Inquiry & Engineering Students will implement their ISEF Project Proposal that they created in the Introduction to Inquiry and Engineering Course. They will work independently or in teams of 2's or 3's to complete an ISEF project in the fields of Inquiry or Engineering. Students will pass the course with either a 'C' or 'B' when they have completed the following elements (1) Revision of Research Plan (2) ISEF Project Data Book (3) Research Paper (4) Visual Display (5) Abstract Students will pass the course with an 'A" when they have completed all of the elements and attend the ISEF District Wide Fair with their project. One Quarter:.5 Credit Grades: 10-12 Oregon Science Standards Directly Assessed H3.S1, H.3S.2, H.3S.3, H.3S.4, H.3S.5, H.4D.1, H.4D.2, H.4D.3, H.4D.4, H.4D.5, H.4D.6 Next Generation Science Standards Directly Assessed Embedded ETS1.A, ETS1.B, ETS1.C Standards for Literacy in Science Embedded RST.7, RST.8, RST.9, WHST.7, WHST.8, WHST.9 Common Core State Standards--Math Embedded MP.2, MP.4, MP.5, 8.F, S.ID, S.IC, F.BF, F.LE, N-Q, A.CED 1
Next Generation Science Standards Performance Indicators Design build and evaluate devices that convert one form of energy into another form of energy. Ask questions and collect information to quantify the scope and impact of the major global problem on local communities and find evidence of possible causes by breaking the problem down into parts and investigating the mechanisms they made contribute to each part. Analyze input and output data and functioning of the human build system to define opportunities to improve the system's performance so that better meets the needs of end users while taking into account constraints (e.g., materials, costs, scientific principles). Evaluate different solutions to a problem by identifying criteria (e.g., costs, safety, reliability, aesthetics) and possible impacts on society and the natural environment, and using a trade-off matrix or numerical weighting system to choose the best solution. Planning carry out a quantitative investigation with physical models are prototypes to develop evidence on the effectiveness of design solutions, leading to at least two rounds of testing and improvement. Use computational thinking to create, simulate, compare different design solutions, checking to be certain that the simulation makes sense when compared with the real world. Refine a solution by prioritizing criteria and taking into account the lifecycle of a given product or technological systems and factors such as safety, reliability, and aesthetics to achieve an optimal solution. Planning carry out an investigation to improve a technology and suggest ideas for further related study. Gather evidence to evaluate different explanations for the widespread adoption of the modern technology, including the role of societal demands, market forces, evaluation by scientists and engineers, and possible government regulation. Analyze data to compare different technologies designed to accomplish the same function regarding the relative environmental impacts, costs, risks, and benefits, and what may need to be done to reduce unanticipated negative effects. Construct or critique arguments based on evidence concerning the cost, risk, and benefits of changes in major technological systems related to agriculture, health, water, energy, transportation, manufacturing, or construction, needed to support a growing world population. Standards for Literacy in Science RST.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. RST.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. WHST.9 Draw evidence from informational texts to support analysis, reflection, and research. W.8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 2
Common Core State Standards--Mathematics MP.2 Reason abstractly and quantitatively MP.4 Model with Mathematics MP.5 Use appropriate tools strategically 8.F Define, evaluate, and compare functions S.ID Summarize, represent, and interpret data on a single count of measurement variable S.IC Make inferences and justify conclusions from sample surveys, experiments, and observational studies. F.BF Build a function that models a relationship between two quantities. F.LE Construct and compare linear, quadratic, and exponential models and solve problems. N-Q Reason quantitatively and use units to solve problems. A.CED Create equations that describe numbers or relationships. NGGS Practices integrated into ISEF Inquiry and Engineering 1. Asking Questions 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Obtaining, Evaluating, and Communicating Information 7. Engaging in Argument from Evidence 8. Constructing Explanations (for science) and Designing Solutions (For Engineering) Arts and Technology High School The Arts and Technology student is Scientist and Inquirer who: Reads and defends ideas and evidence/data using logical reasoning and presents work for feedback from an outside audience. Has a well-balanced background in Physical, Earth and Life Sciences. Becomes a citizen scientist that engages in inquiry projects in the community and environment. *Assessed on Personal Manage Science Rubric Arts and Technology Citizen Traits I can demonstrate respect by showing regard for the inherent worth of myself, for others, and all forms of life and the environment that sustains them. I can demonstrate responsibility in the ATHS classrooms, the school and the community. I can demonstrate perseverance in the ATHS classrooms, the school and the community. I can demonstrate courage in the ATHS classrooms, the school and the community. 3
