STEM Concepts

Instructional Guide 202 5 -202 6

STEM Concepts

Year- at- a Glance STEM Concepts

STEM CONCEPTS, A/B Day 1st Trimester

1st Trimester

2nd Trimester

2nd Trimester

3rd Trimester

3rd Trimester

Introduction To STEM

STEM Literacy

Engineering Design Process

STEM Competencies (Technology and Engineering)

STEM Competencies (Math and Science)

Processional Workplace Skills

Units

Pacing

6 Weeks

6 Weeks

6 Weeks

6 Weeks

6 Weeks

6 Weeks

STEM

STEM Literacy

Engineering Design Process

Key Technology Skills Key Engineering Skills

Key Mathematics Skills Key Science Skills

Demonstrating self-representation/professionalism skills. Demonstrating practical speaking and listening skills. Demonstrating teamwork skills. Demonstrating creativity and resourcefulness. Demonstrating critical-thinking and problem-solving skills. Demonstrating information technology skills. Demonstrating time-, task-, and resource management skills.

Science

Scientific Literacy

Technology

Key Concepts

Engineering

Technology Literacy Engineering Literacy Mathematics Literacy

Mathematics

STEM Education

STEM Concepts, Semester

1st Quarter/3rd Quarter

2nd Quarter/4th Quarter

STEM Definitions STEM Literacy Engineering Design Process

STEM Competencies Professional Workplace Skills

Units

STEM Science

Demonstrating self-representation/professionalism skills. Demonstrating practical speaking and listening skills. Demonstrating teamwork skills. Demonstrating creativity and resourcefulness. Demonstrating critical thinking and problem-solving skills. Demonstrating information technology skills. Demonstrating time-, task-, and resource management skills.

Technology Engineering Mathematics STEM Education STEM Literacy Scientific Literacy

Key Concepts

Technology Literacy Engineering Literacy Mathematics Literacy Engineering Design Process

DWSBA and Testing Window: (DWSBAs are found in the CSD CTE DWSBA Canvas Course) Pre-Assessment: Within the first two weeks of the semester. Post Assessment : Within the last two weeks of the semester.

SALTA Extensions: ●​ Consider precision partnering or individualized work for PBL and simulation assignments. ●​ Allow a student to develop potential new projects for the cluster area lesson. ●​ Students developed lesson materials (graphic organizers, relevant articles, career brochures, etc.). ●​ Consider more involved projects: e.g., instead of the student making the pencil roll, allow the student to make a drawstring bag.

CTE STEM CONCEPTS Science, Technology, Engineering & Math

Course Description A hands-on, project-based course that aids students in developing the ability to apply understanding of how the world works within and across the areas of science, technology, engineering, and math (STEM), promoting abilities to better problem-solve, analyze, communicate, and understand technology.

Intended Grade Level

6

Units of Credit

0.5

Core Code

39-01-0000-050

Concurrent Enrollment Core Code

N/A N/A N/A N/A

Prerequisite

Skill Certification Test Number

Test Weight License Type License 1

Elementary Education 1-8 Secondary Education 6-12

License 2

Required Endorsement(s)

N/A

ADA Compliant: October 2018

CTE STEM C ONCEPTS

Discussion Points STEM seems to mean something different to everyone you ask. Anyone who thinks they know what STEM means knows what it means within their field, and with everybody else defining it to fit their own needs. Whether it is researchers, science and mathematics teachers, the aerospace industry, or the construction industry, they all have one thing in common: It is about moving forward, solving problems, learning, and pushing innovation to the next level. As educators, we seem to consider STEM singularly from an educational perspective in which success in science and mathematics is increasingly important and technology and engineering are “integrated” when appropriate. When you start to divide STEM by subject (the silo approach), it gets even murkier. Consider the following: • Can science and mathematics alone be STEM? • Does using an electronic whiteboard during a lesson, for example, make it a STEM lesson? • When kindergarteners are playing with building blocks, is that a STEM center? • What is the difference between Education Technology and Technology Education? STEM DEFINITIONS STEM includes four specific disciplines—science, technology, engineering, and mathematics—in an interdisciplinary and applied approach. Most people have a clear concept of Math and Science. Many are far less clear about Engineering or Technology, particularly in how they differ. • Science is the study of the natural world, including the laws of nature associated with physics, chemistry, and biology and the treatment or application of facts, principles, concepts, and conventions associated with these disciplines. Science is both a body of knowledge that has been accumulated over time and a process—scientific inquiry—that generates new knowledge. Knowledge from science informs the engineering design process. • Technology , while not a discipline in the strictest sense, comprises the entire system of people and organizations, knowledge, processes, and devices that go into creating and operating technological artifacts, as well as the artifacts themselves. Throughout history, humans have created technology to satisfy their wants and needs. Much of modern technology is a product of science and engineering, and technological tools are used in both fields. “Technology” is not merely computers or using a computer to solve a problem. Technology is far more than that. • Engineering is both a body of knowledge—about the design and creation of human made products—and a process for solving problems. This process is design under constraint. One constraint in engineering design is the laws of nature, or science. Other constraints include time, money, available materials, ergonomics, environmental

