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  • HELPING PRESERVICE TEACHERS INTEGRATE STEMMIDDLESEX COMMUNITY COLLEGE, BEDFORD MAMUSEUM OF SCIENCE, BOSTON

  • MCC - MOS

  • PROCESS SKILLSA SCIENTIFIC METHODDEFINE THE PROBLEMGATHER DATAFORM A HYPOTHESISEXPERIMENTOBSERVEFORM A CONCLUSIONTECHNOLOGYTHE DESIGN PROCESSASKIMAGINEPLANCREATEIMPROVE

  • PROGRAMS - 1PROMOTING LIFE LONG INTEREST IN SCIENCEBUILDING A BETTER BIRD FEEDER

  • PROGRAMS - 2JUST PASSING THROUGH: DESIGNING MODEL MEMBRANESWATER, WATER EVERYWHERE: DESIGNING WATER FILTERS

  • ASKNOTICE SOMETHING YOU THINK IS A PROBLEMASK QUESTIONSIS IT REALLY A PROBLEM?WHY IS IT A PROBLEM?HOW IS IT HURTING PEOPLE, PLANTS, AND/OR ANIMALS?

  • IMAGINEBASED ON DATA YOU HAVE GATHERED BRAINSTORM SOLUTIONS WITH OTHERSREVIEW THE SOLUTIONSWHICH IS THE MOST FEASIBLE?

  • PLANAFTER PRELIMINARY TESTING DECIDE WHICH IDEA IS THE MOST EFFECTIVEDRAW YOUR PLAN; WRITE OUT YOUR PROCEDUREARE YOUR PLANS CLEAR? COULD ANOTHER FOLLOW THEM?

  • CREATEFOLLOWING THE PLANS CREATE THE TECHNOLOGY THAT WILL SOLVE THE PROBLEM YOU PERCEIVED

  • CREATETEST YOUR TECHNOLOGY IN DIFFERENT CONDITIONS TO BE SURE IT IS FEASIBLE

  • IMPROVEDISCUSS YOUR RESULTS WITH YOUR TEAMWAS YOUR TECHNOLOGY SUCCESSFUL?DID IT SOLVE THE PROBLEM?

  • IMPROVE:GET READY TO TRY AGAIN!COMPARE YOUR IDEAS AND RESULTS WITH OTHERSWHAT 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 FRAMEWORKCONTENTVOCABULARYWHAT A STUDENT SHOULD BE ABLE TODOHANDS ON ACTIVITIESSCIENCEMATH

  • THE STANDARDS PROJECT 2INTERDISCIPLINARYELA READINGELA WRITINGSOCIAL STUDIESARTS (MUSIC, DANCE, ART)LIFE SCIENCEEARTH SCIENCEPHYSICAL SCIENCESOCIAL STUDIES

  • THE STANDARDS PROJECT 3ASSESSMENTMULTIPLE CHOICE WITH EXPLANATIONOPEN RESPONSE WITH RUBRIC (4 POINT)

  • HANDS ON

    Sheet1

    STANDARD:

    Give examples of how inherited characteristics may change over time as adaptations

    to changes in the environment that enable organisms to survive, e.g., shape of beak or

    feet, placement of eyes on head, length of neck, shape of teeth, color.

    JANE BERRYMAN

    HANDS-ON EXPERIENCES:

    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.

    SCIENCE 2

    a.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 student

    with gather pictures and data about how and where the animal

    lives. The student will prepare a presentation about his/her

    animal that concentrates on how the animal lives and the

    inherited characteristics that have allowed the animal to

    adapt to its environment.

    MATH

    The student will participate in a brainstorming session and discussion

    about how math was taught when his/her grandparents were in

    school, when his/her parents were in school, and today. The students

    will describe the changes (abacus, flash cards, calculators, computers,

    smart phones, new knowledge) and relate how these changes help

    use to survive. The student may include how different people

    need different "math tools" as different birds need different beaks.

    ARTS

    Each student in the class will select an animal from a different biome

    and create a vivid diorama of the animal in its habitat. The students

    will prevent their dioramas in a class art show. Parents and other

    students will be invited to the art show to admire the dioramas

    and learn about each animal.

