Teachers can find opportunities to incorporate design thinking and scientific inquiry within any lesson where a constraint of the design can be connected to a scientific experiment. Within a lesson, this connection establishes context between engineering and science and can positively impact students' learning and interest in these subjects. The goal of this article is to explicitly consider the relationships between Design Thinking and Scientific Inquiry in the context of an Engineering byDesign™ unit. The authors hope to support teachers' abilities to leverage these relationships in the lesson discussed here and also to generalize these concepts to other lessons.