STEM Concepts

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 own abilities, work interests, and work values in relation to 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 defne career pathways or attributes (eg.; have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) Differentiation in Action Skill Building Foundational Content Skills Mathematics :

1. Flipped Classroom: Use video lessons for homework and class time for engaging in problem-solving activities and collaborative projects. 2. Math Labs: Create a hands-on environment where students explore mathematical concepts through experiments and real-life applications. 3. Real-World Problems: Incorporate real-world data and scenarios into math problems to demonstrate relevance and application.

Science :

1. Inquiry-Based Learning: Encourage students to ask questions, design experiments, and conduct investigations. 2. Field Studies: Organize trips to natural habitats, research labs, or industrial sites to observe and analyze scientifc principles in action. 3. Science Journals: Have students maintain science journals to