Middle School Courses

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Weeks 1-4

Practical Technology Concepts; Digital Citizenship; Computational Thinking (foundations)

Students will:

•  Responsible digital use, media balance, cyberbullying prevention
•  Digital footprint, passwords, privacy
•  Device parts, file management, cloud storage
•  Keyboarding & shortcuts

Test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Weeks 5-9

Practical Technology Concepts  Communication

Students will:

• Word processing (formatting, layout, sharing)
• Spreadsheets (data entry, charts, formulas)
•  Presentations (design principles, collaboration)
• Cloud collaboration tools (Google/Microsoft)

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Weeks 10-13

Creativity & Innovation Communication

Students will:

• Graphic design basics (contrast, alignment, color)
•  Digital storytelling (images, audio, video)

Tools: Canva, Adobe Express, WeVideo, Clipchamp

Test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Weeks 14-19

Computational Thinking

Students will:

•  Decomposing problems, pattern recognition
• Algorithms & flowcharts
•  Block-based programming (Scratch, MakeCode, etc.)
• Testing & debugging

Test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Weeks 20-24

Data Literacy, Management & Representation

Students will:

• Collecting, organizing, and analyzing data
• Visualizing with charts and graphs
•  Using data to make conclusions
• Connecting data to real-world questions

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Weeks 25-29

Digital Citizenship 

Creativity & Innovation

Students will:

• Artificial intelligence, AR/VR, cybersecurity basics
• Digital ethics, bias, misinformation
• Responsible tech innovation

Test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Weeks 30-36

All Strands Integrated

Students will:

• Research and problem identification
• Planning and prototyping a solution
• Iteration and reflection
•  Presentation and peer review

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Weeks 

1-8

Computational Thinking 

Creativity & Innovation

Students will:

• Algorithmic thinking, abstraction, pseudocode
• Text-based programming (Python, JavaScript, or advanced block code)
• UI design, logic flow, debugging

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Weeks

9-13

Data Literacy

Students will:

• Collecting and cleaning datasets
• Statistical measures (mean, median, mode, trends)
• Visual storytelling with data (infographics, dashboards)

Test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Weeks

14-17

Practical Technology Concepts  Digital Citizenship

Students will:

• Explore emerging technologies (AI, IoT, AR/VR)
• Career pathways in tech (STEM careers, entrepreneurship)
•  Ethics of automation and AI

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Weeks

18-23

All Strands Integrated

Students will:

• Identify a problem and design a tech-based solution
• Integrate coding, data, and media
• Develop prototype + presentation
• Peer showcase

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Weeks

24-30

Creativity & Innovation

Students will:

• Advanced design and storytelling principles
• Video production, editing, sound mixing
• - Accessibility in media design

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Two weeks

The student demonstrates an understanding of entrepreneurship. The student is expected to: 

(A) distinguish between the terms entrepreneurship and entrepreneur;

(D) identify and discuss the risks and benefits of an entrepreneurial way of life; 

(E) analyze and discuss the advantages and disadvantages of entrepreneurship

Students will:

• Defining an Entrepreneur
• Skills-Based Portfolio Creation
• Entrepreneurial DNA

Project 

Portfolio Creation

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Three Weeks

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: 

(D) communicate effectively with others using verbal and nonverbal communication, active listening, and writing skills in a business setting; 

(E) demonstrate collaboration skills within a diverse team setting; 

(J) demonstrate critical and analytical thinking skills when comparing business decisions.

Students will:

• Effective Communication
• Working Together to Solve a Problem
• The Problem Solving Process
• Problem Discovery
• Employing Empathy
• Using Empathy to Solve a Problem
• Problem Statements
• Problem Statement Presentations

Projects

Shareback

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Four weeks

(5) The student identifies problems and creates solutions to address market wants and needs. The student is expected to: 

(A) identify and analyze problems in the marketplace through an ideation process; and 

(B) describe possible solutions for the marketplace problems identified.

