1

New Haven Public Schools New Teacher Day 7-12 Science

WHY TEACH SCIENCE?

2

Try This to Start: MEASURE reaction time catching a ruler!

Distance Ruler Dropped (in centimeters)

Reaction Time (in seconds)

1 .05

2 .07

3 .08

4 .09

5 0.10

10 0.14

15 0.18

20 0.20

25 0.23

30 0.25

3

OUR MOTTO FOR OUR KIDS:

4

NEW HAVEN CAPT RESULTS 2001 --> 2008-->2009-->2010->

2011-2012!2013

"  GOAL+: 12% ----->15.6%--10.8-->14.6%!17.7%!16.7!21.6

"  PROFICIENT+: 52.7%---->-->50.6%-->42.8-->53.1%!57.6%!51.0—58.3

"  Inquiry/Experimentation "  �08-�13 44%--> 41.5%--> 46%!49.4%!46%-

>49.5 "  Content: 43%-->42%-->43%!44%!45%!46

16.5 13.9 12.6 13.1

15.6 10.8

14.6 17.7 16.7

21.6

52.9 55.1 53.7 51.6 50.7

42.7

53.1 57.6

51.0

58.3

47.4 47.3 44.6 44.5

46.5 43.0

45.5 47.2 47.3 49

81.7 82.7 82.1 81.4 80.5 78.4

81.5 81.7 80.2 81.7

0

10

20

30

40

50

60

70

80

90

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

%

NHPS CAPT SCIENCE 04-12

NHGoal NHProficient CTGoal CTProficient

New Haven CMT Science Results 2008!2009! 2010! 2011! 2012! 2013!

Grade 8 Goal! 25.2!24.2! 30.8! 34.3! 36.3! 33.3! Ahead of 7 towns, !

Grade 8 Prof+! 45.4!44.7! 48.5! 52.5! 56.5! 53.2! Ahead of 9 towns,

1st in DERG!

Grade 8 Cont!

50! 50! 53! 55! 58! 57! #3 in DERG!

Grade 8 Inquiry!

47! 47! 51! 51.4! 56.7! 54.8! #1 in DERG!

Grade 5 Goal! 21.3!27.1! 28.1! 28.7! 33.8! 31.3! Ahead of 4 towns!

Grade 5 Prof+! 53.8!59.5! 55.9! 58.9! 59.5! 58.0! Ahead of 3 towns!

Grade 5 Cont! 48! 50! 52! 53.3! 60.4! 59.2!

Grade 5 Inquiry! 54! 58! 58! 58! 60.6! 60.0!

7

25.2 24.5

30.8 34.3 36.3

33.3

45.4 44.7 48.5

52.5 56.5

53.2 58.9

60.9 63.1 63.3 62.1 60.6

75.2 76.6 76.0 75.9 77.1 76.5

0

10

20

30

40

50

60

70

80

90

2008 2009 2010 2011 2012 2013

%

NHPS CMT8 SCIENCE '08-'13

NHGoal NHProficient CTGoal CTProficient

8

INQUIRY SKILLS 47% of CAPT!, 50% of 8th Grade CMT

"  This is what industry and college looks for. "  This is what we need to teach "  This is what our students need to improve

their life!

"  YOU can make the difference!

9

The STEM Crisis "  SCIENCE "  TECHNOLOGY "  ENGINEERING " MATHEMATICS

10

The STEM Crisis continued… "  80% of jobs available to current 15-year-olds

will be STEM jobs "  97% of children from urban centers will be

denied access to these jobs "  60% of these jobs will be filled by foreign

nationals "  The cycle needs to be broken

11

The STEM Crisis continued "  Children from urban centers are denied access to

careers in STEM. "  Do they have Role Models in STEM? "  Have we made STEM a priority?

"  Bottom Line: We must expect our kids to perform at levels identical to suburban peers

"  Anything less is unacceptable.

�We will restore science to its rightful place and wield technology's wonders� B.Obama 1/20/09

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CT in STEM "  STEM (health) the number one

growing field… New Haven is the hub.

"  CT Manufacturing can�t find workers with enough STEM skills. (Green/Energy is the future)

"  ALL data points to STEM skills being the key.

�We will launch a "new era" of science education in the United States, one that encourages students to ask tough, challenging,questions� -Arne Duncan Mar 20

STEM CAREERS!www.newhavenscience.org/STEM!

Guide to STEM Careers/Education for New Haven Link to STEM Programs In New Haven, Yale Community Science Parent Guide to Preparation for STEM, (Espanol) Link to CT STEM JOBS Website Interatctive STEM Career Pathways Tool) STEM at CT Community Colleges STEM Programs at CT Community Colleges/State Universities STEM Programs by College STEM Career Descriptions! Green Programs at CT Community Colleges Get Into Energy, Career Pathways in Energy Careers! Profiles of Different Types of Energy Careers: Training Programs for Energy Careers: Scholarships for Energy Careers Women's Guide to Sustainable Careers Architecture, Construction, Engineering Mentoring Program (ACE) High School Pathways to a Health Care Career Health Careers Exploration Program Health Careers in Connecticut Is a Health Careeer for ME? Preparing for a Health Career CT Health Jobs Health Care Jobs at CT Community Colleges Summer Medical Camps Youth Health Services Corps Guide to Preparation for STEM Jobs Job Journey Posters Job Journeys in STEM Poster Job Journeys in Health Posterr Connecticut Career Paths 2012 STEM Occupation Profiles from CT Dept of Labor CT Career Connection Program Search by Occupation Cluster (Health, STEM, etc..) Wages Outlook for Occupations from CT Dept of Labor Connecticut Middle Skill Jobs Current CT Labor Market Information Guide for Students to Prepare for Manufacturing Careers in CT! (Connecticut. Dream it! Do It! Dream It! Do It! Career Profiles Dream It! Do It! Career Videos! Dream It! Do It! Career Calculator Next Generation Manufacturing! Getting Started in CT STEM CAREER PATHWAYS at CBIA, With Video Profiles:

OUR FUTUREDEMANDS

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

OF JOBS IN THENEXT DECADE WILL

REQUIRE TECHNOLOGYSKILLS.