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CTE STEM C ONCEPTS

regulations, manufacturability, and reparability. Engineering utilizes concepts from science and mathematics as well as technological tools. • Mathematics is the study of patterns and relationships among quantities, numbers, and space. Unlike in science, where empirical evidence is sought to warrant or overthrow claims, claims in mathematics are warranted through logical arguments based on foundational assumptions. The logical arguments themselves are part of mathematics along with the claims. As in science, knowledge in mathematics continues to grow, but unlike in science, knowledge in mathematics is not overturned, unless the foundational assumptions are transformed. Specific conceptual categories of K-12 mathematics include numbers and arithmetic, algebra, functions, geometry, and statistics and probability. Mathematics is used in science, engineering and technology. (Adapted from National Academy of Engineering and National Research Council, 2009.) STEM Education is a course or program of study that prepares students for successful employment, post-secondary education, or both that require different and more technically sophisticated skills including the application of mathematics and science skills and concepts. It also prepares students to be competent, capable citizens in our technology-dependent, democratic society. STEM Education is far more than a grouping of four subjects and is best viewed in terms of its attributes, which transcend the four disciplines. A commonly referenced definition for STEM education is: “…an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy.” (Tsupros, 2009) STEM Education is the intentional integration of concepts that are usually taught as separate subjects in different classes and an emphasis on the application of knowledge to real-life situations. A lesson or unit in a STEM class is typically based around finding a solution to a real world problem and tends to emphasize project-based learning. Many STEM lessons involve building prototypes and creating simulations. A good STEM lesson ensures that students understand the connection to the real world. A great STEM lesson engages students developing critical thinking and collaborative skills by engaging and persevering in real-world problem-solving. STEM LITERACY Several professional organizations in STEM have developed working definitions of STEM literacy in each of their content areas, while acknowledging the integrated and interrelated nature of STEM education. The National Governors Association, the College Board, Achieve, Inc., and STEM professional organizations have recommended ways to demonstrate the connections between STEM domains:

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CTE STEM C ONCEPTS

• Scientifically literate students use scientific knowledge not only in physics, chemistry, biological sciences, and earth/space sciences to understand the natural world, but they also understand the scientific need for existing and new technologies, how new advances in scientific understanding can be engineered, and how mathematics is used to articulate and solve problems. • Technologically literate students understand that technology is the innovation with or manipulation of our natural resources to help create and satisfy human needs. They also learn how to obtain, utilize, and manage technological tools to solve science, mathematics, and engineering problems. • Students who are literate in engineering understand how past, present, and future technologies are developed through the engineering design process to solve problems. They also see how science and mathematics are used in the creation of these technologies. • Mathematically literate students not only know how to analyze, reason, and communicate ideas effectively; they can also mathematically pose, model, formulate, solve, and interpret questions and solutions in science, technology, and engineering. Through problem/project-based learning situations, students weave together and communicate their understanding of STEM concepts. Concepts that were once taught in isolation become tangible and relevant to their daily lives. Integrated approaches to STEM education in the context of real-world issues can enhance motivation for learning and improve student interest, achievement, and persistence. These outcomes also have the potential to increase the number of students who consider pursuing a STEM-related field. STEM COMPETENCIES STEM teaches and trains students to engage in critical thinking, inquiry, problem-solving, collaboration, and what is often referred to in engineering as “design thinking”. These stand out as skills that all students and workers will need to be successful in college, career, and life. While the four STEM disciplines define categories of knowledge, STEM is equally defined by learning strategies and competencies. It is strongly associated with skills, abilities, work interests, and work values (Carnevale, Melton, and Smith, 2011) . Skills include foundational content skills, such as mathematics; processing skills, such as critical thinking and self-awareness; and problem-solving skills, such as evaluating options and implementing solutions. Abilities are defined as enduring personal attributes that influence performance at work, such as creativity, innovation, reasoning, and oral and written communication. Work values are individual preferences for work outcomes, such as recognition, responsibility, or advancement. Work interests are defined as individual preferences for work environments such as environments that are artistic, enterprising, or conventional. There is a growing demand for these competencies throughout today’s economy beyond the traditional STEM occupations, highlighting the importance of implementing a broad STEM strategy across K-12 education in America (Carnevale et al., 2011) .

