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Creating Engineering Design Integrated Science Units and Lessons

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Title: Creating Engineering Design Integrated Science Units and Lessons
Language: English
Authors: Frackson Mumba, Jennie Chiu, Reid Bailey
Source: School Science and Mathematics. 2026 126(3):289-306.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
National Science Foundation (NSF), Division of Engineering Education and Centers (EEC)
Contract Number: 1439858
1636443
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Preservice Teacher Education, Engineering Education, Design, Science Teachers, Methods Courses, Lesson Plans, Scientific Concepts, Teacher Education Programs
DOI: 10.1111/ssm.18346
ISSN: 0036-6803
1949-8594
Abstract: The Next Generation Science Standards (NGSS) require science teachers to integrate engineering design into science lessons. However, many science teachers need support to create such lessons because they lack preparation in engineering. Similarly, most pre-service teachers enter teacher preparation programs without preparation in engineering. Furthermore, the NGSS do not provide templates for creating engineering design integrated science (EDIS) lessons and activities. To address this problem in our science teacher education program, we have created templates for creating EDIS units and lessons. In this paper, we describe the EDIS templates, outcomes, and suggestions for using the templates in science teacher education. The templates were first introduced into our science methods course in 2015. Our research shows that pre-service teachers developed skills for creating EDIS units using these templates. Some EDIS units created by our pre-service teachers using these templates have been published for other teachers to use. Students who received EDIS instruction from our pre-service teachers in schools improved their understanding of science concepts and engineering design process. Therefore, these templates can be used in other teacher education programs to prepare teachers in creating EDIS units, lessons and activities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507462
Database: ERIC
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  Value: <anid>AN0194205336;ssm01jun.26;2026Jun03.05:17;v2.2.500</anid> <title id="AN0194205336-1">Creating engineering design integrated science units and lessons </title> <p>The Next Generation Science Standards (NGSS) require science teachers to integrate engineering design into science lessons. However, many science teachers need support to create such lessons because they lack preparation in engineering. Similarly, most pre‐service teachers enter teacher preparation programs without preparation in engineering. Furthermore, the NGSS do not provide templates for creating engineering design integrated science (EDIS) lessons and activities. To address this problem in our science teacher education program, we have created templates for creating EDIS units and lessons. In this paper, we describe the EDIS templates, outcomes, and suggestions for using the templates in science teacher education. The templates were first introduced into our science methods course in 2015. Our research shows that pre‐service teachers developed skills for creating EDIS units using these templates. Some EDIS units created by our pre‐service teachers using these templates have been published for other teachers to use. Students who received EDIS instruction from our pre‐service teachers in schools improved their understanding of science concepts and engineering design process. Therefore, these templates can be used in other teacher education programs to prepare teachers in creating EDIS units, lessons and activities.</p> <p>Keywords: engineering design; integration; pre‐service teachers; science; template; unit</p> <hd id="AN0194205336-2">INTRODUCTION</hd> <p>The Next Generation Science Standards (NGSS) (NGSS Lead States, [<reflink idref="bib16" id="ref1">16</reflink>]) emphasize the integration of engineering design process into science instruction in schools. As such, science teachers are expected to create lessons and activities where students learn science through engineering design processes. However, many science teachers need support to create such lessons or activities because they have little to no exposure to engineering (Banilower et al., [<reflink idref="bib2" id="ref2">2</reflink>]; Daugherty & Custer, [<reflink idref="bib6" id="ref3">6</reflink>]). Similarly, many pre‐service teachers enter science teacher education programs with no formal coursework in engineering (Nesmith & Cooper, [<reflink idref="bib15" id="ref4">15</reflink>]; Radloff & Capobianco, [<reflink idref="bib18" id="ref5">18</reflink>]). Therefore, the requirement for engineering design integration into science teaching can only be realized if science teachers are prepared in engineering design and how to integrate it into science lessons (Bamberger & Cahill, [<reflink idref="bib1" id="ref6">1</reflink>]; Capobianco & Radloff, [<reflink idref="bib3" id="ref7">3</reflink>]). Additionally, engineering design tasks included in the science lessons should lead the students to a deeper understanding of science content knowledge and engineering design process, rather than simply providing solutions to engineering design challenges (Carr & Strobel, [<reflink idref="bib5" id="ref8">5</reflink>]). This need for relevancy suggests that engineering design integrated science (EDIS) instructional approaches should explicitly link science and engineering concepts, practices, and experiences so that they are meaningful and relevant to students (Nadelson et al., [<reflink idref="bib13" id="ref9">13</reflink>]).</p> <p>In response to this NGSS requirement for engineering design integration into science teaching, teacher education programs across the nation are preparing pre‐service teachers in engineering design and how to integrate it into science teaching (e.g., Bamberger & Cahill, [<reflink idref="bib1" id="ref10">1</reflink>]; Capobianco et al., [<reflink idref="bib4" id="ref11">4</reflink>]; French & Burrows, [<reflink idref="bib7" id="ref12">7</reflink>]; Kim et al., [<reflink idref="bib9" id="ref13">9</reflink>]; Nesmith & Cooper, [<reflink idref="bib15" id="ref14">15</reflink>]). In general, these programs have reported the positive impact of instruction on pre‐service teachers' understanding of engineering design, instructional planning, and self‐efficacy for teaching engineering design in science classrooms. However, many teacher education programs have not disseminated instructional planning materials they provide to pre‐service teachers to create engineering design integrated science (EDIS) lessons. Instead, they have only described specific engineering design activities pre‐service teachers were engaged in during the interventions (e.g., Nesmith & Cooper, [<reflink idref="bib14" id="ref15">14</reflink>]), and the quality of the EDIS lessons pre‐service teachers created after the interventions (e.g., French & Burrows, [<reflink idref="bib7" id="ref16">7</reflink>]). We have also observed that there are no suggested instructional planning templates or guidelines in the NGSS that teachers can use to create EDIS lessons. As such, many science teachers who are primary implementers of the NGSS are working with little or no guidance on how to create EDIS lessons. To address this problem in our science teacher education program we have created instructional planning templates for creating EDIS units and lessons. Therefore, in this paper, we describe the templates, outcomes, and suggestions for using the templates in science teacher education. The EDIS templates we describe in this paper are part of a larger model we have developed and used to integrate engineering design into our science teacher education since 2015 (Mumba et al., [<reflink idref="bib12" id="ref17">12</reflink>]).</p> <p>We believe these templates can be useful to teachers, curriculum developers, professional development providers, and teacher educators. For example, teachers would use these templates to create EDIS lessons, which may lead to improved EDIS instruction in science classrooms, and subsequently improve student learning in science and engineering design. Curriculum designers can use these templates to develop EDIS units which may contribute to better EDIS instruction and learning in schools. Teacher educators and professional development providers can also use these templates to prepare teachers in EDIS instructional planning and teaching.The intervention on engineering design and how to create EDIS units and lessons takes place in our science methods course for 6 weeks in the fall semester. Each class session is 3 hrs per week. Pre‐service teachers receive additional support in creating EDIS units using these templates in a seminar course in spring semester when they are student teaching in schools. The instruction on engineering design, and how to create EDIS lessons is conducted by our collaborative team of two engineering professors, one science education expert, and one engineering education expert. This is the same team that developed the EDIS templates, we describe in this paper.</p> <p>Before our pre‐service science teachers are engaged in creating EDIS units and lessons using these templates, they learn about inquiry instruction, Problem‐Based Learning (PBL), how to read NGSS, engineering design process, and similarities and differences between science and engineering through several hands‐on activities described in our model (Mumba et al., [<reflink idref="bib12" id="ref18">12</reflink>]). The PBL instruction lays the ground for instruction on engineering design integration into science instruction. Pre‐service teachers are also introduced to existing EDIS curriculum materials that have been created by others. After that, the EDIS templates are introduced and explained. Example EDIS units we have created using these templates are also provided in class. Then, pre‐service teachers are engaged in developing EDIS units using these templates for them to demonstrate their knowledge and skills for developing EDIS instructional materials. Pre‐service teachers also work with the EDIS templates in spring semester when they are developing EDIS units they teach in schools during student teaching.