The U.S. ranks 25th out of 30 in an international assessment of high schoolers’ performance in math.

80%

1 in 5 STEM college students decided tostudy STEM in middle school or earlier.

4 in 5 STEM college students made the decision to study STEM in highschool or earlier.

130

STEM occupations are growing

by 17%, while others are growing

at 9.8%.

17% 9.8%

Unemployment rate for STEM workers went from1.8% to 5.3%, while non-STEM workers went from4.8% to almost 10%.

1.8%

5.3%

10%

4.8%

MICROSOFT UNDERSTANDS THE IMPORTANCE OF STEM AND IS WORKING TO MAKE TECHNOLOGY EASILY AVAILABLE TO STUDENTS IN ORDER TO GET THEM EXCITED IN STEM WITH DIGIGIRLZ, IMAGINE CUP, DREAMSPARK AND KODU GAME LAB.

The U.S. will have more than 1.2 million job openings in science, technology, engineering and math (STEM)-related occupations by 2018. These include scientists, doctors, software developers and engineers. Yet, there will be a significant shortage of qualified college graduates to fill these careers. For the U.S. to succeed and continue to play a leadership role in addressing tough global challenges, we must do a better job of engaging students in these subjects and encouraging them to pursue careers in STEM-related fields. Here is a look at how early education plays a part in inspiring students to seek a higher education in STEM and what motivates students to pursue STEM-related fields.

FEEL THEIR K-12 EDUCATION PREPARED THEM WELL FOR STEM.

49% OFMEN

64% OFWOMEN

POSITIVE ASPECTS OF STEM LEARNING IN EARLY EDUCATION

51% of STEM collegestudents and parentsof K-12 students do notfeel that preparingstudents for careers inSTEM is a top priority forK-12 schools in the U.S.

49% OF WOMENPURSUING STEMDEGREES CHOSESTEM TO MAKE A DIFFERENCE

WHY ARE STUDENTS MAJORING IN STEM?

0% 10% 20% 30% 40% 50% 60% 70% 80%

68% THEY FIND IT STIMULATING AND/OR CHALLENGING

68% SAY GOOD SALARY

66% SAY JOB POTENTIAL

WHY DO PARENTS THINK STEM SHOULD BE A PRIORITY?

SOURCES:

0% 10% 20% 30% 40% 50% 60%

51% SAY TO PRODUCE NEXT-GENERATION INNOVATORS

36% SAY TO HAVE WELL-PAYING CAREERS

30% SAY TO HAVE FULFILLING CAREERS

53% SAY TO ENSURE THE U.S. REMAINS COMPETITIVEIN THE GLOBAL MARKET

16%

ONLY 16% OF BACHELOR’S DEGREESIN 2020 WILL SPECIALIZE IN STEM.

The U.S. Department of Labor has projected that by 2018, the U.S. will have more than1.2 million job openings in STEM fields.

61% of male STEM college students say thatgames or toys sparked their interest in STEM;the top factor for men.

68% of female STEM college students say ateacher or class sparked their interest in STEM; the top factor for women.

F A+

1

23

1

6

5

6

6

4

4

1. “Occupational employment projections to 2018;” U.S. Bureau of Labor Statistics; November 20092.“Why the Focus on STEM?” the Massachusetts STEM Advisory Council; 20113. “PISA 2006: Science Competencies for Tomorrow’s World, OECD briefing note for the United States;” Organisation forEconomic Co-operation and Development; September 20074. “STEM: Good Jobs Now and for the Future;” U.S. Department of Commerce, Economics and Statistics Administration; July 20115. “Help wanted; Projections of jobs and education requirements through 2018;” U.S. Bureau of Labor Statistics; 20106. “STEM Perceptions: Student & Parent Survey;” Harris Interactive online survey of 500 STEM college students and 854 parentsof K-12 students; May 2011.

OUR FUTUREDEMANDS

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

OF JOBS IN THENEXT DECADE WILL

REQUIRE TECHNOLOGYSKILLS.

The U.S. ranks 25th out of 30 in an international assessment of high schoolers’ performance in math.

80%

1 in 5 STEM college students decided tostudy STEM in middle school or earlier.

4 in 5 STEM college students made the decision to study STEM in highschool or earlier.

130

STEM occupations are growing

by 17%, while others are growing

at 9.8%.

17% 9.8%

Unemployment rate for STEM workers went from1.8% to 5.3%, while non-STEM workers went from4.8% to almost 10%.

1.8%

5.3%

10%

4.8%

MICROSOFT UNDERSTANDS THE IMPORTANCE OF STEM AND IS WORKING TO MAKE TECHNOLOGY EASILY AVAILABLE TO STUDENTS IN ORDER TO GET THEM EXCITED IN STEM WITH DIGIGIRLZ, IMAGINE CUP, DREAMSPARK AND KODU GAME LAB.

The U.S. will have more than 1.2 million job openings in science, technology, engineering and math (STEM)-related occupations by 2018. These include scientists, doctors, software developers and engineers. Yet, there will be a significant shortage of qualified college graduates to fill these careers. For the U.S. to succeed and continue to play a leadership role in addressing tough global challenges, we must do a better job of engaging students in these subjects and encouraging them to pursue careers in STEM-related fields. Here is a look at how early education plays a part in inspiring students to seek a higher education in STEM and what motivates students to pursue STEM-related fields.

FEEL THEIR K-12 EDUCATION PREPARED THEM WELL FOR STEM.

49% OFMEN

64% OFWOMEN

POSITIVE ASPECTS OF STEM LEARNING IN EARLY EDUCATION

51% of STEM collegestudents and parentsof K-12 students do notfeel that preparingstudents for careers inSTEM is a top priority forK-12 schools in the U.S.

49% OF WOMENPURSUING STEMDEGREES CHOSESTEM TO MAKE A DIFFERENCE

WHY ARE STUDENTS MAJORING IN STEM?

0% 10% 20% 30% 40% 50% 60% 70% 80%

68% THEY FIND IT STIMULATING AND/OR CHALLENGING

68% SAY GOOD SALARY

66% SAY JOB POTENTIAL

WHY DO PARENTS THINK STEM SHOULD BE A PRIORITY?

