HELPING PRESERVICE TEACHERS INTEGRATE STEM

MIDDLESEX COMMUNITY COLLEGE, BEDFORD MAMUSEUM OF SCIENCE,

BOSTON

MCC - MOS

PROCESS SKILLS A SCIENTIFIC

METHOD DEFINE THE PROBLEM GATHER DATA FORM A HYPOTHESIS EXPERIMENT OBSERVE FORM A CONCLUSION TECHNOLOGY

THE DESIGN PROCESS

ASK IMAGINE PLAN CREATE IMPROVE

PROGRAMS - 1 PROMOTING LIFE

LONG INTEREST IN SCIENCE

BUILDING A BETTER BIRD FEEDER

PROGRAMS - 2 JUST PASSING

THROUGH: DESIGNING MODEL MEMBRANES

WATER, WATER EVERYWHERE: DESIGNING WATER FILTERS

ASK NOTICE SOMETHING

YOU THINK IS A PROBLEM

ASK QUESTIONS IS IT REALLY A

PROBLEM? WHY IS IT A

PROBLEM? HOW IS IT HURTING

PEOPLE, PLANTS, AND/OR ANIMALS?

IMAGINE BASED ON DATA

YOU HAVE GATHERED BRAINSTORM SOLUTIONS WITH OTHERS

REVIEW THE SOLUTIONS

WHICH IS THE MOST FEASIBLE?

PLAN AFTER PRELIMINARY

TESTING DECIDE WHICH IDEA IS THE MOST EFFECTIVE

DRAW YOUR PLAN; WRITE OUT YOUR PROCEDURE

ARE YOUR PLANS CLEAR? COULD ANOTHER FOLLOW THEM?

CREATE FOLLOWING THE

PLANS CREATE THE TECHNOLOGY THAT WILL SOLVE THE PROBLEM YOU PERCEIVED

CREATE TEST YOUR

TECHNOLOGY IN DIFFERENT CONDITIONS TO BE SURE IT IS FEASIBLE

IMPROVE DISCUSS YOUR

RESULTS WITH YOUR TEAM

WAS YOUR TECHNOLOGY SUCCESSFUL?

DID IT SOLVE THE PROBLEM?

IMPROVE:GET READY TO TRY AGAIN! COMPARE YOUR

IDEAS AND RESULTS WITH OTHERS

WHAT PARTS OF THEIRS DID YOU LIKE?

HOW WOULD YOU INCORPORATE THEIR IDEAS TO IMPROVE YOUR DESIGN?

TRY IT!

SIGNS OF SUCCESS

THE STANDARDS PROJECT – 1

MA SCIENCE AND TECHNOLOGY/ENGINEERING FRAMEWORK CONTENT VOCABULARY WHAT A STUDENT SHOULD BE ABLE TODO HANDS ON ACTIVITIES

SCIENCE MATH

THE STANDARDS PROJECT 2

INTERDISCIPLINARY ELA READING ELA WRITING SOCIAL STUDIES ARTS (MUSIC, DANCE, ART) LIFE SCIENCE EARTH SCIENCE PHYSICAL SCIENCE SOCIAL STUDIES

THE STANDARDS PROJECT 3

ASSESSMENT MULTIPLE CHOICE WITH EXPLANATION OPEN RESPONSE WITH RUBRIC (4 POINT)

HANDS ON STANDARD:

Give examples of how inherited characteristics may change over time as adaptationsto changes in the environment that enable organisms to survive, e.g., shape of beak orfeet, placement of eyes on head, length of neck, shape of teeth, color.

JANE BERRYMAN

HANDS-ON EXPERIENCES:SCIENCE 1a. The students will observe a series of pictures of birds' beaks and

compare them to various household tools such as forks, tongs, tweezers, hammers, nutcrackers, chopsticks, and eyedroppers.The students will determine which beak is used by the bird fora similar purpose to the way to household tool is used.

b. Given a list of different organisms the student will match theorganism to a continent based on the climate the organism needs. Thestudent will list at least three adaptations each organism has to

help it survive in that climate/environment.SCIENCE 2a. The students will participate in a nature walk. Each student will

bring his/her journal and record his/her observations on camouflage,mimicry, plant colors and smells, and bird behaviors.

b. Each student will select one animal to research. The studentwith gather pictures and data about how and where the animallives. The student will prepare a presentation about his/heranimal that concentrates on how the animal lives and the inherited characteristics that have allowed the animal toadapt to its environment.

