8 th Annual Texas STEM Conference Launching a Science PBL Dillon Chevalier This session is sponsored by:

Introduction Who We Are What We Do – Professional Development – Instructional Coaching – Problem/Project-Based Learning Repository Center for STEM Education and Research University of Texas at Dallas

Professional Development Opportunities High-Impact Strategies Facilitated Planning Birding 101 Birds on the River Owl Prowl Modeling in the Mathematics Classroom Caddo Lake Field Experience Inquiry Institute Center for STEM Education and Research University of Texas at Dallas

Presentation Goals Experience a Science PBL Launch Identify elements of a PBL that follow the launch Discussion Center for STEM Education and Research University of Texas at Dallas

Philosophy Authentic project ideas are trans-disciplinary in nature. Trans-disciplinary ideas allow for the natural integration of content from a variety of disciplines to address project expectations. The PBL used during this training can be used in any content area by focusing on standards from a specific discipline. Center for STEM Education and Research University of Texas at Dallas

PBL Experience Teacher Hat vs. Learner Hat Replication Purpose: – To provide the opportunity for you to experience elements within Problem or Project-based Learning. Center for STEM Education and Research University of Texas at Dallas

Launch Video Center for STEM Education and Research University of Texas at Dallas

Launch Video What do you think about the video’s message? Center for STEM Education and Research University of Texas at Dallas

Know/Need to Know Purpose: – Identify non-negotiable components – Identify essential tasks Expectations: – Read silently – Fill out KNK Handout (Individual) – Discuss with group – Whole class discussion Time Length: 25 minutes Center for STEM Education and Research University of Texas at Dallas

Project Statement What does the Frontiers of Flight Museum want us to do? Who? What? When? Where? Why? Center for STEM Education and Research University of Texas at Dallas

Exploration & Individual Design Time Purpose: – Begin brainstorming ideas for how to design a rocket Expectation: – Create a rocket using available materials to travel as far as possible – Journal ideas on how to maximize flight speed and distance Time: 10 minutes Center for STEM Education and Research University of Texas at Dallas

Exploration & Individual Design Time Materials – Copy paper – One straw – Clear tape – Scissors Center for STEM Education and Research University of Texas at Dallas

Rocket Launch Purpose: – To test initial rocket designs Expectation: – Each rocket can only be launched one time – Each rocket has to be launched from the same spot – Don’t touch any of the rockets once they have been launched Time: 3 minutes Center for STEM Education and Research University of Texas at Dallas

Rocket Launch Discussion Why did some rockets fly a greater distance than others? What observations did you make about the flight of different rocket designs? Center for STEM Education and Research University of Texas at Dallas

Concepts Center for STEM Education and Research University of Texas at Dallas 6.8 Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: – (A) compare and contrast potential and kinetic energy; – (B) identify and describe changes in position, direction, and speed of an object when acted upon by an unbalanced force; – (C) calculate average speed using distance and time measurements;

Concepts 6.11 Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to: – (B) understand that gravity is the force that governs the motion of our solar system; and – (C) describe the history and future of space exploration, including the types of equipment and transportation needed for space travel. Center for STEM Education and Research University of Texas at Dallas

Guiding Questions How does potential energy compare to kinetic energy? How do unbalanced forces affect an object’s position, direction, and speed? How are distance and time used to calculate average speed? How can you measure and graph changes in motion? What is the history and future of space exploration? How does gravity govern the motion of our solar system? Center for STEM Education and Research University of Texas at Dallas

Process Skills 6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: – (B) design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; – (C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; Center for STEM Education and Research University of Texas at Dallas

Overview Launch Video Entry Document Know/Need to Know Activity Project Statement Exploration & Individual Brainstorm Center for STEM Education and Research University of Texas at Dallas

Discussion What do you think about the model? What are you already doing in your classroom that is similar? Center for STEM Education and Research University of Texas at Dallas

Contact Info Evaluations Dillon Chevalier – Center for STEM Education and Research University of Texas at Dallas