Recent research provides evidence that some students achieve twice the pre-post gains in scores on science content knowledge questions when they complete engineering design activities rather than learning by the structured inquiry approach used in most science classrooms. This effect is especially dramatic for lower performing African-American males. The objectives of this workshop are to: 1) Clarify the distinction between guided inquiry and design-based activities; 2) Examine design-based activities that are aligned to the TEKS; 3) Choose TEKS and CCRS that are most appropriate for design-based instruction in secondary science classes; 4) Provide resources to find classroom-tested activities;. and 5) Experience and evaluate a hands-on, design-based activity using Pico Crickets as the rapid prototyping system. The target audience for this workshop includes MS teachers, HS teachers, and administrators. The applicable content areas are: MS science-data collection, organization, & analysis; MS math-statistics & data analysis; IPC; and Biology.