SOURCES:

0% 10% 20% 30% 40% 50% 60%

51% SAY TO PRODUCE NEXT-GENERATION INNOVATORS

36% SAY TO HAVE WELL-PAYING CAREERS

30% SAY TO HAVE FULFILLING CAREERS

53% SAY TO ENSURE THE U.S. REMAINS COMPETITIVEIN THE GLOBAL MARKET

16%

ONLY 16% OF BACHELOR’S DEGREESIN 2020 WILL SPECIALIZE IN STEM.

The U.S. Department of Labor has projected that by 2018, the U.S. will have more than1.2 million job openings in STEM fields.

61% of male STEM college students say thatgames or toys sparked their interest in STEM;the top factor for men.

68% of female STEM college students say ateacher or class sparked their interest in STEM; the top factor for women.

F A+

1

23

1

6

5

6

6

4

4

1. “Occupational employment projections to 2018;” U.S. Bureau of Labor Statistics; November 20092.“Why the Focus on STEM?” the Massachusetts STEM Advisory Council; 20113. “PISA 2006: Science Competencies for Tomorrow’s World, OECD briefing note for the United States;” Organisation forEconomic Co-operation and Development; September 20074. “STEM: Good Jobs Now and for the Future;” U.S. Department of Commerce, Economics and Statistics Administration; July 20115. “Help wanted; Projections of jobs and education requirements through 2018;” U.S. Bureau of Labor Statistics; 20106. “STEM Perceptions: Student & Parent Survey;” Harris Interactive online survey of 500 STEM college students and 854 parentsof K-12 students; May 2011.

16

WHAT do THEY NEED? "  The key to schooling is LITERACY

"  The key to the future is SCIENCE

17

What?: CT State Standards " Follow National Guidelines (Project

2061 from AAAS, National Standards from National Research Council, NAEP standards)

" Implement recommendations of �Nation at Risk�, �Gathering Storm� " Inquiry, Issues (STS), Concepts, Integration

18

Learning

19

SCIENCE Research "  Learned best by learning cycle "  ( Engage/Explore first THEN Explain

followed by Elaborate, Evaluate) "  Integrates math/literacy "  Provides the experiential context for other skill areas

20

CSDE Science Position Statement Sept 2008* District Responsibilities include: "  Ensure that the instructional focus (time) for science is comparable to

that provided for language arts and mathematics, and that teachers are able to integrate literacy and numeracy instruction within the context of students science learning experiences. "

"  Provide students with multiple opportunities every week to experience inquiry investigations that develop students abilities to question, explore, observe, gather simple data, create graphs, draw conclusions based on the data and build their understanding of natural phenomena. "

"  Ensure that 80 percent of science instructional time is devoted to inquiry-based investigations."

21

COMMUNITY PARTNERS "  Yale Community Outreach, trying to coordinate (yale.edu/scienceoutreach) "  Kids: Demos, SEOP, Peabody, CRISPY, Health,

BioBus,SciSat,UNH etc…. "  AfterSchool: TAG, LittleScientists, 21stCentury,STEM grant, etc.. "  TeacherTraining: Yale, SummerGrants, Peabody, UNH, etc…

22

SciFairPic

23

SCIENCE EDUCATION GOALS Supported By The New State Framework

An Invitation for Students and Teachers to Explore Science

and Its Role in Society

" Science literacy for ALL; solid foundation & motivation for advanced study for MORE!

" Science learning in a context of real world issues and technologies

" Science learning that is interesting & relevant to students

" Science learning that is an active and thoughtful exploration of questions and problems

"  CT State Dept of Ed Science: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890

24

CONNECTIONS THAT SUPPORT LEARNING

STANDARDS: What Students

Should Know CURRICULUM

INSTRUCTION

ASSESSMENT

District Scope & Sequence District Summative

& Classroom Formative Assessments

State Framework State Summative CMT & CAPT

State: CCT & BEST

District: Professional Growth Plan & PD

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How Are Framework Learning Goals Organized?

PreK-2: #  Development of wonder about the natural world and the ability to

apply basic process skills

Grades 3-5: #  Development of basic descriptions of natural phenomena and the

ability to perform simple explorations

Grades 6-8: #  Development of basic explanations for natural phenomena, and the

ability to apply experimental procedures to acquire new knowledge

Grades 9-10: #  Development of interest in global issues and the ability to collect,

analyze and use data to explore and explain related science concepts

26

"  -NEW HAVEN SCIENCE STANDARDS AND PACING GUIDE"

"  (skills PLUS content) Grades 7-10 see attached"

34!

35

Science Standards

36

Scientific INQUIRY SKILLS "  Inquiry (Experiments) " Numeracy (Math connection)

"  Literacy: includes Science, Technology, Society

37

Standards parts Essential Questions

Content Standards

Performance Standards (tested)

Embedded Tasks

38

Grade Level Concepts/Expectations " Concepts: sequential conceptual developments,

include vocab words found on CMTs, teacher language (http://www.newhavenscience.org/6-8MSScienceGLEs.doc)

" Expectations: shorter, use kid language and expectation.

"  http://www.sde.ct.gov/sde/lib/sde/word_docs/curriculum/science/pk-8_sciencecurriculumstandards8-08.doc " BOTH can be used! " Not available for High School (CAPT) :(

39

Grade 8

Forces and Motion

8.1 — An object’s inertia causes it to continue to moving the way it is moving unless it is acted upon by a force.

State Framework Grade-Level Expectations CMT Correlation

8.1.a The motion of an object can be described by its position, direction of motion and speed.

8.1.b An unbalanced force acting on an object changes its speed and/or direction of motion.

8.1.c Objects moving in circles must experience force acting toward the center.

- D e m o n s t rate how forces (pushes/pulls) act upon an object to change its position over time in relation to a fixed point of reference.

