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Welcome….. STEM Seminar Series Make sure you have both math and science educators at your table. Mix it Up!! Sit with at least one new person!

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Presentation on theme: "Welcome….. STEM Seminar Series Make sure you have both math and science educators at your table. Mix it Up!! Sit with at least one new person!"— Presentation transcript:

1 Welcome….. STEM Seminar Series Make sure you have both math and science educators at your table. Mix it Up!! Sit with at least one new person!

2 EYE Module Trivia Time Who is the high-paid actress playing the doctor in the video? Laura Chandler, Director, South ALWorkforce Development Council 1 st one to answer gets bonus points

3 © Mobile Area Education Foundation 20133

4 STEM Seminar Series Purpose Develop a community of STEM Specialists knowledgeable about the use of engineer- ing-focused STEM challenges and the engineering design process-- as a K-12 workforce development strategy in support of, and to bring relevance to, math and science content for all students, and to inspire middle grades students to pursue STEM

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6 Today’s Goals Continue our journey to develop a community of STEM specialists knowledgeable about the “E” in STEM. Relate “E” in STEM to draft Next Generation Science Standards & AL CCRS- Math Practices Reflect on value of seamless integration of math and science for students and teachers Prepare for observations of “Catch Me if You Can”

7 Agenda Overview Share Seminar Routines/Logistics Review EYE on STEM Leadership Academy Reflect on Homework Standards and Practices Explore Catch Me if You Can Prepare for 3.22.13 Observations

8 “Our” STEM Session Norms Participants will:  Use colored cards to indicate questions or comments relevant to the session  Use the “parking lot” for questions and/or issues not directly related to the session  Accept that some questions may not be answered completely in that session  Take ownership of pursuing unanswered questions  Avoid distracting others  (examples: keep cell phones on silent, refrain from sidebar conversations, etc.)  Remind each other of the norms

9 “Our” STEM Session Norms Session Leaders will :  Provide an agenda or session overview  Review previous session  Share expected goals for session  Assign a facilitator to monitor flow and time  Assume there will be questions  Monitor colored cards  Build in time to check-for-understanding and for processing and reflecting  Review parking lot periodically

10 Toyota USA STEM Leadership Academy Develop leaders for i-STEM for All Middle School Focus 4 Tiers of STEM Leaders Business and Industry Administrators: District and School Informal and Formal Educators of Teachers Classroom Teacher Leaders

11 Toyota USA EYE on STEM Leadership Academy Business and IndustryDistrict and School Administrators Advocate for and support STEM for ALL reform Support STEM for All reform Help recruit volunteers to support implementation of STEM Support development of STEM Teacher Leaders Participate in annual STEM Conference Help craft Blueprint for STEM Reform

12 Toyota USA EYE on STEM Leadership Academy STEM SpecialistsSTEM Teacher Leaders Participate in STEM Specialist Seminars, Internships Participate in STEM Academy Institutes, Internships Participate in annual STEM for All Conference Help craft Blueprint for STEM Reform Advocate for and support STEM for ALL reform

13 Key “Take-Aways” The overlap with Next Gen Science and engineering practices and the Career/College Ready Math Practices Differences in the Engineering and Science practices Role of Technology and Engineering across grades

14 Feedback from January Something about K-12 STEM I want to learn more about… STEM Movement has a lot of support in Mobile! We can do it! Love involvement & cooperation of all groups (SDE, AMSTI, EYE) Our students deserve/need this type of instruction to become applied learners Teachers need to see these connections Learned some math & science Could we use these modules for K-5 teacher PD? How do we get this to every student/every teacher/every classroom? Who is having success w- i- STEM? Why is STEM not what we are doing? Could we get list of participants/contacts? More Key “Take-Aways”

15 Connecting i-STEM to Standards: Content & Practices Getting familiar with the draft Next Generation Science Standards 4 Disciplinary Content Areas Physical Science Life Science Earth-Space Science Engineering 8 Science and Engineering Practices January Seminar

16 Homework Check In….. Engineering Disciplinary Core Idea I: Engineering Design Science and Engineering Practices in the NGSS ( Appendix F: Next Generation Science Standards, Jan, 2013 draft ) Who needs a copy?