</p> <hd id="AN0194205336-3">TEMPLATE FOR MAPPING ENGINEERING AND SCIENCE COMPONENTS</hd> <p>After the pre‐service teachers have learned about engineering design processes by engaging in engineering design challenges, and the relationship between science and engineering, they are engaged in brainstorming ideas for their EDIS units and lessons. This is an in‐class activity with one of the instructors leading the class session and providing support to pre‐service teachers. To do this, we provide them with the EDIS Canvas template (see Figure 1), where pre‐service teachers map out science and engineering components of the EDIS units and lessons they plan to create. We explain the template to pre‐service teachers before they start the activity. This template is designed to help pre‐service teachers to make a quick prototype of their EDIS units through establishing the relationship between engineering and science. First, pre‐service teachers are asked to list the subject, indicate the class level, and describe the unit or lesson in one sentence. Then, on the left side of the template, pre‐service teachers are asked to indicate the engineering their students will be doing and learning. Likewise, on the right side of the template, pre‐service teachers describe the science students will be doing or using and the science they will be learning. Then, pre‐service teachers share their ideas and plans with instructors and peers, and revise them using the feedback.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/SSM/01jun26/ssm18346-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ssm18346-fig-0001.jpg" title="1 Template for mapping science and engineering components for EDIS unit." /> </p> <p></p> <hd id="AN0194205336-5">TEMPLATE FOR CREATING EDIS UNIT AND LESSONS</hd> <p>After the pre‐service science teachers have completed mapping science and science components in the EDIS Canvas activity they start developing full EDIS units. This is an individual assignment required for the science methods course. The pre‐service teachers are provided with the EDIS unit plan template (see Tables 1–3, and example EDIS unit as Appendix A [Table A1]). We explain the template to pre‐service teachers before they start creating the units. We also provide them with example EDIS units we have created for the science methods course, and those that were created by their peers in previous cohorts. The EDIS unit plan template has eight main parts, namely, Unit information, standards, learning objectives, materials and safety, engineering design overview, daily lessons, assessments, students handouts, and resources. In the first part, preservice teachers are asked to list the subject, topic, and the time required to teach the EDIS unit they are creating. In the second part, pre‐service teachers are asked to list the NGSS, and state standards the unit will address. For each NGSS, they are required to list the disciplinary core ideas, performance expectations, science and engineering practices, and crosscutting concepts the unit will address.</p> <p>1 TABLE Engineering design integrated science unit plan template.</p> <p> <ephtml> <table><tbody valign="top"><tr><td align="left">PART 1: Unit information</td><td align="left">Subject/course:</td></tr><tr><td align="left">Topic:</td></tr><tr><td align="left">Grade level:</td></tr><tr><td align="left">Duration:</td></tr><tr><td align="left">PART 2: Standards</td><td align="left">State: NGSS:</td></tr><tr><td align="left">PART 3: Objectives</td><td align="left">KUDs (Knowledge; Understanding; Doing [Able to do])</td></tr><tr><td align="left">PART 4: Materials & safety</td><td align="left" /></tr><tr><td align="left">PART 5: Engineering design overview</td></tr><tr><td align="left">Design process(Do not edit)</td><td align="left">Guiding principles(Do not edit)</td><td align="left">Project description</td></tr><tr><td align="left">Overall design challengeIntroduces the design challenge & problem to solve.</td><td align="left">Challenge should be relevant to students' livesOffer multiple solutions so there is no one right answerStudents should ideally identify users and needs.</td><td align="left" /></tr><tr><td align="left">Problem definitionIdentifies what students must do to solve problem, motivates students to learn about specific concepts</td><td align="left">Specs and constraints focus on targeted concepts (e.g., has to help plants grow so students understand and apply how plants grow)Should be aligned with the learning objectives.Present the problem in a scenario.</td><td align="left" /></tr><tr><td align="left">Develop knowledgeStudent‐centered instruction for targeted concepts</td><td align="left">Student‐centered approach to targeted concepts, aligned with learning objectivesOffer multiple was to give feedback on student ideas</td><td align="left" /></tr><tr><td align="left">Ideate solutionsStudents generate multiple solutions to problems</td><td align="left">Guide students to develop multiple solutionsGuide students to develop rationales for each solutionPick and justify optimal design</td><td align="left" /></tr><tr><td align="left">Develop prototype</td><td align="left">Offer student‐centered (can be either virtual or physical) design experience to motivate learning of targeted concepts</td><td align="left" /></tr><tr><td align="left">Test and evaluate designTest prototype's ability to meet project goals</td><td align="left">Develop criteria for design evaluation, or have given criteriaSolicit feedback from others about designEngage in iterative refinement</td><td align="left" /></tr><tr><td align="left">Revise designUse evaluation and feedback to revise</td><td align="left">Guide students to use evaluation and feedback to revise designGuide students to reflect on design and give justifications of revisions</td><td align="left" /></tr><tr><td align="left">Design solutionStudents present final solution</td><td align="left">Guide students to articulate how solution meets specifications and constraints using portfolio of workGuide students to construct rationale for design decisions and responses to feedback and challenges.</td><td align="left" /></tr><tr><td align="left">Reflection and extension</td><td align="left">Support reflection on design processGuide students to apply content in new context</td><td align="left" /></tr></tbody></table> </ephtml> </p> <p>2 TABLE Daily lesson template.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Day and title</th><th align="left">Learning objectives</th><th align="left">Materials/resources needed and preparation plans</th></tr></thead><tbody valign="top"><tr><td align="left">Lesson segment and time est.</td><td align="left">Materials</td><td align="left">Instructional sequence</td><td align="left">Teacher/student actions</td></tr><tr><td align="left">Introduction</td><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">Body</td><td align="left" /><td align="left" /><td align="left" /></tr><tr><td align="left">Closure</td><td align="left" /><td align="left" /><td align="left" /></tr></tbody></table> </ephtml> </p> <p>3 TABLE Assessment template.</p> <p> <ephtml> <table><tbody valign="top"><tr><td align="left">Assessments<list list-type="Bullet"><list-item><p>How will you know if students have met/made progress towards the learning objectives?</p></list-item><list-item><p>State how students will demonstrate their understanding of science and engineering concepts and skills covered in the unit/lesson.</p></list-item><list-item><p>This should be embedded throughout the unit as well as at the end of the unit.</p></list-item><list-item><p>Describe the assessment(s) and attach a copy of the assessment(s).</p></list-item><list-item><p>Show how the assessment is aligned with learning objectives and activities.</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Diagnostic</th><th align="left">Formative</th><th align="left">Summative</th></tr></thead><tbody valign="top"><tr><td align="left">Aligned with which Learning Objective(s):Criteria for assessment:How data will be used:</td><td align="left">Aligned with which Learning Objective(s):Criteria for assessment:How data will be used:</td><td align="left">Aligned with which Learning Objective(s):Criteria for assessment:How data will be used:</td></tr></tbody></table> </ephtml> </p> <p>In the third part, pre‐service teachers list measurable learning objectives to be addressed in the unit. At this stage, pre‐service teachers are asked to consult their EDIS Canvas template they completed where they listed the science and engineering components students will be doing and learning. They are required to align the learning objectives with the NGSS and state standards they have listed in the second part of the EDIS unit template.</p> <p>In the fourth part, the pre‐service teachers are asked to list materials and resources needed for the unit and daily lessons. They are also required to state potential safety issues and explain how they will minimize them during the unit instruction. In the fifth part, pre‐service teachers provide details of the EDIS units by addressing the guidelines and prompts in the three columns (see Table 1)—Design Process, Guiding Principles, and Project Description. In the design process column, the template provides steps for the engineering design process the pre‐service teachers are supposed to follow in creating and teaching the EDIS unit. This is the same engineering design process pre‐service teachers are introduced to during the EDIS instruction in our science teaching methods course (Mumba et al., [<reflink idref="bib12" id="ref19">12</reflink>]). Each engineering design step has a row that helps pre‐service teachers understand the design process itself, as well as guiding principles to remind them what students should do and how to support them during the design process. For example, in the "Ideate Solution" row guidelines state that students should develop multiple solutions, and rationales for each solution they have developed.