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CTE STEM C ONCEPTS

Moreover, readiness for a career in STEM is more than skills, abilities, work interests, and work values. It is a convergence of these with self-knowledge, adaptability, and a commitment to lifelong learning that make students ready to achieve a fulfilling, financially-secure and successful career in an ever-changing global economy. Specific attention and focus is given to developing rudimentary skills in Mathematical and scientific reasoning, Technology design, Systems analysis and evaluation, Deductive and inductive reasoning, Practical application of engineering science. This may include instruction in foundational skills, such as keyboarding, coding, and documenting the design process in an engineering notebook. THE ENGINEERING DESIGN PROCESS Activities in STEM should be focused on problem-solving and employ a disciplined approach. There are numberless versions of engineering design cycles. While a specific version is not being imposed, an effective problem-solving process generally includes the following steps: As a team, students 1. identify the design problem and decide how to address it. • Investigate existing design solutions. • Identify requirements and constraints and determine how they will affect the design process and record them in an engineering notebook. • Clearly and concisely define the problem to be solved and the measurements of successfully addressing the problem in an engineering notebook. 2. brainstorm solutions. • Document multiple solutions in an engineering notebook. • Evaluate the strengths and weaknesses of each proposed solution. • Decide on and record the best solution in an engineering notebook. 3. create a prototype of the proposed design using available facilities and materials. • Mathematical models • Scale models 4. test the prototype, record the results, and evaluate the performance of the design. • Identify and record both failures and successes in an engineering notebook. • Evaluate the performance of the prototype against the stated requirements. 5. redesign the prototype by repeating the design process to further optimize the design. • Reconsider any discarded ideas. • Look for mathematical relationships and use them to identify the factors that affect the design the most. • Record the results of the engineering process in an engineering notebook. Students need to be taught that design problems are seldom presented in a clearly defined form and that the design requirements (e.g., the criteria, constraints, and efficiency) sometimes compete with one other. The process of engineering design considers many factors including safety, reliability, cost, quality control, the environment, manufacturability, maintenance & repair, and human factors. Engineering design is influenced by the designer’s personal

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CTE STEM C ONCEPTS

characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly. As they seek a solution to the problem, they should focus on developing the best solution rather than determining the “right” answer. The ideas supporting design choices must be refined and improved. Students need to develop the habit of continually checking and critiquing their work. That iterative process is critical to success. PROFESSIONAL WORKPLACE SKILLS Although they may not participate in the workplace for many years, STEM activities provide students with an opportunity to begin developing and honing skills that are essential to success in a professional environment. Those skills include: 1. Demonstrating self-representation/professionalism skills. • dressing appropriately (i.e., adhering to professional rather than personal standards) • maintaining personal hygiene • Adhering to respectful, polite, and professional practices (e.g., language and manners suitable for a professional environment). 2. Demonstrating effective speaking and listening skills. • exhibiting public and group speaking skills • comprehending details and following directions • repeating directions or requests to ensure understanding (i.e., practicing active listening). 3. Demonstrating teamwork skills. • contributing to the success of the team (e.g., brainstorming solutions, volunteering, performing in accordance with the assigned role) • assisting others (e.g., supporting team members and leaders, taking initiative) • requesting help when needed (e.g., asking questions after consulting manuals on policies and procedures, knowing when to seek help from coworkers and supervisors). • Negotiating diplomatic solutions to interpersonal conflicts in the workplace (e.g., personality issues, cultural difference issues, disagreements over how to handle work projects, performance issues). 4. Demonstrating creativity and resourcefulness. • contributing new ideas (e.g., for improving products and procedures) • displaying initiative readily, independently, and responsibly • dealing skillfully and promptly with new situations and obstacles • developing procedures that use resources in a sustainable manner. 5. Demonstrating critical-thinking and problem-solving skills. • recognizing, analyzing, and solving problems that arise in completing assigned tasks

• identifying resources that may help solve a specific problem • using a logical approach to make decisions and solve problems.

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CTE STEM C ONCEPTS

6. Demonstrating information technology skills. • working with available equipment and software/applications

• working with network/cloud and file-management techniques effectively • seeking additional technology to improve work processes and products. • using the Internet efficiently and ethically • identifying the risks of posting personal and work information on the Internet (e.g., on social networking sites, job search sites) • taking measures to avoid Internet security risks (e.g., viruses, malware). 7. Demonstrating time-, task-, and resource-management skills. • organizing and implementing a productive plan of work (e.g., setting and meeting short and long-term goals) • working efficiently to make the best use of time • maintaining equipment to ensure longevity and efficiency • using natural resources (and products made from them) in a sustainable manner.

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Unit 1

Introduction to STEM

Pacing

Key Language Usage

●​ A/B Day Schedule: 4 weeks ●​ Semester Schedule: 2 Weeks

Narrate Argue Inform Explain

Key Standard(s) STEM includes four specific disciplines—science, technology, engineering, and mathematics—in an interdisciplinary and applied approach. Most people have a clear concept of Math and Science. Many are far less clear about Engineering or Technology, particularly in how they differ. ●​ Science is the study of the natural world, including the laws of nature associated with physics, chemistry, and biology, and the treatment or application of facts, principles, concepts, and conventions associated with these disciplines. Science is both a body of knowledge that has been accumulated over time and a process, scientific inquiry, that generates new knowledge. Knowledge from science informs the engineering design process. ●​ Technology , while not a discipline in the strictest sense, comprises the entire system of people and organizations, knowledge, processes, and devices that go into creating and operating technological artifacts, as well as the artifacts themselves. Throughout history, humans have created technology to satisfy their wants and needs. Much of modern technology is a product of science and engineering, and technological tools are used in both fields. “Technology” is not merely computers or using a computer to solve a problem. Technology is far more than that. ●​ Engineering is both a body of knowledge about the design and creation of human-made products and a process for solving problems. This process is designed under constraints. One constraint in engineering design is the laws of nature or science. Other constraints include time, money, available materials, ergonomics, environmental regulations, manufacturability, and reparability. Engineering utilizes concepts from science and mathematics as well as technological tools.

