Eden Prairie STEM Cohort Nature of Science & Engineering Doug Paulson, MN Dept. of Education,

• • • • • • • • • • 1) What are your current challenges with the implementation of STEM?

I would say my biggest challenge is securing the lab time I would like to complete some of the content (robotics, moodles, blogs). (CR) Just a matter of getting it all organized. So much of what we are doing is flying by the seat of our pants. Looking forward to having units mapped out. (PV) Scheduling --a challenge lately for us at CR is the block of time given for our science schedule; we've had to cut out some of our science time to fit in more math time due to the scheduling of band/orchestra (plus we have felt that we just need more math time; we're not even close to the district-recommended 75 minutes a day). We have gone from the recommended 50-minute block of science down to a 40-minute block, which is difficult to get either things set up, worked on, and put away or turn on computers, log in, explore, log-off (CR) Technology-- it's also been hard trying to get access to laptops/labs to work with the Moodle courses because of the limited access at our building (to have more than one class work on this at a time). (CR) Getting materials to and from the Science house (FH) Lack of opportunity to teach and build connections throughout the day: for example- Mondays, Tuesdays and Wed (morning only) we have students coming and going for small group and large group band and orchestra lessons. Every day during math time students leave for accelerated math and special education classes. With all of these interruptions, it is impossible to build connections throughout the day because we are constantly re-teaching to the small groups who leave. (FH) Unfamiliarity with the curriculum (all aspects) for our team poses limitations since we are constantly trying to familiarize ourselves with the standards at 5 th grade and then learn the curriculum to decide how to best teach it. This process is all encompassing. We are barely a day ahead regardless of the hours put in. (FH) Isolation from other STEM teachers. When we do get together, our time is planned for us. We have no idea what others are doing or how it is going.

We haven’t really had a chance to share resource or ideas. It would be great to have time to just create something we could all use together. (FH) Large class size and lack of materials limits what we are able to do with the students. (FH) “Literacy Block”, “Math Block”, “Morning Meeting” all feel like blockers. They are silos of time when the intention of STEM is to teach cross-curricular. (FH) • 2) What are your immediate needs related to the implementation of STEM?

Would like to have specific MCA vocab for science, tech and engineering we are likely to see on tests implement into our engineering lessons or whatever we have created. (PV) – then

• • • •

Goals for today Continue opportunities through inquiry Integrating writing Extending with engineering Implementation

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Start your planning Agenda 1. Debrief/Sharing of takeaways from E4 2. Science Inquiry and Pedagogy integrating writing 3. Engineering Design and Pedagogy 4. MCA Information 5. Planning time

E4 DEBRIEF

Problem

• You are a part of a famous engineering design team. An agency just awarded your team a contract to design a new Roller Coaster amusement park ride that will be family friendly (ages 5 and older). The ride you design must have several loops or hills while moving at a controlled speed.

Roller Coaster Challenge

Think about designing a roller coaster: What science ideas do we need to understand?

Energy – potential & kinetic Motion Acceleration due to gravity Friction Material properties

Investigation

Investigate rolling in U shaped tubing 1. Which variables could affect the rolling of the ball? – tested by height the ball reaches as a percent of the starting height 2. Choose a variable and write a hypothesis (including an explanation) 3. Design and conduct the experiment 4. Record and represent data mathematically 5. Report your procedure, results and a proposed explanation highlighting your claims and the evidence

Conclusions

•

When we increase ________ this happened

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Angle Friction Height Ball mass Summary: The ball will return to a lower height than when it starts because the motion energy is less at the end and there is another form of energy.

Potential energy – the energy stored Kinetic energy – the energy in motion

Science Processes for a roller coaster

5.1.1.1.1

5.1.1.1.2

5.1.1.1.4

5.1.1.2.1

5.1.1.2.2

5.1.1.2.3

Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are essential parts of doing science.

Recognize that when scientific investigations are replicated they generally produce the same results, and when results differ significantly, it is important to investigate what may have caused such differences. For example: Measurement errors, equipment failures, or uncontrolled variables.

Understand that different models can be used to represent natural phenomena and these models have limitations about what they can explain. For example: Different kinds of maps of a region provide different information about the land surface. Generate a scientific question and plan an appropriate scientific investigation, such as systematic observations, field studies, open-ended exploration or controlled experiments to answer the question.

Identify and collect relevant evidence, make systematic observations and accurate measurements, and identify variables in a scientific investigation. Conduct or critique an experiment, noting when the experiment might not be fair because some of the things that might change the outcome are not kept the same, or that the experiment is not repeated enough times to provide valid results.

Science Concepts for a roller coaster

5.2.2.1.2

Identify the force that starts something moving or changes its speed or direction of motion. For example: Friction slows down a moving skateboard.

5.2.2.1.3

Demonstrate that a greater force on an object can produce a greater change in motion.

Writing Processes and Concepts

• Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Science Inquiry Pedagogy

• What was the learning goal?

• 5E Science Instruction Model – Engage – Create Interest – Explore – Investigate the phenomena – Explain – Consolidate concepts – Elaborate – Apply to a new situation – Evaluate – Learners and teachers assess

Science Vocabulary

• Kinetic Energy – Energy in motion • Potential Energy – Energy that is stored and held in readiness • Gravitational Potential Energy – Potential Energy stored in an object as a result of its vertical position • Inertia – Matter will remain at rest if at rest and will keep moving in the same direction if moving, unless acted upon by an outside force – Newton’s 1 st Law • Velocity – the rate at which an object changes its position • Acceleration – the rate at which an object changes its velocity

Math

• Velocity determination – Measure the track in centimeters and then time the run of the marble in seconds. Then divide the actual length by the amount of time it took the marble to complete the track • Velocity = length/time

Engineering Design Task

• Design a roller coaster for a marble to travel on that has at least one vertical loop and prepare a marketing presentation.

– Constraints • Your marble must stay on the track the entire run • You may not use human force to get your marble started • You must have at least one vertical loop • The top of the incline must be at least 20 cm higher than the end of the ride.

• The ride must stop 5 cm from the end of the tube.

Engineering Concepts

4.1.2.2.1

4.1.2.2.2

4.1.2.2.3

Identify and investigate a design solution and describe how it was used to solve an everyday problem. For example: Investigate different varieties of construction tools.

Generate ideas and possible constraints for solving a problem through engineering design. For example: Design and build an electromagnet to sort steel and aluminum materials for recycling.

Test and evaluate solutions, considering advantages and disadvantages of the engineering solution, and communicate the results effectively.

Comparison of typical processes Science Inquiry Engineering Design

• Observation and form a question • Hypothesis & procedure • Conduct an experiment • Refine hypothesis and experiment again • Form a conclusion and communicate it • Define the problem and the resources available • Develop a design • Test the design • Modify the design and test again • Analyze the design and use or market it Result: Facts & theories Result: Products & processes

Relationships Science Uses Inquiry Processes To produce Explanations of phenomena (Theories) Engineering Uses Design Processes To produce Technology (Products & Processes)

Lunch

MCA Preparation Strategies

• Students explore computer tools – use a different grade • Display “question of the week” – model analysis of the question.

• Use Classroom Assessment System as pre- and post- test.

• Use Test Specifications in lesson planning • Use an ongoing review strategy