Calculate the average speed of an object and distinguish between instantaneous speed and average speed of an object. Create and interpret distance-time graphs for objects moving at constant and nonconstant speeds. Predict the motion of an object given the magnitude and direction of forces acting upon it (net force). Justify in writing why an object will not change its motion when forces acting upon it are balanced. Investigate and demonstrate how unbalanced forces cause acceleration (change in speed and/or direction of an object’s motion). Distinguish between scalar and vector quantities as they relate to motion of an object (speed vs. velocity). Assess in writing the relationship between an object’s mass and its inertia when at rest and in motion. Express mathematically how the mass of an object and the force acting on it affect its acceleration. Design and conduct an experiment to determine the relationship between gravitational acceleration and fluid friction (air resistance) on a falling object. Illustrate how the circular motion (centripetal motion) of an object is caused by a center seeking force resulting in the object’s constant acceleration.

- C22. Calculate the average speed of a moving object and illustrate the motion of objects in graphs of distance over time.

- - C23. Describe

the qualitative relationships among force, mass and changes in motion.

- - C24. Describe

the forces acting on an object moving in a circular path.

Example GLE

40

Science Curriculum Overview: Format

✴  Pacing Guide per grade PLUS ✴  Unit Goals, Power Standards, ✴ CT Performance Expectations

✴  Essential Concepts/Skills, ✴ CT Grade Level Expectations

✴ Misconceptions, Essential Vocabulary

41

Science Curriculum Overview: Format

✴ Outline of Learning Activities (downloadable)

✴ Suggested, Essential, Required Activities

✴ Significant Tasks

✴ State Required Embedded Tasks

✴ Reading for Information

✴ Resources (Reading and more), Links 42

Learning Cycle !Engagement: stimulate students� interest, curiosity and preconceptions; !Exploration: first-hand experiences with concepts without direct instruction; !Explanation: students� explanations followed by introduction of formal terms and clarifications; !Elaboration: applying knowledge to solve a problem. Students frequently develop and complete their own well-designed investigations; !Evaluation: students and teachers reflect on change in conceptual understanding and identify ideas still �under development�.

See: 5E Model: http://www.newhavenscience.org/5e.doc

43

INQUIRY SKILLS " apply science process skills " read and write science-related texts " search scientific databases " use mathematics to make sense out of data " pose and evaluate arguments based on evidence " apply logical conclusions from such arguments

44

WHAT DOES THIS MEAN?:"

" Classroom activities and lessons need to include the USE of science and the discussion of its impact:"

"  ASSESSMENT of students on these skills.

45

Scientific INQUIRY SKILLS "  Inquiry (Experiments) " Numeracy (Math connection)

"  Literacy: includes Science, Technology, Society

Grades 6-8 Core Scientific Inquiry, Literacy and Numeracy How is scientific knowledge created and communicated?

C INQ.1 Identify questions that can be answered through scientific investigation. C INQ.2 Read, interpret and examine the credibility of scientific claims in different sources of information. C INQ.3 Design and conduct appropriate types of scientific investigations to answer different questions. C INQ.4 Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment. C INQ.5 Use appropriate tools and techniques to make observations and gather data. C INQ.6 Use mathematical operations to analyze and interpret data. C INQ.7 Identify and present relationships between variables in appropriate graphs. C INQ.8 Draw conclusions and identify sources of error. C INQ.9 Provide explanations to investigated problems or questions. C INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

46

47

EXPERIMENTS "  What makes a good experiment?"

"  " What are the parts to a good experiment?"

"  " What is the scientific method?

48

SCIENTIFIC METHOD:""  finding out something to investigate (the "problem"), ""  coming up with a theory or hypothesis based on

observations: how one property (chemical, physical, environmental, biological) affects another."

"  designing a good experiment to test the idea, and making a prediction."

"  conducting the experiment.""  organizing and analyzing the results.""  drawing a conclusion and stating the validity."

49

" OBSERVE

" ORGANIZE

" CONCLUDE

"  repeat

50

HYPOTHESIS:CAUSE" " "and" "EFFECT"" One property" "affects "another " "" " " " " " "property"

"  " (factor, stimuli, characteristic, measurement, observation, etc..), both can be observed/measured."

51

HYPOTHESIS:CAUSE" " "and" "EFFECT""  Independent " "and " "Dependent"

"Variable " " " "Variable"""  "Control" ! ! ! !"Responding"!"  ! "Manipulated" ! !Measured Result!"  ! Input ! ! ! ! !Output!"

52

What makes a good experiment? CAUSE AFFECTS EFFECT""  All other properties remain the same, they

are "controlled".""  " A "VALID" experiment is one that

assures that the result output (dependent variable) is due to the input (independent variable), not to any other factor."

"  " It also has a starting point to compare to, the "control""

53

PARTS OF AN EXPERIMENT

Amount of light (IV) affects how high plant grows (DV)

54

LIGHT AFFECTS GROWTH "  Prediction: more light, more growth "  Independent: amount of light " Dependent: amount of growth " Control Group: Room setup with NO light "  Experimental Group: Others

" Constants: everything else (food, air, etc.. All CONTROLLED)

55

Thoughts " How do you introduce the important

points of experimental design in your science class?"

"  "What are some good ways to teach the scientific method and parts of good experiments throughout the year?"

56

CLOSED TO OPEN "Test how three different lengths of string affect the period of a pendulum using these materials and this procedure. ""

"  Design an experiment to test how the length of a string affects the period of a pendulum using these materials. "

"  Design an experiment to test how either length, mass, or angle of a string affects the period of a pendulum using these materials or others you ask for."

"  Design an experiment to test how length, mass, and angle of a string affect the period and the slowing down of a pendulum using any materials."

"  Design an experiment to see what things change how a pendulum swings."

57

OPEN ENDED LAB ACTIVITIES (examples)""  THREE WORDS EXPLAINS IT ALL!

58

The Math/Science Connection""  Independent Variable"

"  "Dependent Variable"

"  "Both can be a measured property (number)"

59

In Algebra terms:"""  " Independent Variable is the cause, the X""  " Dependent Variable is the effect, the Y."

"  These can be stated as a qualitative or quantitative value. The relationship could be expressed as a bar graph, scatter plot, or "line" graph."

"  Y is a FUNCTION of X."

60

Data To Graphing "  Light: " " "Height""  " 1 fc " " "20 cm""  " 2 fc " " "28 cm""  " 10 " " "114 cm"

"  " "

61

Example Graph

150 140 130 120 110 100 9080706050403020100

G R O W T H i n c m

161412108 6 4 2 0 LIGHT in fc

LIGHT

62

"  To determine the relationship, a student could find a "best fit" line or curve."