●​ Mathematics is the study of patterns and relationships among quantities, numbers, and space. Unlike in science, where empirical evidence is sought to warrant or overthrow claims, claims in mathematics are warranted through logical arguments based on foundational assumptions. The logical arguments themselves are part of mathematics, along with the claims. As in science, knowledge in mathematics continues to grow, but unlike in science, knowledge in mathematics is not overturned, unless the foundational assumptions are transformed. Specific conceptual categories of K-12 mathematics include numbers and arithmetic, algebra, functions, geometry, statistics, and probability. Mathematics is used in science, engineering, and technology. ●​ STEM Education is a course or program of study that prepares students for successful employment, post-secondary education, or both that requires different and more technically sophisticated skills, including the application of mathematics and science skills and concepts. It also prepares students to be competent, capable citizens in our t echnology-dependent, democratic society. ●​ STEM Education is far more than a grouping of four subjects and is best viewed in terms of its attributes, which transcend the four disciplines. A commonly referenced definition of STEM education is: “…an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy.” - Tsupros, 2009 ●​ STEM Education is the intentional integration of concepts that are usually taught as separate subjects in different classes, and an emphasis on the application of knowledge to real-life situations. A lesson or unit in a STEM class is typically based on finding a solution to a real-world problem and tends to emphasize project-based learning. Many STEM lessons involve building prototypes and creating simulations. A good STEM lesson ensures that students understand the connection to the real world. A great STEM lesson engages students in developing critical thinking and collaborative skills by engaging and

persevering in real-world problem-solving.

End of Unit Competency ●​ Students can explain the meaning of STEM.

●​ Students can identify and define the four disciplines of STEM.

●​ Students can narrate how to complete a project incorporating the four STEM disciplines.

●​ Students can argue the importance of STEM education and its importance in society.

Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information

■ Verbs to define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify entities. ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) Differentiation in Action Skill Building Science :

●​ Conduct inquiry labs where students form hypotheses, design experiments, collect data, and draw conclusions (e.g., testing how temperature affects chemical reactions). ●​ Use phenomenon-based learning : Start with a real-world observation (e.g., climate change, bridge collapse) and guide students to explore the science behind it. ●​ Model scientific concepts with hands-on manipulatives or simulations (e.g., molecular models, ecosystems). ●​ Data collection with sensors : Use digital probes and sensors to collect temperature, motion, or pH data and analyze it using software. Technology : ●​ Teach digital tool fluency : Have students use CAD software, coding environments (e.g., Scratch, Python), spreadsheets, or data analysis programs. ●​ Integrate AR/VR tools to simulate environments (e.g., Mars rovers, inside the human body) where students can explore virtual STEM challenges. ●​ Design challenges using technology : Example—Design a smart irrigation system using microcontrollers (like Arduino). ●​ Evaluate ethical tech use : Case study analysis around AI, data privacy, or environmental impacts of technology.

Engineering : ●​ Use the Engineering Design Process : Define a problem, brainstorm, prototype, test, and improve (e.g., design a water filter from household materials). ●​ STEM Maker projects : Students use recycled materials, 3D printers, or laser cutters to build functional prototypes. ●​ Design under constraints : Introduce time, budget, materials, and environmental restrictions as part of a challenge (e.g., build a bridge from spaghetti that supports a certain weight). ●​ Collaborative planning with design logs : Students document and reflect on each iteration of their design process. ●​ Apply real-world data : Analyze and graph statistics from real-world datasets (e.g., weather, school energy use, sports analytics). ●​ Use math modeling : Students model real problems with equations or systems (e.g., optimize cost and area in a garden bed design). ●​ Integrate geometry into design tasks : e.g., calculate angles and surface area for packaging redesign. ●​ Simulation of probability and statistics : Run experiments (e.g., dice rolls, coding simulations) to explore chance and prediction. ●​ Project-based learning (PBL) : Students solve real-world problems that require applying concepts from all four disciplines (e.g., build a wind-powered vehicle that travels a set distance). ●​ STEM career role-play or simulations : Students take on professional roles (e.g., environmental engineer, UX designer) and work in teams to solve interdisciplinary tasks. ●​ Community-based design thinking projects : Identify local issues and use STEM to propose feasible solutions (e.g., redesign school waste system). ●​ STEM journaling : Students regularly reflect on processes, obstacles, and learning connections between the STEM domains. ●​ Cross-curricular lesson mapping : Explicitly point out where each STEM domain is contributing during an integrated unit (e.g., "Here's the math we're applying..." or "This tech tool helps us model the data"). Integrated STEM Practices (Cross-Disciplinary) : Mathematics:

Extension

●​ Community-Based STEM Project :

○​ Partner with the city or a nonprofit to redesign a public space for accessibility or sustainability. ○​ Use the engineering design process with constraints (budget, materials, zoning).

