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ExxonMobil Bernard Harris Summer Science Camp
Training Conferenceg
Zipporah Miller
The presenterpZipporah Miller
• Associate Executive Director for Professional Programs and Conferences with the National Science Teachers Association (NSTA)
• High school biology and chemistry teacher for 5 years; middle and elementary school experience 3 years
• K-12 Science Supervisor and STEM Coordinator for Prince George’s County Public Schools, Maryland
• Doctoral Studies at the University of Maryland, Baltimore County in Education Policy
Outcomesi th d t t h i i th Recognize the need to teach science in the
21st century
Recognize the impact of promoting scientific inquiry and engineering design in today’s classroomtoday s classroom
Recognize the value of project-based l i l f i learning as one example of engaging students in meaningful learning
Activity 1 – What’s your name? At your table you have a set of cards Distribute the cards so everyone at the table has one card All the like numerical cards will sit at the same table All the like numerical cards will sit at the same table Move to your appropriate tables to meet your new group
members Create a team name that is representative of the entire p
group Fold the card stock paper that was provided in half
(hamburger fold)D i t d l b th id f Design your team name and logo on both sides of your new table tent
Report out to the whole group your new name and why you selected that namey
Did You Know?www youtube com/watch?v=TZjRJeWfVtYwww.youtube.com/watch?v=TZjRJeWfVtY
Shift Happen's 2010 Feb 19, 2010 ... The stats on this are taken from between 2008 and late 2009.
So what does it all mean?
Wh d t h i ?Why do we teach science?We are preparing students for jobs that do p p g jnot exist; using technologies we do not have in order to solve problems that we do not know are problems yetnot know are problems yet.
President Barack Obama “We need to out-innovate, out-educate, and
out-build the rest of the world.”
“Maintaining our leadership in research and technology is crucial to America's success. But if we want to win the future — if we want innovation to produce jobs in America and innovation to produce jobs in America and not overseas — then we also have to win the race to educate our kids”
State of the Union Address 2011
How Do We Begin?
How is this done?
How can we transform teaching and learning?g
21st Century SkillsThe Four “C’s”
Critical Thinking and Problem Solving Communication Collaboration Creativity and Innovation
http://www7.nationalacademies.org/bose/Standards_Framework_Homepage.html
WHAT is in the Framework? WHAT is in the Framework? WHAT IS IN THE FRAMEWORK? The framework consists of a limited number of
elements in three dimensions: elements in three dimensions: (1) scientific and engineering practices, (2) crosscutting concepts, and (3) disciplinary core ideas in science. (3) disciplinary core ideas in science.
It describes how they should be developed across grades K-12, and it is designed so that students continually build on and revise their knowledge and abilities throughout their school years. To support abilities throughout their school years. To support learning, all three dimensions need to be integrated into standards, curricula, instruction, and assessment.
DIMENSION 1: SCIENTIFIC AND ENGINEERING PRACTICES SCIENTIFIC AND ENGINEERING PRACTICES
1. Asking questions (for science) and defining problems (for engineering)D l i d i d l2. Developing and using models
3. Planning and carrying out investigations4. Analyzing and interpreting data5 Using mathematics and computational thinking5. Using mathematics and computational thinking6. Constructing explanations (for science) and
designing solutions (for engineering)7. Engaging in argument from evidenceg g g g8. Obtaining, evaluating, and communicating
information
Next Generation Science Standards
http://www.nextgenscience.org/
Scientific InquiryScientific InquiryWhat is scientific inquiry?
Confirmation Inquiry Structured Inquiry Structured Inquiry Guided Inquiry Open Inquiry
Jigsaw reading -- article “Many Levels of Inquiry”
Scientific InquiryScientific InquiryWhat it is: What it is NOT:Process Scientific MethodProcess
Ask questions; ask more questions; make predictions;
i i
Scientific Method
Step 1: Ask a questionStep 2: Make a prediction
change predictions; make new predictions; collect data; collect additional data; design and carry out
Step 3: Collect dataStep 4: Design experimentStep 5: Analyze dataStep 6: Draw conclusiondata; design and carry out
investigations; analyze data; draw conclusion based on evidence; form scientific
i t t l i
Step 6: Draw conclusion
reasoning to support claims. Think about implications of investigation.
Engineering Design ProcessEngineering Design ProcessThe engineering design process is a series of steps that engineering teams use to guide them as they solve problems.
STEP 1 Id tif th P blSTEP 1: Identify the Problem
STEP 2: Identify Criteria and Constraints
STEP 3: Brainstorm Possible Solutions
STEP 4: Generate Ideas
STEP 5: Explore Possibilities
STEP 6: Select an Approachpp
STEP 7: Build a Model or Prototype
STEP 8: Refine the Design
Break
Welcome to the B d H i E i i Bernard Harris Engineering
Groupp
Roller Coaster ChallengeRoller Coaster Challenge
What is your favorite roller coaster?coaster?
Engage: ThinkEngage: Think Think about your Think about your favorite roller coaster?
What is your favorite roller coaster? Or maybe you do not have a favorite? Explain why?
