Miami Jackson Senior High Curriculum Support Specialists Miami-Dade County Public Schools Department of Science High School Science STEMposium: The Future is Now Synergy at Miami Jackson Senior High July 2015 Presenters: Ms. Deborah Zwolinski, Science Teacher Curriculum Support Specialists Jennifer Russell, Wendy Forteza

Agenda Welcome Icebreaker Elements of a STEM-centered classroom Engineering Activity “Tower” The Engineering Design Process Model-Eliciting Activity/HOT Lab Engineering Connection: Preserving Our Ecosystem Closure Questions Department of Science

NORMS Agreed Upon at Opening Session Department of Science

Session Outcomes Participants will be able to: Develop STEM-centered classrooms. Develop hands-on STEM connections. Incorporate M-DCPS instructional resources to support rigorous science teaching and learning: Use of Open Inquiry Digital Convergence Reading and Writing in Science Encourage participation in STEM related activities Department of Science

Icebreaker Grab a Starburst candy Look at its color and follow the Color Guide: Red (S): What does Science look like in the classroom Yellow (T): What does Technology look like in the classroom Pink (E): What does Engineering look like in the classroom Orange (M): What does Math look like in the classroom Department of Science

“Skittles” Protocol Share your color/STEM letter question by posting your answer on the STEM anchor chart. The facilitator will facilitate a group discussion by: Sharing written definitions and eliciting additional information Make connections among written comments in order to facilitate a discussion about the definition of STEM Department of Science

What is STEM? STEM Science Technology Engineering Math Your table group is go get a piece of chart paper and fold it into quarters. Fold in the center corner so that when it is opened back out it creates a diamond shape in the middle. Department of Science Department of Science

Defining STEM Science – Science seeks to explain. Scientists write explanations based on evidence to explain the natural world. Technology – Technology is a tool that improves and extends our ability in research, measurement, accuracy and collaboration. Engineering – Designs solutions to solve problems using the explanations of science, the language of math, and the tool of technology. It is innovative and creative. Math – Math is a language used to problem solve and explain numerically how the natural world works. W = F x D Have them record in their journal their own definition of STEM and why we should integrate technology in our science classrooms. Department of Science

Elements of a STEM-Centered Classroom Activity Review the Elements of a STEM-Centered Classroom listed around the room on the poster sheets. Identify 3 items that are “Most Effective” and 3 items that are “Easy to Implement” Using your color dots, place a green dot next to the statement that is “Most Effective” and a blue dot next to the statement that is “Easy to implement” As a group create a Wordle with each member’s responses Share your Wordle Department of Science

Elements of a STEM-Centered Classroom Develop Understanding 5E Lessons Level of Questioning Wait Time Notebooks Vocabulary Development Literacy in Science Addressing Misconceptions Argumentation and Discourse Department of Science

Elements of a STEM-Centered Classroom Address Preconceptions (Classroom Environment) Student-Teacher Relationships Cooperative Group Work Centers and Stations Student Independence Revealing Prior Knowledge Prepared Environment Department of Science

Elements of a STEM-Centered Classroom Using Authentic Practices Sustained Inquiry Scientific Investigations Engineering Solutions Project Based Learning Claim-Evidence-Reasoning Department of Science

STEM-Centered Classroom STEM (Way of Learning) Problem-solving Outreach (enrichment) Application Minorities Real world integration STEM Centered Classroom Teacher quality (most impact) Set up environment to feel safe Teacher Actions that Matter Department of Science

STEM-Centered Classroom A STEM-centered classroom focuses on Standards Teacher Actions Student Actions Learning Environment Exemplary Learning Environment Cooperative Group Work Center & Stations Student Independence Prepared environment Department of Science

Building Consensus I have been heard I heard you I can live with the decision I will support the decision in public Department of Science

Engineering Activity Build a Tower Work in teams of 4-5 members Consider all ideas brought forth by team members Problem: Construct the Tallest Tower Criteria: Must be free standing tower and stand for 5 seconds Constraints: 15 Minutes to Build, 1 folder, 60 cm tape Goal: Build the Tallest Free Standing Tower Department of Science

Build a Tower Debrief Take a minute to look at all the other Towers. What design/construction features contributed to other Towers’ success? Given additional time, how would you improve your design/construction? How can you incorporate this activity into the science classroom (content alignment)? Present your design/construction Department of Science

Lunch Enjoy Your Lunch Department of Science

The Engineering Design Process (EDP) Card Game Using the package of cards given to you, have one team member shuffle and deal the cards. One designated player will begin by placing one of the cards on the table. Look at your cards and choose the one that comes first. Each of the next players will do the same, but will begin to organize the cards in the order that the team decides the design process should follow. Discuss with your team and defend your Claim with Evidence for the card’s EDP position on the table. Be creative and do not think only of a linear process. One stays the others stray Department of Science

Scientific & Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information Department of Science

Engineering Design Process Department of Science

Department of Science

Model-Eliciting Activities (MEAs) Interdisciplinary thought-provoking activities that elicit mathematical and scientific knowledge Open-ended problem-solving activities that incorporate the development of a mathematical or scientific model to describe a real-life situation Resemble engineering problems because students must consider constraints and tradeoffs while documenting their thought process when solving problems Department of Science

Key Components of Model-Eliciting Activities (MEAs) Designed for small groups Based on real or slightly modified real data Engage students in thinking and reasoning Encourage students to invent and test models Allow for multiple solutions that students must explain or justify Open-Ended Produce student-generated solutions that are generalizable or easily adapted to other similar situations Department of Science

Engineering Activity: Preserving Our Marine Ecosystems Work in teams of 4-5 members Consider all ideas brought forth by team members Problem: How to effectively clean up an oil spill as efficiently as possible Criteria: Highest degree of cleanliness as assessed through a rubric, lowest contaminated surface area within samples of finished product, smallest water loss Constraints: Quality of tools, time, cost, generation of waste products Goal: To completely clean up an oil spill in the shortest amount of time while making the most efficient use of the available tools and generating the least amount of waste products Department of Science

Data Overview

Closure Questions What? So What? Now What? What did you do? When thinking about incorporating Engineering Design into your science classroom what do you think the purpose of science is in the EDP? Why should engineering be brought into your science classroom? Now What? How might you use this at your school? How will you make sure there is alignment of content and how will this help improve student performance? Engineering Design Process (EDP) Department of Science

State Statutes and Board Rules Updates Safety Goggles: 1006.063 Eye-protective devices required in certain laboratory courses. Board Rule: H7 (2015) Animal Dissection in Schools – eliminates cats. Board Rule: H11 (2008) Science Fair Project entry requirement. Department of Science

Science Department Dr. Ava D. Rosales Executive Director Elementary Middle School High School Dr. Millard Lightburn Supervisor Ms. Yoly McCarthy Mr. Sebastian Oddone Ms. Noreyda Casanas Curriculum Support Specialist Mr. Dane Jaber Curriculum Support Specialist, MS Mr. Daniel Gangeri Ms. Cristina Madrigal Curriculum Support Specialist, K-8 Ms. Mary Tweedy Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: 305- 995-1939 Department of Science