STEM 915 – Rubric – Design in the Content Areas

Best - 3 Better - 2 Good - 1

-Demonstrates insightful understanding -Demonstrates a thorough -Demonstrates a developing
Completeness –
of how to derive design opportunities understanding of creating a design understanding of using a design
applies the design
process while within a content area of choice context/story to model a framework process for classroom learning
addressing an -Addresses one or more framework element in a particular content area connecting specifically to an element
appropriate elements in the selected content area - Incorporates elements of inquiry or of the frameworks in a selected
framework element in - Incorporates deliberate elements of engagement by students content area;
a chosen content area inquiry or engagement by students - Incorporates student engagement

- Provides detailed and specific accounts -Provides complete accounts of -Provided accounts of most student
Classroom of student activities (specs, candidate student activities (specs, candidate activities (specs, candidate designs,
Strategy- addressing designs, testing, and reporting); designs, testing, and reporting); testing, and reporting),
practical classroom - Shows insightful connections to the -Makes clear connections to the -makes connections to the
and student issues in frameworks; frameworks; frameworks;
using the EDP for -Considers constraints in classroom and -shows good pragmatic sense of -shows some concern for what is
learning schedule and where they could be what is possible in classroom and possible in classroom and schedule
overcome schedule

-Follows the FSU Lesson Plan Format -Follows the FSU Lesson Plan -Follows the FSU Lesson Plan
Lesson Plan – with significant detail in each section; Format with detail in each section; Format;
Follows the FSU -Writing is clear, specific, and well -Writing is clear and well edited -Writing is clear and well edited
Lesson Plan
organized and edited
Format

--Provided an insightful structured
presentation designed to model the EDP
Presentation – and the connection of design to the
effectiveness and framework element; presentation
design of the STEM
incorporated deliberate elements of
915 class experience
inquiry or engagement by STEM 915
class
--Offered a structured (designed)
presentation that modeled the EDP
and framework connection;
presentation involved a few
opportunities for inquiry and
engagement by STEM 915 class
-Offered a presentation that modeled
the EDP; presentation involved few if
any elements of inquiry or
engagement by STEM 915 class

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Suzanne Dunn, Jess Findlay, Mike Ruane

Development of a broader curriculum topic through the lens of the engineering design process, in any area that interests you
as a STEM 915 student—(team product). You should select a MA frameworks topic from your grade-level, and cast it as an
engineering design challenge. The topic may be, but need not be from the frameworks for Technology/Engineering, Math or
Science.  It could also be from ELA, Social Studies, art, music, etc.

Your lesson should explain how the frameworks topic can be viewed as, or associated with an engineering design
challenge. How will the students be engaged around this topic so that they work as colleagues in the engineering process? How
will they use the engineering design process?  Your lesson shall be communicated as a lesson plan that should integrate all your
learning of the Art of Engineering Design course.  You can assume the reader is familiar with the MA frameworks for
Technology/Engineering and the general engineering design process.  

Please use the FSU lesson plan format provided.

Teams should serve as critics for each other’s efforts, to produce the strongest possible solutions. In your comments to
teammates, please try to give substantive suggestions for improvement, not just encouragement! 

Use the online classes on ______________________ to collaborate and finalize lesson plans. You will demonstrate your
lesson at the following face-to-face class meeting.

Final drafts of lesson plans are due _______________________

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