Recent Science Initiatives

1. Recent Science Initiatives Inquiry Socratic Method Study Team Strategies Academic Vocabulary PBL–Problem Based Learning PBL-Project Based Learning Habits of Mind 21st Century Skills Senior Projects PBIS ICT UDL

2. Would somebody please drain the vat! Are We Drowning in Too Many Good Things? Study Team Strategies Academic Vocabulary Socratic Seminar PBIS PBL Inquiry ICT Habits of Mind 21st Century Skills

3. 21st Century Skills Random Acts of Excellence Inquiry ICT Academic Vocabulary PBL Habits of Mind PBIS

4. Connecting the Dots • PBIS • Relationship • Responsibility • Respect • ICT • Collaboration • Support • Data • Skills Habits of Mind • Thinking Interdependently • Taking Responsible Risks • Gathering Data through all Senses

5. O=C=O H-CΞN Add Instead of Cancel O

6. 21st Century Skills Align & Add the Arrows Inquiry ICT Academic Vocabulary UDL PBL Habits of Mind = + + + + + + PBIS

7. Anatomy of the Umbrella Canopy

8. Universal Design for Learning

9. Anatomy of the Umbrella Outer Ribs

10. Representation Expression Engagement Universal Design for Learning

11. Anatomy of the Umbrella Inner Ribs

13. Anatomy of the Umbrella Hubs, Runners, Support Rings

14. Anatomy of the Umbrella Support Rings

15. Academic Vocabulary Problem Based Learning PBIS Inquiry Habits of Mind 21st Century Skills ICT Project Based Learning Study Team Strategies

16. Academic Vocabulary Problem Based Learning PBIS Inquiry Habits of Mind 21st Century Skills ICT Project Based Learning Study Team Strategies Strategies Pedagogy Pedagogy Core Goals

17. Habits of Mind 21st Century Skills Education is what remains after one has forgotten what one has learned in school.  ~Albert Einstein Core Goals

18. Representation Expression Engagement Universal Design for Learning

19. The Big Three

20. The Biggie of the Big Three is The Big "E"

21. E MM PBL For

22. PBL in 2010 Chemistry Stacy Doub Marcia Cheatham Denise Briner-Richardson

23. PBL PBL Levels the Field

24. Inkjet Printing with Silver Nanoparticles

25. What In 2003, Volkman et. al. demonstrated the capability of inkjet printing gold nanoparticles in order to produce ultra low resistance circuits. We want to replicate that work using silver nanoparticles. Why Silver? Silver has 2 times less sheet resistance than gold and is 25 times less expensive.

26. Why Silver?

28. Why inkjet printed circuits? • Potential for printing flexible circuits for use in flat panel displays, RFID products, low cost sensors, and other low cost, disposable circuits.

29. Why inkjet printed circuits? • Potential for printing flexible circuits for use in flat panel displays, RFID products, low cost sensors, and other low cost, disposable circuits. • Replaces costly circuit printing processes such as lithography, vacuum processing, physical vapor deposition, plasma etching, and chemical vapor deposition

30. We want your help to: Develop a simple, safe, and reliable protocol for producing silver nanoparticles approximately 50nm in size. Produce silver nanoparticle ink composed of 25% silver nanoparticles, 37.5% distilled water and 37.5% diethylene glycol. Determine the ideal print line width for high conductivity and low resistance. Determine the environmental hazards associated with the disposal of any project materials.

31. Problem Statement Role How do we as students in chemistry 1 class… …develop a safe, simple procedure for producing silver nanoparticles to manufacture an ink… …that we will then use to print high conductivity/low resistance inkjet lines. Task Reason

34. We want your help to: Develop a simple, safe, and reliable protocol for producing silver nanoparticles approximately 50nm in size. Produce silver nanoparticle ink composed of 25% silver nanoparticles, 37.5% distilled water and 37.5% diethylene glycol. Determine the ideal print line width for high conductivity and low resistance. Determine the environmental hazards associated with the disposal of any project materials.

35. Comments: We did not inkjet print silver particles so no, we did not accomplish our goal.

36. Integrated Chemistry-Physics

37. Technology: Net books Student Cell Phones Digital video cameras Vernier Probes Vernier Computer Interfaces Vernier Lab Quest Palm Devices

38. Unit 1 PBL What's Tech Got To Do With It?

39. Unit Topics Learning Styles Habits of Mind Scientific Method Technology Techniques Tabulating & Graphing

40. Science Standards • Develop explanations based on reproducible data and observations gathered during laboratory investigations. • Recognize that their explanations must be based both on their data and other known information from investigations of others. • Clearly communicate their ideas and results of investigations verbally and in written form using tables, graphs, diagrams and photographs. • Regularly evaluate the work of their peers and in turn have their work evaluated by their peers. • 9-10.WS.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. • 9-10.WS.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. • 9-10.WS.9 Draw evidence from informational texts to support analysis, reflection, and research

41. 21st Century Learning Skills Technology Literacy Critical Thinking

42. Habits of Mind # 1 # 2

43. Project Idea Based on observations about individual, class, and group learning styles, students will develop a hypothesis about the impact of technology on learning success.Students will design an experiment that tests the impact of technology use on learning and identify the success strategies and success indicators they will track during this experiment.

44. Entry Event Our school corporation wants to find out what impact the technology grant awarded to ICP has on student learning.

45. Entry Document

46. Driving Question How do we, as students in ICP, use our knowledge of learning styles to track the impact of technology use on learning and enhance our own learning experience and achievement in ICP?

47. Representation Expression Engagement Universal Design for Learning Multiple means of representing information through the entry document, the entry event, the development of know/need to know documents, and through workshops and scaffold inquiry activities. Multiple means of demonstrating understanding through performance assessments, quizzes and tests. Also through student choice of success indicators, success strategies, and data collection and presentation methods. Multiple means of engagement. Students are engaged in solving real, personally relevant, rigorous, problems. Students make sense of complex ideas and communicate findings to a real audience.

48. Scaffolding & Formative Assessment Activities Learning Styles Inventory A on-line resource to help students realize their preferred methods of learning. http://www.engr.ncsu.edu/learningstyles/ilsweb.html

49. Scaffolding & Formative Assessment Activities Compass Point A Critical Friends protocol designed to engage all students in developing learning style characteristics and success strategies.

50. Scaffolding & Formative Assessment Activities Boyle's Law Habits of Mind Inquiry Activity A hands-on inquiry activity the helps students experience the steps involved in the scientific method while also observing habits of mind in action.