1 / 26

Assessment of STEM in the Elementary Classroom

Erin McMahon 4 th Grade Teacher Frederick County Public Schools. Assessment of STEM in the Elementary Classroom . The Context. Valley Elementary School in FCPS 4 th Grade Classroom Math & Science Lesson Mixed Ability Groups 24 students 3 SPED students 3 ELL students. The Content.

ally
Download Presentation

Assessment of STEM in the Elementary Classroom

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Erin McMahon 4th Grade Teacher Frederick County Public Schools Assessment of STEMin the Elementary Classroom

  2. The Context • Valley Elementary School in FCPS • 4th Grade Classroom • Math & Science Lesson • Mixed Ability Groups • 24 students • 3 SPED students • 3 ELL students

  3. The Content • Add and Subtract multi-digit numbers • Relative measurement • Angle measurement • Potential and kinetic energy • Motion and design physics unit • Learn and Apply Rigorous Science, Technology, Engineering, and Mathematics Content • Integrate Science, Technology, Engineering, and Mathematics Content • Interpret and Communicate STEM Information • Engage in Inquiry • Engage in Logical Reasoning • Collaborate as a STEM Team • Apply Technology Appropriately Math & Science Standards STEM Standards of Practice

  4. Don’t lose your marblesS.T.E.M. Challengephysics, Math & engineeringRoller-coaster design

  5. What do we know about roller-coasters already?

  6. What you need to know… • Roller-Coast Engineering: • Branch of engineering concerned with designing, constructing, and testing roller-coaster cars and paths • Create a ride that is thrilling, fun, and safe • Testing the coasters means the engineers have to ride the coasters! • Fun job!

  7. What you need to know… • When moving up hill, cars are moving against pull of gravity • Cars must be pulled up highest hill first • Potential energy (stored energy) • Greater weight and greater height means greater potential energy

  8. What you need to know… • The first hill is the source of energy for rest of the ride • Inertia • Object in motion stays in motion, object at rest stays at rest • Kinetic energy (moving energy) • As gravity pulls cars down track potential turns to kinetic

  9. What you need to know… • Roller-Coaster loops • Centrifugal Force • Force pushing towards the center of the loop • Centripetal Force • Force pushing away from the center of the loop • Centrifugal and centripetal forces balance each other

  10. Here’s the challenge… • You will work in teams to design and build a freestanding structure that has a track which a marble can travel • You will be awarded points for the structure • 1 point for each centimeter of height • 5 points for each 90 degree angle turn on track • 2 points for obtuse angles (more than 90 degrees) • 3 points for acute angles (less than 90 degrees) • 1 point for each marble to travel entire track • 5 points for marble that travels track and stays in container at the end of track

  11. Here’s the challenge… • Materials- • Straw $3.00 • Q-tips $1.00 • Index cards $1.00 • Pencil $5.00 • Toothpick $0.50 • Large Cup $5.00 • Small Cup $2.50 • Paper $1.00 • Popsicle Stick $1.50 • Pipe Cleaner $ 2.00 • Pool Noodle $50.00 $300 Budget • Team Jobs • Materials Manager • Project Manager • Encourager (HR) • Reporter/Banker • Tools/Supplies- • Glue • Tape • Crayons • Scissors • Ruler

  12. Try to earn as many points as you can for your structure… You get 5 marble Trials…

  13. Other marble roller-coasters…

  14. If they can do it, so can you…

  15. Question that… • Was your structure the best solution? • What could you have done differently? • What math skills did you use in this challenge? • Was your group under budget? • What made structures and successful or unsuccessful? • How could your structure have earned more points?

  16. How can we apply what we learned from this challenge to real life? How did we apply what we learned from other S.T.E.M. challenges to this challenge? Tammy Reid Bush- Bioengineer How can we apply what we learned from this challenge to a S.T.E.M. career?

  17. What can I assess? • Collaboration Rubric • Participation • Leadership • Listening • Feedback • Cooperation • Time Management • Team Jobs • Project Manager • Materials Manager • Encourager • Recorder/Banker

  18. Working in Collaborative Groups

  19. Students Groups

  20. What can I assess? • Problem Solving Rubric • Math Practices • Math Rubric • Adding & Subtracting with decimals • Measurement • Angle Identification

  21. What can I assess? • Presentation Rubric • Speaking & Listening • Writing to persuade • 30 second ‘Shark Tank’ sales pitch • Rollercoaster theme

  22. Project Design Rubric STEM Student Portfolio: Engineering Design Process Problem Solving

  23. Sources of Assessment Evidence • STEM Student Portfolio (Design Brief) • Observations of students during challenge • Student self-assessment collaboration rubric • Math rubric • Problem Solving rubric • Presentation rubric • Project Design rubric Formative Assessment Summative Assessment

  24. The Winning Coaster

  25. Assessment needs to be… • Measureable • Meaningful • Manageable • Driven by standards • Get the most ‘bang for your buck’ • Providing feedback • Teacher to student • Student to teacher • Student to student

  26. Now it’s your turn… • Assess the STEM student portfolios • 4 team members • Engineering design process • Problem solving

More Related