* Welcome and Introductions 1. Introduce ourselves to the people at your table by saying your name, the grade you are in or you teach and telling the best thing you did this summer. 2. I will say a few statements, and when you hear one that applies to you, please stand and shout, Thats me! * I will be in a school in September. * I have more than one pet. * My birthday is in a month that has an R in it. * I have more brothers than sisters. * I have had or DO have braces. * I love math or science. * Building Our Team * Broken Squares GOAL: The task is only successfully completed when everyone on the team has completed a square. TO PLAY: Players pass pieces to other team members in order to help one another complete their square. RULES * Pass out pieces Each person will the same number of pieces. * No one can talk or give non-verbal signals to other members of the team. * The pieces in front of each person should be visible to everyone. * Team members can only give pieces; they cannot take pieces from someone else. * Each team member must have at least two pieces in front of them at all times. * How does this activity help us to know what the norms should be for working together on math? * How do we hold ourselves accountable for maintaining these norms? * How do we hold each other accountable for maintaining these norms? * Whats the Lesson? * Travel to Mars * Why would we ever want to go to Mars? * There are more than six billion people on Earth, and that number continues to grow without slowing. six billion * This overcrowding, or the possibility of planetary disaster, will force us to eventually consider new homes in our solar system. * Mars may have more to offer us than the photos of its barren landscape now show. * How Much is a Billion? * If you started to day and counted aloud to one billion, you would be counting for 95 years. * If you found a goldfish bowl large enough for a billion goldfish * The bowl would be the size of a professional football stadium * How Much is a Billion? 100 Dots * How Much is a Billion? 10,000 Dots We would need to get 100 of these to get a million dots. We would need 100,000 of them to get a billion. * A Billion? * If you had a million dollars and spent $1000 every day, it would last almost 3 years. * If you had a billion dollars and you spent $1000 every day, it would last for 2,739 years. * Living On Mars * NASA plans to have human presence on Mars in MARS-One plans to start their colony in * Its surface conditions and the likely availability of water seem to make it the most hospitable of the planets. * What questions does this information raise in your mind? Your group should create at least 10 questions that come up in your minds. * Choose your favorite 5 questions. Put those questions on the sentence strips and add them to the question wall. * Using Our Resources * Start looking online. Find some resources that give you information about Mars, travel to Mars or living on Mars. * What does terraforming refer to? * Save those sites. * What new questions and vocabulary have you discovered? Write those on sentence strips and tape them to the posters on the wall. * Break * Take a 15 minute break. Have a snack. Come back on time and ready to create! * Not a New Idea * In 2000, the movie Red Planet was made depicting a mission to Mars.Red Planet * What do you think was accurate about the clip? * What do you think was inaccurate? * Design Challenge * Engineers initial ideas rarely solve a problem. Instead, they try different ideas, learn from their mistakes, and then try again. The steps engineers use to arrive at a solution are called the design process. As you work through a challenge, use the following questions to tie your work to specific steps of the design process. * Design Challenge * Each of your teams has a design challenge template. Which of the sentences in the lower left-hand corner match the boxes? * What questions do you have? * Use this template to help you with the upcoming challenge. * Lets Do A Challenge * Getting to School Challenge * The person in the room who has a birthday closest to today should come to the front of the room. You will be the interviewees. * Identify the Problem: Interview one of the people (not from your group) and find out how they get to school every day, the route they take, etc. Find out what would the would like to have to get to school Anything goes! * Explore the Problem * Reassemble your group For 5 min discuss * What are 3 unique aspects of this persons travel to school? * What are 3 needs this person faces each for the trip? * Now Brainstorm for 10 min possible ideas to improve this persons morning commute. Sketch your ideas * Back to Your Client * Revisit your client for 5 minutes. Share your favorite two ideas ideas with the person youre designing for. Get feedback from him or her. Dont sell your ideas... find out what they really think! See if you can find out what excites them about your ideas, and learn more about what they might wish for. * Create Your Plan * Choose your favorite plan and expand the idea. Illustrate the plan with something you draw, build, create, video, sing about. * Follow the directions in your materials for posting your idea to ______________ * Thinking about the day Record in your journals 2 and a * Discuss your journals with your team and be prepared to share one star and one question with the larger group. Do you have a team name yet? * Thinking about the Day Day 2 * Welcome Back * When you went home last night, what thoughts stayed with you? * What questions do you have this morning? * What Do You Know About Maps? * Ratio and Proportion * Imagine that