(7) The student demonstrates an understanding of a business planning methodology. The student is expected to: 

(A) identify the components of a business planning tool, including the Business Model Canvas; and 

(B) apply a business planning template to an existing business.

Students will:

• Solution Ideation
• Intellectual Properties
• Product Design and Cost
• Developing Our Business Model Canvas
• Revenue and Expenses
• Getting Customer Feedback
• Learning from Customer Feedback

Projects:

Budget template

Budget video

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Three weeks

(9) The student develops and delivers a comprehensive presentation on a preliminary business concept. The student is expected to: 

(A) identify and explain the components of a pitch; 

(B) create a pitch for a preliminary business concept; 

(C) align presentation strategies to the intended audience and purpose; 

(D) select and implement effective multimedia strategies for a presentation; 

(E) provide and receive constructive feedback following a presentation; and 

(F) demonstrate effective presentation skills.

Students will:

• Building a prototype
• Gather Feedback with Customer Survey
• Prepare a Pitch Slide Deck
• Analyze Survey Results
• Prepare for the Pitch
• Pitch for Investment
• Learn from Pitch Feedback

Business Pitch Presentation

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Two weeks

(5) The student identifies problems and creates solutions to address market wants and needs. The student is expected to: 

(A) identify and analyze problems in the marketplace through an ideation process; and 

(B) describe possible solutions for the marketplace problems identified.

Students will:

• Project Management Skills

• 4.2 Building Inventory

• 4.3 Creating Brand Materials

• 4.4 Perfecting Product Details

Build Product Inventory

Dates

TEKS

Unit Goals

Approximate Assessment Window 

One week

(13) The student determines effective marketing and promotional strategies for a start-up business. The student is expected to:

(A) develop promotional objectives; 

(B) create a marketing plan for a start-up business that includes the use of internet, social media, and sales strategies; 

(D) create promotional materials using appropriate technology; 

(G) select an appropriate point-of-sale or e-commerce payment method; and 

(H) compare how promotional strategies change during the product life cycle.

Students will:

• Creating Advertising and PR Materials

• Goal Setting

• Launch a Marketplace

• Sales Data Analysis and Iteration

• Business Communication (Optional)

Marketplace

Dates

TEKS

Unit Goals

Approximate Assessment Window 

One week

(K) analyze and explain different types of marketing and sales strategies, including digital and social media marketing;

Students will:

• Final Data Analysis

• Final Report Presentations

• Skills-Based Portfolio Completion

• Celebration

Sales analysis 

Duration

TEKS

Unit Goals

Assessment or Project

3 Weeks

§130.362(c)(2) – The student applies critical-thinking, problem-solving, and the engineering design process to create innovative solutions.

(A) Identify and define engineering problems.

(B) Develop and test design solutions using models or prototypes.

(C) Evaluate and improve designs through iterative testing and redesign.

§130.362(c)(3) – The student develops and uses engineering communication methods.

(A) Use sketching and technical drawing to communicate design ideas.

(B) Create and present design documentation.

§130.362(c)(4) – The student understands the importance of teamwork, leadership, and communication in engineering design.

Students will:

• Identify and describe the steps of the engineering design process.
• Work collaboratively to define a design problem and develop possible solutions.
• Construct a simple prototype that meets basic design requirements.
• Test and evaluate the prototype to identify design flaws or improvements.
• Communicate design ideas using sketches, models, and written documentation.

Project 

(Foot Orthosis Challenge)

Duration

TEKS

Unit Goals

Assessment or Project

3 Weeks

§130.362(c)(4) – The student uses appropriate tools and technology to develop design solutions.

(A) Use computer-aided design (CAD) software to produce working drawings and solid models.

§130.362(c)(5) – The student uses engineering design methodologies.

(A) Identify and describe the steps of the design process.

(C) Construct and test prototypes to evaluate design solutions.

§130.362(c)(6) – The student applies the concepts of engineering to design products or systems.

