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

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

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

4. PROJECT PROPOSALS
Quick Review from Workshop #2

5. 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

6. 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

7. DEALING WITH DATA
Quick Review from Workshop #2

8. 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

9. Using Evidence to make claims

10. 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

11. Strategies for Writing Good Conclusions

12. 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?

13. 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.)

14. 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

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

16. 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

17. 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.

18. Display boards

19. Project Boards
Handout

20. 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

21. Presenting Projects

22. 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

23. 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?

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