STEM Concepts

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