1. The MythOlympics Program aims to inspire a rising
generation of scientists and engineers by engaging
middle school and high school students in scientific
explorations formatted like Myths. The program has
the following three components:
1.A four-day overnight summer camp at Clarkson
2.A year long myth design competition
3.Myth module classroom materials.
The goal of this summer research project was to
complete development of five MythOlympics Science
Education Modules (a combination of lesson materials
and classroom activities) for teachers to incorporate
into their science curriculum.
Engaging Rising Scientists and Engineers Through Myths
Sonja Gagen1
, Shane Rogers1
, James Peploski2
, Mary Margaret Small3
1
Department of Environmental Engineering, Clarkson University;
2
Department of Chemistry, Clarkson University;
3
Office of Educational Partnerships, Clarkson University
Acknowledgments: This project was supported by the ALCOA Foundation.
Bibliography
Example: Busting Your Carbon Footprint
Five MythOlympics Educational Modules were developed and tested during
the summer of 2016. These included:
1.Is the Amazon Basin more biodiverse than the North Country?
2.Can microwaves be used to determine the speed of light?
3.Can plants grow without soil?
4.Busting your carbon footprint
5.The tin-can telephone
Feedback on the MythOlympics Educational Modules was solicited from
science teachers in the North Country of New York, including an opportunity
for them to perform hands-on testing. Further, students in the MythOlympics
Training Camp program were exposed to the Myths to understand how well
they may progress through the activities and where modifications were
needed. Feedback and experiences in the summer camp were used to refine
the MythOlympics Education Modules.
Lesson content
Analysis /
discussion
1. Climate Science Performance Indicator 2.2:
• Emissions, greenhouse gases, range of impacts
2. Climate Science Disciplinary Core Ideas
• Atmospheric changes in carbon dioxide concentrations
• Human impacts and intellectual ability to manage impacts (Teach
Engineering, 2016).
3. Language Arts Standard 3
• “Listen, speak, read, and write for critical analysis and evaluation”
(University of the State of New York- New York State Education Department,
2013)
Teach Engineering. (2016). Teach Engineering: curriculum for k-12
teachers. Retrieved July 5, 2016, from
https://www.teachengineering.org/standards/browse?
Jurisdiction=NGSS
University of the State of New York- New York State Educaiton
Department. (2013, June 11). NYS Learning
Standards:CI&IT:NYSED. Retrieved July 22, 2016, from
http://www.p12.nysed.gov/ciai/standards.html
Students testing the MythOlympics Education Modules
The objectives for development of the MythOlympics
Modules were as follows:
1.The modules must be developed for middle school or
high school science classrooms based upon
fundamental scientific, engineering, and mathematics
principles.
2.The modules must have student-centered, hands-on
activities that allow student creativity and free
exploration.
3.There must be no special equipment required to
complete the MythOlympics modules.
4.The modules must be linked to New York State and
national education standards to improve their utility
within middle school and high school science curricula.
5.Environmental education must to be incorporated
into at least one of the MythOlympics modules.
Myth topics were selected based on faculty and
student interest and engagement following four years
development within the MythOlympics program. The
modules were formatted so that they could be taught
as a stand-alone class or a short unit, and include
reading and presentation materials, worksheets, and a
guide for teachers. Modules were tested during the
summer either individually or during the MythOlympics
Summer Camp program in July, 2016. A forum for local
middle school and high school science teachers was
held at Clarkson University to obtain feedback on the
format and contents of the modules. Further
refinement is planned following testing in actual
classroom settings.
Introduction
Objectives
Methods
Teacher workshop to demonstrate MythOlympics
Modules and solicit feedback for their refinement.
Results Conclusions
References
Five myth modules were designed to engage students
in STEM fields while also addressing environmental
issues. The modules designed received positive
feedback from teachers and students alike. Student
feedback and experiences were used to refine the
modules so that they can run more smoothly in a
classroom setting. Teacher input was also used to
refine the modules for further testing in classrooms in
the North Country of New York. Additional teacher
feedback will assist in further linking state and national
education standards to the developed modules.
Future work will include beta testing of the developed
modules in classrooms and iterative refinement as well
as development of additional MythOlympics
Educational Modules covering a wider range of topical
areas.
This exercise informs students about climate change and the relationships humans have with the earth, especially with respect to greenhouse
gas emissions. Students test common claims regarding reducing their carbon footprint. These will be generated by student interest and
responses to probing questions. Examples may include:
1.Riding your bike or walking to school or work is the best way to reduce your carbon footprint;
2.Switching to LED lights from incandescent lights in your home is the best way to reduce your carbon footprint:
3.Eating vegan is the best way to reduce your carbon footprint.
4.____________ is the best way to reduce your carbon footprint (students decide).
The “Meet the Greens Zero Carbon Footprint Calculator” by PBS Kidsa.
will be used. It is simple for students to complete with less complex
information required than alternative calculatorsb.
, and provides easy to understand representations of CO2 an individual might produce from
routine daily activities. Teachers may opt to use more advanced calculators for homework assignments.
a. http://meetthegreens.pbskids.org/features/carbon-calculator.html
b. For example, the Nature Conservancy Calculator (http://www.nature.org/greenliving/carboncalculator/) or USEPA Calculator (https://www3.epa.gov/carbon-footprint-calculator/)
Educational objectives addressed:
4. Health, Physical Education, and Family and Consumer Science
• Standard 2: Create and maintain a safe and healthy environment
• Standard 3: Understand and Manage Personal and Community
Resources
4. Mathematics, Science, and Technology Education
• Applying interdisciplinary problem solving skills to real-life problems
(University of the State of New York- New York State Education
Department, 2013).
Research / reading
comprehension
Introduction
Acknowledgements
The MythOlympics Program at Clarkson University is supported
by a grant from the ALCOA Foundation. It is made possible
through partnerships between Middle School and High School
Science, Technology, Engineering, and Mathematics Teachers,
professors and students at Clarkson University, and industry
and service professionals in the North Country of New York
State. We extend our kind thanks to these individuals for their
efforts and interests in making science an accessible and
exciting endeavor for all students.