"  " Y= 2X + 10 , so with NO light, the plant would be at 10 cm (Control Group= Y Intercept)"

"  " If there is more than one independent variable, bad experiment = Not a Function!"

63

KEY ESSENTIAL Lab QUESTIONS HOW ________ AFFECTS __________ "  -How would we help students be able to construct their

hypothesis as cause/effect. "  -What are the key parts to this experiment? "  -After doing the experiment: "  What scaffolding do students need? (Prior experiments,

experience) "  What skills do they need? "  Which inquiry/numeracy/literacy standards for our grade

does this address? "  What extensions can we make? "  -What are the key elements of a good lab report? Rubric for

scoring lab? "  What about post lab discussion, teacher observation?

64

RUBRICS "  LAB RUBRIC (0-12) "  Problem (0-3), Design (0-3), Data (0-3),

Conclusion (0-3) "  Conclusion Includes VALIDITY! "  Not a percent score (52+4*x) "  see: http://www.newhavenscience.org/LabReportRubric.doc

"  http://www.newhavenscience.org/LabRubricExample.doc

65

What�s an Embedded Task? " 2-3 part lab investigation, also involves inquiry, �fair test� and writing

" Grade 3: Soggy Paper, Grade 4 Go With the Flow (Circuits), Grade 5 Catch It!

" Grade 6 Dig In " Grade 7 Feel the Beat " Grade 8 Shipping and Sliding " Grade 9: Plastics, Acid Rain, Solar Cooker

Labs PLUS STS: Plastics, Brownfield Sites, Energy Graphs

" Grade 10:Apple Juice Enzyme,Yeast Populations Labs PLUS STS Bioengineered Food, Populations

66

Post It Task: example required for 7th grade Teacher leads a discussion of the following (one at a time) and records on chart paper or on the board:

1. What did you observe? 2. What do you already know about things that fall? 3. What questions do you have?

Teacher asks pairs of students to take a minute or two to discuss and identify a question that they would like to attempt to answer. ----------------------------- -Give students sets of two different color small post its. -In groups (or as a class) discuss properties that could change about falling post its: Color, mass/weight, shape, size, height dropped, orientation, etc.. Write each property on a light colored post it and place on top of paper: -Then properties to observe/measure, place these dark colored post its on the bottom: Time, �drift� (distance from center), how many times flip over, sound, etc… -The good experiment uses one post it from the top (cause, independent variable), and one post it from the bottom (effect, dependent variable). Students can pick their own, or as a group, or as a class. The rest of the experiment uses the transfer of the post its from page to page to help students organize their procedure, collect data, make a graph, find trends, and organize and write conclusions. This model can be used throughout the year to help structure experiments. Pages can be omitted (such as writing out a full procedure, conclusion, or drawing a graph) as needed or appropriate

67

Things we can change or vary on purpose (Independent Variable) List Write descriptions of things you can change or vary on purpose (CAUSE): Write one thing per box.

68

Other things we can measure or observe (Dependent Variable) List Write descriptions of other things you can measure or observe. Write one thing per box.

69

Choosing Variables We will intentionally change (Choose one variable from the Independent Variable list) We will measure as the result (Choose one variable from the Dependent Variable list)

We will NOT change any these factors so that we can conduct a fair test (controlled variables)

70

Write out the question you will investigate: We think that as we change the _______________________________________

Independent variable the ________________________________________________________________

dependent variable will change. We think this will happen because ____________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

71

Sample data collection chart:

What happened (Dependent Variable) (include units of measure if appropriate)

What we changed

on purpose (Independent

Variable) (include units of

measure if appropriate

Trial 1 Trial 2 Trial 3 Average

Of Trials

Control Group

Experimental Group

Experimental Group

Experimental Group

72

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Gr a ph of t h e Data All grap h s h ave a ti t le.

Sa m ple G raph W h at h a p pe n ed? (depe n de n t vari a ble) I n cl u de uni ts o f meas u re as n eeded W h at w e c h a n ged on p u rp o se (i n depe n de n t variabl e ) Inc l ude un i ts of measure as needed

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W h e n w e p ur p o sely c h a n g e d ( i ndependen t va r iab l e) w e o bserved t h a t ( dependen t va r iab l e) c h a n ged in t h e f ol l ow i n g w ay: _________ ___ _ _____ _ _____ _ _____ _ _ _ ________ _ _____ _ _____ _ _____ _ ____ ____________ _ _____ _ _____ _ _____ _ _ _ ________ _ _____ _ _____ _ _____ _ ____ Use y ou r data t o s u p po rt y ou r a n s w er: We know t h is beca u se ________ _ _____ _ ________ _ _____ _ _____ _ _____ _ _____ ___________ _ _____ _ _____ _ _____ _ _ _ ________ _ _____ _ _____ _ _____ _ ____ ___________ _ _____ _ _____ _ _____ _ _ _ ________ _ _____ _ _____ _ _____ _ ____ ___________ _ _____ _ _____ _ _____ _ _ _ ________ _ _____ _ _____ _ _____ _ ____ ___________ _ _____ _ _____ _ _____ _ _ _ ________ _ _____ _ _____ _ __ ___ _ ____

The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.

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Experiment "  Do your experiment following the steps below:

"  1. DECIDE on a research question. RECORD it in your science notebook.

"  2. DESIGN a plan to conduct your investigation.

"  3. CREATE a data table in your science notebook that will help you keep your measurements organized. You will also want to record any unexpected observations and questions.

"  4. CONDUCT your experiment. Collect and record data for each trial in your notebook.

"  5. CALCULATE the average for each trial. RECORD the average in your data table.

"  6. DRAW a graph that compares your measurements for the factor you tested.

"  7. INTERPRET the data. What conclusions can you draw based on the graph? Did the factor you

investigated have an effect?

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PRESENT "  Present Your Findings:

"  Work with your partners to make a poster that summarizes your investigation. Use the poster to make a presentation to your class to share the results of your investigation. They will want to hear what you found out. Some of them may have done a similar investigation, and you will want to know if their findings were similar to yours.

