Unit 1 — Introduction to STEM
Description
Students begin their STEM journey by learning foundational concepts through hands-on challenges. They engage in pre-assessments to gauge prior knowledge and then work on the Tin Foil Boat Challenge, where they design and test boats using simple materials. The unit also includes an Oil Spill Cleanup challenge, teaching students about environmental problem-solving and material properties. Throughout the unit, students record data, create graphs, and develop basic technical literacy skills using word processing tools.
Essential Questions
- What does technology mean and how is it used in engineering?
- How do we test and improve a design?
- What materials work best for different purposes?
Learning Objectives
- Define technology and identify examples in everyday life
- Apply the engineering design process to solve a challenge
- Test designs and record data systematically
- Create visual representations of data using bar graphs
- Collaborate with peers on design solutions
- Reflect on design strengths and areas for improvement
Supplemental Resources
- Chart paper for brainstorming boat designs
- Index cards for recording test data
- Markers for labeling materials and results
- Printed data recording sheets for graph creation
- Clipboards for field testing at water stations
Engineering, Technology, and Applications of Science
Data and Analysis
Engineering Design
Digital Literacy
Measurement
Number and Operations in Base Ten
Operations and Algebraic Thinking
Science and Engineering Practices
Standards for Mathematical Practice
Students engage in scientific and technical writing throughout STEM investigations. They document observations, create digital reports of findings, communicate design solutions, and record data using word processing and presentation tools. Students develop vocabulary through exploration of natural and engineered systems.
Students apply mathematical skills to analyze and interpret data from STEM investigations. They measure distances, record heights of plants, create graphs and line plots, calculate area and perimeter of structures, and use mathematical reasoning to solve design problems. Students employ data collection strategies and statistical analysis.
Formative Assessments
- Pre-assessment bar graph of boat design features
- Observation of design process during boat building
- Testing and recording how long boats float
- Reflection on design improvements
- Word processing documentation of procedures
Summative Assessment
Completed tin foil boat tested for buoyancy and capacity; PowerPoint presentation of design choices and test results
Benchmark Assessment
— not configured —
Alternative Assessment
Students may demonstrate understanding through a verbal explanation of their boat design and test results recorded by the teacher or a peer, with visual aids such as labeled diagrams or photographs of their boat in place of written descriptions. Simplified data recording sheets with checkboxes or picture symbols may be used to document observations during testing.
IEP (Individualized Education Program)
During hands-on design challenges, provide visual step-by-step supports that break the engineering design process into clear, numbered stages so students can track their progress independently. For data recording and graphing tasks, offer pre-structured recording sheets with labeled axes and sentence frames to reduce the cognitive load of organization while keeping the focus on scientific thinking. Allow students to demonstrate understanding of design decisions through oral explanation or dictation rather than relying solely on word-processed documentation. Check in frequently during building and testing phases to provide immediate feedback and help students connect observations to their recorded data.
Section 504
Provide extended time during boat building, testing, and any word processing or graphing tasks to ensure students can fully engage with each phase of the engineering process without feeling rushed. Preferential seating during whole-group instruction and minimized distractions during data recording will support sustained focus. Printed copies of any directions displayed digitally should be made available so students can reference instructions at their own pace throughout the challenge.
ELL / MLL
Introduce key vocabulary — such as buoyancy, design, capacity, data, and graph — with visual supports like labeled diagrams and picture-word cards before and during the challenges, so students can engage meaningfully with the content. Directions for each phase of the engineering process should be given in short, simple steps with visual models of expected procedures and final products. Where possible, allow students to discuss their design thinking with a partner who shares their home language before sharing with the larger group, and encourage the use of drawings or labeled sketches to document observations alongside written notes.
At Risk (RTI)
Connect the engineering challenges to familiar, real-world contexts — such as objects that float or sink at home — to activate prior knowledge and build confidence before students begin the design process. Reduce the complexity of data recording tasks by providing partially completed graphs or recording templates so students can focus on understanding what the data means rather than on the mechanics of organizing it. Offer smaller, clearly defined starting points within the design challenge, and celebrate incremental progress during building and testing to keep engagement and motivation high.
Gifted & Talented
Encourage students to move beyond a single design iteration by independently investigating how changes in foil shape, surface area, or weight distribution affect buoyancy and capacity, applying emerging understandings of physical science to their engineering decisions. Students can be challenged to analyze and compare data across multiple test trials, draw conclusions about variables, and consider how engineering trade-offs apply to real-world problems like maritime design or environmental cleanup technology. For the presentation component, push students to develop evidence-based arguments for their design choices and propose future refinements grounded in their data, rather than simply reporting what happened.