</p> <p>We encourage pre‐service teachers to present a design challenge in the form of a scenario (e.g., EDIS Unit in Appendix A). In column 3, pre‐service teachers provide details for the units they are creating by addressing the guidelines listed in columns 1 and 2. These guidelines are provided to help pre‐service teachers understand what kinds of ideas or descriptions should be included in column 3.</p> <p>In the sixth part of the EDIS unit template, preservice teachers provide a daily overview for each lesson within the unit (see Table 2), focusing on instructional sequences and teacher/student actions and how to structure and schedule time for various design practices. For each lesson pre‐service teachers provide the title, learning objectives, materials required, introduction, body, closure, and specific instructional strategies to be used.</p> <p>In the seventh part, pre‐service teachers develop assessments for measuring students' content knowledge, and rubrics for students' design portfolios, and presentations (see Table 3). They are also required to develop a plan for assessing the degree to which students have mastered each learning objective in the unit or lesson. The assessment plan should include at least one formative assessment at a minimum and may also include diagnostic/pre‐assessment or summative assessments depending on the learning objectives and the placement of the lesson within the context of the unit.</p> <p>In the eighth part, pre‐service teachers are asked to create handouts and worksheets for students. The handouts and worksheets should have the design challenge, guidelines, and instructions for students to follow during the unit and lessons. They are also asked to acknowledge the sources they consulted when creating the EDIS unit by providing a list of references and links to websites.</p> <hd id="AN0194205336-6">TEMPLATE FOR CREATING MATRIX TABLE</hd> <p>After the pre‐service teachers have created their EDIS units, they are provided with another template to make a matrix table that shows how the NGSS, disciplinary core ideas, science and engineering practices, and crosscutting concepts listed in the unit are connected to the activities described in the unit and lessons (see Table 4). The matrix table format was adopted from The Science Teacher journal owned by the National Science Teaching Association (NSTA). It is designed to help teachers to show how and where the core ideas, science and engineering practices and crosscutting concepts are being addressed in the unit or lesson activities.</p> <p>4 TABLE Example matrix table.</p> <p> <ephtml> <table><tbody valign="top"><tr><td align="left">Next generation science standard:HS‐LS1‐2 develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.HS‐ETS1‐1 analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.HS‐ETS1‐2 design a solution to a complex real‐world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.HS‐ETS1‐3 evaluate a solution to a complex real‐world problem based on prioritized criteria and trade‐offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.</td></tr><tr><td align="left">Dimension</td><td align="left">Name and NGSS code/citation</td><td align="left">Specific Connections to Classroom Activity</td></tr><tr><td align="left">Science and engineering practices</td><td align="left">Asking Questions and Defining ProblemsAsking questions and defining problems in 9–12 builds on grades K‐8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.</td><td align="left">Students work to define the problem with the selective permeability of the cell membraneStudents must ask and think through the appropriate questions to refine their models</td></tr><tr><td align="left">Developing and Using ModelsModeling in 6–8 builds on K‐5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.</td><td align="left">Students construct a model of the cell membrane using materials of different permeabilities</td></tr><tr><td align="left">Planning and Carrying Out InvestigationsPlanning and carrying out investigations in 9–12 builds on K‐8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.</td><td align="left">Before creating a prototype, students must plan out their models both individually and in groups. After discussing with their groups the best possible solution, students create the prototype and test it.</td></tr><tr><td align="left">Analyzing and Interpreting DataAnalyzing data in 9–12 builds on K‐8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.</td><td align="left">After testing their prototypes, students must interpret their results. Was their membrane successful? If not, how can they improve it to make it successful? If so, how can they make it more efficient/less cost effective?</td></tr><tr><td align="left">Constructing Explanations (Science) and Designing Solutions (Engineering)Constructing explanations and designing solutions in 9–12 builds on K‐8 experiences and progresses to explanations and designs that are supported by multiple and independent student‐generated sources of evidence consistent with scientific ideas, principles, and theories.</td><td align="left">During the planning, modeling, prototyping, and revision steps in the engineering cycle, students must justify their solutions with their science knowledge. They need to be able to explain why and how their membrane will work.</td></tr><tr><td align="left">Engaging in Argument from EvidenceEngaging in argument from evidence in 9–12 builds on K‐8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.</td><td align="left">Within groups, students must discuss with their group members their results. They need to determine together what happened in the test, as well as how they will improve their prototype and why using the evidence from the test.</td></tr><tr><td align="left">Disciplinary core ideas</td><td align="left">LS1.A: Structure and FunctionMulticellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level.</td><td align="left">Students learn about the structures of the cell membraneStudents discuss how the different structures of the cell membrane serve different functions within the membrane</td></tr><tr><td align="left">ETS1.B: Developing Possible SolutionsWhen evaluating solutions, it is important to take into account a range of constraints including cost, safety, reliability and aesthetics and to consider social, cultural and environmental impacts.</td><td align="left">Students refine and revise their models as they receive feedback from their tests. They also taken into account safety and environmental impact of their design solution.</td></tr><tr><td align="left">Crosscutting concepts</td><td align="left">Systems and System ModelsModels can be used to represent systems and their interactions—such as inputs, processes, and outputs—and energy and matter flows within systems.</td><td align="left">Students use models to explain the selective permeability of the cell membrane</td></tr><tr><td align="left">Influence of Science, Engineering, and Technology on Society and the Natural WorldNew technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.</td><td align="left">Students will consider and discuss how their models can lead to the formation of synthetic cell membranes for various diseases</td></tr></tbody></table> </ephtml> </p> <hd id="AN0194205336-7">OUTCOMES</hd> <p>These EDIS unit plan templates were first introduced in our science teacher education program in 2015 and have been revised over the years using feedback from pre‐and in‐service teachers, and teacher educators. We have also reflected on these templates over the years. For example, the first cohort of pre‐service teachers had difficulties addressing engineering design elements listed in the first column of the EDIS unit template. They suggested the inclusion for more details on each engineering design step in column 1 in the template. We added brief descriptions of engineering design steps, and guiding principles (prompts) in columns 1 and 2, respectively. At teacher professional meetings, teachers and teacher educators suggested the EDIS units should show how disciplinary core ideas, crosscutting concepts, and science and engineering practices are addressed. To address this suggestion, we revised the matrix table by including more guidelines in column 3. The Canvas activity template was also revised after using it for the first time in our intervention by including sections where teachers are required to state the science and engineering students will be doing and learning.</p> <p>Since 2015, we have prepared more than 125 pre‐service teachers in how to create EDIS units using these templates. Our research show that pre‐service teachers developed skills for creating EDIS units and lessons after using these templates, and the analysis of their EDIS units revealed adequate representation of science and engineering practices and engineering design skills (Mumba et al., [<reflink idref="bib11" id="ref20">11</reflink>]). Some EDIS units created by our pre‐service teachers using these templates have been published in practitioner journals for other teachers to use (Holder et al., [<reflink idref="bib8" id="ref21">8</reflink>]; Rice et al., [<reflink idref="bib19" id="ref22">19</reflink>]). Additionally, some EDIS units have been presented at regional science teacher conferences (e.g., McIntosh et al., [<reflink idref="bib10" id="ref23">10</reflink>]; Squires et al., [<reflink idref="bib20" id="ref24">20</reflink>]). Students who received EDIS instruction from our pre‐service teachers during student teaching in schools demonstrated increased understanding of science concepts and engineering design process, and developed positive perceptions of engineering design process (Pottmeyer & Mumba, [<reflink idref="bib17" id="ref25">17</reflink>]).</p> <p>These outcomes suggest that the EDIS templates helped our pre‐service teachers to develop skills for creating EDIS units, and to provide effective EDIS instruction in schools. Therefore, these EDIS unit templates could be useful to other teacher education programs that are preparing teachers in integrating engineering design into science teaching.