STEM Curriculum Integrations. The Mathematicians/ Scientists/Engineers Notebook.

STEM Curriculum STEM Curriculum IntegrationsIntegrations

The The Mathematician’s/Mathematician’s/

Scientist’s/Engineer’Scientist’s/Engineer’s Notebooks Notebook

What is it?

• An adaptation of the Scientist’s Notebook– East Bay Educational Collaborative

http://www.ebecri.org/custom/toolkit.html

Student’s Model the Way Mathematicians, Scientists,

and Engineers Work

• Each notebook is unique to that person, that problem, that situation

• The notebook is a collection of thoughts, ideas, sketches, data, equations – a running record of the mathematician’s/scientist’s/engineer’s thoughts

Student’s Model the Way M/S/E Work

• It is not necessarily organized or neat

• There is no “right way” or format• Dr. Jennifer Anderson, Brown University

Why use the M/S/E Notebook?

“From Galileo to today’s scientists and mathematicians …, notebooks have been used to document …discovery. Notebooks are also effective tools in the classroom. They make science and mathematics experiences more meaningful and authentic for students as they observe, record, and reflect on what they've learned.”

Students use notebooks during class

• As a guide and/or reference• As a place to record

data, observations, illustrations, reflections questions,ideas while working

• As a place to collect and record claims and evidence to support their inquiry

• To make thinking visible• To document their organizational

growth over time

Notebooks make

students accountable

for their

learning…Dr. Jennifer Anderson, Brown University

Using the M/S/E Notebook

Thinking strategies

Before……….

Entries from the notebook template

During…….

After……..

Content reading and writing related to inquiryMaking connections

Activating prior knowledgeAsking question

…Dr. Jennifer Anderson, Brown University

BEFORE…..

I Know/ I Wonder chart

Visualizations

VIP/MVPFQR

Quick writes

Anticipation guide

KWLConcept maps

…Dr. Jennifer Anderson, Brown University

DURING…Implementing the M/S/E notebook template

• Focus questions• Predictions• Planning• Data/observations• Claims and evidence• Making Meaning Conference• Conclusions

…Dr. Jennifer Anderson, Brown University

AFTER…..

• Summarizing• Making connections• Note taking from a reading/ exemplar • Key word/key idea drawings• Compare/contrast charts• VIP/MVP• Information circles• Revisit KWL and I wonder charts

…D

r. Je

nnife

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n, B

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Let’s Begin

• Materials:– Notebook– Post-it® notes– Post-it® flags– Scissors– Tape, glue– Handouts

Bell Ringer

What Year Am I?On January 30 of this year, the first radio broadcast of The Lone Ranger was heard in the United States. The song played at the beginning of the program was the “William Tell overture” from Rossini’s

opera. The program started and ended with the phrase “Heigh-ho, Silver.”

What Year Am I?

• The product of my tens and units digits is equal to my hundreds digit.

• My tens and units digits could be the sides of a square with a perimeter of 12.–What year am I?

• 1933

A Task…

Counter examples

A Formative Assessment

Beliefs About Inquiry& Problem Solving

For all students!

Chaotic!

Easy to implement! Eats up valuable time and money!

1. For students to be truly engaged in

scientific inquiry they have to be doing

hands-on activities.

2. With all of the Learning Expectations that students need to meet, teachers often conclude that there

really isn’t enough time in the day for problem

solving or inquiry.

3. Scientific inquiry and mathematical

inquiry are essentially one and the same.

4. Students typically hesitate to begin representing a

problem unless they can see a sure

method for solving it.

5. Inquiry and problem solving both involve step-by-step processes that must

be followed.

6. What students learn through inquiry

or problem solving cannot be accurately

assessed.

7. Student success in inquiry and problem solving is very much

age-dependent.

8. Solving a multi-step problem can be

discouraging because students have difficulty identifying the piece to work on first or work on too many parts at

once.

9. Students believe that there is only one correct way to solve a problem and only one

correct answer.

10. Students believe that a problem can

either be solved quickly or that it’s

not possible to solve the problem…end of

story.

Why Do We Need STEM Education?

Paper Cup Challenge

MATERIALS: • small paper drinking cups• 2 cardboard squares 24" X 24" each

INQUIRY:• Can you make a platform with cups and a piece

of cardboard that will support your weight?

Instructions

• Place one cardboard square on the floor, and put a bunch of cups face down on top of it.

• When you think you have enough cups to support your weight, put the other cardboard square on top.

• With a friend to spot you, carefully stand on the platform.

• Did the platform hold you? If it did, try using fewer cups.

• Try to determine the minimum number of cups that are needed to support your weight.

The Results?

• How would you go about finding the smallest number of cups needed to support your weight?

• Why do you think cups are often tapered so they are a little wider at the top that at the bottom?

• Is the round shape important?

The Results?

• What do you think would happen if you tried this activity with milk cartons or some other shape?

• When columns are used to support a building, what are the advantages of using hollow columns? What are the disadvantages?

THE INQUIRY WHEEL

George Pólya

Inquiry vs. Engineering Design vs. Problem

Solving

Webb’s Depth of Knowledge Levels

Assessments

• Assessment – What comes to mind?– Pre-Assessment– Formative Assessment– Summative Assessment

Assessment Card Sort

• In your group study briefly the assessment flow charts

• Divide the assessment cards and classify them according to– Pre– Formative– Summative

Exploring Websites: Function and Fun       

STEM Resources

http://www.stemresources.com/

Stem Resources

• Standards:– User’s Guide– Standards/Learning Progression

• Apps:– Assessment Collection– Inquiry Teaching Strategies– Standardized Test Item Finder

TN Electronic Learning Center

http://www.tnelc.org/ Curriculum ResourcesStandards Aligned Podcasts

National Council of Teachers of Mathematics

http://www.nctm.org/

Illuminations

http://illuminations.nctm.org/

NSDL/Shodor

http://www.shodor.org/

AIMS

http://www.aimsedu.org/

Vocabulary

• Visuwords:http://www.visuwords.com/

• Wordle: http://www.wordle.net/

History of Math

Mac Tutor

http://www-history.mcs.st-and.ac.uk/

Texas Instruments

http://education.ti.com/

Trade Books

Other Resources

Time to investigate….

Formative Assessment:

Concept CartoonsA typical Concept Cartoon™ has the following features:1. Visual representation of scientific ideas2. Minimal text, in dialogue form3. Alternative ideas about the situation4. Ideas are applied in everyday situations5. The scientifically/ mathematically acceptable viewpoint is included in the alternatives6. Alternatives are given equal status

Next Steps…

• Needs….• Time available….

– Suggested dates are one day during intersession (March 15th or March 18th) and Saturday, May 7th.

– Follow-up meetings, once a month, via webcast/satellite, can be held to work with the teachers in small groups as they begin the process of reviewing resources available for stem curriculum integrations.

Next Steps…

• SUMMER TRAINING• 2011-2012 SCHOOL YEAR• 2012-2013 SCHOOL YEAR

Q & A

Tammy L [email protected]