Smarter Science and Problem-Based Learning Experiences with a School-Wide Culminating Activity in Secondary Science Smarter Science and Problem-Based Learning

Colleen Fletcher, A.B. Lucas S.S Katy Farrow, A.B. Lucas S.S. Colleen Fletcher, A.B. Lucas S.S TVDSB

Agenda Welcome Reason for Project Tasks & Implementation of Project Assessment & Evaluation Possible Ideas 3

Schools - 28 secondary 153 elementary 4

The need for new labs

Your department will have no classrooms/labs for two weeks. Brainstorm (3 minutes) Your department will have no classrooms/labs for two weeks. What would you do? This is to convey the reasoning behind the project.

Brainstorm: Steps to follow 1) Don’t take time to judge the ideas 2) Strange and bizarre is encouraged! 3) Piggyback on the ideas of others 4) Quantity is preferred over quality 5) Decide on a sequence (everyone takes turns) 6) No negative comments! 7) Assign a time limit. 8) Evaluate, summarize, present

Your department will have no classrooms/labs for two weeks. Brainstorm (3 minutes) Your department will have no classrooms/labs for two weeks. What would you do? This is to convey the reasoning behind the project.

Where does this fit into Smarter Science? 9

S P A R K S Ideas As a result of this session, what classroom activity comes to mind? Briefly describe a favourite activity, demo, lab, problem, challenge, case, etc.    How could this favourite be “SHIFTED” to make it more student centered? Demonstration Activity or Cookbook Inquiry 10

Preparing the Students March assembly to introduce students to project design April Launch Assembly during Earth Week Bob McDonald Mike Newnham Board representatives

This is a motivational video created by two senior students. Extream Green Video This is a motivational video created by two senior students.

Teacher Preparation All groups were heterogeneous (Gr. 9-12 students; all levels) Creating deliverables and rubrics

Group Dynamics – Day 1 Icebreakers Project Overview+ (includes Assessment & Evaluation) Group Contract* *Assessment & Evaluation

Group Contract* Requirements Names and Contact info of all members Assigned roles & responsibilities Expectations of each group member Procedures & Conflict Resolution Personal Logbook* *Assessment & Evaluation

What is the Design Process? Design defined: The selection of the best practical solution... from among a list of possible solutions... for an identified problem or problem definition.

Challenge to Students What are some environmental issues at <your school> ? (Notice how the question is not about listing solutions, but rather finding the source of the problem.) Have audience brainstorm answers, following brainstorming rules from earlier. Remember to circulate and keep audience on task of finding answers to the given question, NOT solutions to the answers they are listing. Do on back of Why-Why

Defining the Problem “The mere formulation of a problem is far more often essential than its solution, which may be merely a matter of mathematical or experimental skill.” -Albert Einstein

Defining the Problem (5 minutes) Choose one area of interest from previous brainstorming and create a problem statement. Write onto chart paper and post on the wall. Defining the problem is truly the cornerstone to the problem solving process. Any problem statement listed must be specific, such that it pinpoints a specific problem, and yet not allude to a specific solution. Large Postit

Statement-Restatement We use an excessive amount of paper at school 20

Statement-Restatement We use an excessive amount of paper at school 21

Statement-Restatement Teachers use an excessive amount of paper at school 22

Statement-Restatement Teachers create assignments on an excessive amount of paper at school 23

Problem Statement* Teachers create assignments on an excessive amount of paper at <enter your school name> *Assessment & Evaluation Excessive and paper are underlined because they could be further defined and become more specific. Depending on the level of your student, you may or may not expect this level of detail. 24

Problem Statement* Now go back to your problem statement and use this technique to clarify your problem statement. *Assessment & Evaluation Excessive and paper are underlined because they could be further defined and become more specific. Depending on the level of your student, you may or may not expect this level of detail. 25

Why-Why Diagram* Used to find out the specific reason for your concern. Have audience work through an example. 26

Why-Why Diagram* Visibility Lights always left on Security purposes Lucas consumes too much energy Lights always left on Hand dryers Visibility Security purposes No reason Timed – can’t turn off Unnecessary use (girls) Inefficient – takes more than one use to dry hands Have audience work through an example. 27

Design Brief* Components (Part 1) Team name & logo Names & roles of team members Problem Statement Why-why statement Annotated Bibliographies *Assessment & Evaluation Speak about differences between junior and senior expectations 28

Design Brief* Components (Part 2) Evaluation of solutions (KT analysis) Cost estimates Plan for Week #2 (include timelines, research/experts required) *Assessment & Evaluation KT - MUSTS: Those objectives that must be met for the solution to properly function or be implemented. Musts are mandatory requirements that can be measured WANTS: Those objectives that would be good for the solution to have, but that are not essential contractually or functionally. Wants are desires that can be measured. 29

Final Project* Each student within the team will choose a format to illustrate the solution decided upon by the team. Examples: Project binder, tri-fold poster board, brochure, 3-D model, etc. *Assessment & Evaluation Insert photos

Final Project* There were… Parents and other members of the community Guest judges PRIZES!!! (Categories reflected Earth, Air, Energy, Water and Principal’s Choice) Insert photos

This video was inspired by the video “Fundamental Misunderstandings” Example of Movie This video was inspired by the video “Fundamental Misunderstandings”

New Labs

Gr.11 Chemistry – Thames River Possible Ideas Gr.11 Chemistry – Thames River Project

S P A R K S Ideas As a result of this session, what classroom activity comes to mind? Briefly describe a favourite activity, demo, lab, problem, challenge, case, etc.    How could this favourite be “SHIFTED” to make it more student centered? Demonstration Activity or Cookbook Inquiry 35

Wrap Up Contact Information & Electronic Resources: SmarterScience.ca Smarter Science sparks from all sessions at STAO http://www.tvdsb.ca/webpages/mcleanm1/