Students will:

• Understand the purpose and process of solid modeling.
• Learn how to create 3D parametric models using TinkerCAD software.
• Apply dimensioning and constraints to ensure design accuracy.
• Analyze and refine designs based on feedback or identified flaws.

Project 

(TinkerCAD Project)

Duration

TEKS

Unit Goals

Assessment or Project

3 Weeks

TEKS §130.362(c) – Engineering Design and Problem Solving

Students will:

(3) Apply the engineering design process.

(A) Identify a problem and brainstorm possible solutions.

(B) Research and generate ideas.

(C) Select an approach using decision matrices or design criteria.

(D) Create and construct a prototype or model.

(E) Test and evaluate the prototype or model.

(F) Communicate results and improvements.

(5) Demonstrate understanding of safe and proper use of tools, equipment, and materials.

(6) Apply critical-thinking and problem-solving strategies to develop, evaluate, and improve solutions.

Students will:

• Apply the engineering design process to solve a hands-on challenge.
• Design, model, and construct a 3D puzzle cube using CAD and physical materials.
• Test and evaluate their puzzle for functionality, durability, and user experience.
• Use redesign to refine their prototype based on testing results.
• Document the design process through sketches, CAD files, and design journals.
• Collaborate and communicate effectively within teams to present and defend their design.

Project 

(Puzzle Cube Project)

Duration

TEKS

Unit Goals

Assessment or Project

3 Weeks

§130.362. Engineering Design and Problem Solving (c):

(3)(A–D): The student creates prototypes and uses appropriate tools, equipment, and materials to construct them.

(4)(A–F): The student develops, implements, and documents experiments and tests using scientific and engineering practices to determine whether a prototype meets design requirements.

(2)(A–D): The student applies concepts of science, technology, engineering, and mathematics to solve problems.

Students will:

• Investigate how chemical principles apply to materials, reactions, and energy systems.
• Test, analyze, and refine their prototype based on data collected during experimentation.
• Communicate design decisions, data, and results through presentations and documentation.

Project 

Ice Cream Project

 Gluing It all Together

Duration

TEKS

Unit Goals

Assessment or Project

3 Weeks

§130.373. Principles of Applied Engineering 

(2)(A) Apply engineering design concepts to develop a solution to a problem.

(3)(A) Use critical thinking and problem-solving skills to design, construct, and test prototypes.

(3)(C) Use appropriate tools, materials, and processes to construct prototypes safely.

(4)(A) Apply the concepts of systems and energy in design and technology.

(4)(E) Investigate emerging and innovative technologies such as nanotechnology, biotechnology, or materials science.

(5)(C) Evaluate prototype results, identify design flaws, and recommend improvements.

Students will:

• Explore how nanotechnology impacts science, engineering, and everyday life.
• Investigate the unique properties of materials at the nanoscale.
• Understand how scale and measurement affect material behavior and design.
• Apply the engineering design process to create and test a model or simulation that demonstrates nanoscale behavior.
• Evaluate how nanotechnology contributes to advances in medicine, electronics, energy, and materials science.

Assessment 

(Testing Nanofabric)

Duration

TEKS

Unit Goals

Assessment or Project

3 Weeks

§130.372(c)(2) The student applies the concepts of physics, chemistry, and mathematics to engineering and technology.

(A) Apply Newton’s laws to the analysis of motion.

(B) Apply the concepts of work, power, energy, and force.

(C) Describe and apply the laws of thermodynamics.

(D) Analyze simple machines and mechanical advantages.

Students will:

• Understand how fundamental physics principles (forces, motion, energy, and power) are applied in engineering and technology.
• Explore the relationship between mechanical advantage, energy efficiency, and design optimization.
• Use the engineering design process to model, construct, and test prototypes that demonstrate applied physics concepts.
• Collect, analyze, and interpret data to evaluate prototype performance and identify improvements.