○​ Integrate math (measurements, budgeting), science (environmental impact), and technology (CAD tools or simulations). ●​ STEM Career Pathway Exploration & Job Shadow/Interview Project ○​ Students research STEM careers in all four disciplines, focusing on the education required, the skills used, and innovation in the field. ○​ Conduct interviews or job shadows (virtual or in-person) with professionals in engineering, biotechnology, or data analytics. ○​ Create and present a multimedia career profile using tools like Canva, Adobe Express, or video editing software.

Resources/ Suggested Lesson(s) Suggested Lessons :

●​ STEM Action Center Utah: https://stem.utah.gov/ ●​ PBS Learning: https://utah.pbslearningmedia.org/ ●​ STEM Curriculum: https://www.teachengineering.org/ Resource List : Technology & Devices ●​ Student computers or tablets (capable of running CAD, coding, and data tools) ●​ Reliable internet access and classroom Wi-Fi ●​ Projectors, document cameras, and interactive whiteboards ●​ AR/VR tools (e.g., Merge Cube, CoSpaces, Google Cardboard, Oculus) ●​ Coding platforms: Scratch, Python IDEs, Blockly, Tynker ●​ CAD software: Tinkercad, Fusion 360 ●​ Data analysis tools: Excel, Google Sheets, Logger Pro, Desmos​ Science Lab Equipment ●​ Lab safety gear (goggles, gloves, aprons) ●​ Basic lab materials: beakers, test tubes, thermometers, scales, hot plates ●​ Molecular model kits and physical manipulatives ●​ Digital sensors/probes (e.g., temperature, pH, motion sensors from Vernier or Pasco) ●​ Access to digital science simulations (PhET, Gizmos)​ Engineering & Maker Tools ●​ Prototyping supplies: cardboard, string, tape, rubber bands, popsicle sticks ●​ Recycled materials for upcycling and sustainability projects

●​ Maker tools: scissors, glue guns, utility knives, hot glue, clamps ●​ 3D printers, filament, and laser cutters (if available) ●​ Microcontrollers (Arduino, Raspberry Pi) with sensors and breadboards ●​ Safety equipment for tool use ●​ Design journals or digital planning logs (e.g., Google Docs) Math Tools & Manipulatives ●​ Graphing calculators or apps (Desmos, GeoGebra) ●​ Geometry tools: protractors, rulers, compasses ●​ Probability manipulatives (dice, spinners, coins) ●​ Large-scale graphing or whiteboard space for modeling ●​ Access to real-world datasets (weather, sports, census, energy use) Instructional & Planning Resources ●​ PBL templates and rubrics (e.g., from Buck Institute) ●​ Career role-play materials (career cards, job descriptions) ●​ Rubrics for the design process and peer evaluation ●​ Journaling tools (notebooks, Google Sites, Seesaw, Padlet) ●​ Cross-curricular planning tools (Trello, OneNote, curriculum maps) Community & Real-World Connection Tools ●​ Guest speaker connections (local professionals, virtual speakers) ●​ Field trip partnerships (businesses, STEM labs, nature centers) ●​ Case studies or scenarios for ethical tech, environmental design, or innovation ●​ Local issue templates for community-based design thinking challenges ●​ Presentation platforms (Google Slides, Canva, Flipgrid, video editing tools) Skills: ●​ Students can identify and explain the four disciplines of STEM. ●​ Students can argue the importance of STEM education in society. Scaffolded Learning: ●​ Have students create a presentation to inform others about the four disciplines of STEM and the importance of STEM education in society. ●​ Consider having students make a Flipgrid, Prezi, Google Slides, or Google site. ●​ Provide students with a rubric outlining the presentation's critical components. Vocabulary ●​ STEM ●​ Science

