Using Projects for Technology Inquiry-. Prediction- (Think-pair-share) How does a project differ from activity ? What are different parts of a project?

Using Projects for Technology Inquiry-

Prediction- (Think-pair-share)

How does a project differ from activity?

What are different parts of a project?

How can technology support a project?

Overview

Do projects work? Guiding Learning Principles-

The Five P’s of Successful Projects

Do Projects Work?U of M research- 2005 LeTUS research GroupFrom 1998 -2001 there was a significant and

substantive effect of LeTUS participation on State Test scores compared with their DPS peers engaged in other curricula.

This amounted to an average gain of 4.5 MEAP points

The positive effect of LeTUS participation was found in all MEAP content areas.

Do Projects Work?MEAP Passing Rate

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

Exceeds Standards Meets Standards

MEAP Score

No LeTUS

LeTUS

1999-2001

Learning TheorySocial Constructivist

“Learning by doing, with grouping, and through communication”

What do we know about this?

Guiding Principles in Teaching

Authentic Pedagogy

“ Do what professionals do”ProjectBased Science

What is Authentic ?Fred NewmannStudents construct meaning and produce

knowledgeStudents use disciplined inquiry to construct

meaningStudents aim their work towards the

production of discourse, products, and performances that have meaning beyond school.

(Educational Leadership, April 1993)

Definition of Authentic Problems -Higher order thinking activities (HOTS)Benchmark lessons to support depth of

knowledge (BENCHMARKS)Varying levels of inquiry (INQUIRY)Substantive conversations- written or oral

(CONVERSATIONS)Linked to outside of school - professions

and exemplars act as context (LINKED)

When you get back to school…

Project vs. Activity -Higher order thinking activities vs. being

physically activeBenchmark lessons to support depth of

knowledge vs. shallow content Inquiry learning vs. completing a processSubstantive conversations vs. filling in blanksLinked to outside of school vs. important only

in school

Project Based Science (PBS)

PurposeProblemPersonalPoints of ContactPerformance

“ Use projects to do research, explore issues, or solve design problems ”

Purpose (Invitation?)

A unit project provides students with a “purpose” or a reason why students should learn the science facts or concepts.

The purpose indicates how these ideas relate to the real world context, a career, or a discipline centered problem.

Purpose

For example, in the “Farm in Space Project” students learn about plant biology and photosynthesis in order to help NASA with its research on human space travel to mars.

Students read research reports and problem statements from NASA sponsored college research groups to help them learn about this project and why this research is important.

Example #1- Farm in Space Unit

Purpose

Inquiry Project Step 1:Please complete the reading…

Be prepared to answer these two questions:How long will we be traveling to Mars?Why are plants important on this trip?

Problem

Each project begins with a “problem” activity to motivate the students and get them interested in the project.

The problem is usually an open ended question that has more than one correct answer.

The problems require research, there is depth and breadth to the problem and solving the problem involves the student in creating new knowledge.

The answers can be developed by a single student or a group of students.

Problem

For example, in the Farm in Space Project students are working to answer the research question “What factors will affect the growth of plants?” This is accomplished by building a working hydroponics unit and collecting data over a three week period of time on the growth of bean plants.

Problem

Inquiry Project Step 2Forming Base teams in labAssigning team roles

Lab Team Roles

FacilitatorData CollectorEquipmentMaterialsTechnician

Don’t forget- to be cooperative learning the

teams must have:

•Positive Interdependence•Individual Accountability•Equal Participation •Simultaneous Interaction

Problem

Inquiry Project Step 3Please complete the “Farm in Space” lab

reading…Please use the reading to construct the

Hydroponics unit based on team roles…

Lab Team Roles

Facilitator – Scissor safety, make capData Collector – Construct a data table –

“# days vs. plant observations” for 10 daysEquipment – Measure & Construct HPUMaterials – Collect 400cc of vermiculite,

200 cc of dH2O, and 10 seedsTechnician – Practice setting up

temperature probes

Personal (Exploration) Each student or each group of students in the class is expected to provide their

own “personal” answer to the problem statement of the project.

They document their learning by supporting their individual ideas with facts and concepts that were learned during the lessons in the project.

Each project includes benchmark lessons that meet the goals and objectives of the unit.

