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STEM mini course TCC Presentation

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  • 1. STEM in Secondary EducationQuantitative Literacy in Population Ecology Nan Ketpura-Ching Davilla Riddle Kevin Takayama University of Hawai‘i, Mānoa ETEC 632
  • 2. Introductions Nan Ketpura-Ching Davilla Riddle Kevin Takayama Science Teacher Science Teacher Math Teacher Punahou School Kalama Intermediate St. Francis School Honolulu, Oahu Makawao, Maui Honolulu, Oahu1st year OTEC student 2nd year OTEC student 2nd year MEdT student
  • 3. Overview of Presentation•  Introduction •  Rationale and Need •  Target Audience •  Objectives•  Development Process•  Weekly Modules and Content •  Example of Activities•  Reflection and Recommendation 
  • 4. What is STEM?Lets take a poll…
  • 5. What is STEM?Lets take a poll...•  How many of you have heard of STEM?
  • 6. What is STEM?Lets take a poll...•  How many of you have heard of STEM?•  How many of you have experience with STEM curriculum?
  • 7. What is STEM?Lets take a poll...•  How many of you have heard of STEM?•  How many of you have experience with STEM curriculum?Science, Technology, Engineering, and Math
  • 8. Why STEM?Science, Technology, Engineering, and Math “If America is to maintain our high standard of living, we must continue to innovate. We are competing with nations many times our size. We don’t have a single brain to waste. Math and science are the engines of innovation. With these engines we can lead the world. We must demystify math and science so that all students feel the joy that follows understanding.”Dr. Michael BrownFormer Nobel Prize winner for medicine and the Paul J. Thomas Professor of Molecular Geneticsand Director of the Jonsson Center for Molecular Genetics at the University of TexasSouthwestern Medical School in Dallashttp://www.nationalmathandscience.org/resources/quotes
  • 9. What is Quantitative Literacy?•  Quantitative reasoning capabilities required of citizens in todays information age•  Fluency in reading and writing mathematical data•  Ability to reason and to apply simple numerical concept•  Analysis of data
  • 10. Rationale from research•  Over a decade ago, “national and international studies showed that most U.S. students left high school with far below even minimum expectations for mathematical and quantitative literacy” (Steen, 1999).•  Students did not have the technical and quantitative skills needed to compete in the employment world.
  • 11. Rationale from research (continued)•  According to Steen, “despite years of study and experience in an environment drenched in data, many educated adults remained innumerate” (1999).•  They did not have a basic foundation for collecting, analyzing and presenting data. Now with the massive amount of distributed content and data via the Internet, “the need to establish levels of quantitative literacy becomes ever more important” (Steen, 2002).
  • 12. Meeting the need •  Increased need for students to demonstrate quantitative literacy•  For high school student to be able to analyze and interpret data.•  This mini course aims to provide a solution for increasing quantitative literacy via online instruction delivery using Laulima and Wikispaces.
  • 13. Target Audience•  9th Grade Biology students at Punahou School•  Student have laptops connected to the school’s wireless network.•  Digital natives with prior experience navigating through the school’s Moodle course websites in middle school.This hybrid (both F2F and online) mini course is designed tosupplement the current 9th grade Biology curriculum at PunahouSchool.Students will go through the steps of collecting, analyzing andpresenting data from a given set of scientific data in populationecology. 
  • 14. ObjectivesStudents will be able to:•  Describe physiological, ecological, and behavioral strategies used for successful population growth.•  Compare random sampling with data obtained by an actual count.•  Construct a basic graph with provided data.
  • 15. Objectives (continued)Students will be able to:•  Predict the impact of environmental changes on the organisms in an environment.•  Interpret data given a table or graph and describe trends regarding population relationship.•  Propose a possible solution for conservation and sustainability of an organism in an ecosystem.
  • 16. Development Process•  Appropriately integrates math and science•  Relevant and engaging o  3 of the 5 weeks encompass coral reefs o  Lots of videos and interactive activities •  Interact with classmates o  Self introduction and discussion posts o  Working in pairs on final project •  Lessons flow from week to week o  Math goes hand-in-hand with science 
  • 17. Laulima Home Page 
  • 18. Laulima Discussion 
  • 19. Laulima Assignments 
  • 20. Wikispaces  http://etec632s12stem.wikispaces.com/
  • 21. Weekly ModulesWeek Dates Module 1 April 2 - 8 Coral Reef Biology 2 April 9 - 15 Scientific Data I: Random Sampling, Data Table, and Graphs 3 April 16 - 22 Coral Reef Ecosystems 4 April 23 - 29 Scientific Data II: Interpreting tables and graphs 5 April 30 - May 6 Coral Reef Conservation
  • 22. Week 1: Coral Reef Biology •  Module pre/post survey •  View coral reefs presentation/Cornell notes •  View Nature video for reinforcement  
  • 23. Week 1: Activity •  Use NOAAs Interactive Reef website to research and answer discussion questions in Laulima 
  • 24. Week 2: Random Sampling, Data Tables... •  Watch three iTunesU presentations •  Complete online random sampling activity •  Answer random sampling practice questions  
  • 25. Week 3: Coral Reef Ecosystem•  Watch Coral Reef Ecosystem Presentation•  Read articles on Ocean Acidification•  Watch videos on Carbon Dioxide in water•  Post reflection into Discussion on Laulima 
  • 26. Week 3 Activity:Understanding Ocean AcidificationStudents canchange thefollowing variables •  Time Then see effect on: •  Water •  Graph Temperature •  Atmospheric •  Picture of CO2 Coral Reef   http://www.dataintheclassroom.org/content/oa/simulation.html
  • 27. Week 4: Scientific II: Interpreting Tables and Graphs•  Watch YouTube video on interpreting graphs•  Deer Population Growth activity•  Interpreting tables and graphs practice questions•  Week 4: Quiz 2 
  • 28. Week 4 Activity:Deer Population GrowthStudents... •  graph deer (prey) population in one color •  graph wolf (predator) population in another color •  analyze the predator vs prey balanceHow do you determine when anecosystem is in "balance?"  http://www.biologycorner.com/worksheets/predator_prey_graphing.html
  • 29. Week 5 - Coral Reef Conservation •  Watch YouTube video on Coral Reef Conservation •  Read NOAA article about current hazards threatening coral reefs •  Play Coral Reef Game  http://www.ausarabexplore.info/interactives/coral/coral.html
  • 30. Week 5 Activity:Conservation Poster Project•  Use Glogster EDU (http://edu.glogster.com/) to create a poster on a given area of coral reef around the world•  Use data published in State of the Reef Report from NOAA•  Finished multimedia poster are to be embedded into the course Wikispace 
  • 31. Example of Conservation Poster Requirements: •  Map of area •  Examples of types of corals and organisms •  Existing threats •  Current conservation activities •  Teams proposed conservation ideas •  Citations •   
  • 32. Expected ResultsAfter the course, student will able to•  be more familiar with interpreting and analyzing data.•  describe how ecosystems are affected by changes in the environment•  show quantitative literacy by creating basic tables and graphs from a given set of scientific data in population ecology
  • 33. Reflection:What worked well•  Skype and e-mail for communication•  Google Docs for collaboration•  Wikispaces for delivering content•  Each member was responsible for a series of tasks at each step•  Content came together fairly well •  A good mix of math and science content 
  • 34. Recommendation:What we would do differently •  One person designated as Project Manager •  Set up internal timeline for each portion of the course •  Regular meetings (every other week) to check in for updates •  More interactions built into the weekly modules  
  • 35.  
  • 36. Questions?