Now consider, why it is your favorite roller coaster?
What are its unique features? Describe how the roller coaster makes you feel.
Group Discussion on Favorite Roller CoastersRoller Coasters
Roller Coaster Features
Based on this discussion, what features should be included in your roller coaster?y
Four volunteers
Possible Materials Grey Water Pipe Insulation $5 per tubing, $7 for half G ey a e pe su a o $5 pe ub g, $7 o a
(lengthwise) Duct Tape or Masking Tape $3 unlimited use of duct tape
$2.50 for roll of masking tape
Scissors $2 per pair Clear Plastic Cup $1 per cup Marble(s) $10 per tub .10c each Meter Stick $2 unlimited use Meter Stick $2 unlimited use Stop Watch $5 Data Sheets Free with any purchase
Budget - $35
Phase 1Phase 1Each department makes up a team. The teams must successfully complete phase 1 in order to y p pbe eligible for the final challenge and be considered for the award winning roller coaster.
DecisionsDecisionsIn this activity you will be making many decisions it is important that you carefully decisions, it is important that you carefully think about each decision as it will impact the final outcome of your project
Selecting Jobs for Members of the Team
O t bl h l On your table you have an envelope Think about the members of your team
and use each members strength to and use each members strength to determine who will fill each position
Press SecretaryConsultant
ArchitectSafety Inspector
Time Keeper Statistician
ProceduresB i t ith ibl d l f ll t Brainstorm with your group a possible model for your roller coaster, your roller coaster should have at least one hill.
Once you have come to a consensus, draw a model of the roller coaster on your data sheet.
Cut the grey pipe insulation lengthwise in half to create a track for g y p p gthe roller coaster. (Both halves can now be used to construct your roller coaster or you may opt not to cut it in half and use the whole piece for the track.)
Work with your group to construct a model of a roller coaster using tubing and tape. The rollercoaster should have at least one hill.
Place the cup at the end of the tubing to catch your marble. The roller coaster should be at least one meter long, but no more
than four meters long. Record the actual length of your roller coaster (distance) on your
data tabledata table. Record the height of the hill. Draw a picture of your roller coaster on your data table (label the
drawing).
Procedures continuedProcedures continued For each trial, one participant should position the marble at the top of your
roller coaster ,so that it can begin rolling WITHOUT being pushed. When the press secretary says go, the participant should let go of the marble
and simultaneously the time keeper should begin the stop watch and simultaneously the time keeper should begin the stop watch. When the marble gets to the end of the track and enters the clear plastic
cup, the press secretary should say stop and the time keeper should stop the stop watch. (A successful trial means the ball did not roll off the track, and the ball ended up inside the clear cup.)
Time keeper should share the data with the statistician so he/she can record th ti l d th d t t blthe time elapsed on the data table.
Calculate the speed for each trial and record it on your data table. (Speed = distance/time)
Repeat steps 5 – 9 four more times. Calculate the average speed.
Have the Vice President of Innovation sign your data sheet.
Lunch
Phase 2 - Redesign
Roller coaster redesignR d i ll t it h t Redesign your rollercoaster so it now has at least one hill and one loop.Feel free to include any additional features Feel free to include any additional features that were discussed during our initial brainstorming session.
Constraints
The marble must complete the course (get into the clear cup) while staying on trackY t h f t t th You may not use any human force to get the marble started on the track
You must have one hill You must have one loop You must have one loop Each group member must participate in the
design, construction and operation of the roller coasterroller coaster
The marble cannot move backwards more than 20 cm after it completes the course
Judging Criteria
10 Points Constructed a roller coaster 10 points Roller coaster had one loop and one hill Points Vary Additional features 2 points per feature Points Vary Additional features 2 points per feature 10 Points The marble completed the entire course 20 Points Stayed on track 10 Points Marble did not move more than 20 cm
backwards 10 Points Stayed on budget (If under budget give 5 additional points, if
over budget only give half points if they have a compelling reason to invest more money in the project)
5 Points Submitted a labeled drawing of their roller 5 Points Submitted a labeled drawing of their roller coaster
10 Points Submitted a completed data table 5 Points Prepared a power point presentation 10 Points Oral Presentation was clear and stayed on
time
Time to Work on Your Roller CoasterCoaster
Break
Judging 1 minute to demonstrate while judges
timeY d th t i You can demo no more than twice
2 minutes to present
Explain: DiscussionExplain: DiscussionScience Content/Concepts
Physics Force and Motion Newton’s Three Laws of Motion Newton s Three Laws of Motion Mechanical Energy Potential and Kinetic Energy Friction Engineering design Group cooperation Group cooperation
7 Essentials for Project-Based Learning
Jigsaw
Explain: DiscussionExplain: Discussion
Essentials for Project-Based learning
A d t k A need to know A driving question Student voice and choice 21st Century Skills Inquiry and Innovation Feedback
R iReview
What have you learned today that can help you in your work?
Name one take-away.
Please complete evaluation formsforms.
THANK YOUTHANK YOUNext workshop Test Taking Strategies…
March 24, 2012,