"  Your poster should include:

"  ! The question you were investigating;

"  ! A brief description of how you did your experiment;

"  ! A graph showing your findings; and "  ! The conclusion that is supported by your data.

"  Be prepared to tell your class about any data you collected that might not be accurate because of unexpected things that happened during your experiment

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Example MC Question Some students did an experiment to find out which type of paper holds the most water. They followed these steps: 1.Fill a container with 25 milliliters of water. 2.Dip pieces of paper towel into the water until all the water is absorbed. 3.Count how many pieces of paper towel were used to absorb all the water. 4.Repeat with tissues and napkins. If another group of students wanted to repeat this experiment, which information would be most important for them to know? a.The size of the water container b.The size of the paper pieces * c.When the experiment was done d.How many students were in the group

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OPEN ENDED QUESTIONS " Questions based on someone ELSE�S Lab "  Requires student to apply and explain a

science concept. "  Has more than one aspect to a correct

answer, or more than one correct answer. "  Requires higher order thinking, and relevant

prior knowledge to answer completely.

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Example Questions (open ended) Read about a group�s lab… then: "  Is their conclusion valid? Why or why not? " How could they have improved? Design a

better experiment " Read and interpret their graph, make a

graph "  Identify their independent, dependent

variables, explain why.

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Example Questions (open ended) Read some data/results from a graph or web

site… then: "  Interpret the graph "  Judge the validity of the source " Use the results to form an opinion/make a

science/society decision

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Example Constructed Response "  Imagine that you want to do a pulse rate experiment to enter in the

school science fair. You�ve decided to investigate whether listening to different kinds of music affects people�s pulse rate.

"  Write a step-by-step procedure you could use to collect reliable data related to your question. Include enough detail so that someone else could conduct the same experiment and get similar results.

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Example CMT Science Rubric

"  Score Point 2

"  The response is correct, complete and appropriate. The student has demonstrated a strong understanding of scientific concepts and inquiry skills. The response may contain minor errors that will not necessarily lower the score.

"  Score Point 1

"  The response is partially correct and appropriate although minor inaccuracies or misconceptions may occur. The student has demonstrated limited evidence of an understanding of scientific concepts and inquiry skills.

"  Score Point 0

"  The response is an unsatisfactory answer to the question. The student has failed to address the question or does so in a very limited way. The student shows no evidence for understanding scientific concepts and inquiry skills. Serious misconceptions may exist.

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OPEN ENDED SCIENCE QUESTIONS (note: outline/diagram/drawings allowed!)!!Requires student to apply and explain a science concept. "!Has more than one aspect to a correct answer, or more than one correct answer."!Requires higher order thinking, and relevant prior knowledge to answer completely. "!Each score category contains a range of student responses which reflect the descriptions given below:!

"""  SCORE 3 This response is an excellent answer to the question. It is correct, complete, and appropriate and contains

elaboration, extension, and/or evidence of higher-order thinking and relevant prior knowledge. There is no evidence of misconceptions. Minor errors will not necessarily lower the score.!

"  SCORE 2 This response is a proficient answer to the question. It is generally correct, complete, and appropriate although minor inaccuracies may appear. There may be limited evidence of elaboration, extension, higher-order thinking, and relevant prior knowledge, or there may be significant evidence of these traits but other flaws (e.g., inaccuracies, omissions, and inappropriateness) may be more than minor.!

"  SCORE 1 This response is a marginal answer to the question. While it may contain some elements of a proficient response, it is inaccurate, incomplete, and/or inappropriate. There is little if any evidence of elaboration, extension, higher-order thinking or relevant prior knowledge. There may be evidence of significant misconceptions.!

"  SCORE 0 The response, although may be on topic, is an unsatisfactory answer to the question. It may fail to address the question, or it may address the question in a very limited way. There may be no evidence of elaboration, extension, higher-order thinking, or relevant prior knowledge. There may be evidence of serious misconceptions!

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Science Testing (6-8)

✴ CMT Science Grade 8 Mar 08 ✴ Covers 6-8 topics ✴ Half on Skills, Embedded Tasks ✴ Assessments part of curriculum ✴ Quarterly Assessments 7-8 CMT like ✴ Practice for Grade 8 in Feb

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CMT Science AT-A-GLANCE

$ First administration March 2008 $ Still here till at least 2015, part of School

PerformanceIndex $ Cumulative knowledge & inquiry skills

•  Elementary science assessed at Gr. 5 •  Middle school science assessed at Gr. 8 •  No science CMT in Grades 3,4,6 or 7

$ Science CMT Format posted at http://www.csde.state.ct.us/public/cedar/assessment/cmt/cmt_handbooks.htm

$  Handbook in Word form: http://www.newhavenscience.org/science_cmt_handbook.doc

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Science Testing (9-12)

✴ CAPT Science grade 10, and retests ✴ Covers 9-10 five strands,30+ standards ✴ Half on Skills, Embedded Tasks ✴ Assessments part of curriculum ✴ Quarterly Assessments 9-12 CAPT like ✴ Practice for Grade 10 in Feb

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CAPT(for ALL) " Science CAPT still here till 2015 " Based on 5 major content strands: Plastics (Chemical

Structures), Global Interdependence (Cycles), Energy Transformations, Cell Chemistry/Bio Tech, Genetics&Evolution

"  10 tasks ( 5 lab, 5 sts) "  40 MC content, 20 mc skills, 5 writing open ended skills

(15 pts each strand, 75 pts total) " CAPT Handbook (one Word document) at "  http://www.newhavenscience.org/science_capt_finalhandbook2006.doc "  CAPT released items: "  http://www.csde.state.ct.us/public/cedar/assessment/capt/resources/released_items/capt3/2007_Science_Released_Item_Packet.pdf

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Middle School Science Knowledge & Skills Tested

$ Middle School Science CMT administered at Gr. 8 • 59% Knowledge, 41% Inquiry:

% C.1 to C.30 Framework Expected Performances (30 items)

% CINQ 1 to CINQ 10 Framework Inquiry Performances (18 items)

% 3 short written response items assess INQUIRY in context of curriculum-embedded performance tasks • 48 questions; 51 points; single 70-minute session