</p> <hd id="AN0194205336-8">CONCLUSIONS AND SUGGESTIONS</hd> <p>The purpose of this paper was to describe the EDIS unit plan templates, the outcomes, and suggestions for using the templates in science teacher education. Based on our research outcomes we have provided in the preceding section, and our observations in the EDIS interventions in the past years, these EDIS unit plan templates have enabled our pre‐service teachers to learn how to integrate engineering design into science lessons and activities. We think these EDIS unit templates are transferable to other teacher education programs to prepare teachers in creating EDIS units, lessons and activities. However, as science teacher educators, professional development providers, and curriculum developers adopt these EDIS templates they should collaborate with engineering faculty. Our success in developing and implementing these EDIS templates in science teacher education is largely attributed to the collaboration between two engineering professors, one engineering education professor and a science education professor. Our collaborative team created these EDIS templates and serves as instructors of EDIS instruction in the science methods course, and provide support and feedback to pre‐service teachers when they are creating EDIS units and lessons. Such a collaboration has advantages. For example, the engineering professors brought in engineering expertise that science education professor did not have. They were able to demonstrate the nature of engineering design through design challenge activities. One engineer professor and engineering education professor had experience in funded science teacher professional development projects, and developing engineering education curriculum materials for middle school teachers and students. The other engineering professor also had experience working with middle school students. Prior to our EDIS intervention, he had created engineering activities and led summer camps for middle school students and had partnered with pre‐service teachers in developing a way to assess engineering design knowledge at another university. However, before the EDIS intervention, both engineering professors learned about NGSS and its role in K12 science classrooms and how pre‐service teachers respond to different instructional strategies. Through these experiences and opportunities, our collaborating engineering faculty learned more about active instructional strategies, and how to prepare teachers in EDIS teaching. We suggest that if collaborating engineering faculty do not have experience working with teachers it is important to introduce them to active learning strategies such as inquiry, problem‐based learning, and argumentation before they start teaching teachers how to integrate engineering into science teaching. Similarly, science teacher educators should learn about engineering design process before they start preparing teachers for EDIS instruction. Further, a shared understanding of engineering design process needs to be developed. Science teacher educators and engineering faculty need to get on the same page about engineering design—in particular what it is, how it relates to science. Additionally, pre‐service science teachers are versed in science but have a range of pre‐existing views of engineering. As such, engineering faculty need to work to understand the starting points for the pre‐service teachers throughs on engineering. Also, anchoring engineering design in its differences and similarities to science is useful given the strong shared view of science among pre‐service teachers. The engineering faculty do not know much about the real context of a K‐12 science classroom nor about NGSS. Therefore, specific conversations between the engineering faculty and science teacher education faculty on these topics are important to prioritize.</p> <p>A limitation of these templates is the lack of guidelines for modifying EDIS units and lessons for special education students, and multilingual learners. Our next step is to work with special education and multilingual learners education faculty and provide guidelines for adopting these templates for EDIS lessons in inclusive classrooms.</p> <p>Overall, our pre‐service teachers learned how to create EDIS units and lessons using these templates. Based on our research outcomes, experience, and observations in EDIS instruction over the years these EDIS templates can be used in other science teacher education programs to prepare teachers in creating EDIS units, lessons and activities.</p> <hd id="AN0194205336-9">ACKNOWLEDGMENTS</hd> <p>The funding was provided by National Science Foundation > Directorate for Engineering > Division of Engineering Education and Centers (EEC 1636443). National Science Foundation > Directorate for STEM Education > Division of Undergraduate Education (DUE 1439858).</p> <hd id="AN0194205336-10">DATA AVAILABILITY STATEMENT</hd> <p>There is no data for this article. Instead, there is example EDIS unit as Appendix A.</p> <hd id="AN0194205336-11">A (Table A1) APPENDIX</hd> <p></p> <hd id="AN0194205336-12">A.1 ENGINEERING DESIGN INTEGRATED SCIENCE UNIT PLAN</hd> <p>PART I: Unit information.</p> <p>Name:</p> <p>Subject: Biology.</p> <p>Topic: Cell Membrane.</p> <p>Grade Level: 9th Grade.</p> <p>Duration: 3.5 Days.</p> <p>PART II: Learning Objectives.</p> <p>Next Generation Science Standard:</p> <p>HS‐LS1‐2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.</p> <p>HS‐ETS1‐1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.</p> <p>HS‐ETS1‐2 Design a solution to a complex real‐world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.</p> <p>HS‐ETS1‐3 Evaluate a solution to a complex real‐world problem based on prioritized criteria and trade‐offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.</p> <p>PART III: Learning Objectives.</p> <p>Students will UNDERSTAND:</p> <p></p> <ulist> <item> The cell membrane is a complex and dynamic component of the cell (U1)</item> <p></p> <item> The semipermeability of the cell allows the cell to control what comes in, what stays in, and what stays out (U2)</item> <p></p> <item> The Engineering Design Process (U3)</item> </ulist> <p>Students will KNOW:</p> <p></p> <ulist> <item> The structure of the cell membrane (K1)</item> <p></p> <item> The definitions of diffusion and the different types of diffusion (K2)</item> <p></p> <item> Facilitated diffusion, passive diffusion (K2a)</item> <p></p> <item> Membrane Transporters, which include antiporters and symporters (K3)</item> <p></p> <item> The definitions of isotonic, hypertonic, and hypotonic (K4)</item> <p></p> <item> The cyclical steps of the Engineering Design Process (K5)</item> </ulist> <p>Students will be able to DO</p> <p></p> <ulist> <item> Model the phospholipid bilayer of the cell membrane (D1)</item> <p></p> <item> Identify different forms of transport (D2)</item> <p></p> <item> Make a selectively permeable "membrane" (D3)</item> <p></p> <item> Diagram the Engineering Design Process (D4)</item> <p></p> <item> Compare the Scientific Method with the Engineering Design Process (D5)</item> <p></p> <item> Apply Engineering Design Skills (D6)</item> </ulist> <p>PART IV: Materials/Resources.</p> <p>Design Challenge Resources</p> <p></p> <ulist> <item> Dialysis Tubing (1 per group)</item> <p></p> <item> From Fisher Scientific</item> <p></p> <item> Sandwich Ziploc Bag (1 per group)</item> <p></p> <item> 30 × 30 cm sheet of plastic wrap with</item> <p></p> <item> Grocery Bag without holes</item> <p></p> <item> Scissors</item> <p></p> <item> 1000 mL beakers</item> <p></p> <item> 2 for each group</item> <p></p> <item> Iodine Solution</item> <p></p> <item> 500 mL of water with 10–20 drops of iodine</item> <p></p> <item> Food Coloring Solution</item> <p></p> <item> 500 mL of water with 5–10 drops of food coloring</item> <p></p> <item> Cornstarch</item> <p></p> <item> 1000 mL of tap water</item> <p></p> <item> Membrane Channel Simulation</item> <p></p> <item> Osmosis Simulation</item> </ulist> <p>Safety:</p> <p></p> <ulist> <item> Students should handle scissors with care</item> <p></p> <item> None of the solution pose serious harm, but students should still refrain from ingesting any of the solutions</item> </ulist> <p>PART V: Engineering design overview.</p> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Design process</th><th align="left">Guiding principles</th><th align="left">Project description</th></tr></thead><tbody valign="top"><tr><td align="left"><p>Problem definition</p><p>Clarification/formulation</p></td><td align="left"><p>‐Students should ideally identify users and needs.</p><p>‐Challenge should be relevant to students' lives</p><p>‐Offer multiple solutions so there is no one right answer</p><p>‐Students define specifications and constraints</p></td><td align="left"><list list-type="Bullet"><list-item><p>Scientists have discovered a disease that causes cell membranes to lose their ability to be selectively permeable. This is a problem because cell cannot prevent dangerous toxins from entering the cell. Scientists are now beginning to test synthetic cell membranes to replace the membranes of the affected cells. It is your job to design a membrane with the materials given that can keep the contents of the cell safe from the dangerous toxins, but still let small molecules, like water diffuse into the cell.</p></list-item><list-item><p>Because doctors would have to use many, many of these synthetic membranes in one patient, it is important to make this membrane cost effective.