●​ Technology ●​ Engineering ●​ Mathematics ●​ STEM Education

Unit 2

STEM Literacy

Pacing

Key Language Usage

●​ A/B Day Schedule: 4 Weeks ●​ Semester Schedule: 2 weeks

Narrate Argue Inform Explain

Standards Several professional organizations in STEM have developed working definitions of STEM literacy in each of their content areas while acknowledging the integrated and interrelated nature of STEM education. The National Governors Association, the College Board, Achieve, Inc., and STEM professional organizations have recommended ways to demonstrate the connections between STEM domains: ●​ Scientifically literate students use scientific knowledge not only in physics, chemistry, biological sciences, and earth/space sciences to understand the natural world, but they also understand the scientific need for existing and new technologies, how new advances in scientific understanding can be engineered, and how mathematics is used to articulate problems. ●​ Technologically literate students understand that technology is the innovation with or manipulation of our natural resources to help create and satisfy human needs. ●​ Engineering literacy means understanding how past, present, and future technologies are developed through the engineering design process to solve problems. ●​ Mathematical literacy is defined as students knowing how to analyze, reason, and communicate ideas effectively and mathematically pose, model, formulate, solve, and interpret questions and solutions in science, technology, and engineering. Through problem/project-based learning situations, students weave together and communicate their understanding of STEM concepts. Concepts that were once taught in isolation become tangible and relevant to their daily lives. Integrated approaches to STEM education in the context of real-world issues can enhance motivation for learning and improve student interest, achievement, and persistence. These outcomes also have the potential to increase the number of students who consider pursuing a STEM-related field. End of Unit Competency ●​ Students can explain what scientifically literate means.

●​ Students can explain technological literacy.

●​ Students can explain the importance of engineering literacy.

●​ Students can argue why being STEM literate is essential in today’s society.

●​ Students narrate how to effectively communicate using STEM concepts. Language Functions & Features:

■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify entities ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) Differentiation in Action Skill Building Science Literacy:

●​ Phenomenon-driven inquiry labs : Students pose scientific questions, design experiments, collect and analyze data (e.g., climate change experiments, testing water quality). ●​ Model-building and system simulations : Use physical or digital models (e.g., cellular structures, chemical reactions, ecosystem energy flow) to explain scientific processes. ●​ Argument from evidence : Teach students to construct explanations and defend them using scientific reasoning and data. ●​ Cross-disciplinary exploration : Analyze how scientific advancements lead to new technologies or engineering solutions (e.g., vaccine development, battery innovations).

Technology Literacy :

●​ Design thinking with digital tools : Students use software (CAD, coding apps, graphic design) to create solutions to a problem. ●​ Tech systems analysis : Break down real-world technologies (e.g., smartphones, electric vehicles) to understand their parts and purposes. ●​ Technology ethics case studies : Analyze scenarios involving AI,

cybersecurity, or resource extraction and debate the impacts on society. ●​ Use of virtual labs and digital fabrication : Incorporate VR/AR or 3D printing to simulate and prototype technological innovations.

Engineering Literacy :

●​ Engineering Design Process (EDP) challenges : Engage students in iterative design tasks with constraints (e.g., build a device that lifts a load, create flood-resistant housing). ●​ Failure analysis and redesign : Encourage troubleshooting and improvement cycles by analyzing why a prototype failed and revising accordingly. ●​ Collaboration logs and peer critique : Students document design work and reflect with feedback from peers, mirroring real-world engineering practices. ●​ Integrated material science activities : Explore the properties of materials and their suitability for various engineering applications. ●​ Math modeling of real-world scenarios : Students use equations, graphs, and statistics to analyze and solve problems (e.g., energy consumption, traffic flow, pandemic spread). ●​ Data collection and analysis projects : Students gather real-world data and interpret it using descriptive statistics, trends, and probability. ●​ Interdisciplinary math applications : Apply math in science labs (e.g., reaction rates), tech builds (e.g., measuring voltage), or engineering tasks (e.g., scaling a bridge model). ●​ Interactive tools and visualizations : Use Desmos, GeoGebra, or spreadsheets to build understanding of math concepts in context. ●​ Project-Based Learning (PBL) : Multi-week units where students solve a real-world problem that incorporates all four STEM areas (e.g., design a sustainable city, improve school energy use).​ STEM Role Simulations : Students take on STEM careers (engineer, data analyst, researcher) to complete interdisciplinary missions or challenges. ●​ STEM Journaling and Reflection : Students document their reasoning, learning progress, revisions, and connections between STEM areas. ●​ Community-connected design projects : Solve real problems for

Mathematical Literacy :

Integrated STEM Practices :

local businesses, schools, or environmental causes using an integrated STEM approach.

Extension

Capstone or Innovation Projects :

●​ Have students identify a community problem and use the full STEM process (research, design, prototype, test, refine) to develop a solution. Example: Improve stormwater drainage near their school or develop an app to reduce food waste. ●​ Encourage students to present projects at STEM fairs, pitch competitions, or school board/community showcases. Cross-Disciplinary Career Exploration : ●​ Host a “STEM Careers in Action” project where students research a career (e.g., biomedical engineer, geospatial analyst), interview with a professional, and demonstrate how science, technology, engineering, and math are used in the field. Global STEM Challenge : ●​ Participate in or simulate a global competition such as NASA’s Engineering Design Challenge, Science Fair, or FIRST Lego League. STEM in the News & Debate : ●​ Students track current events involving STEM issues (e.g., AI ethics, space exploration, climate policy) and host structured debates or write position papers evaluating impacts, trade offs, and solutions.

