stem exposition 2015 workshop #2 november 17, 2014 edmonds school district

STEM EXPOSITION 2015Workshop #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 well1.2.

Two things with which support is needed1.2.

BRIEF OVERVIEW OF THE STEM EXPOSITIONQuick Logistics

Categories

STEM Exposition 2015

Tuesday, March 31, 2015

6-8pm

Mountlake Terrace High School

(Registration opens February 9)

Categories (find full descriptors at http://www.edmonds.wednet.edu/Page/8333 and http://

www.edmonds.wednet.edu/Page/8398 )

Scientific Inquiry Essay

Computer Sciences

STEM Club Projects

STEM Classroom Demonstrations

Science Investigation

Engineering Design

GETTING STARTEDIdea Resources

Teacher Criteria and Constraints

Helping Students to Explore IdeasConsider 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.http://www.edmonds.wednet.edu/Page/11071

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 Glodowski

YEAH for YOU!

STUDENT PROPOSALSTeacher’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 PROJECTScience and Engineering Practices

NGSS Science & Engineering Practices

ScienceOnly

BothScience and Engineering

EngineeringOnly

Asking Questions Defining Problems Developing and Using Models Planning and Carrying out Investigations

Analyzing and Interpreting Data

Using Mathematics and Computational Thinking

Constructing Explanations Designing 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 & DATAWorkshop #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 1 Trial 2 Trial 3 Average         

Manipulated Variable information is on the left.Responding Variable is in the columns on the right.

Graphing DataDetermine 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)

http://nces.ed.gov/nceskids/createagraph/

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