</p></list-item><list-item><p>Therefore, students will have budget with which to stay under in order to make the membranes as cost effective as possible</p></list-item><list-item><p>Also, students will be told this project is urgent, and that they under pressure to get this membranes into production</p></list-item><list-item><p>Because of this pressing matter, students will only have one to plan and build their prototypes, and another day to test and revise</p></list-item></list></td></tr><tr><td align="left"><p>Develop knowledge</p><p>Student‐centered research or investigation into targeted concepts</p></td><td align="left"><p>‐Student‐centered approach to background concepts, aligned with learning objectives</p><p>‐Offer multiple ways to give feedback on student ideas</p></td><td align="left"><list list-type="Bullet"><list-item><p>Students will learn about the structure of the phospholipid bilayer and the different forms of transport across the membrane through a self‐guided exploration of different resources that help develop background knowledge about cell membranes</p></list-item><list-item><p>After students have completed this exploration, the teacher will guide students through a brief direct instruction summarizes what students explored, and check in on students to make sure they learned the necessary background information</p></list-item><list-item><p>In addition, the teacher will lead the students through a series of demonstrations that help the students visualize movement across the membrane</p></list-item></list></td></tr><tr><td align="left"><p>Generate ideas</p><p>Students generate multiple solutions to problems</p></td><td align="left"><p>‐Guide students to develop multiple solutions</p><p>‐Guide students to develop rationales for each solution</p><p>‐Pick and justify optimal design</p></td><td align="left"><list list-type="Bullet"><list-item><p>During the direct instruction on engineering, the teacher will present the problem to the students.</p></list-item><list-item><p>The teacher will explain to the students the constraints (budget and time), and will then prompt the students to individually draw/develop a couple solutions given their background knowledge and then constraints</p></list-item><list-item><p>The teacher will prompt students to justify their designs using pertinent science and engineering knowledge</p></list-item><list-item><p>The teacher will then assign groups, and tell the students to share their solutions as well as their justifications</p></list-item></list></td></tr><tr><td align="left"><p>Represent ideas/develop prototype</p></td><td align="left"><p>‐Explore different ideas through multiple representations (sketching, modeling, prototypes)</p></td><td align="left"><list list-type="Bullet"><list-item><p>Groups will synthesize their solutions into one best possible solution through drawings, descriptions, and finally a physical prototype</p></list-item><list-item><p>Students only have the resources provided to make their prototypes, and they must record the cost of their prototypes to ensure they remain under the budget</p></list-item></list></td></tr><tr><td align="left"><p>Test and evaluate design</p><p>Test prototype's ability to meet project goals</p></td><td align="left"><p>‐Develop criteria for design evaluation, or have given criteria</p><p>‐Create tests to learn how prototypes behave and to optimize performance</p><p>‐Solicit feedback from others about design</p></td><td align="left"><list list-type="Bullet"><list-item><p>Once groups have made their physical prototype, they will then test them by placing them into of two solutions, one with iodine and one with food coloring</p></list-item><list-item><p>After 20 min or so, students will observe their membranes and record what happened</p></list-item><list-item><p>For the iodine solution, which represents the toxin, a successful membrane will have kept iodine out and the contents of the cell (the cornstarch) from turning black</p></list-item><list-item><p>For the water with food coloring solution, a successful membrane will have let the water win, which can be observed by dyed water inside the cell</p></list-item><list-item><p>Groups will share their prototypes with the class and explain what went well and what did not</p></list-item><list-item><p>During this time, groups can ask each other questions about their design, and use it as a chance to begin rethinking their design</p></list-item></list></td></tr><tr><td align="left"><p>Revise design</p><p>Use evaluation and feedback to revise</p></td><td align="left"><p>‐Guide students to use evaluation and feedback to revise design</p><p>‐Guide students to reflect on design and give justifications of revisions</p></td><td align="left"><list list-type="Bullet"><list-item><p>After receiving feedback from their classmates and analyzing their prototype, students will revise their prototype</p></list-item><list-item><p>If their prototypes failed, students must consider what went wrong, and what they need to improve</p></list-item><list-item><p>If their prototypes were successful, guide students as to how they can make their membranes more efficient (more cost effective)</p></list-item></list></td></tr><tr><td align="left"><p>Reflection and extension</p></td><td align="left"><p>‐Support reflection on design process</p><p>‐Check how well solution meets project criteria</p><p>‐Guide students to apply content in new context</p></td><td align="left"><list list-type="Bullet"><list-item><p>Students will reflect on this design process and both assess their own work and their group's work</p></list-item><list-item><p>Students will take an assessment to show their mastery of the science and engineering concepts</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <p>PART VI: Daily Unit Overview.</p> <p>Day 1: Introduction to the Cell Membrane.</p> <p>Learning Objectives:</p> <p></p> <ulist> <item> The cell membrane is a complex and dynamic component of the cell (U1)</item> <p></p> <item> The semi permeability of the cell allows the cell to control what comes in, what stays in, and what stays out (U2)</item> <p></p> <item> The structure of the cell membrane (K1)</item> <p></p> <item> The definitions of diffusion and the different types of diffusion (K2)</item> <p></p> <item> Facilitated diffusion, passive diffusion (K2a)</item> <p></p> <item> Membrane Transporters, which include antiporters and symporters (K3)</item> <p></p> <item> The definitions of isotonic, hypertonic and hypotonic (K4)</item> <p></p> <item> Model the phospholipid bilayer of the cell membrane (D1)</item> <p></p> <item> Identify different forms of transport (D2)</item> </ulist> <p>Materials/resources needed and preparation plans:</p> <p></p> <ulist> <item> For Demo 1</item> <p></p> <item> 3 beakers of water, one at 10°C, one at 37°C, one at 90°C</item> <p></p> <item> Food coloring, any dark color, 2 drops for each beaker</item> <p></p> <item> For Demo 2</item> <p></p> <item> 8 green grapes</item> <p></p> <item> 4 beakers with covers</item> <p></p> <item> 4 different solutions</item> <p></p> <item> Hypertonic</item> <p></p> <item> 20 g of honey per 100 mL water</item> <p></p> <item> Hypotonic</item> <p></p> <item> DI water</item> <p></p> <item> Isotonic</item> <p></p> <item> 8 g of honey per 100 mL water</item> <p></p> <item> Hypertonic salt solution</item> <p></p> <item> 20 g NaCl per 100 mL water</item> <p></p> <item> For Demo 3</item> <p></p> <item> 12 cm of Dialysis tubing</item> <p></p> <item> Beaker of DI water</item> <p></p> <item> Soluble starch</item> <p></p> <item> Lugol's solution</item> <p></p> </ulist> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Lesson segment & time est.</th><th align="left">Materials</th><th align="left">Instructional sequence</th><th align="left">Teacher/student actions</th></tr></thead><tbody valign="top"><tr><td align="left"><p>Introduction (10 min)</p></td><td align="left"><p>Whiteboard and markers</p></td><td align="left"><p>The teacher will begin the lesson by doing a brief Think‐Pair‐Share (TPS) on the cell membrane</p><p>After the TPS, the teacher will transition into a lesson/exploration on the cell membrane</p></td><td align="left"><p>The teacher will ask students to write down what they know about the cell membrane. The teacher will give the students 60–90 s to write down what they know, and then the teacher will direct students to discuss with their elbow partner what they wrote and what questions they may have. The teacher will give the students approximately 2 min to discuss, and then will call on students to share what they discussed with their elbow partner. After spending a few minutes, the teacher will segway into a lesson and exploration on the cell membrane.</p></td></tr><tr><td align="left"><p>Body (70 min)</p></td><td align="left"><p>Cell Membrane Playlist Worksheet</p><p>Powerpoint</p><p>Materials listed above for demos</p></td><td align="left"><p>Students will begin a playlist on the cell membrane which includes animations, passages, and activities. (30 min)</p><p>Once students have completed the playlist, the teacher will bring the class together to review important terms to make sure students have learned objectives for the lesson. (15 min)</p><p>The teacher will then do <italic>three demonstrations</italic> for the students that represent diffusion, osmosis, and osmosis through a semipermeable membrane. (25 min)</p></td><td align="left"><p>The teacher will direct students to the playlist, which is a google doc. After giving instructions, students will go through the playlist and the teacher will circulate around the classroom checking in on students and answering questions.</p><p>After bringing everyone together, the teacher will lead the class through a brief PowerPoint reviewing the important terms learned during the playlist. The teacher will call on students to incorporate students into the instruction.</p><p>Once the PowerPoint is over, the teacher will transition into 3 demonstrations in which the teacher incorporates students by asking them to help do the demonstrations. The teacher will call on students to explain what they observed during the demonstrations (formative assessment).</p></td></tr><tr><td align="left"><p>Closure (10 min)</p></td><td align="left"><p><italic>Exit Slips</italic></p></td><td align="left"><p>The teacher will explain that tomorrow, they will begin discussing the engineering design process. The teacher will then hand out an exit slip with questions about what students know about engineering. This exit slip will be used a pre‐assessment/introduction for the next day. The teacher will use this to see what students know about engineering, and what misconceptions they may have. The teacher will use this to guide their lesson for the next day, if necessary.</p></td><td align="left"><p>The teacher will handout the exit slip, and students will work through them. Once they are done, they will return them to the teacher before they leave class for the day.</p></td></tr></tbody></table> </ephtml> </p> <p>Day 2: Engineering Design Process.