STEM curriculum orientation
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It shows students at STEM Schools in Egypt the system of STEM and how the curriculum is planned. It talks about integration, assessment, learning outcomes and themes.
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STEM curriculum orientation
- 1. Medhat Mohsen Mohammed The Red Sea STEM High-School Summer Camp 2017/2018
- 2. Agenda • 20 min. Warm-up • 10 min. The Grand Challenges of Egypt. • 15 min. Integration • 10 min. Learning Outcomes. • 20 min. Assessment
- 3. Warm-up
- 4. Warm-up Questions • What do you think about this video? • What do you feel? • What did they feel while performing? • How could they reach to this level of performance? • In pairs, write 20 words summarizing the video, e.g. team-work.
- 5. The Grand Challenges of Egypt • In a group of 5, think about 10 challenges face Egypt and how to overcome them. – 5 min.
- 7. The Grand Challenges of Egypt • Improve the use of alternative energies • Recycle garbage and waste for economic and environmental purposes • Deal with urban congestion and its consequences • Work to eradicate public health issues/disease • Increase the industrial and agricultural bases of Egypt • Address and reduce pollution fouling our air, water and soil • Improve uses of arid areas • Manage and increase the sources of clean water • Deal with population growth and its consequences • Improve the scientific and technological environment for all • Reduce and adapt to the effect of climate change
- 8. The teacher should print a copy of the story and distribute it on students.
- 9. Story of Sandra Skea’s Class • At Mott Hall Academy in New York City, In Sandra Skea's 5th grade class, for example, students constructed handmade kites from material such as paper, straws, aluminum foil, skewers, and string. To engage students' imagination, Skea began by reading a story about kites. Students studied such diverse topics as electromagnetism and the use of kite flying in celebrations. They developed a deep understanding of principles of ratio and proportion as they designed and refined their kites—first on the computer and then by hand. Students also wrote poetry and prose about kites. Skea used the projects as evidence that students not only met, but also exceeded, the standards. She used rubrics to show students how the projects related to grade-level standards and provided the criteria for evaluation. Beyond the academic content, these students learned generic skills related to working together, research, writing, and design and construction (Furger, 2001).
- 10. Story of Sandra Skea’s Class– Group work – 15 min. Design a chart & Gallery Walk for: From the story, find out the following: • Feelings • Evidences of learning • Skills • Integration aspects between subjects • Keywords
- 11. Feelings Evidences of Learning Skills Integrated subjects Keywords Engaged Projects Teamwork Reading - language Constructed Imagining Pieces of poetry and prose Research Writing – language Engage Excited Reading a story Writing Physics Imagination Enjoyed Computer Design Soft Prototype Design Art Develop Amazed Physical Prototype Construction Math Designed and refined Interactive Computer Mechanics Rubrics ICT Projects Evaluation Skills
- 12. Integration between individual disciplines Math Biology Chemistry Physics Geology 12 Humanities
- 13. Learning Outcome Themes & LOs BI.1.01 - Analyze the factors which contribute to the eradication of diseases Theme/Big Idea Cells are the basic unit of structure and function in organisms. They act as indicators of being healthy. Changes may occur according to the external and internal effects of the environment.
- 14. Types of Questions • What is this? • What is a gene? • According to figure 1, determine what is it and how it works. • Given a set of data, create a story and a model that represents the relationship between the data Recall Basic Application Strategic Thinking
- 15. Colors Assessment Colors Strategic thinker I got it. Show unclear understanding Needs help
- 16. Assessment • 30 % Paper and pencil tests – MCQ • 60% Capstone - Presentation - Poster - Portfolio - Journals • 10% Participation and Attendance Grade A+ A B+ B C+ C D+ D F Percentage % 100 % 95 % 94.99 % 90 % 89.99 % 85 % 84.99 % 80 % 79.99 % 75 % 74.99 % 70 % 69.99 % 65 % 64.99 % 60 % 59.99 % 00
Editor's Notes
- With this slide I ask people to think about how each of the fingers interact with each other, especially the thumb. One possible response - The hand is an integrated structure that is capable of performing many tasks. Invite teachers’ ideas as to Why do you think math is indicated as the thumb. One possible response - If we think of the thumb, it provides leverage, lifting and grappling power as math does for all the other subjects.