High School

1. ATA Delivers Lessons in Pizza Engineering from OU to an Oklahoma City High School Lessons in Pizza Engineering Jesica Turner (M.Ed.), Michael Burratti, Gene Williams, Sandra Bennett, Dr. Deborah Thomas, Terri Scott, Dr. Mary John O’Hair, Dr. Teri Reed-Rhoads, and Dr. Mark A. Nanny The University of Oklahoma ATA Bridge High School

2. Pizza Engineering - Hypothesis : Student Achievement & Motivation in Science will Increase as the ATA Authentic Tenets of Teaching are Implemented. Meaningful Context Daily Applications Exploration In-Depth Practice Interdisciplinary Reinforcement Pizza Engineering: An Authentic Science Lesson Plan

3. Pizza Engineering - The School Meaningful Context School Characteristics: Locale: Large Central City Total Students: 210 Enrollment by Race/Ethnicity African American - 46% White - 25% Hispanic - 20% Native American - 8% Asian - 1% National Center for Education Statistics: U.S. Dept. of Education

4. Pizza Engineering - The School Meaningful Context (n=210) 1) 90% free lunch eligibility 2) 9% reduced price lunch 3) 1% above national poverty level National Center for Education Statistics: U.S. Dept. of Education

5. Pizza Engineering - The School’s District Meaningful Context Each school within the state of Oklahoma receives an Academic Performance Index Score. Our high school rates the lowest, with only 476 pts./1500. The average high school ranks at 699. The highest score in this district is at 1312. API Score Based On: 1.Oklahoma School Testing Scores 2. Attendance Rates 3. Dropout Rates 4. AP Participation 5. Graduation Rates 6. ACT Scores 7. College Remediation Rates 1 = our high school Oklahoma State Department of Education 2000-2001

6. Pizza Engineering – Introductory Lesson Daily Applications Exploration Interdisciplinary = + + Ethnobotany Engineering Authentic Teaching Pizza Engineering

7. Pizza Engineering - Lesson One Daily Applications Meaningful Context Exploration Interdisciplinary Plants Products Consumer Why would you be interested in the study of plants and products living in a consumer world? Themes: Understanding the importance of plants for human existence. Demonstrating knowledge of the historical and modern applications of plants. Illustrating awareness through use of information sources in science. Understanding the role of Engineers in the transition from plants to products.

8. Pizza Engineering - Lesson Two Daily Applications Meaningful Context Interdisciplinary Exploration Reinforcement Mechanical Engineer Chemical Engineer Material Engineer Agricultural Engineer Industrial Engineer Environmental Engineer Electrical Engineer

9. Pizza Engineering - Lesson Three Meaningful Context Daily Applications Interdisciplinary Exploration Reinforcement In-Depth Practice “You have reached Pizza Deluxe. How may I help you?” “I would like a large Pizza with fruit, stems, roots, and flowers.” Flower Stem Fruit Root Theme: Becoming aware of plants as food. Identifying specific pizza ingredients as plants and explaining where and how these plants are grown. Understanding nutritional values of plant foods. Identifying the parts of a plant by looking at an entire plant or a section of a plant. Comparing and contrasting the structure and function of plants.

10. Pizza Engineering - Lesson Four Meaningful Context Daily Applications Interdisciplinary Exploration Reinforcement In-Depth Practice The Pizza Engineering Dream Team Student Role Playing Problem: You have just moved to California from NYC. 1. You want to Open a NYC Pizza Co. 2. You have the exact list of ingredients from NYC and you are having trouble creating the perfect pizza. 3. Hopefully one of the engineers on your dream team will be able to figure out how to make an identical pizza in California. 4. You also want to mass produce this Pizza. 5. Each engineer on your pizza dream team needs to describe what he or she will do in order to create the pizza dream in California!

11. Pizza Engineering – Key Components Increase in Future Engineers and Scientists Self-Concept of Ability Increase in Motivation Educational Aspirations Knowledge Success in Science Science Experiences

12. Pizza Engineering Knowledge (n=18) Percentage of students who could name ten different facts for 100 points concerning how engineering and ethnobotany affected their daily lives. Pre-Assessment Post-Assessment

13. Pizza Engineering Knowledge Post-Assessment Pre-Assessment 1. List at least one plant that is a part of prepackaged frozen pizza: 2. List at least one similarity between a tomato and a green pepper: 3. What is the chemical formula for water? 4. List at least one way you could analyze your tap water: 5. Is it possible for your tap water to have contaminants?

14. Pizza Engineering Knowledge Students Scientific Knowledge of PASS Skills (n=18) Post-Assessment Pre-Assessment 1. Which part of a plant is a tomato? 2. Which part of a plant is a green pepper? 3. Which part of a plant is broccoli? 4. Which part of a plant is an onion? 5. List one reason plants are important for human existence: 6. List at least one physical property of water: 7. List at least one way technology is used in the making of pizza:

15. Pizza Engineering Knowledge Student Conversation Transcription - Color Coded Using Blooms’ Taxonomy Blooms’ Taxonomy Levels Evaluation Synthesis Analysis Application Comprehension Knowledge Miscellaneous Armstong, T. Learning Skills Program - Bloom’s Taxonomy. Idaho Virtual Campus, 1998. Database on-line. Available from http://www.coun.uvic.ca/learn/program/handouts/bloo.html. Accessed 25 July 2002

16. Pizza Engineering Self-Concept of Ability Knowledge Student Self-Assessment Survey 1. What grade would you give yourself for the work and effort you put into this project? 2. What grade would you give your group for its’ productivity? 3. What grade would you give your group for cooperation and effective problem solving? 4. Concerning one new fact you learned in your group, what grade would you give yourself for teaching that fact to another person? 5. What grade would you give your teachers for their guidance in you lesson? Interesting Trends: Self-Concept of Ability is low on average only 50% of the girls gave themselves the grade of A. Many of the girls felt that it was too late for them to make use of the science lessons. They did report however, say that they have changed their attitudes concerning their children’s ability to learn science and continue to onto higher education.

17. Pizza Engineering Self-Concept of Ability Knowledge Successin Science Presentation Components: 1. Title & Author Bio. 2. Project Summary 3. Background Information 4. Materials 5. Ethnobotanical ideas 6. Engineering ideas 7. Questions produced 8. Dissemination of results 9. Creativity in display of data 10. Reference List

18. Pizza Engineering Self-Concept of Ability Successin Science Knowledge Science Experiences STUDENT SCIENCE INTEREST INVENTORY (N=18) Post-Assessment Pre-Assessment Question One: Do you like science class? Question Two: Should science be a requirement to graduate from high school?

19. Pizza Engineering – Key Components Increase in Future Engineers and Scientists Self-Concept of Ability Increase in Motivation Educational Aspirations Knowledge Success in Science Science Experiences