</p> <p>Learning Objectives:</p> <p></p> <ulist> <item> The Engineering Design Process (U3)</item> <p></p> <item> The cyclical steps of the Engineering Design Process (K5)</item> <p></p> <item> Diagram the Engineering Design Process (D4)</item> <p></p> <item> Compare the Scientific Method with the Engineering Design Process (D5)</item> <p></p> <item> Apply Engineering Design Skills (D6)</item> </ulist> <p>Materials/resources needed and preparation plans:</p> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Lesson segment & time est.</th><th align="left">Materials</th><th align="left">Instructional sequence</th><th align="left">Teacher/student actions</th></tr></thead><tbody valign="top"><tr><td align="left"><p>Introduction (10 min)</p></td><td align="left"><p>Materials from demo 2</p></td><td align="left"><p>The teacher will pull out the beakers with the grapes that have sat for 24 h, and the class will make observations about how the grapes have changed. The teacher will use this to recap the topics from the previous day, and will then introduce engineering design.</p></td><td align="left"><p>The teacher will ask students what the grapes looked like yesterday, and then will call on students to give their observations on how the grapes have changed. The teacher will then ask a student or two to explain what happened, and if necessary, will explain to the entire class. Next, the teacher will call on students to recall what they discussed the previous day.</p></td></tr><tr><td align="left"><p>Body (70 min)</p></td><td align="left"><p>Engineering Powerpoint</p><p>Worksheet/</p><p>Journal</p><p>Selectively Permeable Membrane Project</p></td><td align="left"><p>The teacher will present a brief PowerPoint on the engineering design sequence, in which the teacher uses information from the previous day's exit slip to dispel misconceptions about engineering and introduce to students what engineering is. During the presentation, the teacher will provide the students with a worksheet to takes notes on.</p><p>After the presentation, the teacher will present the engineering problem to the students, and they will begin the engineering design process to make a semipermeable membrane.</p></td><td align="left"><p>As the teacher goes through the PowerPoint, he will call on volunteers to share their ideas about the engineering design process and the scientific method. While the teacher presents the material, students will be taking notes on worksheets that have been provided.</p><p>Once the class finishes the PowerPoint, the teacher will give the students the problem. The teacher will ask students what questions they have, and then will prompt them to draw a model or two on their own using the information they learned about the membrane the previous day. After a few minutes, the teacher will move students into groups of 3 or 4, and will prompt them to share their models with each other, and start coming up with one as a team.</p><p>Next, the teacher will present the available materials to the groups, and they will begin prototyping their membranes.</p></td></tr><tr><td align="left"><p>Closure (10 min)</p></td><td align="left"><p>Reflection Sheet</p></td><td align="left"><p>Students will be given a reflection sheet to describe their design process, what about their membrane they think will work well, and what they think still needs refining</p></td><td align="left"><p>In the last few minutes of class, the teacher will hand out a reflection sheet to the students. Students will reflect on their work for the day, and then will be excused for the day once they have finished.</p></td></tr></tbody></table> </ephtml> </p> <p>Day 3: Testing and Revising Prototypes.</p> <p>Learning Objectives:</p> <p></p> <ulist> <item> The cell membrane is a complex and dynamic component of the cell (U1)</item> <p></p> <item> The semi permeability of the cell allows the cell to control what comes in, what stays in, and what stays out (U2)</item> <p></p> <item> The Engineering Design Process (U3)</item> <p></p> <item> The structure of the cell membrane (K1)</item> <p></p> <item> The definitions of diffusion and the different types of diffusion (K2)</item> <p></p> <item> Facilitated diffusion, passive diffusion (K2a)</item> <p></p> <item> Membrane Transporters, which include antiporters and symporters (K3)</item> <p></p> <item> The definitions of isotonic, hypertonic and hypotonic (K4)</item> <p></p> <item> The cyclical steps of the Engineering Design Process (K5)</item> <p></p> <item> Model the phospholipid bilayer of the cell membrane (D1)</item> <p></p> <item> Identify different forms of transport (D2)</item> <p></p> <item> Make a selectively permeable "membrane" (D3)</item> <p></p> <item> Diagram the Engineering Design Process (D4)</item> <p></p> <item> Compare the Scientific Method with the Engineering Design Process (D5)</item> <p></p> <item> Apply Engineering Design Skills (D6)</item> </ulist> <p>Materials/resources needed and preparation plans:</p> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Lesson segment & time est.</th><th align="left">Materials</th><th align="left">Instructional sequence</th><th align="left">Teacher/student actions</th></tr></thead><tbody valign="top"><tr><td align="left"><p>Introduction (10 min)</p></td><td align="left"><p>Do Now Sheet</p></td><td align="left"><p>As students enter the classroom, they will complete a Do Now reviewing the engineering design process from the previous day</p></td><td align="left"><p>The teacher will greet students as they come into the class and direct them to the Do Now. Students will have 5 min to complete their Do Now, and then will be asked to share their responses with an elbow partner for 1 min. Next. the teacher will call on students to share their answers to the Do Now.</p></td></tr><tr><td align="left"><p>Body (70 min)</p></td><td align="left"><p>Materials listed above for Design Challenge</p><p>Worksheet/Journal</p></td><td align="left"><p>After reviewing the Do Now, students will gather with their groups and begin building their prototypes. Once groups are done building their prototypes (they will need 4 to test with all the solutions)</p><p>Once groups have placed their prototypes in the two solutions to be tested, the teacher will review the phospholipid bilayer and the forms of transport across the membrane.</p></td><td align="left"><p>The teacher will direct the students to start building their prototypes and journaling their process (45 min)</p><p>While students are working on their prototypes, the teacher will circulate around the classroom and answer questions, check‐in on, and help where needed.</p><p>After the building process, students will set up their prototypes to be tested, and then they will sit in solution (25 min).</p></td></tr><tr><td align="left"><p>Closure (10 min)</p></td><td align="left" /><td align="left"><p>Students will observe their prototypes, analyze their results, and then share with their classmates.</p><p>After class, students will finish their journals to be turned in at the beginning of the next class period</p></td><td align="left"><p>The teacher will direct students to make observations about their prototypes, and discuss their results with their groups (3 min). Next, the teacher will call on students to share their findings with the class (5 min). After sharing their results, the teacher will explain to the students that they need to complete their journals for class the next day.</p></td></tr></tbody></table> </ephtml> </p> <p>Day 3.5: Revise Prototypes/Reflect on Work.</p> <p>Learning Objectives: The cell membrane is a complex and dynamic component of the cell (U1)</p> <p></p> <ulist> <item> The semipermeability of the cell allows the cell to control what comes in, what stays in, and what stays out (U2)</item> <p></p> <item> The Engineering Design Process (U3)</item> <p></p> <item> The structure of the cell membrane (K1)</item> <p></p> <item> The definitions of diffusion and the different types of diffusion (K2)</item> <p></p> <item> Facilitated diffusion, passive diffusion (K2a)</item> <p></p> <item> Membrane Transporters, which include antiporters and symporters (K3)</item> <p></p> <item> The definitions of isotonic, hypertonic and hypotonic (K4)</item> <p></p> <item> The cyclical steps of the Engineering Design Process (K5)</item> <p></p> <item> Model the phospholipid bilayer of the cell membrane (D1)</item> <p></p> <item> Identify different forms of transport (D2)</item> <p></p> <item> Make a selectively permeable "membrane" (D3)</item> <p></p> <item> Diagram the Engineering Design Process (D4)</item> <p></p> <item> Compare the Scientific Method with the Engineering Design Process (D5)</item> <p></p> <item> Apply Engineering Design Skills (D6)</item> </ulist> <p>Materials/resources needed and preparation plans:</p> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Lesson segment & time est.</th><th align="left">Materials</th><th align="left">Instructional sequence</th><th align="left">Teacher/student actions</th></tr></thead><tbody valign="top"><tr><td align="left"><p>Assessment (45 min)</p></td><td align="left"><p>Summative Assessment (Quiz)</p></td><td align="left"><p>Students will take a post‐assessment on the engineering design process and the concepts discussed about the cell membrane and transport across the membrane.</p></td><td align="left"><p>The teacher will pass out the post‐assessment as students enter the class, and students will take the assessment.</p></td></tr></tbody></table> </ephtml> </p> <p>PART VII: Student Handouts/Worksheets/Resources.</p> <p>Day 1.</p> <p>Cell Membrane Playlist.</p> <p>Name: ______________________.</p> <p>Date: _______________________.</p> <p>(<reflink idref="bib1" id="ref26">1</reflink>) Cell Membrane Module (Watch One).</p> <p>Video 1 or Video 2.</p> <p>(<reflink idref="bib2" id="ref27">2</reflink>) Membrane Transport Video & Cellular Transport Video (Watch Both).</p> <p>What are the three types of movement across the membrane?</p> <p></p> <p>• (b) (c)</p> <p>(<reflink idref="bib3" id="ref28">3</reflink>) Inside the membrane video.</p> <p>Read the text and watch the video.</p> <p>Summarize the following:</p> <p>What is the function of the membrane?</p> <p>What is the structure of the phospholipid bilayer?</p> <p>(<reflink idref="bib4" id="ref29">4</reflink>) Just passing through.</p> <p>Which molecules need a transporter?</p> <p>Which molecules can passively diffuse across the membrane?