STEM Concepts

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 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. 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 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

Identifying the Problem:

●​ Problem Framing Protocols

○​ Use guiding questions and templates (e.g., “What is the problem?”, “Who is affected?”, “Why does it matter?”) to scaffold students in writing problem statements. ○​ Analyze sample designs and real-world failures (e.g., bridge collapses, product recalls) to discuss why identifying user needs and constraints is essential.

●​ Needs Analysis Activities