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CMT/CAPT Science Question Types $ Multiple choice and short written responses $ Types of knowledge assessed:

•  basic factual knowledge •  conceptual understanding •  application of knowledge & skills

$ No hands-on task on the testing day $ INQUIRY is partially assessed by questions

related to curriculum-embedded task contexts

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About Multiple Choice Items $ Brief stem, 4 not brief answer choices $ Answers bubbled in booklet $ Scientific literacy terms (see Framework and

GLEs) may be used in context $ Vocabulary definitions are not tested $ Readability – grade appropriate as determined

by teacher advisory committees

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SCIENCE QUARTERLY ASSESSMENTS

" Designed in part by teachers "  Short and CMT/CAPT like ( 13mc, 3-4

open ended) 22 pts, (13/22 prof, 17/22 goal)

" Grades 7-12, based on required tasks

" Given at end of quarter (and with exams)

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"  -QUARTERLY ASSESSMENTS BASED ON EMBEDDED TASKS"

"  See www.newhavenscience.org/test"

" Username: science""  Password: key"

" May change slightly"

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ASSESSMENT AND SOURCES " CMT and CAPT Science Handbooks (CT) "  http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890

" CAPT Released Items: http://www.csde.state.ct.us/public/cedar/assessment/capt/released_items.htm#8 "  CMT PRACTICE TESTS:

#  STUDENT GRADE 8 http://www.newhavenscience.org/8NHPSFeb07PracticeCMT.doc, #  TEACHER GRADE 8 http://www.newhavenscience.org/8NHPSFeb07PracticeCMTTEACHER.doc

"  CAPT PRACTICE: http://www.newhavenscience.org/capt/index.htm "  DISTRICT ASSESSMENTS: New Haven: UN: Science, PW: Key http://www,newhavenscience.org/test/

"  NAEP QUESTION TOOL: http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp

"  TIMMS RELEASED ITEMS: http://nces.ed.gov/timss/educators.asp "  State Tests Online: http://www.edinformatics.com/testing/testing.htm (MAST, NYS,

Texas, Colorado recommended) "  AMSCO and other Test Prep Books (Prentice Hall includes CMT Science Explorer)

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Guide to Writing Formative Assessment Multiple Choice for Science

"  http://www.newhavenscience.org/misconcept.doc

"  http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/mc4critthink.html

"  http://jonathan.mueller.faculty.noctrl.edu/toolbox/tests/gooditems.htm

"  http://hotpot.uvic.ca/howto/mcquestion.htm

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What Works? "  KEY RESEARCH BASED SCIENCE INSTRUCTIONAL STRATEGIES "  -Create a Climate for Learning: well planned lessons, positive teacher attitude, safe, secure, enriching environment. "  -Follow a Guided Inquiry Learning Cycle Modelà Open Ended Inquiry: Guided Inquiry into a teacher posed question by students leads to

students investigating their own questions. "  -Generating and Testing Hypotheses: students given the opportunity to investigate their ideas. "  -Setting Objectives/Providing Feedback: Objectives are always clear for all class activities, students always know how they are meeting

objectives. "  -Use Warm Up Activities, Questions, Cues, Advance Organizers: Starter questions generate interest, cue students as to learning activities, and

provide a reference throughout a lesson "  -Assess Prior Knowledge/Misconceptions: Students have to construct their internal model of science concepts and reconcile it with previous

experience, often leading to hard to overcome misconceptions. "  -Self-Explanation/Discussion: Students given the opportunity to explain and discuss ideas are better able to connect prior and new knowledge

and experiences. "  -Opportunities to Communicate/Cooperative Learning: Science is a group endeavor, as is it�s learning. Students learn best by communicating

and learning from each other. "  -Vary the Way Students Work: Lab groups, learning centers, projects, and other alternatives to traditional lecture allow for individualized

instruction. "  -Practice Effective Questioning Techniques: Questions are the tool to move towards a student-centered classroom, and different types of

questions help guide instruction and learning. "  -Vary the Structure of Lessons, Use Research Based Strategies: Lesson structure depends on the concepts and skills being learned and

assessed. Brain based research in learning points to specific effective varying structures. "  -Identify Similarities and Differences/Graphic Organizers: Science concepts are often organized into structures by humans attempting to

understand nature. Help students understand the classification and organization of knowledge by continually comparing, classifying, as well as describing analogies and relationships.

"  -Scaffolded Writing Practice: Students can move from oral explanation to written explanation through careful guidance/practice, including both expository and persuasive writing in science.

"  -Strengthen Comprehension for Content Area Reading Text: provide guided focus question, organizers, response and discussion questions, summarize, evaluative prompts based on reading.

"  -Non-Linguistic Representations: Models, drawings, and pictures all can help understand science. "  -Allow Opportunities for Peer Review: Students are frequently asked to evaluate others� work on standardized testing and must be given

regular opportunities as part of their science experience. "  -Create and Embed Science, Technology and Society (STS), issues, and other items relevant to students� lives. These interdisciplinary

learning activities are designed to engage students in the applications of science using their critical thinking skills and content knowledge. They afford students the opportunity to examine ideas and data related to historical, technological, and/or social aspects of science concepts and content.

Peer Discourse and Student Achievement

Talk about Experiment

TalkOverallNeg

ClassObserv: Explain Lab

TalkOverallPos

StudSurv: Groupwork helped to design lab

ClassObserv:Engagement

ClassObserv:Atmosphere

ClassObserv: Overall Peer Discourse

Talk ContentSemiotic +

StudSurv:UnderstandingScoreOverall

TeachSurv: Group kept on task

ClassObserv: ExplainContent

Talk about Personal

TalkStyle: Answering

Talk about Task

ClassObserv:Stud->Teach Talk

ClassObserv: Task Score Overall

-0.6 -0.4 -0.2 0 0.2 0.4 0.6

Ob

serv

ed

Facto

rs

Partial correlation of selected significant factors with inquiry scores (adjusted Pearson r controlled for prior achievement)

Complete study at !www.newhavenscience.org/peerdiscourse!