</p> <p>Engineering exit slip.</p> <p>Name: _____________________.</p> <p>Date: ______________________.</p> <p></p> <ulist> <item> How are scientists and engineers similar?</item> <p></p> <item> How are they different?</item> <p></p> <item> What do engineers do?</item> <p></p> <item> What is the engineering design process?</item> <p></p> <item> Have you ever been an engineer? If so, when and how?</item> </ulist> <p>Day 2.</p> <p>Engineering a Membrane Journal.</p> <p>Name: __________________________________________.</p> <p>Group Members: __________________________________.</p> <p>Date: ___________________________________________.</p> <p>Part I: So What is Engineering?</p> <p>What do engineers do? What are some examples of engineering?</p> <p>What is Engineering Design?</p> <p>Draw the Engineering Design Cycle:</p> <p>Part II:</p> <p>Design challenge.</p> <p></p> <p> <ephtml> <table><tbody valign="top"><tr><td align="left"><p>Scientists have discovered a disease that causes cell membranes to lose their ability to be selectively permeable. This is a problem because cell cannot prevent dangerous toxins from entering the cell. Scientists are now beginning to test synthetic cell membranes to replace the membranes of the affected cells. It is your job to design a membrane with the materials given that can keep the contents of the cell safe from the dangerous toxins, but still let small molecules, like water diffuse into the cell. Because infected individuals need MANY synthetic cells, you must make your membranes cost effective!</p></td></tr></tbody></table> </ephtml> </p> <p>The Materials</p> <p></p> <ulist> <item> Dialysis Tubing ($20 per)</item> <p></p> <item> Ziploc Bags ($10 per)</item> <p></p> <item> Plastic Wrap ($10 per)</item> <p></p> <item> Grocery Bag ($5 per)</item> </ulist> <p>The Constraints</p> <p></p> <ulist> <item> You have $200</item> <p></p> <item> You must make 4 copies of your prototype to test in four different solutions</item> </ulist> <p>Part III: Journaling Your Engineering Design Process.</p> <p>Step 1: Identify the Problem.</p> <p>Write the problem in your own words. What are the constraints?</p> <p>Step 2: Background Research.</p> <p>What do I already know? What more do I need to know?</p> <p>Step 3: Brainstorm Possible Solutions.</p> <p>Draw/sketch/ and describe/explain possible solutions.</p> <p>Step 4: Select Best Solution.</p> <p>Share your ideas with your group. Draw/sketch/ and describe/explain your best idea as a group.</p> <p>Step 5: Construct the Prototype.</p> <p>Take a picture of your prototype. Describe and justify the decisions your group made.</p> <p>Step 6: Test the Prototype.</p> <p>Describe what happened when you tested your prototype. Did it work? What did you see? Write your results.</p> <p>Step 7: Present Your Solution.</p> <p>How will you present your prototype to your peers? What interesting things did other groups do that you didn't consider?</p> <p>Step 8: Redesign.</p> <p>If your prototype didn't work, what needs to change? If it did work, what can you revise to make it even better?</p> <p>Cell membrane reflection.</p> <p>Name: _______________.</p> <p>Date: ________________.</p> <p>Why do you think your prototype will work?</p> <p>What do you think might need to be refined?</p> <p>What questions do you have?</p> <p>Day 3.</p> <p>Name: _______________.</p> <p>Date: ________________.</p> <p>Engineering design do now.</p> <p></p> <ulist> <item> Complete this sentence: Science deals with the ____________ world; whereas engineering deals with the ___________ world.</item> <p></p> <item> True or False: The engineering design process is linear and does not involve revising and remodeling.</item> <p></p> <item> What is the first step in the engineering process?</item> <p></p> <item> Give an example of how you have been an engineer?</item> </ulist> <p>Day 3.5.</p> <p>Name: ________________.</p> <p>Date: _________________.</p> <p>Engineering design and cell membrane quiz.</p> <p></p> <ulist> <item> Complete this sentence: Scientists deal with the _________________ world; whereas engineers work with ______________ world.</item> <p></p> <item> Draw and diagram of the cell membrane and label the following items: hydrophilic heads, hydrophobic tail, the cytoplasm, the extracellular fluid, a transport protein</item> <p></p> <item> Either describe or diagram the 8 steps of engineering design process.</item> <p></p> <item> Which of the following forms of transport require energy. Circle all that apply</item> <p></p> </ulist> <p>• Symport</p> <p></p> <ulist> <item> Antiport</item> <p></p> <item> Simple diffusion</item> <p></p> <item> Facilitated diffusion</item> <p></p> </ulist> <p>• Osmosis</p> <p></p> <p>• Uniport</p> <p></p> <ulist> <item> True or False: Fluid in an isotonic solution will flow to a hypertonic solution.</item> <p></p> <item> True or False: Fluid in a hypertonic solution will flow to a hypotonic solution.</item> <p></p> <item> Describe the difference between the head and the tail of the phospholipids in the cell membrane.</item> <p></p> <item> Why is it important to have a selectively permeable membrane?</item> </ulist> <p>PART VII: Assessments</p> <p></p> <ulist> <item> Pre‐assessment on engineering via exit slips from day one.</item> <p></p> <item> Formal summative assessment on engineering and the science learning objectives.</item> <p></p> <item> Students will turn in Part III of their journal.</item> <p></p> <item> This rubric will be used to grade the journal.</item> </ulist> <p>PART VIII: Handouts and References.</p> <p>https://<ulink href="http://www.teachengineering.org/lessons/view/van%5fmembrane%5flesson2">www.teachengineering.org/lessons/view/van%5fmembrane%5flesson2</ulink>.</p> <p>https://<ulink href="http://www.teachengineering.org/activities/view/usm%5fmembranes%5factivity1">www.teachengineering.org/activities/view/usm%5fmembranes%5factivity1</ulink>.</p> <p>A1 TABLE Example matrix table.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Dimension</th><th align="left">Name and <italic>NGSS</italic> code/citation</th><th align="left">Specific connections to classroom activity</th></tr></thead><tbody valign="top"><tr><td align="left"><p><italic>Science and engineering practices</italic></p></td><td align="left"><p>Developing and using models</p><p>Modeling in 6–8 builds on K‐5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.</p></td><td align="left"><p>Students construct a model of the cell membrane using materials of different permeabilities</p></td></tr><tr><td align="left"><p>Planning and carrying out investigations</p><p>Planning and carrying out investigations in 9–12 builds on K‐8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.</p></td><td align="left"><p>Before creating a prototype, students must plan out their models both individually and in groups. After discussing with their groups the best possible solution, students create the prototype and test it.</p></td></tr><tr><td align="left"><p>Analyzing and interpreting data</p><p>Analyzing data in 9–12 builds on K‐8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.</p></td><td align="left"><p>After testing their prototypes, students must interpret their results. Was their membrane successful? If not, how can they improve it to make it successful? If so, how can they make it more efficient/less cost effective?</p></td></tr><tr><td align="left"><p>Constructing explanations (Science) and designing solutions (Engineering)</p><p>Constructing explanations and designing solutions in 9–12 builds on K‐8 experiences and progresses to explanations and designs that are supported by multiple and independent student‐generated sources of evidence consistent with scientific ideas, principles, and theories.</p></td><td align="left"><p>During the planning, modeling, prototyping, and revision steps in the engineering cycle, students must justify their solutions with their science knowledge. They need to be able to explain why and how their membrane will work.</p></td></tr><tr><td align="left"><p>Obtaining, evaluating, and communicating information</p><p>Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs.</p></td><td align="left"><p>As a class, groups will share their prototypes and the results from the test. Students will have to gather data from their test, and then share with the class what happened, and how they can improve their prototype. This is an authentic task because engineerings in the real world need to communicate with investors their progress.</p></td></tr><tr><td align="left"><p>Engaging in argument from evidence</p><p>Engaging in argument from evidence in 9–12 builds on K‐8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.</p></td><td align="left"><p>Within groups, students must discuss with their group members their results. They need to determine together what happened in the test, as well as how they will improve their prototype and why using the evidence from the test.</p></td></tr><tr><td align="left"><p>Asking questions and defining problems</p><p>Asking questions and defining problems in 9–12 builds on grades K‐8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.</p></td><td align="left"><p>Students work to define the problem with the selective permeability of the cell membrane</p><p>Students must ask and think through the appropriate questions to refine their models</p></td></tr><tr><td align="left"><p>Scientific knowledge is based on empirical evidence</p><p>Science knowledge is based upon logical and conceptual connections between evidence and explanations</p></td><td align="left"><p>Students must use evidence from membrane permeability to explain their choices for their design process.</p></td></tr><tr><td align="left"><p>Disciplinary core ideas</p></td><td align="left"><p>LS1.A: Structure and function</p><p>Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level.</p></td><td align="left"><p>Students learn about the structures of the cell membrane</p><p>Students discuss how the different structures of the cell membrane serve different functions within the membrane</p></td></tr><tr><td align="left"><p>ETS1.B: developing possible solutions</p><p>When evaluating solutions, it is important to take into account a range of constraints including cost, safety, reliability and aesthetics and to consider social, cultural and environmental impacts.