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

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  Formative Assessment  House Branding  STEM Units

Habits of Mind for 21 st Century Learners

Colleton County Middle School Engineering Design Cycle

Designing a Propulsion System Create and Apply  Make a plan to use the given materials to investigate the question.  Build the system.  Test the plan. Analyze and Revise  Analyze the results. Make modifications as needed. Is it possible to develop a propulsion system with the given materials that will move the toy car 3 meters? Describe your propulsion system in writing or in a drawing.

Driving Science

Formative Assessment Probe From Forty-five New Force and Motion Assessment Probes by Page Keeley Force and Motion Mrs. Li’s students shared their ideas about force and motion. Here are some of their ideas. List the letters in your notebook with which you agree. Write a summary of your own ideas about force and motion. A) If there is a motion, than a force is acting.G) Forces act on objects at rest. B) If there is no motion, then there is no force acting. H) The stronger the force, the faster an object moves. D) Objects can continue moving in a straight line without applying force. J) A force is necessary to change the direction of motion. E) When an object is moving, there is always a force in the direction of its motion. K) Forces make things go, losing energy makes them stop. F) Moving objects stop when their force is used up.L) Forces can be transferred from one object to another during motion.

Project Based Learning: Greater Distance What changes to the prototype will make the mousetrap car go a greater distance? Engage/Explore Spend about 15 minutes researching what makes a mousetrap car go a longer distance. Helpful websites:

Project Based Learning: Greater Distance: Make a Plan Create Make a plan to use the given materials to investigate the question. Include in your notebook:  Drawing of your design.  List of materials.  Process to be used. Apply Build the car based on your plan. Document changes in your plan in your notebook.

Project Based Learning: Greater Distance: Collect the Data Mass (g)Length (cm) Explain in writing how this data compares with your prototype. Analyze Collect data about your mousetrap car. TrialDistance (cm) Revise Is your car traveling a greater distance? What additional modifications do you need to make, if any?

Project Based Learning: Greater Distance: Showcasing the Cars Present and Reflect Be prepared to explain your modifications and showcase your car. What changes would you now make? What question would you investigate next? Why?

Assessment Formative  embedded into the lessons (on-going)  provides information to the teacher for instructional decisions  provides information to the students about their own learning Summative  provides additional information about student learning  can be evaluative in nature  provides information to a broader community The practice of formative assessment may be the most significant single factor in improving student achievement, particularly low- achieving students. Black, P. and D. Wiliam. (1998). Assessment and Classroom Learning. Educational Assessment: Principles, Policy, and Practice. 5 (1): 7-74.

In which of the following diagrams is one-quarter of the area shaded? Traffic Light Strategy Green: Yes, one quarter is shaded. Yellow: Maybe, but not sure. Red: No, one quarter is not shaded.

Formative Assessment Math and Science Formative Assessments Each group will:  become experts on a formative assessment strategy.  develop an example of a way to use the strategy in a lesson.  teach the strategy to colleagues.

House Branding Branding Elements  Put a list of the agreed upon elements here

Projects and Project-Based Learning Make a model of the Alamo  Can be done at home without teacher guidance or team collaboration  Are used year after year and usually focus on product  The teacher work occurs mainly after the project is finished.  Students have few opportunities to make choices.  Are based on directions and are done “like last year.”  Are often graded on teacher perception such as “neatness.”  Are turned in. Design a fortification that would take your community through a biological attack.  Requires teacher guidance and team collaboration.  Is complex and takes a team to plan and implement.  The teacher work occurs mainly before the project starts.  The students make many of the choices following pre-approved guidelines.  Is based on driving questions that encompass every aspect of the learning that will occur and establishes the need to know.  Is graded based on a clearly defined rubric.  Is presented to an audience.

Revising STEM Units Today’s Goal: Select a unit to revise. Does the unit use project-based learning? Does the unit incorporate the CCMS engineering design cycle?

Reflecting on STEM Units In what ways did your selected unit address project-based learning and engineering design? What changes are you making to your selected unit?

Field Trip Information

Aha’s and Questions On separate adhesive notes: List an “Aha” that you have had in the first two days of the institute. Write a question that you now have about any aspect of the institute. Place the notes on the appropriate posters, update your notebooks, and clean up your areas.