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Eastern Shore Partnership for Realworld Information Technology in Science ESPRIT Science

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2008, July 28-August 1: One-week Summer Science Institute (35) ... Provide students integrated math, science, and technology instruction with a ... – PowerPoint PPT presentation

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Title: Eastern Shore Partnership for Realworld Information Technology in Science ESPRIT Science


1
Eastern Shore Partnership for Real-world
Information Technology in Science(ESPRIT Science)
  • Encouraging the spirit of science inquiry on the
    Eastern Shore

2
ESPRIT Science
  • SU Personnel
  • Ed Robeck, Co-PI/Project Director
  • Mara Chen, Co-PI/Project Director
  • Jing (Jim) Quan, Co-PI/Project Director
  • Andrew Sharma, Videography
  • Betty Lou Smith, Project Evaluation
  • Community Partners
  • MD Coastal Bays
  • Perdue Farms Inc.

3
ESPRIT Science Goals
  • Goal Statement 1
  • Enhance student achievement through increased
    engagement in science-related problem solving
    using real-world case studies and information
    technology as measured by classroom assessments
    and relevant system and state-level assessments.

4
ESPRIT Science Goals
  • Goal 2 Statement
  • Continue to enrich partnerships that support CBL
    curriculum innovations, making information and
    expertise available to teachers and for
    instructional materials development. These
    partnerships will be among the current partners
    and others. Teachers will be made aware of a
    range of online resources that can be used to
    design and develop case studies.

5
ESPRIT Science Goals
  • Goal 3 Statement
  • Increase student awareness of the potential uses
    of information technology in STEM-related careers
    and community-based initiatives.

6
ESPRIT Science Timeline
  • 2008, Feb. ? June Recruitment Phase
  • 2008, June Pre-Institute Case Study Drafting
  • 2008, June 28 Project Orientation Meeting (2.5)
  • 2008, July 28-August 1 One-week Summer Science
    Institute (35)
  • 2008, Aug. ? Nov Classroom Implementation and
    Support Meetings
  • Support Meetings (3 x 2.5 hrs)
  • In-school contact/support/ including
    observation/debrief
  • 2009, Jan. ? May Classroom Implementation and
    Support Meetings
  • Support Meetings (4 x 2.5 hrs)
  • In-school contact/support/ including
    observation/debrief
  • 2009, June Summer Sustainability Institute
    Mentor Training (35)
  • Address issues of sustainability, additional
    development, and mentoring colleagues toward use
    of case-based learning
  • 2009, July Evaluation Completed and Final Report
    submitted
  • Total Contact Hrs.95 (minimum)

7
Goals for the Summer Institute
  • Get acquainted with each other so as to establish
    a supportive network.
  • Begin sharing resources, ideas, expertise and
    information that can support the goals of the
    project.
  • Learn/Review/Refresh basic IT techniques and
    applications such as Excel, Access and GIS.
  • Develop two partner-based case studies for
    classroom use Bishopville Prong and Chicken
    Processing.
  • Assess the potential of additional case studies
    from third parties for use in our teaching.
  • Initiate the development of additional case
    studies based on local events and situations.

8
Summer Institute
  • Monday Initiate project and reviews of case
    studies introduce GIS
  • Tuesday Bishopville Prong field trip and water
    testing
  • Wednesday Introduction to Web 2.0 tools and
    basic IT procedures and applications
  • Thursday Perdue Farms Field trip and other
    sites TBD
  • Friday Share our ideas for case studies with
    our students determine next steps

9
ESPRIT Science
  • We will be working on case studies from several
    sources
  • Two local case studies as a group, but with each
    of us taking it in our own direction, with
    support from a partner
  • Bishopville Prong
  • MD Coastal Bays Program
  • Chicken Processing
  • Perdue Farms, Inc.
  • For these case studies well have video support,
    as well as specific expert support available to
    us.
  • Adapting case studies from third party sources.
  • Generating ideas for additional case studies
    based on events/situations that we know about.
    These can be the basis of new partnerships and/or
    resources that we can try to develop.

10
Bishopville Case
  • The original idea
  • The case study will use the data obtained at
    two sites the Bishopville Prong and Public
    Landing. Bishopville Prong is located in the
    largest freshwater watershed, St. Martins River,
    in the Coastal Bays (Jesien, R., 2006). Public
    Landing site is located in more open water with
    less influence of direct land use activities. In
    addition, the ongoing Upper St Martins River
    Watershed Restoration Project, a cooperative
    restoration effort by Maryland Coastal Bays,
    Maryland Department of Natural Resources, US Arm
    Corps of Engineering, State Highway
    Administration, and Worcester County) highlights
    the importance of the study area.

11
Chicken Processing Case Study
  • The original idea
  • Anyone who has accidentally left food out of
    the refrigerator realizes that keeping food cool
    helps to slow the growth of harmful bacteria.
    Many foods-- including meats, vegetables, dairy
    products and othersprovide good environments for
    bacteria, which will cause them to spoil if the
    foods are not kept cold. Once refrigerated or
    frozen food gets to the grocery store, it is
    pretty straightforward to keep it at the right
    temperature until it is sold, and then stored in
    the home refrigerator or freezer before use. What
    about before the food items get to the grocery
    store?