Resources/ Suggested Lesson(s) Suggested Lessons : ●​ Standards for Technology and Engineering Literacy Video ●​ PBS Learning: Knowledge of Technology Videos Resources : Lab & Experiment Tools : Microscopes, beakers, test tubes, pH and water quality kits, digital sensors (e.g., Vernier, PASCO)​ Prototyping & Makerspace Supplies : Cardboard, foam board, hot glue guns, LEGOs, string, motors, recyclables, 3D printers, laser cutters​ Digital & Coding Tools : Tinkercad, Scratch, Arduino IDE, CAD software, Canva​

Data & Simulation Platforms :, Gizmos​ Spreadsheets & Data Analysis : Excel, Google Sheets, real-world datasets from NOAA, NASA, CDC, Data.gov​ Math Modeling & Visualization Tools : Mathalicious, Modeling with Mathematics resources​ Virtual & Augmented Reality : CoSpaces, Google Expeditions​ Ethics & Digital Citizenship : Common Sense Media, articles on tech ethics and innovation impacts​ Engineering Design Process Resources : Design briefs, planning templates, peer critique forms, engineering journals​ Career & Role Simulation Tools : You Science, CareerOneStop, O*NET Online​ STEM Reflection & Journaling : Interactive notebooks, Seesaw, Flip (formerly Flipgrid), Google Docs, Miro, Jamboard​ Project-Based Learning Support : PBLWorks (Buck Institute), TeachEngineering.org, Defined Learning​ Cross-Disciplinary Lesson Planning : NGSS Phenomena Bank, iExploreScience, Mystery Science, STEMScopes​ Collaboration & Project Management Tools : Trello, Google Workspace, Microsoft Teams Skills: ●​ Students can explain what it means to be Science, Technology, Engineering, and Math literate. Scaffolded Learning: ●​ Science Lesson: https://thinkport.org/middle-school-literacy-lessons-science.html ○​ Have students complete one of the lessons from the link above, and identify key components of science literacy as a result of successful completion of the task(s). ●​ Math Lesson: https://utah.pbslearningmedia.org/collection/midlit/t/midlitmath/ ○​ Have students complete one of the lessons from the link above, and identify key components of math literacy as a result of successful completion of the task(s). ●​ Engineering Lesson : Have students design a cardboard box for a selected

object from the classroom. Provide students with a rubric that includes the following; ○​ Evidence that students can identify key engineering components. ○​ Evidence that students can design a successful box to ship the object safely. ○​ Parameters that can help reduce waste and shipping costs. ●​ Technology Lesson : Have students watch two videos of their choice on the PBS Learning Knowledge of Technology website. Have students further research the topics discussed in the videos to create their video that argues how their technology topic is essential to understanding technology in today’s society and how to become technology literate. Consider having students use Nearpod, Edpuzzle, or Khan Academy. Vocabulary ●​ Scientifically Literate ●​ Technologically Literate ●​ Engineering Literacy ●​ Mathematically Literate

Unit 3

STEM Competencies

Pacing

Key Language Usage

●​ A/B Day Schedule: 4 Weeks ●​ Semester Schedule: 2 Weeks

Narrate Argue Inform Explain

Standards ●​ STEM teaches and trains students to engage in critical thinking, inquiry, problem-solving, collaboration, and what is often referred to in engineering as “design thinking”. These stand out as skills that all students and workers will need to be successful in college, career, and life. ●​ While the four STEM disciplines define categories of knowledge, STEM is equally defined by learning strategies and competencies. It is strongly associated with skills, abilities, work interests, and work values (Carnevale, Melton, and Smith, 2011). Skills include foundational content skills, such as mathematics; processing skills, such as critical thinking and self-awareness; and problem-solving skills, such as evaluating options and implementing solutions. Abilities are defined as enduring personal attributes that influence performance at work, such as creativity, innovation, reasoning, and oral and written communication. Work values are individual preferences for work outcomes, such as recognition, responsibility, or advancement. Work interests are defined as individual preferences for work environments, such as environments that are artistic, enterprising, or conventional. There is a growing demand for these competencies throughout today’s economy beyond the traditional STEM occupations, highlighting the importance of implementing a broad STEM strategy across K-12 education in America (Carnevale et al., 2011). ●​ Moreover, readiness for a career in STEM is more than skills, abilities, work interests, and work values. It is a convergence of these with self-knowledge, adaptability, and a commitment to lifelong learning that makes students ready to achieve a fulfilling, financially secure, and successful career in an ever-changing global economy. ●​ Specific attention and focus are given to developing rudimentary skills in Mathematical and scientific reasoning, Technology design, Systems analysis and evaluation, Deductive and inductive reasoning, and Practical application of engineering science. This may include instruction in foundational skills, such as keyboarding, coding, and

documenting the design process in an engineering notebook. End of Unit Competency ●​ Students can identify strategies to become STEM literate.

●​ Students can explain the critical competencies of STEM.

●​ Students can explain the foundational skills necessary in each of the four areas associated with STEM.

●​ Students can narrate their abilities, work interests, and work values about STEM careers.

