Science

__//**Discussion Session 1 – The ideal science classroom**//__
 * Students/skills?
 * Not afraid to give wrong answers/taking risks
 * own responsibility for their own education
 * Ability to come to conclusions based on evidence
 * Able to look at science and other fields as part of a larger picture
 * Collate math and sciences
 * Problem solving
 * Curious
 * Collaborative
 * Not memorizer
 * Physical spaces
 * Collaborative spaces
 * Grid on the floor and ceiling
 * Can hang things from walls and ceiling
 * Unobstructed lab spaces
 * Movable furniture
 * Duel use (desks and labs together in room)
 * Projection/smartboard/dvd/sound system
 * Wireless
 * Outlets! Outlets! Outlets!
 * Thoughtful choice of desk systems
 * Other factors?
 * Time + Schedule
 * Longer blocks
 * Schedule reflecting needs of different departments
 * Making other departments understand the need for science to have more contact time
 * Lab tech/Teaching assistant to set up and take own labs (student lab techs?)

__**//Session 2 – Disscussion of priorities/Agenda/Topics of interest//**__
 * **Generating interest/enthusiasm**
 * How can we stimulate ownership of STEM learning?
 * How do we integrate different STEM fields to stimulate student interest?
 * How can all teachers/colleagues be motivated?
 * How do we offer interesting curriculum that creates a draw towards STEM?
 * **Curriculum/Practices/Assessment**
 * Research methods classes? How do you get students involved in research?
 * Biotech/bio ethics, ethics in general?
 * Project based learning?
 * What sequence best supports STEM learning?
 * How do we identify/address/teach to the “big questions”? What ARE the big questions?
 * Backwards design of curriculum and assessment?
 * How do you build in authentic assessment at the high school level and teach to the tests? How do prepare middle school students for the assessment methods in high school?
 * Testing for higher order thinking vs testing for lower order thinking?
 * Practical assessment (ie oral, lab)
 * Ideas for making real connections with the material. Vocabulary isn’t enough, how do you make it real?
 * How do you make real connections between material/vocabulary? How do you find creative ways to assess? How do you share those ideas with other teachers, or how do you connect with other teachers to get good ideas?
 * **The students**
 * Do we become “little colleges”? How do we focus on developing the whole student? How do we encourage students without overloading them?
 * How do we encourage students without committing/pigeonholing them?
 * How do we make students comfortable with ambiguity?

__//**Response to the Math Group Challenge**//__ “What are the top ten things that math could do for the science curriculum?” 1) Graphing a) Understanding that they represent relationships between variables b) Best fit lines c) Analyze the relationships in an equation d) Choosing correct type of graphs 2) Communicate with science to collaborate topics/use common terminology/common techniques a) Visit each others classes 3) Use science problems/word problems as examples in math class. (ie. Lose The Train Problem) 4) Difference between a number and a measurement, Scientific notation, significant figures  5) Use variables other than ‘x’ 6) Determine if an answer is a reasonable answer  a) don’t be a slave to the calculator b) Make reasonable predictions for answers before solving a problem  7) Unit conversion/unit analysis 8) Simple statistics (error analysis)  9) The process of problem solving, not just the solution 10) Solving problems algebraically not just mathematically.

__//**Session 2 – Large group – Open-ended discussion and questions**//__ //What kinds of extracurricular STEM activities are schools offering? Do they generate interest?// //How do you offer and balance electives with other courses and requirements?// Depends on basic requirements, sometimes pulls students from other departments (ie foreign language). Electives driven by teacher – who teaches them? Staffing is an issue – requires funding to teach more courses. Offering electives with a big draw helps get funding. Getting donors who are interested can help support funds for electives or programs.
 * (Hathaway Brown School) Science research program – connected with corporations – have 12 month faculty position who coordinates students. Having a person whose sole job is to coordinate made huge difference in the success of the program. Across the board topics that students work on (students have been published as coauthors, patents) – approx 100 students involved
 * Robotics, Lego clubs/classes – with or without competition.
 * Class with credit (10th grade)– (Bobot – microcontroller/circuit board on wheels)
 * Benefits of these activities:
 * Cooperatition (cooperative competition)
 * Social aspects of these activities – design, fundraising, forming alliances at competitions
 * Can encourage process and independence by reducing adult interactions – focus on student process with only periodic feedback from engineers

//AP courses:// Students overbooked – the drive for “college app” worthy courses has an effect on enrollment in STEM electives. Is it true that AP is the only thing that looks good on transcript? College admissions wants APs, but college curriculum doesn’t. Fewer colleges are accepting APs for credit, so why do we still use the designation. AP is a big marketing draw for private schools. Parents want them, and they want to see good scores. It plays a part in the admissions process. If you are going to have AP courses, how do you keep students motivated and avoid senioritis? (Ideas: Make them take a practice test as an exam/for credit before the actual AP test. Threaten to call colleges if grades slip). Students in APs should be the students that are passionate about the topic. That being said, many students in AP and STEM courses are the ones passionate and interested. But if APs aren’t the answer, what is?

