1. Smarter Science and Problem-Based Learning
Experiences with a School-Wide Culminating Activity in Secondary Science
Smarter Science and Problem-Based Learning

2. Colleen Fletcher, A.B. Lucas S.S
Katy Farrow, A.B. Lucas S.S.
Colleen Fletcher, A.B. Lucas S.S
TVDSB

3. Agenda Welcome Reason for Project Tasks & Implementation of Project
Assessment & Evaluation
Possible Ideas 3

4. Schools - 28 secondary 153 elementary4

5. The need for new labs

6. Your department will have no classrooms/labs for two weeks.
Brainstorm
(3 minutes)
Your department will have no classrooms/labs for two weeks.
What would you do?
This is to convey the reasoning behind the project.

7. Brainstorm: Steps to follow
1) Don’t take time to judge the ideas
2) Strange and bizarre is encouraged!
3) Piggyback on the ideas of others
4) Quantity is preferred over quality
5) Decide on a sequence (everyone takes turns)
6) No negative comments!
7) Assign a time limit.
8) Evaluate, summarize, present

8. Your department will have no classrooms/labs for two weeks.
Brainstorm
(3 minutes)
Your department will have no classrooms/labs for two weeks.
What would you do?
This is to convey the reasoning behind the project.

9. Where does this fit into Smarter Science?9

10. S P A R K S Ideas
As a result of this session, what classroom activity comes to mind? Briefly describe a favourite activity, demo, lab, problem, challenge, case, etc.
 How could this favourite be “SHIFTED” to make it more student centered?
Demonstration
Activity or Cookbook
Inquiry 10

11. Preparing the Students
March assembly to introduce students to project design
April Launch Assembly during Earth Week
Bob McDonald
Mike Newnham
Board representatives

12. This is a motivational video created by two senior students.
Extream Green Video
This is a motivational video created by two senior students.

13. Teacher Preparation
All groups were heterogeneous (Gr students; all levels)
Creating deliverables and rubrics

14. Group Dynamics – Day 1 Icebreakers
Project Overview+ (includes Assessment & Evaluation)
Group Contract*
*Assessment & Evaluation

15. Group Contract* Requirements
Names and Contact info of all members
Assigned roles & responsibilities
Expectations of each group member
Procedures & Conflict Resolution
Personal Logbook*
*Assessment & Evaluation

16. What is the Design Process?
Design defined:
The selection of the best practical solution...
from among a list of possible solutions...
for an identified problem or
problem definition.

17. Challenge to Students What are some environmental issues
at <your school> ?
(Notice how the question is not about listing solutions, but rather finding the source of the problem.)
Have audience brainstorm answers, following brainstorming rules from earlier. Remember to circulate and keep audience on task of finding answers to the given question, NOT solutions to the answers they are listing.
Do on back of Why-Why

18. Defining the Problem
“The mere formulation of a problem is far more often essential than its solution, which may be merely a matter of mathematical or experimental skill.”
-Albert Einstein

19. Defining the Problem (5 minutes)
Choose one area of interest from previous brainstorming and create a problem statement. Write onto chart paper and post on the wall.
Defining the problem is truly the cornerstone to the problem solving process. Any problem statement listed must be specific, such that it pinpoints a specific problem, and yet not allude to a specific solution.
Large Postit

20. Statement-Restatement
We use an excessive amount of paper at school 20

21. Statement-Restatement
We use an excessive amount of paper at school 21

22. Statement-Restatement
Teachers use an excessive amount of paper at school 22

23. Statement-Restatement
Teachers create assignments on an excessive amount of paper at school 23

24. Problem Statement*
Teachers create assignments on an excessive amount of paper at <enter your school name>
*Assessment & Evaluation
Excessive and paper are underlined because they could be further defined and become more specific. Depending on the level of your student, you may or may not expect this level of detail. 24

25. Problem Statement*
Now go back to your problem statement and use this technique to clarify your problem statement.
*Assessment & Evaluation
Excessive and paper are underlined because they could be further defined and become more specific. Depending on the level of your student, you may or may not expect this level of detail. 25

26. Why-Why Diagram*
Used to find out the specific reason for your concern.
Have audience work through an example. 26

27. Why-Why Diagram* Visibility Lights always left on Security purposes
Lucas consumes too much energy
Lights always left on
Hand dryers
Visibility
Security purposes
No reason
Timed – can’t turn off
Unnecessary use (girls)
Inefficient – takes more than one use to dry hands
Have audience work through an example. 27

28. Design Brief* Components (Part 1) Team name & logo
Names & roles of team members
Problem Statement
Why-why statement
Annotated Bibliographies
*Assessment & Evaluation
Speak about differences between junior and senior expectations 28

29. Design Brief* Components (Part 2)
Evaluation of solutions (KT analysis)
Cost estimates
Plan for Week #2 (include timelines, research/experts required)
*Assessment & Evaluation
KT - MUSTS: Those objectives that must be met for the solution to properly function or be implemented. Musts are mandatory requirements that can be measured
WANTS: Those objectives that would be good for the solution to have, but that are not essential contractually or functionally. Wants are desires that can be measured. 29

30. Final Project*
Each student within the team will choose a format to illustrate the solution decided upon by the team.
Examples: Project binder, tri-fold poster board, brochure, 3-D model, etc.
*Assessment & Evaluation
Insert photos

31. Final Project* There were… Parents and other members of the community
Guest judges
PRIZES!!! (Categories reflected Earth, Air, Energy, Water and Principal’s Choice)
Insert photos

32. This video was inspired by the video “Fundamental Misunderstandings”
Example of Movie
This video was inspired by the video “Fundamental Misunderstandings”

33. New Labs

34. Gr.11 Chemistry – Thames River
Possible Ideas
Gr.11 Chemistry – Thames River
Project

35. S P A R K S Ideas
As a result of this session, what classroom activity comes to mind? Briefly describe a favourite activity, demo, lab, problem, challenge, case, etc.
 How could this favourite be “SHIFTED” to make it more student centered?
Demonstration
Activity or Cookbook
Inquiry 35

36. Wrap Up
Contact Information & Electronic Resources:
SmarterScience.ca
Smarter Science sparks from all sessions at STAO