17 Content/Practices Focus Today Content: Engineering Core Idea I: Engineering Design Practices: Overview and Science & Engineering Practice 6 Constructing explanations and designing solutions Practices: Math Practice 2 (CCSS/CCRS-AL) Reason abstractly and quantitatively

18 Task – Each Sub-team Read over your assignment: Practices (1/2 of each table) Science/Engineering Overview & Practice 6 Math Practice #2 Content (1/2 of each table) Engineering Core Idea 1 (whole page) What’s the Big Idea? Couple of Sound Bites? Discuss both Practices and Content Big Ideas (Bonus points for Sound Bites w/ Verve!!)

19 Engineering Core Idea: Engineering Design

20 S&E Overview and Practice 6

21 CCSS/CCRS Math Practice 2

22 K-12 Engineering Design Challenge A learning activity where students collaborate to develop or improve a technology - a solution - to a problem based on a “real-world” context and … Requirements for success (criteria) are specified. Math and science are applied. Multiple solutions are possible. Solutions have constraints. Students test and improve their solutions. Results are communicated and justified.

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24 © Mobile Area Education Foundation 201324

25 Think of blood vessels as tubes or pipes. A jelly-like blob, a blood clot, is attached to the side of a blood vessel. Inside Mr. Bradley’s Leg M-1 SlidesSlide # 25© Mobile Area Education Foundation 2013

26 Think of blood vessels as tubes or pipes. A jelly-like blob, a blood clot, is attached to the side of a blood vessel. Inside Mr. Bradley’s Leg M-1 SlidesSlide # 26© Mobile Area Education Foundation 2013

27 Looking inside the blood vessel, or pipe. Inside Mr. Bradley’s Leg M-1 SlidesSlide # 27© Mobile Area Education Foundation 2013

28 A piece of the clot falls away and enters the blood stream. Inside Mr. Bradley’s Leg M-1 SlidesSlide # 28© Mobile Area Education Foundation 2013

29 The clot is inside blood vessels that might be bigger or smaller than the leg blood vessel. M-1 SlidesSlide # 29 Mr. Bradley’s Circulatory System © Mobile Area Education Foundation 2013

30 Clot moving inside a bigger blood vessel? Not a problem! Mr. Bradley’s Circulatory System M-1 SlidesSlide # 30© Mobile Area Education Foundation 2013

31 Mr. Bradley’s Circulatory System M-1 SlidesSlide # 31 Same size clot moving inside a smaller blood vessel? Not a problem! © Mobile Area Education Foundation 2013

32 Uh-oh! This clot is stuck. It dams up the blood flow. Mr. Bradley’s Circulatory System M- Slides Slide # 32 © Mobile Area Education Foundation 2013M-1 SlidesSlide # 32

33 Mr. Bradley can take medicine so the clot dissolves. He can stay on the medicine to prevent another clot, but there are side effects he might not like. Solutions to Mr. Bradley’s Problem © Mobile Area Education Foundation 2013 M-1 SlidesSlide # 33

34 Another Idea M-1 SlidesSlide # 34 A blood clot catcher © Mobile Area Education Foundation 2013

35 Design a device to be inserted into a model vessel that will catch blood clots while keeping the blood flowing. That’s the Challenge! But then the clot catcher can block the blood flow! M-1 SlidesSlide # 35© Mobile Area Education Foundation 2013

36 M-1 Catch Me If You Can M-1 SlidesSlide # 36© Mobile Area Education Foundation 2013

37 Mr. Bradley’s Medical ID Tag M-1 SlidesSlide # 37© Mobile Area Education Foundation 2013

38 M-1 Slides© Mobile Area Education Foundation 2013Slide # 38

39 Class Recording Chart Rectangles we think ARE proportional to A A-Original Length (cm) Width (cm) Rectangles we think ARE NOT proportional to A A-Original Length (cm) Width (cm) M-1 SlidesSlide # 39 Notes © Mobile Area Education Foundation 2013

40 M-1 Catch Me If You Can M-1 SlidesSlide # 40© Mobile Area Education Foundation 2013

41 Work as a team to: Measure the height and diameter of all 6 cylinders. Identify pairs of proportional cylinders. Complete the handout. Make sure everyone on the team participates. Math Lesson 2© Mobile Area Education Foundation 2013Slide # 41

42 Math SH: 3, Investigating Cylinders Dimensions (nearest 0.5cm) Short Straw Long Straw Paper Towel Tube Wide Straw Nickel Wrapper Dime Wrapper Diameter (cm) Height (cm) Math Lesson 2© Mobile Area Education Foundation 2013Slide # 42

43 Your Challenge Design a device that will prevent blood clots from moving from the lower extremities to the small arteries in the lungs and allow the blood to flow at an acceptable rate. Slide # 43 Science Lesson 1 © Mobile Area Education Foundation 2013

