1. Miami-Dade County Public Schools Department of Science Science STEMposium: Chemistry Miami Dade College – North Campus August 19, 2015 Presented by Jose Almeida

2. Agenda – Welcome – What is STEM? – Elements of a STEM-Centered Classroom – Incorporating Engineering Practices in the Science Classroom: “Cleaning up an Oil Spill” – The Engineering Design Process (EDP) – HOT Lab /Engineering activity: “Energy Content of Foods and Fuels” Engineering Connection – Reflections/My Learning Plan Evaluations Department of Science

3. NORMS Be present Trust the process Trust intent and own your impact Watch your air-time Be open to outcome Focus on solutions Department of Science

4. Session Outcomes Participants will be able to: – Develop STEM-centered classrooms – Develop hands-on STEM connections – Incorporate M-DCPS instructional resources to support science teaching and learning: Use of Open Inquiry Digital Convergence Reading and Writing in Science Encourage participation in STEM related activities Department of Science

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 Department of Science

6. “Skittles” Protocol Share your color/STEM letter question by posting your answer on the STEM anchor chart. The presenter 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 Department of Science

7. What is STEM? ScienceTechnology EngineeringMath STEM Department of Science

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 Department of Science

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” – Discuss as a group – As a group create a Wordle with each member’s responses – Share your Wordle Department of Science

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 Department of Science

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 Department of Science

12. Elements of a STEM-Centered Classroom Using Authentic Practices – Sustained Inquiry – Scientific Investigations – Engineering Solutions – Project Based Learning – Claim-Evidence-Reasoning Department of Science

13. STEM-Centered Classroom STEM Way of Learning – Problem-solving – Application – Outreach (enrichment) – Minorities – Real world integration STEM Center Classroom – Teacher quality (most impact) – Teacher Actions that Matter – Set up environment to feel safe Department of Science

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 Department of Science

15. 10-minute break

16. Engineering Activity/MEA Cleaning up an Oil Spill – 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 Department of Science

17. 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 Department of Science

18. 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 Department of Science

19. Enjoy your lunch! Be back no later than 12:30 Department of Science

20. 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. Department of Science

21. 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 Department of Science

22. Engineering Design Process Department of Science

24. HOT Lab: Energy of Foods - Engineering Design Lab Work in teams of 3-4 members Consider all ideas brought forth by team members Problem: After producing calorimetry data for the energy content of a peanut, students will brainstorm and conduct the experiment to improve the efficiency of the heat captured from the reaction. Criteria: Using only the materials given, students will be evaluated by the group that produces the greatest efficiency. Constraints: Only the materials given can be used, and limited time. Goal: To alter the original reaction with limited materials given by the teacher so that the efficiency of the heat captured in the calorimetry experiment can be measured and compared to other groups. Department of Science

25. Science Website Teachers Parents Students Department of Science

26. State Statutes and Board Rules Updates Safety Goggles: 1006.063 Eye-protective devices required in certain laboratory courses.1006.063 Board Rule: H7 (2015) Animal Dissection in Schools – eliminates cats. Board Rule: H11 (2008) Science Fair Project entry requirement.H11 Department of Science

27. Reflections What? What did you do? So What? 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? Department of Science

28. Follow-up Follow up: How to complete all three portions of the My Learning Plan Evaluation: – Part 1: Professional Development Evaluation (Under the “Actions” section of the activity) Due within 24 hours (time provided at the end of the session today) – Part 2: Instructional Evaluation – Application Part 2 (in the team room). Due within 7 days – Part 3: Instructional Evaluation – Impact Part 3 (in the team room). Due within 14 days Department of Science

29. Science Department Dr. Ava D. Rosales Executive Director ElementaryMiddle SchoolHigh School Dr. Millard Lightburn Supervisor Mr. Sebastian Oddone Supervisor Ms. Mary Tweedy Curriculum Support Specialist Mr. Daniel Gangeri Curriculum Support Specialist Mr. Dane Jaber Curriculum Support Specialist Ms. Noreyda Casanas Curriculum Support Specialist Yusimi Osteen Curriculum Support Specialist Ms. Mildred Farber District Administrative Assistant Phone: 305- 995-1939 Department of Science