</p></td><td align="left"><p>Students refine and revise their models as they receive feedback from their tests. They also taken into account safety and environmental impact of their design solution.</p></td></tr><tr><td align="left"><p>Crosscutting concepts</p></td><td align="left"><p>Systems and system models</p><p>Models can be used to represent systems and their interactions—such as inputs, processes, and outputs—and energy and matter flows within systems.</p></td><td align="left"><p>Students use models to explain the selective permeability of the cell membrane</p></td></tr><tr><td align="left"><p>Influence of science, engineering, and technology on society and the natural world</p><p>New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.</p></td><td align="left"><p>Students will consider and discuss how their models can lead to the formation of synthetic cell membranes for various diseases</p></td></tr></tbody></table> </ephtml> </p> <ref id="AN0194205336-13"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref6" type="bt">1</bibl> <bibtext> Bamberger, Y. M., & Cahill, C. S. (2013). Teaching design in middle‐school: Instructors' concerns and scaffolding strategies. Journal of Science Education and Technology, 22, 171–185.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Banilower, E. R., Smith, P. S., Malzahn, K. A., Plumley, C. L., Gordon, E. M., & Hayes, M. L. (2018). Report of the 2018 NSSME+. In Horizon Research, Inc, Horizon Research, Inc. https://eric.ed.gov/?id=ED598121</bibtext> </blist> <blist> <bibl id="bib3" idref="ref7" type="bt">3</bibl> <bibtext> Capobianco, B. M., & Radloff, J. (2022). Elementary preservice teachers' trajectories for appropriating engineering design‐based science teaching. Research in Science Education, 52, 1623–1641.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref11" type="bt">4</bibl> <bibtext> Capobianco, B. M., DeLisi, J., & Radloff, J. (2018). Characterizing elementary teachers' enactment of high‐leverage practices through engineering design‐based science instruction. Science Education, 102(2), 342–376.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref8" type="bt">5</bibl> <bibtext> Carr, R. L., & Strobel, J. (2011). Integrating engineering into secondary math and science curricula: A course for preparing teachers. 2011 Integrated STEM Education Conference (ISEC), 7B‐1.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref3" type="bt">6</bibl> <bibtext> Daugherty, J. L., & Custer, R. L. (2012). Secondary level engineering professional development: Content, pedagogy, and challenges. International Journal of Technology and Design Education, 22, 51–64.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref12" type="bt">7</bibl> <bibtext> French, D. A., & Burrows, A. C. (2018). Evidence of science and engineering practices in preservice secondary science teachers' instructional planning. Journal of Science Education and Technology, 27(6), 536–549.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref21" type="bt">8</bibl> <bibtext> Holder, T., Pottmeyer, L., & Mumba, F. (2019). Slime mold quarantine: An engineering‐design‐integrated biology unit. The American Biology Teacher, 81(8), 570–576.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref13" type="bt">9</bibl> <bibtext> Kim, E., Oliver, J. S., & Kim, Y. A. (2019). Engineering design and the development of knowledge for teaching among preservice science teachers. School Science & Mathematics, 119(1), 24–34.</bibtext> </blist> <blist> <bibtext> McIntosh, S., Rice, M., Jansch, C., & Mumba, F. (2017). UVa Engineering Design Teacher Guide Manuals & Activities. Virginia Association for Science Teachers' Annual Conference, Roanoke, VA, Nov 16‐18, 2017.</bibtext> </blist> <blist> <bibtext> Mumba, F., Rutt, A., & Chabalengula, V. M. (2023). Representation of science and engineering practices and design skills in engineering design‐integrated science units developed by pre‐service teachers. International Journal of Science and Mathematics Education, 21(2), 439–461.</bibtext> </blist> <blist> <bibtext> Mumba, F., Rutt, A., Bailey, R., Pottmeyer, L., van Aswegen, R., Chiu, J., & Ojeogwu, J. (2024). A model for integrating engineering design into science teacher education. Journal of Science Education and Technology, 33(1), 45–56.</bibtext> </blist> <blist> <bibtext> Nadelson, L., Sias, C. M., & Seifert, A. (2016). Challenges for integrating engineering into the K‐12 curriculum: Indicators of K‐12 teachers' propensity to adopt innovation. ASEE Annual Conference and Exposition, Conference Proceedings, 2016‐June.</bibtext> </blist> <blist> <bibtext> Nesmith, S. M., & Cooper, S. (2019). Engineering process as a focus: STEM professional development with elementary STEM‐focused professional development schools. School Science & Mathematics, 119(8), 487–498.</bibtext> </blist> <blist> <bibtext> Nesmith, S. M., & Cooper, S. (2021). Connecting engineering design and inquiry cycles: Impact on elementary preservice teachers' engineering efficacy and perspectives toward teaching engineering. School Science and Mathematics, 121(5), 251–262.</bibtext> </blist> <blist> <bibtext> NGSS Lead States. (2013). Next generation science standards: For states by states. The National Academies Press.</bibtext> </blist> <blist> <bibtext> Pottmeyer, L., & Mumba, F. (2020). Impact of Engineering Design Integrated Science Instruction on Student learning outcomes. National Association for Research in Science Teaching (NARST) Conference, March 15–18, 2020; Portland, OR.</bibtext> </blist> <blist> <bibtext> Radloff, J., & Capobianco, B. M. (2021). Investigating elementary teachers' tensions and mitigating strategies related to integrating engineering design‐based science instruction. Research in Science Education, 51, 213–232.</bibtext> </blist> <blist> <bibtext> Rice, M., Mumba, F., & Pottmeyer, L. (2022). Learning about osmosis through engineering design process. The American Biology Teacher, 84(5), 297–307.</bibtext> </blist> <blist> <bibtext> Squires, W., Dostart, A., & Mumba, F. (2018). Engineering Design Integrated Science Activities. Virginia Association for Science Teachers' Annual Conference, Williamsburg, VA, Nov 16–17, 2018.</bibtext> </blist> </ref> <aug> <p>By Frackson Mumba; Jennie Chiu and Reid Bailey</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib16" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib15" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib18" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib13" firstref="ref9"></nolink> <nolink nlid="nl5" bibid="bib14" firstref="ref15"></nolink> <nolink nlid="nl6" bibid="bib12" firstref="ref17"></nolink> <nolink nlid="nl7" bibid="bib11" firstref="ref20"></nolink> <nolink nlid="nl8" bibid="bib19" firstref="ref22"></nolink> <nolink nlid="nl9" bibid="bib10" firstref="ref23"></nolink> <nolink nlid="nl10" bibid="bib20" firstref="ref24"></nolink> <nolink nlid="nl11" bibid="bib17" firstref="ref25"></nolink>
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  Data: Creating Engineering Design Integrated Science Units and Lessons
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  Data: <searchLink fieldCode="AR" term="%22Frackson+Mumba%22">Frackson Mumba</searchLink><br /><searchLink fieldCode="AR" term="%22Jennie+Chiu%22">Jennie Chiu</searchLink><br /><searchLink fieldCode="AR" term="%22Reid+Bailey%22">Reid Bailey</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: National Science Foundation (NSF), Division of Undergraduate Education (DUE)<br />National Science Foundation (NSF), Division of Engineering Education and Centers (EEC)
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink>
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  Data: 10.1111/ssm.18346
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  Data: 0036-6803<br />1949-8594
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  Data: The Next Generation Science Standards (NGSS) require science teachers to integrate engineering design into science lessons. However, many science teachers need support to create such lessons because they lack preparation in engineering. Similarly, most pre-service teachers enter teacher preparation programs without preparation in engineering. Furthermore, the NGSS do not provide templates for creating engineering design integrated science (EDIS) lessons and activities. To address this problem in our science teacher education program, we have created templates for creating EDIS units and lessons. In this paper, we describe the EDIS templates, outcomes, and suggestions for using the templates in science teacher education. The templates were first introduced into our science methods course in 2015. Our research shows that pre-service teachers developed skills for creating EDIS units using these templates. Some EDIS units created by our pre-service teachers using these templates have been published for other teachers to use. Students who received EDIS instruction from our pre-service teachers in schools improved their understanding of science concepts and engineering design process. Therefore, these templates can be used in other teacher education programs to prepare teachers in creating EDIS units, lessons and activities.
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        Value: 10.1111/ssm.18346
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      Pagination:
        PageCount: 18
        StartPage: 289
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      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Science Teachers
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      – SubjectFull: Teacher Education Programs
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      – TitleFull: Creating Engineering Design Integrated Science Units and Lessons
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          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0036-6803
            – Type: issn-electronic
              Value: 1949-8594
          Numbering:
            – Type: volume
              Value: 126
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: School Science and Mathematics
              Type: main
ResultId 1