!o Observed 6 classes, both class lesson, then 1 small group per class designing the acid rain experiment.!o  Coded class observations and group talk observations.!o  Teacher survey & student survey (all students in class).!o  Inquiry scores for q 1 & q 2 assessments compared to q3!o  Used student numbers to match and find correlations!

• Student peer talk does correlate with achievement, even when prior achievement is factored in especially in science inquiry

o  Classroom observations are good data, as are student group observations • Students have some knowledge of understanding linked to group talk and scores

o Teachers may not know of the benefit of group talk as much

• Implications: o  Teachers should scaffold and teach group talk, experiment design o  Less emphasis on task completion, content as part of lab design talk o  Social roles matter, and students can become aware of their roles.

o  Teachers need to find opportunities to observe group talk (video, peer observe, etc)

Findings:

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How Students Learn Science " Principle #1: Engaging Prior Understandings (Pre/

Misconceptions)"" Principle #2: Conceptual Frameworks in

Understanding Factual Knowledge and, What does it Mean to Do Science"

" Principle #3: The Importance of Self-Monitoring (Meta Cognition)"

"  http://www.nap.edu/openbook.php?record_id=11102&page=27

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Learning Cycle !Engagement: stimulate students� interest, curiosity and preconceptions; !Exploration: first-hand experiences with concepts without direct instruction; !Explanation: students� explanations followed by introduction of formal terms and clarifications; !Elaboration: applying knowledge to solve a problem. Students frequently develop and complete their own well-designed investigations; !Evaluation: students and teachers reflect on change in conceptual understanding and identify ideas still �under development�.

See: 5E Model: http://www.newhavenscience.org/5e.doc

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Attitude " Science is for all, and is important " Time for science, focusing on

what works for learning. " �Science is hard� not true! " Science is not just for college science. " Focus on CT Science Standards, especially

with partners 100

Instruction "  Shift focus away from memorization. "  Focus on TALKING, and activities. "  Focus on critique of experiments. " Continue to keep all older students

interested, excited about science class. " High school courses accessible to all levels.

102

103

PD in Instruction " Misconceptions " Assessment (Lab, Class, Open Ended) " Groups " �Science Talks� " Questioning " Writing Strategies " Formative Activities, Projects

Science Professional Development see website

May 23 HS CIA Data Team/Assessment May 09 MS CIA Data Team/Assessment

PLCs Apr 25 HS CIA: Modeling in Science Apr 11 MS CIA: Modeling in Science Mar 28 HS CIA: PLC re Science Courses/

Goals Mar 14 MS CIA: Science Fair/Inquiry Jan 24 HS CIA PLC re CAPT Plan Dec 20 HS CIA Inquiry Learning Dec 13 MS CIA Inquiry Learning Oct 30 CT Science Educators Conference for

all new teachers Oct 25 HS CIA Data Use/ 21st Cent Skills Oct 12 MS CIA Science Fair/Experimentation Sep 27 HS CIA Item Analysis/Assessment

PLC Sep 20 MS CIA Item Analysis/Assessment

PLC Aug 24 New 7-12 Science, Aug 26 New K-6

Science

May 24 HS CIA Instructional Strategies, Group Talk Research May 17 MS CIA Instructional Strategies, Group Talk Research Mar 22 HS CIA OSHA/Science Safety Mar 15 MS CIA School Reform/21st Cent Skills Jan 26 HS CIA STEM District Initiative Jan 23 Science Fair/Research with CRISP Jan 11 MS CIA Formative/Performance Based Assessment Dec 21 HS CIA Formative/Performance Based Assessment Dec 14 MS CIA Data Team/Assessments PLCs Oct 26 HS CIA High School Reform Oct 19 MS CIA Inquiry in Science Teaching Oct 6 PD Day Science Teachers: Formative Assessment/ Standards Alignment Data Team PLCs Sep 21 MS CIA CMT Score Review/Data Teams PLC Sep 14 HS CIA CAPT Scores Review/Data Teams PLC Aug 24 New 7-12 Science, Aug 26 New K-6 Science August, Grade 6 teachers URI watershed

PD Days " CIAs MS: Science/Eng CIA (subject

science teachers) @East Rock 09/23, 12/16, 02/24, 05/19. Session #1 (3:20 pm – 4:50 pm). Session #2 (3:50 pm – 5:20 pm)

" High School Science CIA @ Hillhouse 09/30, 12/09, 02/10, 05/12 2:45-4:15

" Nov 3 CSTA Conference Hamden " Nov 5 Full Day PD

105 106

Other important ideas "  Technology: United Streaming (by

building), EMAIL! "  Science Fair: May 14, 15, 16 "  90 day period " Materials: School based budget.. Some

Title I supplies from CO. " OSHA/Safety regs esp 7th, 9-11th grade

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New Haven Science Fair (nhsciencefair.org) "  Mentors, Cause/effect experiment, Optional, depends on school "  Important New Haven Science Fair Dates (08/10): ""  10/30/13 CT State Science Fair School Registration Online ""  11/20/09-2/1/13 NH Request Help from SRC Committee ""  10/1/09-02/1/13 NH Mentor Request Form ""  12/1/13 CT State Science Fair Registration Deadline (HS) ""  2/24/14 NH SRC-Scientific Review Committee Deadline ""  3/12/14 NH SRC resubmission Deadline ""  2/24/14 NH School Participation Form ""  2/15/14 CT State Science Fair Registration (MS), Abstracts (HS) Final Deadline""  12/1/13-2/20/14 NH Project Board Display Form ""  3/10/14-3/14/14 CT State Science Fair ""  4/10/14 NH School Science Fairs Deadline ""  4/17/14 NHPS Science Fair Registration Forms Due ""  5/05/14 NH Project Allocations, Bus Schedules Finalized ""  5/12/14 Project Set Up at Yale Commons AM, Project Pre Judging PM""  5/13/14 NHPS Science Fair: All students present for judging 9am-12pm, projects

on public display in afternoon ""  5/14/14: Projects picked up AM, Awards ceremony PM Woolsey Hall, Yale" 108

For More Information "  All presentations, tests, rubrics, info found

at " www.newhavenscience.org

" Richard Therrien "  203-946-7933, 203-946-8664 (fax) " Richard.therrien@new-haven.k12.ct.us