STEM Concepts

End of Unit Competency ● Students can identify and explain the steps of the engineering design process.

● Students can narrate how to use the design process to solve a problem.

● Students can explain why using the design process to solve a problem is important.

Language Functions & Features: ■ Generalized nouns to introduce a topic and 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

Identify the Problem Identify and Investigate:

1. Problem Defnition Workshops:

● Conduct workshops where students practice defning and understanding complex problems, breaking them down into manageable parts. ● Assign research tasks where students investigate existing design solutions, analyze their effectiveness, and report their fndings. ● Teach students to maintain detailed engineering notebooks where they document requirements, constraints, and initial problem defnitions.

2. Research Assignments:

3. Engineering Notebooks:

Brainstorm Solutions

Idea Generation and Evaluation: