STEM EXPOSITION 2015 Workshop #2 November 17, 2014 Edmonds School District

Agenda Welcome & Introductions Teacher Check In Brief Overview of STEM Expo Getting Started Student Proposals Next Steps Managing Materials & Data Sign In/Evaluations/Time Sheets

Who Are We? Mary Glodowski – CTE STEM TOSA Who are you? Where do you teach? What grades? Have you participated in the STEM Expo before?

Checking In Quick Check In Form Helps me to organize our time Helps me to address your needs Helps me to follow up when needed Thank you! Your Name & School ________________________________________ Two things that are going well Two things with which support is needed 1. 2.

BRIEF OVERVIEW OF THE STEM EXPOSITION Quick Logistics Categories

STEM Exposition 2015 Tuesday, March 31, pm Mountlake Terrace High School (Registration opens February 9)

Categories (find full descriptors at and )  Scientific Inquiry Essay  Computer Sciences  STEM Club Projects  STEM Classroom Demonstrations  Science Investigation  Engineering Design

GETTING STARTED Idea Resources Teacher Criteria and Constraints

Helping Students to Explore Ideas Consider using a thematic approach Example Together we can feed the world. Together we can build a secure energy future. Together we can protect people and the environment. Together we can be innovative anywhere. ~ DuPont Challenge Visit our STEM Competitions page for links to events that help students develop focused ideas to explore. Google Fair 2015’s “Stuck for Ideas?” strategy has been especially helpful!

Know your own Criteria & Constraints Professional Satisfaction Stress Criteria: What do you want your students to gain from this experience? Leadership? Use of Science & Engineering Practices? Connections to the Community? Collaborative Learning? Communication Skills? Critical Thinking? Constraints: What are your own challenges this year? Time? Resources? Classroom Space? Expertise? Need Support? Colleagues, Parents, Mary GlodowskiMary Glodowski

YEAH for YOU!

STUDENT PROPOSALS Teacher’s Role Helping Students Develop Strong Proposals

Teacher’s Role All projects must be approved. YOU are the “Approver”! EXCEPT FOR THESE CIRCUMSTANCES: You aren’t sure if it is strong proposal Your student wants to use the following in a project: human subjects (even if it’s just to ask them questions for a survey), vertebrate animals (animals with a backbone) animal tissue disease causing agents any micro-organisms (bacteria, viruses, fungi) DNA Radiation controlled or hazardous substances Explosives chemicals not generally found in a household Contact Mary Glodowski – I am the one who approves!

Characteristics of a Strong Proposal Safe Authentic & purposeful Shows student’s passion Does not re-create an encyclopedia article Developed from an informed background Specific question to investigate (experimentation or writing) or a specific problem to address (engineering/invention) Realistic criteria/constraints set by students and involved adults Multiples – trials, resources, prototypes

Volcano? Just say NO!

How can you guide this student towards a stronger question?

How can you guide this student towards a better plan?

NEXT STEPS FOR THE PROJECT Science and Engineering Practices

NGSS Science & Engineering Practices Science Only Both Science and Engineering Engineering Only Asking QuestionsDefining Problems Developing and Using Models Planning and Carrying out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing ExplanationsDesigning Solutions Engaging in Argument from Evidence Obtaining, Evaluating, & Communicating Information

Science Procedure Approved Proposal Investigative Question or Hypothesis Materials List Step by Step Procedure including Many Controlled Variables ONE Manipulated Variable ONE Responding Variable MULTIPLE trials or tests Engineering Prototype Approved Proposal Clear Cut Defined Problem to Solve Materials List Preliminary Design & Prototype including Criteria & Constraints Sketches, drawings, models

MANAGING MATERIALS & DATA Workshop #2 November 17, 2014 Edmonds School District

What Kind of Data Do Scientist and Engineers Use? Determine how researchers in your field of study interpret their data. Take note of any mathematical formulas or equations that will be needed to describe the results of the experiment Take note of any information that will be needed to build a prototype.

Take Notes Each Day of the Project Observations Potential problems Example of project notebook entry Notice errors are crossed out, never erased.

Take Pictures Observational data Reminders of events Use for display boards

Working with Variables A VARIABLE something that is capable of being changed and this is what you measure. The CONTROLLED VARIABLES are the things you intentionally keep the same. The MANIPULATED VARIABLE is the ONE thing that you do change. The RESPONDING VARIABLE is the ONE thing that is affected by what you have change. It should be measurable and will be recorded as your DATA. Other Terms: Manipulated = Independent Responding = Dependent

Data Table Example TITLE Manipulated Variable (units) Responding Variable (units) Trial 1Trial 2Trial 3Average Manipulated Variable information is on the left. Responding Variable is in the columns on the right.

Graphing Data Determine the type of graph appropriate for your data. Bar Graphs – show relationships between variables Line Graphs – show change over time, trends, continuous data Circle/Pie Graphs – show how percentages equal the whole Resource: Create a Graph from Kid Zone (NCES)

Variables and Graphs Responding Variable (What I Measured) Manipulated Variable (What I Changed)

Questions to Ask When Looking at Data Did I collect enough data? Is the data accurate? Did my results match my hypothesis? If, yes... How does the data support this conclusion? If no… How does the data support this conclusion? NOTE: Hypotheses are SUPPORTED or NOT SUPPORTED. They are not “proved” or “right” or “wrong”.

This is just wrong – on so many levels!

Thank You! Did you sign in? Time Sheets – “STEM Exposition Teacher Workshop #2” Evaluations