S C I E N C E Oregon Diploma Essential Skill Demonstrate Personal Management and Teamwork Skills Student Name: Learning Target # Personal Management Description Participate cooperatively and productively in work teams to identify and solve problems. Display initiative and demonstrate respect for other team members to complete tasks. Plan, organize, and complete assigned tasks accurately and on time. Exhibit work ethic and performance, including the ability to be responsible and dependable. Classroom Expectations Proficiency Scale Manages Distractions to enable cooperative work within the classroom. Uses class time well to meet the daily objective. Able to always be moving forward--knows how to meet the objective or get "unstuck" to make progress. Show respect to the teacher and other students by listening, staying in the class room to complete tasks, focus on school work and help others when they need it. Complete work to ensure proficiency of daily goals or objectives. Keeping work organized and put away in folder/cubby. On time to class, stays in class to complete work and only leaves the class with permission for valid reasons. Strong work ethic, realizing it may take a longer time to complete the task or become proficient--makes daily progress, getting help if necessary and taking work home or coming in to get help when needed. High Quality Product, it is never plagiarized, it shows what the student knows and is capable of producing, it may require revisions. Responsible for decisions and actions, be accountable for them and do what it takes to be successful. Average Personal Management Score 4 Student demonstrates the expectation all of the time. 3 Student demonstrates the expectation the majority of the time. 2-Student demonstrates the expectation inconsistently. 1-No evidence that the student can demonstrate the expectation. /4 4
Primary Instructional Strategies 1. Classroom Instruction that Works--Marzano "Setting Objectives and Providing Feedback" Students will be given instruction that is goal orientated to help scaffold them through their inquiry or engineering project. I will help students understand the parameters of the ISEF rules and regulations so they are using their time effectively and efficiently. Specific, timely and regular feedback will be given to students as they will sign up for de-briefs with me daily or weekly as needed and as they approach deadlines for their essential elements.. 2. Classroom Instruction that Works--Marzano "Cooperative Learning" Students who are working independently or in teams will work with other students weekly to bounce ideas off of each other and get ideas for improvement--any student(s) whose suggestions that are taken under advisement or change the course of another student(s) experiment will be acknowledged for their contribution. 3. Parking Lots and Words Walls--I will implement parking lots where students can ask questions to myself, the ISEF advisor or other students for help, ask for supplies or help in a specific area. Word walls will be implemented when multiple teams or students are struggling on a similar concept or road block and they need help from the entire class. Differentiation in the ISEF Science Inquiry Based Classroom 1. Multiple Meetings with myself, ISEF advisor, other teachers (SPED) as needed to help students overcome obstacles and roadblocks. 2. Student choice in individual project. 3. Student choice in working independently or working with a partner. 4. Scaffolded expectations and timelines to help student manage expectations and time to meet deadlines. 5
Assessment Options Data on student achievement will on the essential elements in their ISEF Research Project Research Plan Data Book Research Paper Visual Display Abstract Students will be given soft and firm due dates to turn in working and final documents of their essential elements. They will ultimately be held to the firm due date when the preparations for the district wide ISEF fair begins. Students have the ability to receive a 'C' or 'B' upon meeting proficiency in all the essential elements. Students need to participate in the ISEF fair with the project to get an 'A' Students who are not attending the fair can continue their work and revisions past the data of the ISEF fair. The Learning Cycle 1. Students who are in the ISEF Science and Engineering class need to take the Intro to Inquiry and Engineering Class. This serves as their pre-assessment and formative assessment for this class. Feedback will be given to the student to ensure they have a clear pathway to success in the ISEF class. 2. Students will be given instruction on time management, organization and feedback on their projects to ensure they are making progress. 3. Students can always revise their projects until the ISEF fair deadline if they are attending and after if they are not. 6
Resources: Khan Academy APP Lab timer APP Science 360 APP STEM labs high school Holt McDougal 7