Project

(Rube Goldberg)

Duration

TEKS

Unit Goals

Assessment or Project

20 Days

TA.7.2A, TA.8.2A Use variables, data types, and control structures to develop algorithms and programs.

TA.7.3A, TA.8.3A Use design and creativity to develop solutions to real-world problems 

Students will:

• create mobile apps using variables, events, and control blocks to implement logic.
• identify authentic problems, brainstorm, and prototype app solutions with user feedback. 

Project: creating an app

Duration

TEKS

Unit Goals

Assessment or Project

3 weeks

TA.7.2A, TA.8.2A Use variables, data types, and control structures to develop algorithms and programs.

TA.7.3A, TA.8.3A Use design and creativity to develop solutions to real-world problems 

TA.7.4A, TA.8.4A Collect, organize, manage, analyze, and visualize data to make decisions 

Students will:

• store and manipulate app data (lists, user input) to track and analyze information.
• reflect on the social impact of technology and respect privacy, accessibility, and inclusivity.

Project: create a game design app

Duration

TEKS

Unit Goals

Assessment or Project

3 weeks

TA.7.2A, TA.8.2A Use variables, data types, and control structures to develop algorithms and programs.

TA.7.3A, TA.8.3A Use design and creativity to develop solutions to real-world problems 

TA.7.4A, TA.8.4A Collect, organize, manage, analyze, and visualize data to make decisions

Students will:

• create mobile apps using variables, events, and control blocks to implement logic.
• identify authentic problems, brainstorm, and prototype app solutions with user feedback.
• store and manipulate app data (lists, user input) to track and analyze information.
• reflect on the social impact of technology and respect privacy, accessibility, and inclusivity.
• TA.7.6A–B, TA.8.6A–B explore app architecture, event-driven programming, and debugging techniques.

Project: The App Challenge

Duration

TEKS

Unit Goals

Assessment/Project

3 weeks

§126.14:

(5)(C) - Collect, analyze, and represent data to solve problems.

(6)(A) - Apply the engineering design process to solve problems.

(6)(C) - Test and evaluate prototype solutions.

(7)(A) - Work collaboratively using problem-solving tools.

(7)(C) - Evaluate solutions using ethics and impact.

Students will:

• Describe and explain the four forces of flight—lift, weight, thrust, and drag—and how they interact to produce flight.
• Demonstrate understanding of Newton’s Laws of Motion and explain how they apply to aircraft and drone movement.
• Identify and analyze the parts of an airplane and explain how pitch, yaw, and roll control its motion.
• Apply the engineering design process to design, build, and test model aircraft or drones.
• Collect, record, and analyze flight test data to evaluate and improve aircraft performance.
• Explore and describe real-world applications of drones in rescue, delivery, and environmental monitoring.
• Use maps, navigation tools, and geographic data to plan safe and efficient flight routes.
• Investigate and explain how weather conditions and atmospheric factors influence flight and navigation.
• Collaborate to solve aviation-related management and safety challenges while considering ethical and practical implications.
• Connect concepts of flight and engineering to potential careers in aviation, aerospace, and related STEM fields.

Project: Cleared for Takoff 

(5 days)

Duration

TEKS

Unit Goals

Approximate Assessment Window 

3 weeks

8.3A – Understand the importance of models, theories, and space exploration; 

8.6A–B – Investigate Newton’s Laws and forces;  

8.6C – Investigate and describe applications of Newton’s Laws in space; 

8.8C – Explore the relationship between gravity and planetary motion.

8.11B – Explore body system interactions;  

8.11C – Recognize the role of systems in maintaining balance; 126.14(6)(A–E) – Identify, plan, build, test, and communicate engineering solutions.)

126.14(7)(A–C) – Use collaboration, communication, and ethical decision-making in technology and engineering.

Students will:

• Investigate the history and purpose of space exploration and identify scientific and technological advances that resulted from it.
   
• Describe how forces such as thrust, drag, gravity, and lift affect rocket launch and propulsion.
  
