: Why does this Grand Challenge matter?

Concepts:
Teams formed, research problems and prior solutions, document in the Capstone Portfolio
(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Capstone Team Selects Grand Challenge

CP.3.03 - The student team will be able to: (2) identify and analyze prior solution attempts from credible
sources in terms of both strengths and shortcomings, and (3) translate this analysis into measurable design
requirements. The student will be able to clearly articulate well-
developed reflections on: (1) personal growth, (2) collaborative behavior, (3) demonstrate learning transfer of
STEM principles as applied to the capstone context, and (4) use of the engineering design process. (Week
03 - Week 03)

Essential Questions: Why have previous solutions to this Grand Challenge not worked?
Concepts:
Research prior solutions, noting prior attempts strengths and weaknesses, identify design requirements,

Printed on October 15, 2015

brainstorm possible solutions, identify the design requirements that a good solution would meet, document in
the Capstone Portfolio Demonstrate transfer of learning through the Personal Journal
Assessment (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios
Grand Challenge Connections: Capstone Team Selects Grand Challenge

CP.3.04 - The student team will be able to: (2) identify and analyze prior solution attempts from credible
sources in terms of both strengths and shortcomings, and (3) translate this analysis into measurable design
requirements. The student will be able to clearly articulate well-
developed reflections on: (1) personal growth, (2) collaborative behavior, (3) demonstrate learning transfer of
STEM principles as applied to the capstone context, and (4) use of the engineering design process. (Week
03 - Week 03)

Essential Questions: Why have previous solutions to this Grand Challenge not worked?
Concepts:
Research prior solutions, noting prior attempts strengths and weaknesses, identify design requirements,
brainstorm possible solutions, identify the design requirements that a good solution would meet, document in
the Capstone Portfolio Demonstrate transfer of learning through the Personal Journal
Assessment (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios
Grand Challenge Connections: Capstone Team Selects Grand Challenge

CP.3.05 - The student team will be able to: (1) generate, compare and defend alternative design solutions
and select a viable design meeting the design requirements, (2) support the proposed solution with sound
STEM principles, practices, and evidence applicable to some design requirements and functional claims.
(Week 04 - Week 04)

Essential Questions: How would you describe success for the solution your team chose to pursue? Which
of the solution design requirements should you test with your prototype?
Concepts:
Select a solution and justify why it is a good solution. Select which design requirements you will test in your
prototype from among your other design requirements, document in the Capstone Portfolio

(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Capstone Team Selects Grand Challenge

Printed on October 15, 2015

CP.3.06 - The student team will be able to: (1) successfully create a testing plan to measure the prototype
design requirements (Week 06 - Week 06)

Essential Questions: What makes a useful test plan (review your rubric)? If you were to hand off your
project to a new team, how would you describe your test plan to that team to ensure their success?
Concepts:
Create a Test Plan to test whether your prototype meets your selected design requirements. Document in the
Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio)
Evidence:
Portfolios
Grand Challenge Connections: Capstone Team Selects Grand Challenge

CP.3.07 - The student team will be able to: (1) successfully demonstrate construction/creation of a testable
prototype or model meeting the design requirements The
student will be able to clearly articulate well-developed reflections on: (1) personal growth, (2) collaborative
behavior, (3) demonstrate learning transfer of STEM principles as applied to the capstone context, and (4)
use of the engineering design process. (Week 07 - Week 07)

Essential Questions: What does the Capstone Portfolio rubric prioritize? How will you make sure the
evaluators are able to find the information in your Capstone Portfolio that addresses the rubric?
Concepts:
Build your prototype. Document in the Capstone Demonstrate
transfer of learning through the Personal Journal Assessment (use Capstone Prototype and
Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios Prototypes
Grand Challenge Connections: Capstone Team Selects Grand Challenge

CP.3.08 - The student team will be able to: (1) successfully demonstrate construction/creation of a testable
prototype or model meeting the design requirements (Week 08 - Week 08)

