Workshop #3 January 19, 2017 Edmonds School District STEM EXPO 2017 Workshop #3 January 19, 2017 Edmonds School District

Agenda Welcome & Introductions Teacher Check In Project Proposals Dealing with Data Using Evidence to Make Claims Conclusions Display Boards Presenting Projects Time Sheets

Checking In Introductions What’s working well? What can you use support with?

PROJECT PROPOSALS Quick Review from Workshop #2

Project Proposals (Presented in WS #2) All projects must be approved. YOU are the “Approver” except in these circumstances: You aren’t sure if it is strong proposal Your student wants to use the following in a project: human subjects (even if it’s just to ask them questions for a survey), vertebrate animals (animals with a backbone) animal tissue disease causing agents any micro-organisms (bacteria, viruses, fungi) DNA radiation controlled or hazardous substances explosives chemicals not generally found in a household Contact Mary Glodowski for next steps

Project Proposal (Presented in WS #2) Project Proposal forms can be found on the Expo website Modify it as needed EXCEPT FOR THE SAFETY CHECK LIST You can manage this form within your classroom Contact me if a student wants to use any of the items on the check list Contact me if you aren’t sure about the safety or ethics of a student’s proposal

DEALING WITH DATA Quick Review from Workshop #2

Data Management (Presented in WS #2) For tips and resources on – Collecting data Types of observations Working with variables Making data tables Graphing data Interpreting data Please visit the notes from Workshop #2

Using Evidence to make claims

Reminders for Students Increasing the number of trials can increase the validity of claims Don’t overstep claims – use evidence to explain only what is being tested. (There can be discussion of possible implications/applications of findings.) Science is not about “proving” something. It’s okay to say that a prediction/hypothesis was supported was not supported was inconclusive It’s okay to say that an engineering task met the goals and objectives did not meet the goals and objectives results were inconclusive

Strategies for Writing Good Conclusions

Can your students describe their audience? Technical Writing Use formal voice (avoid “I” “we”, etc) Use grade appropriate writing conventions Write to your audience DISCUSS – Can your students describe their audience?

Starting your Conclusion Begin with a committed statement about your project. Use just one or two sentences to address the appropriate prompt: Restate the prediction/hypothesis and whether or not the data supports it. (The prediction that magnesium sulfate would kill moss was not supported by this experiment.) - OR - Restate the question and give a very, very brief answer. (Brewer’s yeast are not able to survive in environments of pH 11 in this experiment.) Restate your engineering goals and objectives and give a very, very brief statement about whether or not they were met. (The goal of reducing nitrate levels in simulated farm water runoff was met by adding activated charcoal to simulated retention ponds.)

Supporting your Conclusion Explain how your data relates to your experimental question/prediction/hypothesis (science) Explain how your data relates to the problem you are attempting to resolve (engineering) Include quantitative data (NUMBERS) whenever possible Give enough detail so that the reader understands the results Identifying patterns when they exist

Reasoning and Explanation Explain the scientific or engineering reasons behind the results obtained

Future Implications Determine what experiments could be performed in the future to refine your conclusions. Indicate what you would do next if you had more time, and what would you do differently if you were to start the work today. Consider what questions still remain to be answered

Please…. Do NOT include these statements in your CONCLUSION. “I really enjoyed doing this…” “I hope you like my project…” “I learned a lot about…” “This proves that…” “So, in conclusion…” “As you can see…” “This was a really fun lab because…” Note: Some of the prompts above are great to include in personal reflections, but not in your conclusion.

Display boards

Project Boards Handout

Need Display Boards? Email Mary Glodowski Number of display boards needed Date needed School See examples of display board layouts in the Student Handbooks at http://www.edmonds.wednet.edu/Page/8398

Presenting Projects

Speaking to the public Talking to People Presenting Yourself Write a 2 minute "speech" summarizing your project. Make a list of questions you think people will ask you Review your background research. Practice explaining your project to others Practice explaining your project in simple terms Wear your STEM Expo T-shirt Make good use of your display board. Always be positive and enthusiastic! Be confident with your answers. It is okay to say "I do not know.“ Treat each person who visits you like a judge

STEM Ambassadors Students should be prepared to answer these questions: How did you chose this topic for your project? What was something unexpected that you learned? What was your greatest challenge? How would you like to see your project (findings) used? Have you considered working in a STEM career? What would you find rewarding? If you had time and resources, what would you do next? What are some interesting student projects you saw here at the STEM Expo?

Thank You! Did you sign in? Time Sheets – “STEM Expo Teacher Workshop #3”