What are we learning?

1. I can describe the relationship between science, technology, engineering, and math.

2. I can identify the differences between invention and innovation.

3. I can describe the impacts that technology has had on society.

4. I can operate as an effective member of a team to complete an investigation.

5. I can describe engineering and explain how engineers participate in or contribute to the invention and innovation of products.
   
   

What to expect in this unit?

In this unit, students will learn to view science as the study of the natural world and technology as the study of how humans develop new products to meet our needs and wants. They will learn that technological change is seen through inventions, innovations, and the evolution of technological artifacts, processes, and systems, and that technology can have positive and negative social, cultural, economical, political, and environmental consequences. Finally, students will learn that engineers, designers, and engineering technologists are needed in high demand for the development of future technology to meet societal needs and wants.  Students will research a chosen engineering field to share with their class in a collaborative engineering career slidedeck. 

Why does this unit matter?
    This unit is the foundation for being an aware consumer of technology past, present, and future.  It helps students  understand and appreciate the identities and roles of science, technology, engineering, and math in the development and function of the products and processes we rely on in our daily lives, and the roles that various engineers specifically play.

What are we learning?

1.  I can describe the design process and how it is used to aid in problem solving.

2.  I can recognize design criteria and constraints.

3.  I can describe the purpose and importance of working in a team.

4.  I can use the design process to solve a technical problem.

5.  I can explain a design brief and apply the concept when using the design process.

6.  I can operate effectively as a member of a team to complete a design project.

7.  I can use a decision matrix to select the best solution to a design.
   
   

What to expect in this unit?

In this unit, students will be reviewing the steps of the design process of engineering, with a focus on the requirements of a given design challenge (the criteria and constraints). Students will then be applying the process to completing a design challenge such as a catapult or balloon-powered car. In 6th grade, the focus is on the process of engineering rather than on the product, to strengthen students' inquiry, communication, and documentation skills. 

Why does this unit matter?
  Using a systematic, thoughtful planning process that addresses project criteria and constraints to solve engineering problems helps students achieve an optimal design solution, which is the foundation of engineering and of future work in STEM courses here at Westview.