1. After-School Mentoring Program 9/6/2014 Yekaterina Merkulova katyavm@gmail.com

2. The New York Academy of Sciences: Overview Independent, not-for-profit organization founded in 1817 Advances and supports scientific research, knowledge and literacy Promotes the resolution of society’s global challenges through science-based solutions Members include:

3. By the end of this session you will: Understand the goals of the NYAS STEM after-school mentoring program. Know how to plan an inquiry-based lesson that effectively achieves its objectives. Be able to re-structure a demonstration or activity into an inquiry-based experiment. Objectives:

4. Outline: 1.Program overview and intended outcomes 2.Life Sciences curriculum 3.Inquiry-based learning 4.Practice in developing inquiry-based experiments.

5. Intended outcomes: NYAS After-School STEM Mentoring Program is a symbiosis between public middle schools and the program’s mentors. Mentors: - Improve teaching skills - Share passion for STEM - Share work as a scientist Students: - Broaden knowledge of STEM - Exposure to STEM careers

6. Program Overview: Goals of the program: Improve mentors’ teaching skills Promote interest in STEM education careers Increase middle school students’: STEM knowledge Self-efficacy Attitudes and interests in STEM education and careers

7. Program Overview: Role of the mentor: Prepare 60-90 minute lessons Arrive to school early enough to be able to set up the activities before the start of the lesson Serve as a role model to the students Share experiences as a scientist Will receive a certificate acknowledging your participation

8. Program Overview: Time commitment from mentors: 8-9 weekly sessions 60-90 minutes per session Out-of session preparation: ≤ 2 hours Travel time varies Work with partner Online course (for NSF program)

9. Program Overview: Sources of support for mentors: NYAS staff School staff Regional coordinators Online course – NSF program only Other mentors

10. Program Overview: Questions on the program overview?

11. Outline: 1.Program overview and expectations and intended outcomes 2.Life Sciences curriculum 3.Inquiry-based learning 4.Practice in developing inquiry-based experiments.

12. Life Sciences Curriculum: Life Sciences curriculum aims to broaden and enhance middle school students’ experience and understanding of STEM subjects.

13. Life Sciences Curriculum: Features of the Learning Environment Organization Materials Space Utilization www.nzdl.org After school and informal!

14. Life Sciences Curriculum: Activity Engagement Participation Purposeful Activities Include alternative activities based on students’ knowledge Include alternative activities in the event the original plan does not work Engagement with STEM

15. Life Sciences Curriculum: STEM Knowledge and Practices STEM Content Learning Inquiry Reflection

16. Life Sciences Curriculum: Youth Development in STEM Relationships Relevance Youth voice

17. Break

18. Life Sciences Curriculum: Experiment 1: Baggie Cell Model Objective: students learn various components of a mammalian cell and the functions that they perform. Gcps.desire2learn.com

19. Life Sciences Curriculum: Experiment 1: Baggie Cell Model What are you initial thoughts on how the activity was run? What do you like about it? What would you change? Was this inquiry-based learning?

20. Outline: 1.Program overview, expectations and intended outcomes 2.Life Sciences curriculum 3.Inquiry-based learning 4.Practice in developing inquiry-based experiments.

21. Inquiry-based learning: What is inquiry-based learning? An approach to learning that is based on the investigation of questions, scenarios and problems.

22. Life Sciences Curriculum: Life Sciences utilizes inquiry-based teaching practices. Background Hypotheses Methods Results Discussion Conclusion Predict Observe Explain

23. Inquiry-based learning: Structure of an Inquiry-Based Lesson: Cumulative scientific journal Date Title Page number Questions Predictions Observations Explanations Figures/drawings Additional notes

24. Inquiry-based learning: Structure of an Inquiry-Based Lesson: 1.Learning goals – students are guided to determine these on their own Ex: Cell structure varies depending on the function of the cell, but all cells contain organelles necessary for survival and function 2.Activity goals – explicitly stated Ex: We are going to create a cell model based on our observations 3.Process goals – techniques, explicitly stated ex: We are going to learn how to use dissection tools

25. Inquiry-based learning: Structure of an inquiry-based lesson: Opening activity: immediately engages students in the lesson Facilitates development of a question Main activity: students perform investigations to answer a question Discuss findings Closing activity: students form conclusions based on their investigation Reflect on information learned during the session

26. Inquiry-based learning: Structure of an Inquiry-Based Lesson: Encourage utilization of the scientific journal! Consistent format Prompts and questions Diagrams and charts

27. Inquiry-based learning: Experiment 1: Baggie Cell Model - Again Learning goals: Cells have different shapes that allow them to perform different functions, but all have the same type of organelles. Activity goals: To create a model of a cell using the model of a factory as a guide. Process goals: To practice identifying the same concepts in different fields.