●​ Students can identify and explain STEM careers. Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) Differentiation in Action Skill Building Critical Thinking & Reasoning :

●​ Socratic Seminars or STEM Debates

○​ Students analyze case studies (e.g., AI in medicine or climate engineering) and debate based on evidence and logical reasoning. ○​ Used to justify conclusions from lab data, design tests, or real-world problem-solving. ○​ After prototypes or experiments fail, students identify root causes, brainstorm revisions, and document iterations. ○​ Use Venn diagrams or T-charts to evaluate different technologies, materials, or problem-solving methods.

●​ Claim-Evidence-Reasoning (CER) Framework

●​ Failure Analysis Activities

●​ Compare & Contrast Tools

Problem Solving & Design Thinking :

●​ Engineering Design Challenges with Constraints ○​ Assign real-world scenarios (e.g., water filtration, earthquake-resistant structures) with materials, time, and budget limits. ●​ Design Sprints or Mini-Design Cycles ○​ Quick iterative challenges to build student fluency in testing and refining solutions. ●​ Reverse Engineering Tasks ○​ Students disassemble everyday items (e.g., pens, toys, small appliances) to analyze form, function, and systems design. ○​ Students visualize solution steps, algorithms, or system functions before prototyping. ●​ Storyboard or Flowchart Planning

Collaboration & Communication:

●​ STEM Role Rotations

○​ Students take on rotating team roles (e.g., project manager, data analyst, materials coordinator) during collaborative tasks.​

●​ Peer Feedback & Design Reviews

○​ Use structured protocols (e.g., TAG – Tell something you like, Ask a question, Give a suggestion) during prototype critiques.​

●​ Presentation & Pitch Practices

○​ Students present their solutions to peers, school stakeholders, or industry panels with visuals and evidence.​

●​ Collaborative Online Tools

○​ Google Workspace, and or Canvas to plan and document shared responsibilities and deadlines.

Self-Awareness, Adaptability & Reflection :​

●​ STEM Journaling or Learning Logs

○​ Students document what they did, what worked, what didn’t, and what they’ll try next—building metacognition. ○​ Use interest/strength surveys (e.g., You Science) to help students connect work values and interests to potential STEM pathways.

●​ Skills & Strengths Inventories

●​ Growth Mindset Mini-Lessons

○​ Integrate reflections on perseverance and learning from setbacks during project debriefs.

●​ Goal Setting & Self-Evaluation

○​ Have students use rubrics to assess their collaboration, time management, or communication over a unit or quarter.

Foundational Skill Instruction: ●​ Keyboarding & Digital Fluency Practice

○​ Scaffold proficiency in typing, file management, and online research strategies.​

●​ Coding Bootcamps (Block or Text-Based)

○​ Use platforms like Scratch, Blockly, or Python to teach basic logic, syntax, and problem-solving structures.​

●​ Engineering Notebooks & Documentation

○​ Teach students to document the design process, sketches, test results, and reflections consistently and professionally.​

●​ Math & Science Skill Clinic

○​ Regular targeted practice in graphing, dimensional analysis, unit conversion, or modeling equations for real-world phenomena.

Extension

Career Exploration : Provide opportunities for students to explore various STEM careers through internships, job shadowing, and guest speakers. Interest Inventories : Use interest inventories and personality assessments to help students identify their preferences and align them with potential careers. Service Learning : Incorporate service-learning projects that allow students to apply STEM knowledge to community issues, emphasizing responsibility and social impact. Lifelong Learning Plans : Encourage students to create lifelong learning plans that include goals for continued education and skill development.

Adaptive Learning Technologies : Use adaptive learning

technologies that adjust to students’ learning paces and styles.

Personalized Feedback : Provide personalized feedback that helps students understand their strengths and areas for improvement.

Resources/ Suggested Lesson(s) Energy at Your Schoo l - Students will identify the energy sources for their schools and homes. They will construct a plan to conserve energy at school and home. ●​ Objective: Design an object, tool, or process that minimizes or maximizes heat energy transfer. Identify criteria and constraints, develop a prototype for interactive testing, analyze data from testing, and propose modifications for optimizing the design solution. Emphasize by demonstrating how the structure of different materials allows them to function as either conductors or insulators. ●​ Performance Expectations - Students will analyze and interpret data to determine the energy efficiency of their school. Students will ask questions about their own home’s energy efficiency, construct explanations, and design solutions for their homes. Smoke in a Bottle - How are complete and incomplete combustion different? How do the products affect us? ●​ Objectives - Students will develop models to show that molecules are made of different kinds, proportions, and quantities of atoms. They will emphasize the understanding that there are differences between atoms and molecules and that certain combinations of atoms form specific molecules. Examples of simple molecules could include water (H2O), atmospheric oxygen (O2), and carbon dioxide (CO2). Next, students will construct an explanation for how the availability of natural resources, the occurrence of natural hazards, and climate change affect human activity. Examples of natural resources could include