you have been given the souvenir by Spaceman Spud. * Calculate everything you can about the people that used this tool as well as their surroundings. * Be sure you are able to explain your reasoning, * How Far Did the Spaceman Travel? How can we plan for our trip to Mars? Universe Sandbox * Using a Rover * NASA scientists use a small model of a planetary rover to practice for directing experiments on the moon and, eventually, on Mars. Watch Terry Fong. *gen-rovers-to-explore-the-moon-and-mars/gen-rovers-to-explore-the-moon-and-mars/ * Learn to Use a Rover * Move to the Lego Mats on the other side of the room. Learn what your challenges are! * LEGO Rover * Learn from the Tutorial * Practice the tutorial. * You must be able to complete and explain Mini Challenge 1 before you go on. See a member of Mission Control for your task. (Kristin, Alex, Kristine or Gothard) * Use CER in your explanation Record on your C-E-R sheet: * We claim that we can make this robot go _______m. * The evidence that supports our claim is * Our reasoning (the mathematical justification that links our evidence to our claim) is * Claims, Evidence and Reasoning * Homework * Take one of the questions from the wall, take it home tonight, * Can you find the answer to that question? If so, what is it? Day 3 * Schedule for robotics game (after scaling exercise) * Play clip about NASA rover research, motivate robots. * Introduce Mars mission mats, scaled version of real Mars missions * Note Gussev crater, real diameter ~ 170km * Play mission briefing movie * Assign teams to groups * Start robot tutorials * Motivation before we can tackle all these missions, we need to get some training in how to instruct a robot. * Cooperative Groups on Mars: * The North American Alliance * Teams 1,3,5,7,9 * The Greater European Group * Teams 2,4,6,8, * The total score for each group counts, not individual team scores. * Teams within the group decide which challenges to do. When they finish their own challenge, they can start another one, or help a team. * There is one joint mission (Alliance Habitation Module) which will need the cooperation of two teams from the different groups. * Constraints * Should the robot get lost or break in the field and not be able to return to base, that would require a rescue mission. Groups will have to pay $10K for each rescue (touch the robot outside base). * Running the robot costs time and money. Thus, it is always preferable to do multiple missions on the same sortie (run). We have factored in 3 sorties for all the missions. Each additional sortie would cost $5K, which we will take from the fees. Teams within each group may want to coordinate their missions. Day 4 * Welcome Back Claim-Evidence-Reasoning Claim Statement that expresses the answer to the question. Evidence Information that supports the claim. Scientific data comes from observations in natural setting or controlled experiments, measurements, or valid scientific sources. Personal information comes from opinions, beliefs, and everyday experiences. Reasoning The justification that links the evidence to the claim. It explains why the evidence supports the claim. Scientific reasoning includes a scientific principle when appropriate. Claims, Evidence and Reasoning Record on your C-E-R sheet: We claim that if this ball represents Earth than Mars is The evidence that supports our claim is Our reasoning (the justification that links our evidence to our claim) is Feedback Find someone from a different table. Swap papers and provide feedback about what is good about your partners journal entry and how it could be improved. When both partners are finished giving feedback, return to your table. Make revisions to your journal entry based on your partners feedback. Lego Robotics Robot Rollout Question: How can we program our robot to go any distance that we are given? In your journal, each person will individually record the process that you and your group used to figure out how to program your robot to go any given distance. Make your journal entry clear enough that someone could understand your thinking simply by reading your paper. In conversation with your small group, complete the following in your notebook. We claim that in order for our robot to move any distance we are given, we need to : The evidence we used to draw that conclusion includes: The reasoning that links our evidence to our claim is: Claims, Evidence and Reasoning * Two Tasks for Tomorrow * Task 1: Make sure your Robot can complete one mission. You will demonstrate it tomorrow morning. Be prepared to explain the programming steps that you took to make the robot function. * Your table teams will be grouped into three teams. There are three design tasks and each of your teams will randomly choose one. Your team will research a solution to the task that you choose and use the design template to plan a solution. * Some Considerations * Choose a SMALL piece of the colony to design. * You do NOT have to build your design. You DO have to have a creative way to present your ideas tomorrow. * You need to pace your teams time carefully today. (We will work on research project exclusively until break time.) * There will be team checks from the Project Directors (Alex, Kristin, Kristine or Gothard) to assess your progress * Claims, Evidence, Reasoning * Use the Claims, Evidence, Procedure structure whenever possible in your presentations. * We claim that in order for our robot to move any distance we are given, we need to : * The evidence we used to draw that conclusion includes: * The reasoning that links our evidence to our claim is: * Scaling * Mandi ate of a rectangular