STEM Professional Development DAY

1. STEM Professional Development DAY • Agenda: • Opening/Quotes • Where is the T and E in STEM? (Tech in a bag) • How are Science, Tech, Engineering and Math Interdependent? • Engineering is Elementary • Scope and Sequence K-4; 5-8, 3 year implementation plan • Training for Year 2 (Jason Project, Notebooking, Lesson Study, etc.) • Notebooking preview (variables) • Assessment and Feedback consistency • Work Time: Preparing for year two

2. Technology • What is the object? • What does it do? • What problem does it solve? • How else could you use it? • What material is it made of? • What else could it be made of? • How would you improve it?

3. What is Technology?

4. NCTL defines Technology as: • Anything human-made or used to solve a problem or fulfill a desire. • Technology can be an object, a system, or a process.

5. What is Engineering and what do engineers do?

6. Fix Cars

7. Work on Computers

8. Drive Trains

9. Common Ideas about Technology & Engineering • Science & engineering are the same. • Science and engineering are mutually exclusive fields. • Engineering is a branch of science. • Technology is computers, smart phones, things that plug into the wall, or have a battery.

10. NCTL defines Engineering as: • A problem-solving process called the Engineering Design Process • Humans designing, under constraints, technological solutions to wants and needs

11. Why K-12 Engineering? www.youtube.com/watch?v=4B-g1_6QCWU&feature=related • Technological literacy is a basic 21st century literacy • Applies math and science in real world contexts- this creates relevance for learning, • Integrates other disciplines into a cohesive learning paradigm • Increases students’ interest, awareness and understanding of STEM careers • Builds and reinforces 21st Century Fluencies

12. Engineering Design Process Brainstorming No evaluation Criteria Constraints Science Info IMAGINE ASK THE GOAL To solve a problem by developing or improving a technology PLAN Get specific with one idea IMPROVE CREATE Build & Test …and Retest

13. Science – Engineering – Technology ENGINEERING SCIENCE WOW Scientists seek to understand the natural world and use tools to explore. Engineers use scientific discoveries to design new technologies to meet human and societal needs. TECHNOLOGY …and where they intersect is where innovation takes place! Technologies are the result of engineered designs. They are manufactured to solve societal needs and wants and are often used in scientific explorations

14. Inquiry - Design Created by Chris Rogers, Tufts University

15. Engineering is Elementary Engineering is Elementary mos.org/eie

16. Curriculum Development It takes about 3000 hours to develop a unit that is 8-10 hours of classroom time. Initial Unit Development Regional Pilot Testing (MA) Unit Revisions National Field Testing (MA, MN, CO, FL, CA) Unit Revisions Final Unit Released

17. EiE Units Include • Teacher lesson plans • Student duplication masters • Basic • Advanced • Assessment materials • Background resources • Materials kits

18. Lesson Plans • Lesson 1: Engineering Story (language arts) • Lesson 2: Broader View of Engineering (social studies) • Lesson 3: Scientific Experiment, Data (science & math) • Lesson 4: Engineering Design Challenge (integrativeSTEM)

19. Catching the Wind Mechanical Engineering: Designing Windmills

20. Lesson 3:Testing Sail Designs Guiding Question What properties of a sail affect how well it catches the wind?

21. The Set-Up

22. What are some properties of a wind catcher that might be important to moving the cart?

23. Explore

24. Testing the Materials • Build your first prototype for testing in five minutes. • Use as much of the sail materials as you would like. • If you would like to create a frame for your sail, there are extra popsicle sticks and coffee stirrers for that purpose. • Don’t forget that you should build your sail on the broad side of the popsicle stick.

25. Reflect and Share What was your first sail design? What was the problem? What did you change and why? How were everyone’s best designs similar? How were they different?

26. Return to the Guiding Question What properties of a sail affect how well it catches the wind?

27. What is Engineering?

28. What is Technology?

29. Benefits • Students engaged in Problem Solving- Developing ‘Solution Fluency’ • Higher levels of thinking required (Create, Evaluate) • Students work in teams developing ‘Collaboration Fluency’ • Learning is Experiential: Students are engaged in “heuristic tasks” that cause them to explore possible solutions through working with materials. They test ideas and designs, evaluate and revise based on what they find out. This develops ‘Information Fluency’ through discovery and finding out • Students are autonomous which enables creativity and exploration-Developing ’Creativity Fluency’

30. Resources • National Center for Technological Literacy E-News www.mos.org/nctl • Engineering is Elementary www.mos.org.eie • Technology & Engineering Curricula (standards-based, teacher-reviewed) www.mos.org/tec • Journal of Pre-College Engineering Education Research (J-PEER) http://docs.lib.purdue.edu/jpeer • NCTL T&E Rationale Video www.youtube.com/watch?v=4B-g1_6QCWU&feature=related

31. So what? • does this mean for teachers when considering the T and E in STEM? • Curriculum K-8 • 3 year-implementation plan

32. Year Two PD • Its not a pilot anymore! • Jason project (Tectonic Fury) • Notebooking (Variables) • Lesson Study

33. Notebooking • Organization Common to notebooks -Table of contents -Page Numbering -Documentation -Glossary/index

34. Main Components of Notebook entries 1. Planning the Investigation: Things to Include: • Focus/Inquiry Question, • prediction, • plan or process for finding out

35. Life Boats Investigation • What is the relationship between the capacity of a life boat and the number of passengers it can hold before sinking? • Write your prediction Support why you think this way. What plan or process will you use to find out? You may use the following materials: basin with water, syringe, graduated cylinder, pennies post 1984, paper cups.

36. Data Acquisition and Organization • How will you collect data and organize your information from your plan? -Charts, Tables, Graphs, Diagrams, Artifacts, Pictures • This will be used as evidence to support the students answer to the focus question.

37. Making Sense of the Datamaking claims based on evidence This is where students answer the focus or inquiry question • I claim…. I think this because…. • I used to think….. but now I think… • I learned… • I wonder…. • They may use a diagram and/or conceptual or have a more formal writing structure. • It does not have to be correct or complete at this point it can be remediated during the final step. How important is this skill in all areas?

38. Reflection and Self Assessment This is the “capstone” to the investigation. Students review their notebooks, response sheets, teacher feedback, quizzes. They may discuss in pairs or small groups identifying key concepts and learning. Finally writing in their notebook revisions of claims and evidence. What they have learned. What would you do to make the investigation better? What happened that caused you to change your thinking? How will you improve your HOM for the next investigation?

39. Work session • Review common assessment practices • Pre-assess? Mid-summative, summative, Rubric for notebooks, HoM • STEM site Log-in • Review set-up investigations for year 2 • Notebooks • Explore Jason Project Tectonic Fury