STEM Concepts

●​ 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,