chocolate cake. Her brother Max ate of a vanilla cake that was the same size. * Who ate more? * How do you know? * Can you explain it another way? * You Try * Try the Problem Tall Tales and Tricky Travels. * Find out as many things as you know about the size of the culture the souvenir came from. * Preparing to Investigate Mars * NASA scientists are sending rovers to Mars to investigate the surface and perform tasks that will prepare humans to visit the planet. * Terry Fong is one of the scientists looking at how to manage planetary rovers.planetary rovers * By Friday * Getting Started * https://drive.google.com/folderview?id=0B_I5fUDzOln0N WlzcU5yMlBjbVU&usp=sharing_eil Day 5 * As you come in * We need some quick information to access correct student information for OSPI * Check your school click on the link to fill out the Teaching Record * Goals for the Week The engineering design process and key components of a STEM Design Challenge. How content and practice standards for Mathematics and Science can be addressed through STEM Design Challenges How to support STUDENTS in STEM Design Challenges Math and science content underlying the challenges. Engage in Design Challenges related to Colonizing Mars in order to better understand: * Why are we doing this? * Because NGSS & Common Core State Standards call for a different way of teaching so that students gain a deeper understanding of content and engage in authentic disciplinary practices. Turn to Elbow Partner Why does STEM education matter? How do STEM challenges benefit your students? * Theory of Action If teachers and students engage in activities that promote math and science and engineering practices and integrated math and science activities focused on core math and science content, then student and teacher STEM literacy will increase. * STEM Literacy the ability to identify and apply concepts, content and practices from science, technology, engineering, and mathematics to understand and solve challenges or answer problems that cannot be resolved by any one disciplinary approach alone - Hays Blaine Lantz, Jr., Ed.D., 2009 * Reflecting on the week * What math / science did you learn? * What surprised you about students? * Four Box Synectics CCSS.Math.Content.6.RP.A.3.d CCSS.Math.Content.6.RP.A.3.d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. CCSS.Math.Content.7.RP.A.2 CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities. CCSS.Math.Content.7.RP.A.1 CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. CCSS Math Content: Analyze proportional relationships and use them to solve real-world and mathematical problems. CCSS Math Content: Understand ratio concepts and use ratio reasoning to solve problems. CCSS.Math.Content.6.RP.A.1 CCSS.Math.Content.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. CCSS.Math.Content.6.RP.A.3 CCSS.Math.Content.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems * Disciplinary Practices In what ways did you engage in Mathematical, Scientific and Engineering Practices? * How did the task(s) promote or hinder your engagement in these practices? * What additional instructional moves promoted (or hindered) that practice? NGS S CCSS M * Teacher Log * An opportunity to reflect on how you are supporting students in Math/Science/Engineering practices the log reflects 3 math or 4 science/engineering practice standards that are central to the STEM work we have been doing * Characteristics of STEM Design Challenges * Read through Criteria for a Good Design Challenge * How did the Mars Colonization Design Challenge meet the criteria? Where does it fall short? * How would your group revise Challenge? * Characteristics of STEM Design Challenges * Student Engagement * Multiple entry and exit points to meet needs of students from diverse academic backgrounds * Involves choice & collaboration * Students define criteria for success * Real-World Application and Connections * Addresses a local or global problem * Academic Integrity and integration * Incorporates mathematics/science/technology in authentic way * Content connects to grade-level standards from CCSSM and NGSS * Engages students in math and science practices * Models the Engineering Process * Design, test and revise * Present product to an authentic audience * DO-ABLE in a middle school setting * Supporting tools: Discourse Tools Question Wall Claims-Evidence- Reasoning * Goal Setting time Identify one specific thing you would like to work on this year: Individually As an LIT team As a building What will success look like at the end of the first quarter? At the end of the year? * GRANT COMMITMENT * Actively participate in all professional development activities. * Work with LIT team to integrate STEM focus into the curriculum through engineering design challenges. * Pilot Implementation of STEM Design Challenges in the classroom each year. * Work in collaborative teams to determine outcomes, plan implementation, and assess students progress toward STEM practices and content goals. * Cooperate with grant leadership in data collection. * Additional opportunities * Invite you ALL to participate in further research * Use of data collected as part of this project to help us all better understand what it takes to do this work! * Additional teacher interviews student focus groups * Volunteer teacher leaders to help other schools get started in Summer 3 * Keep us updated * Share opportunities for us to come watch/video tape * Showcase the challenges media coverage * Before you go * Complete evaluation form link in Edmodo * Turn in Clock hours form * * Thanks & Congratulations for all the great things you do for kids!