   
• Model orbit and escape velocity to explain how spacecraft stay in or leave Earth’s orbit.
   
• Examine how astronauts meet their food and water needs in space and how living systems are adapted for off-Earth environments.
   
• Analyze the effects of microgravity on human health and design solutions for exercise and nutrition in space.
   
• Design and test systems that maintain a stable living environment, such as air and water recycling systems.
   
• Apply the engineering design process to design, build, and test an improved prototype that solves a space-related problem.
   
• Collaborate effectively in teams to solve challenges related to life and travel in space, and reflect on ethical, practical, and career implications.

Duration

TEKS

Unit Goals

Approximate Assessment Window 

1 week

• (TEKS: 126.14(6)(A–E) – Plan, build, test, and communicate engineering solutions.)
  (TEKS: 126.14(7)(B–C) – Communicate design solutions effectively and evaluate ethical and practical impacts.)

Students will:

• Apply knowledge of flight, forces, orbit, and space systems to plan and carry out a simulated mission to Mars.
  (TEKS: 8.6A–C – Investigate and apply Newton’s Laws and forces in motion; 8.8C – Explore gravity and planetary motion.)
   
• Collaborate in teams to design mission components, including crew selection, spacecraft choice, and landing site.
  (TEKS: 126.14(7)(A) – Work collaboratively using problem-solving and project management tools.)
   
• Use data, constraints, and criteria to make informed engineering and logistical decisions for mission success.
  (TEKS: 126.14(5)(C) – Collect and analyze data to solve problems; 126.14(6)(A–C) – Apply the engineering design process.)
   
• Design, build, and test a prototype Mars lander that meets specified requirements for safety and functionality.
   
• Communicate and justify mission plans and design choices using evidence, creativity, and critical thinking.
   

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

(C) Introduction

(2) Career development is a lifelong pursuit of answers to the questions: Who am I? Why am I here?

What am I meant to do with my life? Will my desired career path provide a self-sufficient wage?

What occupations are in the highest demand that align to my values and interests? It is vital that

students have a clear sense of direction for their career choice. Education and career planning is a

critical step and is essential to success.

Students will explore the question “Who am I “ while creating the  “All About Me” project.

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the Agriculture cluster 

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

Students will: explore careers in the Architecture/ Construction cluster 

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the Arts Media cluster 

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the Business cluster 

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. (1) The student takes one or more career interest surveys, aptitude tests, or career assessments and explores various college and career options. The student is expected to: (A) analyze and discuss the initial results of the assessments; (B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the Cosmetology cluster 

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the Cybersecurity cluster 

Project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the Education cluster 

project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the Health Science cluster 

project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the Hospitality cluster

project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the Human Services cluster 

project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the Information Technology cluster 

project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the Law and Public services cluster 

project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the STEM cluster 

project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the Transportation cluster 

project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

1 week

d) Knowledge and skills. ((B) explore and describe the CTE career clusters; (C) identify various career opportunities within one or more career clusters; and (D) research and evaluate emerging occupations related to career interest areas.

• Students will: explore careers in the Welding cluster

project

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Week 1

(3) The student evaluates skills for personal success. The student is expected to: (D) identify skills that can be transferable among a variety of careers (i) identify skills that can be transferable among a variety of careers

(2) The student investigates career pathways in one more of the 16 career clusters. The student is expected to: (B) research the certification or educational requirements for careers (i) research the certification or educational  requirements for careers

(1) The student explores career assessments as related to college and career planning. The student is expected to: (A) analyze and discuss the initial results of career assessments (i) analyze the initial results of career assessments

Students will:

• Learn about the difference between soft skills and industry skills
• Learn about degrees, certifications, etc
• Take career assessments and interest surveys

Test

Dates

TEKS

Unit Goals

Approximate Assessment Window 

Weeks 2-4

The student explores career assessments as related to college and career planning. The student is expected to: (B) explore the 16 career clusters (i) explore the 16 career clusters