    &CINTEGRATED SCIENCE IISPRING 2012

    Sheet2

    Sheet3

  • HANDS ONSCIENCE 1SCIENCE 1a. The students will observe a series of pictures of birds' beaks andcompare 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.

  • INTERDISCIPLINARY

    Sheet1

    STANDARD:

    Give examples of how inherited characteristics may change over time as adaptations

    to changes in the environment that enable organisms to survive, e.g., shape of beak or

    feet, placement of eyes on head, length of neck, shape of teeth, color.

    JANE BERRYMAN

    INTERDISCIPLINARY IDEAS

    FOREIGN LANGUAGEFINE ARTS

    The student will learn a song in Spanish thatThe student will create an environment and

    teaches the names of animals. The songan animal to live in that environment.

    will be or can be based on "You soy" fromThe student will explain how each of the

    Sesame Street.animal's features is an adaptation to help

    it survive in the created environment.

    PHYSICAL EDUCATIONELA (WRITING)

    The student will participate in the game:JUST SO STORIES are often silly tales

    "Lion in the grass! Snake in the grass!" inexplaining how animals came to acquire

    which some students are lions, others areparticular traits (for example, "How a Camel

    snakes, and the rest are people. The game isGot His Hump"). The student will write

    like tag with the people avoiding the lionshis/her own illustrated JUST SO STORY

    who are crawling and the snakes who slidingto explain how a particular animal evolved

    on 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 animal

    THE EVOLUTION OF CALPURNIA TATEpoems by reading selected poems from

    by Jacqueline Kelly. The student willPOETRY FOR YOUNG PEOPLE: ANIMAL POEMS

    complete a series of assignments relatingby John Hollander. The student will write

    to the story.a poem about his/her favorite wild

    animal.

    MATHEMATICSEARTH SCIENCE

    Given a pair of animals the student willThe student will create a poster to compare

    create a Venn diagram to compare andand contrast different environments like

    contrast the animals.the rainforest and tundra. The poster will

    The student will create a graph to compareinclude several animals to show the traits

    the sizes of different animals.that allow them to survive in each

    The student will create a graph to illustrateenvironment.

    common traits among birds.

    PHYSICAL SCIENCESOCIAL STUDIES

    Engineers design vehicles by using theirGiven data on Charles Darwin's voyage the

    knowledge of the ways animals move. The

    student will design a mode of transportationon a map. The student will add to the map

    based on or enhanced by how an animalpictures of animals showing the traits

    or animals move.each evolved to survive in its

    environment.

    &CINTEGRATED SCIENCE IISPRING 2012

    Sheet2

    Sheet3

  • INTERDISCIPLINARYPHYSICAL SCIENCE ACTIVITY

    Sheet1

    STANDARD:

    Give examples of how inherited characteristics may change over time as adaptations

    to changes in the environment that enable organisms to survive, e.g., shape of beak or

    feet, placement of eyes on head, length of neck, shape of teeth, color.

    JANE BERRYMAN

    INTERDISCIPLINARY IDEAS

    FOREIGN LANGUAGEFINE ARTS

    The student will learn a song in Spanish thatThe student will create an environment and

    teaches the names of animals. The songan animal to live in that environment.

    will be or can be based on "You soy" fromThe student will explain how each of the

    Sesame Street.animal's features is an adaptation to help

    it survive in the created environment.

    PHYSICAL EDUCATIONELA (WRITING)

    The student will participate in the game:JUST SO STORIES are often silly tales

    "Lion in the grass! Snake in the grass!" inexplaining how animals came to acquire

    which some students are lions, others areparticular traits (for example, "How a Camel

    snakes, and the rest are people. The game isGot His Hump"). The student will write

    like tag with the people avoiding the lionshis/her own illustrated JUST SO STORY

    who are crawling and the snakes who slidingto explain how a particular animal evolved

    on 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 animal

    THE EVOLUTION OF CALPURNIA TATEpoems by reading selected poems from

    by Jacqueline Kelly. The student willPOETRY FOR YOUNG PEOPLE: ANIMAL POEMS

    complete a series of assignments relatingby John Hollander. The student will write

    to the story.a poem about his/her favorite wild

    animal.

    MATHEMATICSEARTH SCIENCE

    Given a pair of animals the student willThe student will create a poster to compare

    create a Venn diagram to compare andand

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