1. Science Project June 7, 2010

2. Outline 1.March 26 th Assembly 2.Project Launch 3.Creating Student Teams 4.Evaluation and Assessment

3. What is the Design Process? Generating Ideas Brainstorming Challenge How can the use of cell phones be stopped in school? Correctly Defining the Problem Generating Solutions Why-Why diagrams Duncker diagrams

4. Daily Framework Monday, June 7 Establishing a group contract - includes rules and consequences for group and individuals Assign roles, including a project manager Complete icebreakers and learn the strengths of others (e.g. artistic, computer savvy, etc.) Explaining the expectations: - individual accountability - individual vs group accountability -Attendance Assessment Students might want to bring a laptop to write down ideas/memos etc.

5. Tuesday, June 8 ▪Brainstorming (20-30 minutes) - What are some environmental issues at Lucas? ▪Defining the problem - statement/restatement, Why-why solution tree ▪Mentors invited to help with process Wednesday, June 9 ▪Recognition Assembly ▪Generating a list of solutions ▪Evaluation (group) - teams conference with teachers ▪Evaluation (individual) - Project Design

6. Thursday, June 10 ▪Generating a list of solutions - E.g. Duncker diagram ▪Hmk: research possible solutions (e.g. 2 per student) in order to suggest most reasonable solution on Friday Friday, June 11 ▪Evaluation (Group) - Design Brief Monday, June 14 ▪Further research ▪Rough draft ▪Meeting with experts - sign up for a time slot

7. Tuesday, June 15 ▪Further research cont’d ▪Rough draft cont’d ▪Meeting with experts - sign up for a time slot Wednesday, June 16 ▪Further research cont’d ▪rough draft cont’d ▪Meeting with experts - sign up for a time slot Thursday, June 17 ▪Rehearse competition day ▪Evaluation Day (individual) - components ▪Students must have a completed log book and a product

8. Friday, June 18 ▪Competition Day - in Gym? - organized by Period into quadrants within the gym - invite public, elementary students and/or trustees -overall winner per period - category winners: Energy, Water, Wind, Air, Earth, most Green project - students display all individual components Monday, June 21 ▪Evaluation (individual) - self-reflection on role and contribution; pie chart of contribution to project

9. What is happening today? ▪General information: http://www.tvdsb.ca/webpages/mclean1 COPY THIS DOWN! You will access all files from this site! Form groups – look for your group number in the cafeteria ICEBREAKER – get to know your group members

10. Group Contracts Assign roles to each person in your group ▪Review sample contract and complete the blank contract for your group

11. DESCRIPTION OF LOGBOOKS: ▪(Adapted from http://seniordesign.engr.uidaho.edu/processdocs/ Logbook_Handout.pdf) ▪Definition: An important rule of thumb for the log book is that if it is not in your log book it did not happen. When your teacher looks over your log, it is the equivalent of being audited by the IRS. Anything that appears in your project, but is not recorded in the log book becomes subject to fraud and suspicion.

12. General Expectations Grades 11 and 12: ▪5-6 pages of thoughtful entries per week in support of a quality design process ▪log of planning, communications, team meetings, and lecture notes (~20% of entries) ▪project learning and product development (~70% of entries) ▪review of individual/team/product performance (~10% of entries) ▪organization/format for easy re-reading/re-use (self, team, mentor, instructor)

13. General Expectations Grades 9 and 10: ▪5-6 pages of thoughtful entries per week in support of a quality design process ▪log of team meetings, project learning and product development (~80% of entries) ▪review of individual/team/product performance (~20% of entries) ▪organization/format for easy re-reading/re-use (self, team, mentor, instructor)

14. ▪See your teacher for suggestions as to what you can use for a logbook. ▪You must start a logbook TODAY! ▪Logbooks will be randomly checked every day and are a component of your final mark ▪Your logbook could be checked 4-5 times during the next two weeks ▪Rubrics and a detailed description are available on the website

15. Progress or Daily Memos ▪Each senior student must create one memo for evaluation ▪daily memos summarize the group’s progress to date ▪daily memos will randomly be collected every day ▪each team will hand in 4 memos to be checked ▪See website for rubrics

16. Daily Schedule ▪Report to 108 at the start of every science class for a daily briefing. ▪Group work will be done in the cafeteria or your assigned classrooms. ▪Report back to room 108 for the last 5 minutes of class. At that time, you will hand in your teams’ folder and logbooks so that they can be stored in the filing cabinet.