28. Practice: One student is very actively engaged in the activity, but is monopolizing your time. What do you do?

29. Inquiry-based learning: Experiment 1: Baggie Cell Model - Again Learning goals: Cells have different shapes that allow them to perform different functions, but all have the same type of organelles. Activity goals: To create a model of a cell using the model of a factory as a guide. Process goals: To practice identifying the same concepts in different fields.

30. Inquiry-based learning: Baggie Cell Model Discussion Johnlieffmd.com Wikipedia.com iayork.com

31. Inquiry-based learning: Conclusion Opening activity: students form a question. Main activity: perform experiments to answer question and discover the learning goal Student-centered Hands-on Goal of activity is explicitly stated Closing Activity: discussion and reflection

32. Intended outcomes: NYAS After-School STEM Mentoring Program is a symbiosis between public middle schools and the program’s mentors. Mentors: - Improve teaching skills - Share passion for STEM - Share work as a scientist Students: - Broaden knowledge of STEM - Exposure to STEM careers

33. How do you infuse your own specialty into mentoring?: Practice: Share examples from your specialty that reinforce current or prior concepts! http://www.midsci.com/lp/agarose.htmlhttp://oliviadmarshall.wordpress.com/

34. Questions Comments Break

35. Outline: 1.Program overview, expectations and intended outcomes 2.Life Sciences curriculum 3.Inquiry-based learning 4.Practice in developing inquiry-based experiments.

36. Practice: Experiment 2: Chicken Leg Dissection 1.Learning goal: Different cells work together to perform a bodily function. Ex: movement 2.Activity goal: Dissect a chicken leg 3.Process goal: Learn to use dissecting tools.

37. Chicken leg dissection Practice: kriegerscience.wordpress.com biology.clc.uc.edu

38. A student is actively engaged but is oblivious to the safety rules. What do you do? Practice:

39. Chicken leg dissection Practice: kriegerscience.wordpress.com biology.clc.uc.edu

40. Practice: Experiment 3: Blood Typing 1.Learning goal: Antigens are molecules on RBC’s that help the body identify its own blood. Antibodies are molecules in the blood that bind to foreign cells to identify them as being foreign. 2.Activity goal: Perform blood typing experiments to identify the criminal. 3.Process goal: Learn how to perform a Coombs test.

41. A student is not engaged in the activity and is sitting at his/her chair and doing nothing. What do you do? Practice:

42. Experiment 3: Blood Typing Practice: KitAnti AAnti BAnti-RhBlood Type Suspect #1 Suspect #2 Suspect #3 Janitor Crime Scene Hammer

43. Experiment 3: Blood Typing Practice: KitAnti AAnti BAnti-RhBlood Type Suspect #1VinegarWaterVinegarA+ Suspect #2WaterVinegarWaterB- Suspect #3Vinegar WaterAB- JanitorWater VinegarO+ Crime SceneVinegarWaterVinegarA+ HammerWater VinegarO+

44. Practice: Experiment 4: DNA Model 1.Learning goal: 4 symbols, or nucleotides, pair with each other in a specific way to code genetic information. 2.Activity goal: Work backwards from an amino acid sequence to identify the corresponding base pairs that code for it. 3.Process goal: Build a model of a DNA molecule.

45. Two students are talking to each other and not paying any attention to the activity. What do you do? Practice:

46. Experiment 5: DNA Extraction 1.Learning goal: DNA is a polar acid. 2.Activity goal: Mix wheat germ with solutions to identify which extracts DNA. 3.Process goal: Extract DNA from wheat germ.

47. Practice: Any questions or comments?

48. Conclusion Hands-on Inquiry-based Share passion and experiences in STEM with students Encourage inquiry by asking questions Thank You!

49. Contact information: Kristian Breton, Program Manager, kbreton@nyas.org kbreton@nyas.org Stephanie Wortel, Program Manager, swortel@nyas.org swortel@nyas.org Joe Melendez, Curriculum Development, jmelendez@nyas.org jmelendez@nyas.org Regional and site coordinators

50. END

52. Conclusion Practice:

53. Finding Patient Zero blogs.discovermagazine.com Learning goal: How quickly a pathogen spreads depends on the way it spreads among a population. Activity goal: Identify the source of the pathogen Process goal: Use deductive reasoning to solve a problem

54. Practice: Finding Patient Zero Student/ Original status 1/2/3/4/5/6/7/ Encounter: With/ Result 1 2

55. Practice: Finding Patient Zero Student/ Original status 1/2/3/4/5/6/7/ Encounter: With/ Result 1 2