Personal

In the Farm in Space Project each student team is expected to create a team research question about a factor that may have a positive or negative effect on plant growth. Student start the research with a personal hypothesis on what he or she feels will happen.

Over the three weeks quantitative and qualitative data is collected by the research team.

At the end of the project each student generates their own report answering the research question using the data to evaluate their personal hypothesis.

Personal

“What factors will affect the growth of plants?”

Inquiry Project Step 4:As a team you will reach consensus on a

research question you can investigate and answer.

We will get back to this…

Points of Contact (Concept Invention)

Since projects may involve many layers of performance and a variety of skills, the lessons need to be broken down into different “points of teacher contact” to ensure support for completion.

Rubrics, timelines, checkpoints, and periodic reviews of work.

Plant Poster Rubric

1. Draw an image of the plant you are assigned with enough detail to be recognizable.

5 pts exceeds expectations- the image is museum quality, all features are carefully detailed, the text is clear and neat, the arrows are clear and eye catching, exceptional creativity.

4.5 pts meets expectations- the image is useable in a museum, all features are carefully drawn, the text is clear and neat, the arrows are clear and understandable, interesting creativity.

3.5 pts towards expectations- the image is understandable but not neat, all features are present but not clear or features are missing, the text is correct but not neat or incorrect, the arrows are present but may not be clear or accurate, creativity is expressed.

2.5 pts below expectations- the image is low quality, features are not detailed or missing, the text is present, but not clear or neat, the arrows are not clear or distracting, limited creativity.

1 pts does not meet expectations- the image is poor quality, features are missing, the text is not clear or incorrect, the arrows are clear and eye catching, exceptional creativity.

Points of Contact

Week 42/6-2/10

Monday 2/6 Tuesday 2/7 Wednesday 2/8 Thursday 2/9 Friday 2/10

Goals Students will be able toanswer a MEAP stylequestion on photosynthesis

Students will act out theinterdependencies of thedifferent stages ofphotosynthesis.

Students will identify ananswer to their researchquestion using qualitativeand quantitative data

Students will show theirknowledge on anassessment tool.

Students will generate aconclusion to theirlaboratory based on ananalysis of data.

OpeningActivity 1

Quick quiz- MEAP question on Chromatography

Bellwork: Question #20, pg 97

Review of Laboratory Report Homework

Review of Study Guide

Prepare for Quiz ReviewProcedures,Materials andMaterials

Activity 2 Review HomeworkSummarize pg 87 “Why do

plants turn orange in the fall?

Review paragraphsPhotosynthesis Play – divide

kids into groups of three.

Laboratory Data AnalysisData TablesGraphsRatios

Plant Quiz Reviewing plantLaboratoryand conclusion.

Activity 3 Photosynthesis – Part Two. Light Reactions

Notes in diagramReview homework

Harvest PlantsCollect final data on roots,leaves, and masses.

Review of LaboratoryMaterials and Equipment Plant Quiz Work on conclusion.

Assessment& ClosingActivity

Review of notesCollect Materials

Check Data Pages Check on Data Tables

Check on graphs calculations

Laboratory Safety Video

MaterialsNeeded

Chromatography Demo materials

Handouts of MEAP question

Play PropsScales, rulers, paper towelsLaboratory Reading

Handouts

Graph PaperCalculators

Graph paperCalculators

VideoVCRHandouts

Homework Read 80-82Photosynthesis Review Writing-

Three Paragraphs

Read CELSS Laboratory Report; Answer questions

Complete Introduction to Laboratory Report

Work on procedures and materials to Laboratory

Write up laboratory report.

Performance (Application)

A project involves the student in some form of “performance” where the students publicly display their personal ideas to answer the problem statement.

This could be written, “postered” or performed.

Performance

For example, the Farm in Space Project requires students to build a hydroponics unit, draw a poster on plant physiology, and write up a laboratory report on the results of the student research.

How is a project different from an activity like a poster or a report?

What are some components of a project?

How can technology support a project?

Review- Turn to your partner

How is a project different from an activity like a poster or a report?

Project- meaning beyond schoolActivity- meaning for school

What are some components of a project?

The five “P’s” of a successful project How can technology support a project?

Let’s find out!

When you get back to school…