Mathematics and Science Partnership (MSP) Colleton County Middle School and Clemson University Department of Mathematical Sciences PDI 2 Professional Development for Integrated Inquiry Science  Technology  Engineering  Mathematics

Institute Overview “Tell me and I forget, teach me and I may remember, involve me and I learn.” Benjamin Franklin

Formative Assessment Strategy Quickwrite Formative Assessment Strategy Quickwrite In 3 minutes, write a statement describing STEM education. When given the signal, share your ideas with your team. Plan which ideas your team will share with the whole group. Be prepared to introduce your team members. Science-Technology-Engineering-Math

THE MSP grant is designed to:  Increase teacher content knowledge in math and science.  Improve student learning in math and science while decreasing subgroup score differentials.  Improve teacher knowledge of interconnectedness among STEM disciplines. Morning Vroom! Vroom! Exploring Engineering Design Cycles Connecting math and science through project- based learning Afternoon  MSP Assessment  House Branding  STEM Units

Colleton County Middle School Engineering Design Cycle

Engage: Designing a Propulsion System Think-Pair-Share What are some examples of propulsion systems? Why are there different kinds of propulsion systems? What is propulsion?

Explore: Designing a Propulsion System Write a list of questions in your notebook that can be used to investigate propulsion systems using the materials in the bag. Note: Do not take the materials out of the bag! Include data collection in your question.

Driving Science

Formative Assessment Probe From Forty-five New Force and Motion Assessment Probes by Page Keeley

Physical Science Vocabulary Review Each pair at your team gets one car. The team shares the vocabulary card. Give each person an opportunity to make the car run. What makes your car go? Practice making the car run. Race the two cars on the table top or floor. You may use technology resources to research your concept. Plan a way to explain your concept to the whole group using the cars to illustrate the concept. Connect your explanation to race cars or passenger cars.

Building the Prototype Build a mousetrap car. 1. Tape together the two bases and side rails to make a chassis. 2. Secure mousetrap to chassis with tape. 3. Add level and string hook to mouse trap. 4. Install axles and wheels. 5. Tie string to hook and axle. 6. Practice operating the car. Make sure each team member takes a turn. Parts List 2 wood bases 2 wood side rails 1 mousetrap String 1 lever 1 string hook Masking tape 2 axles 1 straw bushing 4 wheels

Collecting Data Mass (g)Length (cm) TrialDistance (cm)Time (s)Speed (cm/s) Average Discuss with your group: How is the mousetrap car powered? What can be said about energy and the mousetrap car? Collect data about your mousetrap car. TrialDistance (cm) 1 2 3

Energy at the Racetrack Watch the NASCAR video Car Safety.Car Safety What can be said about energy and racecars? What can be said about energy and the mousetrap car?

House Discussion Think, Pair, Share Why was CCMS organized into HOUSES? What is the history of your HOUSE? In what way does your HOUSE represent you and your colleagues? What does it mean to a teacher to be part of a HOUSE? What does it mean to a student to be part of a HOUSE?

House Branding Branding Elements  Color palette  Logo  Flyer  Website  Mission statement Branding Resources  PowerPoint design palettes  org/  Microsoft Word Templates Clemson University Branding

Pre-Assessments Science: MOSART Developed at Harvard University with funding from the National Science Foundation primarily to provide no-cost assessment support to NSF- funded Mathematics and Science Partnership (MSP) Institutes. Math: LMT Developed at the University of Michigan to measure the effectiveness of professional development intended to improve teachers' mathematical knowledge.

Revising STEM Units Today’s Goal: Review your grade level’s STEM Units. Review each unit, making a list of the strengths and weaknesses of the units. Discuss: How are we using the CCMS Engineering Design in each unit? In what ways are Habits of Mind (21 st century skills) addressed in each unit?

Reflecting on STEM Units What are some strengths and weaknesses of your grade level units? Are you noticing any patterns in the strengths and weaknesses of STEM Units?

Habits of Mind for 21 st Century Learners Discuss: What STEM experiences did you have today? Write: Explain how one or more of today’s experiences helped to develop a Habit of Mind.