//What percent of AP kids SHOULD be in AP STEM courses? How do you choose who takes AP STEM?// Schools use a variety of methods to filter (or not) who takes APs: Method often reflects different pedagogical approaches to AP: (ie find a way to make any student successful in AP vs. only taking students who will be very successful in the surriculum) Qualify by grade/average Personal recommendation by teacher (teacher endorsement) Application process Inclusive for all students interested

//Why do girls drop out of STEM in upper school or college?// We need to prepare students to be resilient when things get difficult. Do we lose students in STEM at higher levels because they drop when courses are difficult? How do we let them “fail safely”? Do we need to teach them to play tough when they are against more competitive environments at upper level? Idea: Students evaluate each other in collaborative group work, 20% of grade is based on group members evaluation.

a) What are the pro’s and con’s to different approaches to sequence of STEM classes? i)  Physics First – how did the idea evolve – to get more girls into physics. By taking this sequence hopefully getting girls and science. (1) Pro’s: Levels playing field for different abilities, establishing basic concepts for bio and chem. Easier to tinker and play and see applications to real life. Opens possibilities for things like robotics etc earlier. Students can take AP Physics B after first year physics. Since upperclassmen take Bio, they work at a higher level in those classes. (2) Cons: Needs to be tracked by ability to be effective. Big gap between physics freshman year and AP Physics senior year. Difficult to prepare students for SATII (Some students will take Bio test or chem test instead). Teaching concepts before they learn it in math. Must recruit carefully because it takes a dynamic teacher. Students don’t always have the required level of math. Is knowledge of trig necessary to effectively. Changing from traditional to physics first is a challenge. ii) Doubling in APs or other STEM. Difficult to manage? iii)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'"> What are creative ways to schedule <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">iv)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Graduation requirements: Different at different schools, but most students take 4 years of science (driven by college apps?) <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">v)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Middle school curriculum – Spiraling curriculum. <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">b)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">How do we teach to the big picture? What IS the big picture? <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">i)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Understanding by design – taking time as a department to plan helps develop big picture of skills and topics <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">ii)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">When you start out with the big picture, the compartments” of topics make more sense to students” <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">iii)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Sometimes helps to decide NOT to cover everything. <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">iv)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Makes the learning more student lead than teacher lead. <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">v)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Using guiding questions for curriculum/semesters etc. <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">(1)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Ex: Chemistry – How do you separate materials in a mixture? Everything following pertains to answering this question. <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">c)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Going green – how do we integrate it into our curriculum? <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">i)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">All the sudden EVERYone is green. Big push. People turn to the science dept to answer these questions. Encourage interdepartmental participation <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">ii)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">With everything else to cover, how do you squeeze green in and make it relevant? <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">iii)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Have students investigate local topics (ie recycling, water use) <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">iv)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Can be cost effective <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">v)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Depends a great deal on community support/ family support. <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">vi)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Define “green” to the students. <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">vii)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">“GOOS (Good on one side)” <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">viii)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Environmentally friendly cleaning products <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">ix)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Student recycling projects <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">x)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Encouraging reusing materials <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">xi)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Carpooling <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">xii)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Composting <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">xiii)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Building green into units – are there some topics that we can drop in favor of green topics <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">d)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Technology in the classroom – How do you integrate it? How would you LIKE to integrate it? <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">i)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Four areas: <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">(1)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Professional development – bring in experts for demo (ie Vernier, Pasco, Graphical Analysis/LoggerPro). Struggle with some teachers reluctant to integrate or learn technology. Helps to have person on campus who can help with technology issues and teach reluctant teachers. <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">(2)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Equipment/Programs – Love the Smartboard, probes, GPS, Blackboard (site for teachers to post anything related to class – assignments, syllabi, turning in assignments. SafeAssign. etc), Moodle (similar to Blackboard) <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">(3)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Internet – ie Explorelearning.com, youtube.com (both for viewing and publishing), unitedstreaming.com <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">(4)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Getting tech teacher/tech department involved <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Simple programming – maybe all students should learn how to do programming <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">How do virtual dissection/simulations fit into classes? Can they really substitute for the real hands on? Depends on how easy/safe the hands on is to do. For some things the simulation may be safer. Can be a substitute is a student can’t do the hands on. Sometimes the hands on shows it better, or teaches them necessary skills. Do you lose the physical manipulation aspect of the hands on when you use simulations? <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'"> <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Wishes: <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">Difficult to set up for labs when students using own laptops? (Want dedicated laptops for labs, Try LabQuest?) <span style="font-size: 14pt; line-height: 115%; font-family: 'Times New Roman','serif'">More tech support – current tech departments are stretched
 * __<span style="font-size: 16pt; line-height: 115%; font-family: 'Times New Roman','serif'">Session 3 – Breakout groups brainstorming 4 questions __**

**__//Final Summary of Science Discussions – Science Top Ten//__**
 * 1) We are doing a lot of integration, but we need common language with other disciplines. In many ways science IS math, technology, engineering. All subjects are part of the others.
 * 2) There are tough decisions for educators and students. How do you fund, schedule. How much do you push students?
 * 3) Important to decide what the final goal is. Is it merely scores on tests, or creating students who learn? How do you balance the pressure for the scores?
 * 4) There are many different ways to approach a vision for STEM. Schools need to find on right for them.
 * 5) Engineering and technology CAN be integrated into existing curriculum of biology, chemistry and physics. For girls finding ways to make it applicable is key (social, humanitarian, change the world).
 * 6) One of the ways to increase the participation in STEM, there must be relevance to their lives. How to maintain rigor, and stimulate interest.
 * 7) Finding role models to SHOW them someone to emulate. Students need to see the human side of science.
 * 8) How do we teach students to fail and learn from it and be comfortable with it. More girls might stay in STEM fields if they did.
 * 9) Science is messy. If science worked perfectly, there would be no “re” in “research”. Science is a history of failure. We need to work against the mentality of students that “If it isn’t easy, it’s not meant to be.”
 * 10) We need to be positive for the girls about their future in STEM. It IS worth it, and we need them.