Essential Questions: What does meaning of the word “prototype” convey to you? It is possible to spend too
much time perfecting design and never getting the chance to iterate. It is also possible to iterate randomly,
hoping something works. How will your team seek balance between these two extremes?
Concepts:
Build prototypes. Document in the Capstone Portfolio (use Capstone
Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:

Printed on October 15, 2015

Portfolios Prototypes
Grand Challenge Connections: Capstone Team Selects Grand Challenge

CP.3.09 - The student team will be able to: (2) create and execute a testing plan, (3) analyze the resultant
data, and (4) demonstrate learning transfer of STEM principles as applied to the capstone context.
The student will be able to clearly articulate well-developed reflections on: (1) personal growth, (2)
collaborative behavior, (3) demonstrate learning transfer of STEM principles as applied to the capstone
context, and (4) use of the engineering design process. (Week 09 - Week 09)

Essential Questions: What are you measuring? What are your measurement tools and what is your
measurement process? What level of precision are you using in your measurement? Is this level of
precision meaningful? What is the likely random error in your measurement? Your exhibition rubric allows
you to get “Distinguished” marks if your data contains error bars. Are you able to quantify your measurement
error and show this in error bars?
Concepts:
Implement your Test Plan. Document your tests and your results in your Capstone Portfolio. Revise
Prototypes based on test results (do as long as needed or until time runs out). Document in the Capstone
Portfolio Demonstrate transfer of learning through the Personal Journal Assessment
(use Capstone Prototype and Poster Rubrics to guide information gathering and document in Portfolio)
Evidence:
Personal Journals Portfolios Prototypes
Grand Challenge Connections: Capstone Team Selects Grand Challenge

CP.3.10 - The student team will be able to: (2) create and execute a testing plan, (3) analyze the resultant
data, and (4) demonstrate learning transfer of STEM principles as applied to the capstone context.
The student team will be able to:, (2) prepare documentation of sufficient detail to allow for evaluation of the
Capstone by external experts (Week 10 - Week 10)

Essential Questions: How might practice telling your Capstone's story to each other cause you to make
any modifications to your current approach to your capstone?
Concepts:
Implement your Test Plan and document. Continue to Revise Prototypes based on test results (do as long as
needed or until time runs out). Prepare Capstone Poster for Exhibition using the rubrics. Document in the
Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide information
gathering and document in Portfolio)
Evidence:
Portfolios Prototypes Posters
Grand Challenge Connections: Capstone Team Selects Grand Challenge

CP.3.11 - The student team will be able to (1) document their capstone including detailed and salient

Printed on October 15, 2015

recommendations regarding the conduct of a similar project in the future, (2) prepare documentation of
sufficient detail to allow for evaluation of the Capstone by external experts, and (3) incorporate feedback into
their final capstone project recommendations. The student team will be able
to: (1) select among multiple modes of presentation that relate appropriately to the audience and purpose,
(2) write clear, organized and well developed texts to explain, question, or persuade, written to meet the
needs and interest of the intended audience using a variety of forms that are commonplace among STEM
disciplines (e.g., notes, descriptive/narrative accounts, research reports), and where required by convention,
appropriate documentation in standardized form (e.g., APA) is generally evident, (3) demonstrate
professionalism of style and tone, and (4) utilize a variety of supporting materials suitable to the audience
and need. . (Week 11 - Week 11)

Essential Questions: How are the discipline learning outcomes demonstrated through your Capstone?
Concepts:
Analyze the Data—include analysis of the effectiveness of the design. Prepare your team’s recommendation
for future research, development written for others to replicate.
Finalize Poster and submit.
Finalizing Prototypes for exhibition, all is work completed
Document in the Capstone Portfolio (use Capstone Prototype and Poster Rubrics to guide
information gathering and document in Portfolio
Evidence:
Portfolios Prototypes Posters
Grand Challenge Connections: Capstone Team Selects Grand Challenge

Printed on October 15, 2015