MATHThe student will participate in a brainstorming session and discussionabout how math was taught when his/her grandparents were in school, when his/her parents were in school, and today. The studentswill describe the changes (abacus, flash cards, calculators, computers,smart phones, new knowledge) and relate how these changes helpuse to survive. The student may include how different peopleneed different "math tools" as different birds need different beaks.

ARTSEach student in the class will select an animal from a different biomeand create a vivid diorama of the animal in its habitat. The studentswill prevent their dioramas in a class art show. Parents and otherstudents will be invited to the art show to admire the dioramasand learn about each animal.

HANDS ON SCIENCE 1

SCIENCE 1

a. The students will observe a series of pictures of birds' beaks and

compare them to various household tools such as forks, tongs,

tweezers, hammers, nutcrackers, chopsticks, and eyedroppers.

The students will determine which beak is used by the bird for

a similar purpose to the way to household tool is used.

b. Given a list of different organisms the student will match the

organism to a continent based on the climate the organism needs. The

student will list at least three adaptations each organism has to

help it survive in that climate/environment.

INTERDISCIPLINARYSTANDARD:Give examples of how inherited characteristics may change over time as adaptationsto changes in the environment that enable organisms to survive, e.g., shape of beak orfeet, placement of eyes on head, length of neck, shape of teeth, color.

JANE BERRYMANINTERDISCIPLINARY IDEAS

FOREIGN LANGUAGE FINE ARTS

The student will learn a song in Spanish that The student will create an environment and teaches the names of animals. The song an animal to live in that environment.will be or can be based on "You soy…" from The student will explain how each of theSesame Street. animal's features is an adaptation to help

it survive in the created environment.

PHYSICAL EDUCATION ELA (WRITING)The student will participate in the game: JUST SO STORIES… are often silly tales "Lion in the grass! Snake in the grass!" in explaining how animals came to acquirewhich some students are lions, others are particular traits (for example, "How a Camelsnakes, and the rest are people. The game is Got His Hump"). The student will writelike tag with the people avoiding the lions his/her own illustrated JUST SO STORY…who are crawling and the snakes who sliding to explain how a particular animal evolvedon their stomachs. one of its traits.ELA - READING (STORY) ELA - READING (POETRY)The student will listen to the story: The student will be introduced to animalTHE EVOLUTION OF CALPURNIA TATE poems by reading selected poems fromby Jacqueline Kelly. The student will POETRY FOR YOUNG PEOPLE: ANIMAL POEMScomplete a series of assignments relating by John Hollander. The student will writeto the story. a poem about his/her favorite wild

animal.

MATHEMATICS EARTH SCIENCEGiven a pair of animals the student will The student will create a poster to compare create a Venn diagram to compare and and contrast different environments likecontrast the animals. the rainforest and tundra. The poster willThe student will create a graph to compare include several animals to show the traitsthe sizes of different animals. that allow them to survive in eachThe student will create a graph to illustrate environment.common traits among birds.PHYSICAL SCIENCE SOCIAL STUDIESEngineers design vehicles by using their Given data on Charles Darwin's voyage theknowledge of the ways animals move. The student will plot the route of the HMS Beaglestudent will design a mode of transportation on a map. The student will add to the mapbased on or enhanced by how an animal pictures of animals showing the traitsor animals move. each evolved to survive in its

environment.

INTERDISCIPLINARY

PHYSICAL SCIENCEEngineers design vehicles by using theirknowledge of the ways animals move. The student will design a mode of transportationbased on or enhanced by how an animalor animals move.

PHYSICAL SCIENCE ACTIVITY