44 What do you need to know? M-1 Slides© Mobile Area Education Foundation 201344

45 Where should we put the clot-catcher? Science Lesson 1 Slide # 45 © Mobile Area Education Foundation 2013

46 Controller Disk goes here Slide # 46 © Mobile Area Education Foundation 2013 Science Lesson 3

47 Flow Rate Test Results Systems with 1 Hole DiscSystems with 6 Hole Disc Team #Mean Flow Rate (ml/sec) 1. 2. 3. 4. 5. 6. Math Lesson 3© Mobile Area Education Foundation 2013Slide # 47

48 Content/Practices Focus Today Content: Engineering Core Idea I: Engineering Design Practices: Overview and Science & Engineering Practice 6 Constructing explanations and designing solutions Practices: Math Practice 2 (CCSS/CCRS-AL) Reason abstractly and quantitatively M-1 Slides© Mobile Area Education Foundation 201348

49 Clot Catcher Criteria Catch clots and hold them. Stay in place in the vein the whole time. Stay together in one piece. Allow the blood to keep flowing through the vein at an acceptable rate. Science Lesson 2Slide # 49 © Mobile Area Education Foundation 2013

50 Clot Catcher Constraints Use only the materials provided. The clot catcher must be one single device. It must all be put together in one piece, although it may be made out of more than one material. It must fit inside the model vein. Science Lesson 2Slide # 50 © Mobile Area Education Foundation 2013

51 Criteria Clot catchers must… Constraints Clot catchers must… Catch clots and hold them. Use only the materials provided. Stay in place in the vein the whole time. Be one single device. Allow the blood to keep flowing through the model vein at an acceptable rate. Be put together in one piece, although it may be made out of more than one kind of material. Stay together in one piece.Fit inside the model vein. Science Lesson 2Slide # 51 © Mobile Area Education Foundation 2013

52 Content/Practices Focus Today Content: Engineering Core Idea I: Engineering Design Practices: Overview and Science & Engineering Practice 6 Constructing explanations and designing solutions Practices: Math Practice 2 (CCSS/CCRS-AL) Reason abstractly and quantitatively M-1 Slides© Mobile Area Education Foundation 201352

53 Possible Successful Clot Catcher Features Catches ClotStays in PlaceStays together Allows good flow rate Science Lesson 4Slide # 53© Mobile Area Education Foundation 2013

54 Features to “Keep” and to “Avoid” What features do you think designers need to keep? These are features you think might make the clot catchers successful. What features do you think clot catcher designers should avoid? Science Lesson 5Slide # 54© Mobile Area Education Foundation 2013

55 Content/Practices Focus Today Content: Engineering Core Idea I: Engineering Design Practices: Overview and Science & Engineering Practice 6 Constructing explanations and designing solutions Practices: Math Practice 2 (CCSS/CCRS-AL) Reason abstractly and quantitatively M-1 Slides© Mobile Area Education Foundation 201355

56 A Message from Mr. Bradley Science Lesson 5Slide # 56© Mobile Area Education Foundation 2013

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58 Observations -- Factors EYE staff will be assigned to each teacher Teacher should have taught lesson once Students will not have any prepping – Expect some visitors Limited # observers to 3 or fewer per class May also be a volunteer helper, videographer Scheduled all into 1 math and 1 science class Most observation schedules run past 11:30

59 Observers’ Schedules on 22nd Come in main front door of assigned school 10 minutes ahead of schedule EYE greeter will give you a packet and your schedule with teacher/room numbers Note debriefing/hospitality room times (sandwiches available after 11ish) Guides will take you to 1 st classroom Guides will help you locate other rooms

60 Prep for Observations Putting our teacher hat on Putting our student hat on Putting our learner hat on

61 Some think abouts….. Think about Doing…. Think about Not Doing… Focus on the student learning; what the students are doing Focus on the learning Ask the students good/thoughtful questions; talk to the students Arrive 10 minutes ahead of time Direct students to EYE volunteers or teachers as needed Congratulate teachers on their efforts and contribution to the modules Focus on evaluating teachers Take notes while in the classroom Bring a clipboard Take pictures or video record students Assist students in completing tasks

62 Our STEM Leadership Wiki http://eyestemleadership.wikispa ces.com/

63 Upcoming Seminar Fridays All 8:00-11:30 March 22 See STEM in action May 10

64 Today’s Reflections One key take away from today… Something I want to look for while observing i-STEM in action… Feedback for us to help us improve the series…


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