1. Miami Jackson Senior High Curriculum Support Specialists
Miami-Dade County Public Schools
Department of Science
High School Science STEMposium:
The Future is Now
Synergy at
Miami Jackson Senior High
July 2015
Presenters:
Ms. Deborah Zwolinski, Science Teacher
Curriculum Support Specialists
Jennifer Russell,
Wendy Forteza

2. Agenda Welcome Icebreaker Elements of a STEM-centered classroom
Engineering Activity “Tower”
The Engineering Design Process
Model-Eliciting Activity/HOT Lab
Engineering Connection: Preserving Our Ecosystem
Closure Questions
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3. NORMS Agreed Upon at Opening Session
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4. Session Outcomes Participants will be able to:
Develop STEM-centered classrooms.
Develop hands-on STEM connections.
Incorporate M-DCPS instructional resources to support rigorous science teaching and learning:
Use of Open Inquiry
Digital Convergence
Reading and Writing in Science
Encourage participation in STEM related activities
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5. Icebreaker Grab a Starburst candy
Look at its color and follow the Color Guide:
Red (S): What does Science look like in the classroom
Yellow (T): What does Technology look like in the classroom
Pink (E): What does Engineering look like in the classroom
Orange (M): What does Math look like in the classroom
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6. “Skittles” Protocol
Share your color/STEM letter question by posting your answer on the STEM anchor chart.
The facilitator will facilitate a group discussion by:
Sharing written definitions and eliciting additional information
Make connections among written comments in order to facilitate a discussion about the definition of STEM
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7. What is STEM?
STEM
Science
Technology
Engineering
Math
Your table group is go get a piece of chart paper and fold it into quarters. Fold in the center corner so that when it is opened back out it creates a diamond shape in the middle.
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8. Defining STEM
Science – Science seeks to explain. Scientists write explanations based on evidence to explain the natural world.
Technology – Technology is a tool that improves and extends our ability in research, measurement, accuracy and collaboration.
Engineering – Designs solutions to solve problems using the explanations of science, the language of math, and the tool of technology. It is innovative and creative.
Math – Math is a language used to problem solve and explain numerically how the natural world works.
W = F x D
Have them record in their journal their own definition of STEM and why we should integrate technology in our science classrooms.
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9. Elements of a STEM-Centered Classroom Activity
Review the Elements of a STEM-Centered Classroom listed around the room on the poster sheets.
Identify 3 items that are “Most Effective” and 3 items that are “Easy to Implement”
Using your color dots, place a green dot next to the statement that is “Most Effective” and a blue dot next to the statement that is “Easy to implement”
As a group create a Wordle with each member’s responses
Share your Wordle
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10. Elements of a STEM-Centered Classroom
Develop Understanding
5E Lessons
Level of Questioning
Wait Time
Notebooks
Vocabulary Development
Literacy in Science
Addressing Misconceptions
Argumentation and Discourse
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11. Elements of a STEM-Centered Classroom
Address Preconceptions (Classroom Environment)
Student-Teacher Relationships
Cooperative Group Work
Centers and Stations
Student Independence
Revealing Prior Knowledge
Prepared Environment
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12. Elements of a STEM-Centered Classroom
Using Authentic Practices
Sustained Inquiry
Scientific Investigations
Engineering Solutions
Project Based Learning
Claim-Evidence-Reasoning
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13. STEM-Centered Classroom
STEM (Way of Learning)
Problem-solving
Outreach (enrichment)
Application
Minorities
Real world integration
STEM Centered Classroom
Teacher quality (most impact)
Set up environment to feel safe
Teacher Actions that Matter
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14. STEM-Centered Classroom
A STEM-centered classroom focuses on
Standards
Teacher Actions
Student Actions
Learning Environment
Exemplary Learning Environment
Cooperative Group Work
Center & Stations
Student Independence
Prepared environment
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15. Building Consensus I have been heard I heard you
I can live with the decision
I will support the decision in public
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16. Engineering Activity Build a Tower
Work in teams of 4-5 members
Consider all ideas brought forth by team members
Problem: Construct the Tallest Tower
Criteria: Must be free standing tower and stand for 5 seconds
Constraints: 15 Minutes to Build, 1 folder, 60 cm tape
Goal: Build the Tallest Free Standing Tower
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17. Build a Tower Debrief Take a minute to look at all the other Towers.
What design/construction features contributed to other Towers’ success?
Given additional time, how would you improve your design/construction?
How can you incorporate this activity into the science classroom (content alignment)?
Present your design/construction
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18. Lunch
Enjoy Your
Lunch
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19. The Engineering Design Process (EDP) Card Game
Using the package of cards given to you, have one team member shuffle and deal the cards.
One designated player will begin by placing one of the cards on the table. Look at your cards and choose the one that comes first.
Each of the next players will do the same, but will begin to organize the cards in the order that the team decides the design process should follow.
Discuss with your team and defend your Claim with Evidence for the card’s EDP position on the table.
Be creative and do not think only of a linear process.
One stays the others stray
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20. Scientific & Engineering Practices
Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
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21. Engineering Design Process
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22. Department of Science

23. Model-Eliciting Activities (MEAs)
Interdisciplinary thought-provoking activities that elicit mathematical and scientific knowledge
Open-ended problem-solving activities that incorporate the development of a mathematical or scientific model to describe a real-life situation
Resemble engineering problems because students must consider constraints and tradeoffs while documenting their thought process when solving problems
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24. Key Components of Model-Eliciting Activities (MEAs)
Designed for small groups
Based on real or slightly modified real data
Engage students in thinking and reasoning
Encourage students to invent and test models
Allow for multiple solutions that students must explain or justify
Open-Ended
Produce student-generated solutions that are generalizable or easily adapted to other similar situations
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25. Engineering Activity: Preserving Our Marine Ecosystems
Work in teams of 4-5 members
Consider all ideas brought forth by team members
Problem: How to effectively clean up an oil spill as efficiently as possible
Criteria: Highest degree of cleanliness as assessed through a rubric, lowest contaminated surface area within samples of finished product, smallest water loss
Constraints: Quality of tools, time, cost, generation of waste products
Goal: To completely clean up an oil spill in the shortest amount of time while making the most efficient use of the available tools and generating the least amount of waste products
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26. Data Overview

27. Closure Questions What? So What? Now What? What did you do?
When thinking about incorporating Engineering Design into your science classroom what do you think the purpose of science is in the EDP?
Why should engineering be brought into your science classroom?
Now What?
How might you use this at your school?
How will you make sure there is alignment of content and how will this help improve student performance?
Engineering Design Process (EDP)
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28. State Statutes and Board Rules Updates
Safety Goggles: Eye-protective devices required in certain laboratory courses. Board Rule: H7 (2015) Animal Dissection in Schools – eliminates cats. Board Rule: H11 (2008) Science Fair Project entry requirement.
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29. Science Department Dr. Ava D. Rosales Executive Director Elementary
Middle School
High School
Dr. Millard Lightburn
Supervisor
Ms. Yoly McCarthy
Mr. Sebastian Oddone
Ms. Noreyda Casanas
Curriculum Support Specialist
Mr. Dane Jaber
Curriculum Support Specialist, MS
Mr. Daniel Gangeri
Ms. Cristina Madrigal
Curriculum Support Specialist, K-8
Ms. Mary Tweedy
Curriculum Support
Specialist
Ms. Mildred Farber
District Administrative Assistant
Phone:
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