Miami-Dade County Public Schools

Department of ScienceSummer Science

STEMposium: Chemistry

Booker T. Washington Sr. HighJune 9 or 10, 2015

Presented by

Miami-Dade County Public Schools

Department of ScienceScience STEMposium: Physical

Science

Miami Dade College – North CampusAugust 19, 2015

Presented byMichael Weiss

Agenda

• Welcome• What is STEM?• Elements of a STEM-Centered Classroom• Incorporating Engineering Practices in the Science

Classroom: “Cleaning up an Oil Spill”• The Engineering Design Process (EDP)• Incorporating Engineering Practices in the Science

Classroom: “Building a Parachute”• Reflections/ MyLearningPlan Evaluations.

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NORMS

• Be present• Trust the process • Trust intent and own your impact• Watch your air-time• Be open to outcome• Focus on solutions

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Session Outcomes

• Participants will be able to:– Develop STEM-centered classrooms– Develop hands-on STEM connections– Incorporate M-DCPS instructional resources to support

science teaching and learning:• Use of Open Inquiry• Digital Convergence• Reading and Writing in Science• Encourage participation in STEM related activities

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Icebreaker

• Grab a Starburst candy• Look at its color and follow the Color Guide:

– Red (S): What does Science look like in the classroom– Yellow (T): What does Technology look like in the

classroom– Pink (E): What does Engineering look like in the classroom– Orange (M): What does Math look like in the classroom

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“Skittles” Protocol

• Share your color/STEM letter question by posting your answer on the STEM anchor chart.

• The presenter will facilitate a group discussion by:– Sharing written definitions and eliciting additional

information – Make connections among written comments in order to

facilitate a discussion about the definition of STEM

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What is STEM?

Science Technology

Engineering Math

STEM

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Defining STEM– Science – Science seeks to explain. Scientists write

explanations based on evidence to explain the natural world.– Technology – Technology is a tool that improves and extends

our ability -- in research, measurement, accuracy and collaboration.

– Engineering – Designs solutions to solve problems using the explanations of science, the language of math, and the tool of technology. It is innovative and creative.

– Math – Math is a language used to problem solve and explain numerically how the natural world works.

F = m a

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Elements of a STEM Centered Classroom Activity

– Review the elements of a STEM-centered Classroom listed around the room on the poster sheets.

– Identify 3 items that are “Most Effective” and 3 items that are “Easy to Implement”

– Using your color dots, place a green dot next to the statement that is “Most Effective” and a blue dot next to the statement that is “Easy to implement”

– Discuss as a group– As a group create a Wordle with each member’s responses– Share your Wordle

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Elements of a STEM-Centered Classroom

• Develop Understanding– 5E Lessons– Level of Questioning– Wait Time– Notebooks– Vocabulary Development– Literacy in Science– Addressing Misconceptions– Argumentation and Discourse

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Elements of a STEM-Centered Classroom

• Address Preconceptions (Classroom Environment)– Student-Teacher Relationships– Cooperative Group Work– Centers and Stations– Student Independence– Revealing Prior Knowledge– Prepared Environment

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Elements of a STEM-Centered Classroom

• Using Authentic Practices– Sustained Inquiry– Scientific Investigations– Engineering Solutions– Project Based Learning – Claim-Evidence-Reasoning

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STEM-Centered Classroom

STEM Way of Learning– Problem-solving– Application– Outreach (enrichment)– Minorities– Real world integration

STEM Center Classroom– Teacher quality (most impact)– Teacher Actions that Matter– Set up environment to feel safe

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STEM-Centered Classroom

A STEM-centered classroom focuses on– Standards– Teacher Actions– Student Actions– Learning Environment

Exemplary Learning Environment– Cooperative Group Work– Center & Stations– Student Independence – Prepared environment

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10-minute break

Engineering Activity/MEACleaning up an Oil Spill

– Work in teams of 4-5 members – Consider all ideas brought forth by team members– Problem: How to effectively clean up an oil spill as efficiently as

possible– Criteria: Highest degree of cleanliness as assessed through a

rubric, lowest contaminated surface area within samples of finished product, smallest water loss

– Constraints: Quality of tools, time, cost, generation of waste products

– Goal: To completely clean up an oil spill in the shortest amount of time while making the most efficient use of the available tools and generating the least amount of waste products

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Model-Eliciting Activities (MEAs)

• Interdisciplinary thought-provoking activities that elicit mathematical and scientific knowledge

• Open-ended problem-solving activities that incorporate the development of a mathematical or scientific model to describe a real-life situation

• Resemble engineering problems because students must consider constraints and tradeoffs while documenting their thought process when solving problems

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Key Components of Model-Eliciting Activities (MEAs)

– Designed for small groups– Based on real or slightly modified real data– Engage students in thinking and reasoning– Encourage students to invent and test models– Allow for multiple solutions that students must explain or

justify– Open-Ended– Produce student-generated solutions that are

generalizable or easily adapted to other similar situations

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Enjoy your lunch!

Be back no later than 12:30

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The Engineering Design Process: EDP Card Game

– Using the package of cards given to you, have one team member shuffle and deal the cards.

– One designated player will begin by placing one of the cards on the table. Look at your cards and choose the one that comes first.

– Each of the next players will do the same, but will begin to organize the cards in the order that the team decides the design process should follow.

– Discuss with your team and defend your Claim with Evidence for the card’s EDP position on the table.

– Be creative and do not think only of a linear process.

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Scientific & Engineering Practices

• Asking questions and defining problems • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations and designing solutions• Engaging in argument from evidence • Obtaining, evaluating, and communicating

information

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Engineering Design Process

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Engineering Activity:Building a Parachute

• Work in teams of 4-5 members • Consider all ideas brought forth by team members• Problem:• Criteria: • Constraints:• Goal:

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Science Website

• Teachers• Parents• Students

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State Statutes and Board Rules Updates

• Safety Goggles: 1006.063 Eye-protective devices required in certain laboratory courses.

• Board Rule: H7 (2015) Animal Dissection in Schools – eliminates cats.

• Board Rule: H11 (2008) Science Fair Project entry requirement.

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Reflections

What?• What did you do?

So What?• When thinking about incorporating Engineering Design

into your science classroom what do you think the purpose of science is in the EDP?

• Why should engineering be brought into your science classroom?

Now What?• How might you use this at your school? • How will you make sure there is alignment of content?

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Follow-up

• Follow up: Complete all three portions of the MyLearningPlan Evaluation:– Part 1: Professional Development Evaluation (Under the

“Actions” section of the activity) Due within 24 hours (time provided at the end of the session today)

– Part 2: Instructional Evaluation – Application Part 2 (in the team room). Due within 7 days

– Part 3: Instructional Evaluation – Impact Part 3 (in the team room). Due within 14 days

Department of Science

Department of Science

Science DepartmentDr. Ava D. RosalesExecutive Director

Elementary Middle School High SchoolDr. Millard Lightburn

SupervisorMr. Sebastian Oddone

Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Mr. Daniel GangeriCurriculum Support

Specialist

Mr. Dane JaberCurriculum Support

Specialist

Ms. Noreyda CasanasCurriculum Support

Specialist

Yusimi OsteenCurriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939