Please note: The instructional practices, materials, and assessments were chosen to meet the needs of LASSI (Launching Astronomy: Standards and STEM Integration). Other options exist, and the use of the practices, materials, and assessments chosen by LASSI is not intended as an endorsement by the U.S. Department of Education.

Project Description Timeframe: March 2014 through August 2015 (18 months) Participants:41 teachers & admin; 11 districts 23 Elem, 4 MS, 13 HS, 1 admin LASSI Aspects:Astronomy, Authentic Science, Website Total Hours:25 days x 8 hrs/day = 200 hours total Impact:Increased use of authentic science in classes Teacher & student content knowledge gains

Relationship to Theme

LASSI’s Novel Aspects Astronomy – Distances to stars, planets – Quasars Authentic science – Creation of research questions – Experts in the room and via Skype – Poster dissemination K-12, mixed-level groups Computer engineering component Free website with LASSI team & teacher participant materials UWpd.org/LASSI

LASSI’s Successes Teacher content knowledge Student content knowledge Teacher pedagogy – now & future Teacher poster dissemination Use of K-12 teacher participant comment book to guide discussions, answer questions, and spark new ideas

LASSI’s Challenges and Solutions 1) Steps2) Connections3) Distance engagement #1 - The traditional scientific methods includes ( – Ask a question – Do Background Research – Construct a Hypothesis – Test the Hypothesis with Experimentation – Analyze Data – Draw a Conclusion – Communicate the Results Steps don’t always happen in this order = Teacher frustration

We suggested using an engineering perspective The Experimental ProcessThe Engineering Process * Start with a QUESTION * Form a HYPOTHESIS * Identify Independent/Dependent and Control VARIABLES * Detailed PROCEDURES are developed * Experiment is run and DATA is collected * Data is ANALYZED and CONCLUSIONS are drawn * The experiment is DOCUMENTED and communicated to the scientific community * New related EXPERIMENTS are proposed to extend investigations. * Start with a NEED * State an engineering GOAL * Identify CONSTRAINTS and DESIGN CRITERIA * A PROTOTYPE is built and documented * The prototype is EVALUATED and new DESIGNS are constructed * The new designs are built, evaluated, and REFINEMENTS are proposed * The product is presented to the USER for further refinements and new GOALS.

“Science” vs. “Engineering” Steps “Scientific Method”“Engineering Design”

#2 - Connections: Astronomy & Computing #3 – Distance Engagement Teachers didn’t understand the real-world applications of computer engineering = Teacher frustration We offered many graphics, videos, and hands-on examples. Big hit activities: Zooniverse & Big data beads Participant poster titles included: angular size, Galilean moons, Jupiter’s moons, Venus’ phases, spectral analysis

Computer Science to Electrical Engineering in the context of Computing Systems (Helped!)

Computing in the Field (Helped)

LASSI’s Findings/Lessons Learned to Date 1. Include explicit instruction everyday for creating questions, collecting data, analyzing data, and disseminating data. 2. Include a log book where participants can identify concerns (anonymously), & use those concerns as part of the discussion. 3. Include partnership-building activities for participants and PD team members. 4. Include collaboration time for lesson plan development. 5. Include tangible materials (in addition to electronic sources) for all teachers. 6. Include targeted examples for every grade level & discipline. 7. Include clearly leveled plans for authentic research & project development for full participant support.

Questions? or Uwpd.org/LASSI Thank You! LASSI Team: Andrea Burrows (PI), Adam Myers (CoPI), Mike Borowczak, Andria Schwortz, & Debbie French (Senior Personnel)