12
Case Studies
  • There is a great deal of support for case-based
    teaching. One of the most recent rationales is
    expressed in a report released this summer
  • From The Critical Middle A Reason for Hope
  • Maryland Middle School Steering Committee, June
    2008
  • Recommendation 3 Integrated STEM Instruction
  • Provide students integrated math, science, and
    technology instruction with a focus on
    problem-solving and real-world application.
  • Provide cross-disciplinary experiences in the
    STEM subjects.
  • Encourage and support partnerships with
    businesses to allow students to apply their
    learning and interact with scientists, engineers,
    and information technology experts, among others.

13
Case Studies
  • Something like this
  • Annenburg CPB Case Studies in Science Education
  • 15. DottyGrade 7 Dotty, a veteran
    seventh-grade teacher, is incorporating the use
    of technology in a science-technology-society
    approach to teaching.
  • What benefits do the teachers discuss?
  • What concerns to the teachers discuss?
  • What advantages will we have today?
  • What will we need to do for this to work?
  • How is what Dotty describes like and/or unlike

14
Case Studies
  • Deducing the attributes
  • On each of the next three slides you will see the
    title and teaching notes links for a science case
    study.
  • Skim each case study. As you do, consider
  • What are the parts of a case study?
  • What do you think makes one better than another
    (think in terms of your students)?
  • What changes would be needed in order to develop
    each of these into a case study that will work
    for your students?

15
Case Studies
  • Deducing the attributes
  • Gas Cylinders and Safety A Case Study in
    Chemistry Melinda Box, Wake Technical Community
    College Teaching Notes for Gas Cylinders and
    Safety

16
Case Studies
  • Deducing the attributes
  • As Light Meets MatterArt Under Scrutiny
    Eleonora Del Federico, Pratt Institute, Steven
    Diver, University at Buffalo, Monika Konaklieva,
    American University, and Richard Ludescher,
    Rutgers University Teaching Notes for As Light
    Meets Matter

17
Case Studies
  • Deducing the attributes
  • The Petition A Global Warming Case Study Bruce
    Allen and Clyde F. Herreid, University at Buffalo
    Teaching Notes for The Petition

18
Case Studies
  • Case Study Collection
  • National Center for Case Studies in Science
    Teaching
  • http//ublib.buffalo.edu/libraries/projects/cases
    /case.html
  • Guidance for developing the Case Study
  • http//tlt.its.psu.edu/suggestions/cases/write.ht
    ml
  • More detail on developing Case Studies
  • http//www.actionbioscience.org/education/herreid
    .html

19
Try one
  • Sketch an outline for a case study on nuclear
    power in Turkey.
  • An article that you can use to get started can
    found at
  • http//www.spiegel.de/international/world/0,1518,
    565413,00.html
  • What other resources would be helpful?
  • In what ways would this be workable for your
    students? In what ways would this not be
    workable for your students?

20
ESPRIT Science
  • We will be working on case studies from several
    sources
  • Two local case studies as a group, but with each
    of us taking it in our own direction
  • Bishopville Prong
  • MD Coastal Bays Program
  • Chicken Processing
  • Perdue Farms, Inc.
  • Adapting case studies from third party sources.
  • Generating ideas for additional case studies
    based on events/situations that we know about.

21
This afternoon
  • Third-Party Sources
  • Begin skimming through case studies in the
    collection of the National Center for Case Study
    Teaching in Science
  • http//ublib.buffalo.edu/libraries/projects/cases
    /case.html
  • Select several (3-4) that you think could work
    for your students (with informal attention to the
    MD VSC)
  • Make a list of those and jot some notes (to be
    shared) as to what might be done to make them
    workable for your setting.
  • There may be some additional ideas (although not
    formatted the same way and some with broken
    links) at http//ublib.buffalo.edu/libraries/proj
    ects/cases/webcase.htm

22
This afternoon
  • Generate ideas related to local events/situations
  • Some inspiration may come from topics found at
  • http//ublib.buffalo.edu/libraries/projects/cases/
    ideas.htm
  • Check your local newspaper website, too.
  • What resources would you need to develop these as
    case studies?

23
Introduction to GIS
  • Geographic Information System
  • A GIS is a computer system capable of
    capturing, storing, analyzing, and displaying
    geographically referenced information that is,
    data identified according to location.
    Practitioners also define a GIS as including the
    procedures, operating personnel, and spatial data
    that go into the system.
  • From What is GIS?, USGS
  • http//erg.usgs.gov/isb/pubs/gis_poster/what

24
TomorrowField Trip
  • Meet at SU at 830 in parking lot east of Henson
    Science and will leave at 845 for Bishopville
  • If it makes more sense, you can meet us there.
  • We plan to be back to SU around 1130
  • Eds cell number is 443-859-2066
  • Dress for being outside (rain or shine) and for
    walking around (e.g., sturdy shoes)
  • We do plan on taking water samples (you may want
    extra shoes)
  • We do plan on videotaping our activities there
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