Using Google Maps to help teach Civil Engineering to Middle School Students

Using Google Maps to help teach Civil Engineering to Middle School Students

Students learn about the world’s tallest towers, focussing on the tallest skyscraper in the world, the Burj Kahlifa and the basic design principles that makes it successful. Students engage with Google Earth to take a virtual tour of the building and watch a video on how Google produced the virtual tour. Then, students are given a civil engineering design challenge. The challenge involves building a tower out of limited materials and time that will withstand a hurricane force wind. Students take an online, self-grading quiz on terms and concepts.

Key questions

• What is a civil engineer?
• What is the tallest tower in the world?
• What design considerations must a building consider to withstand the forces of nature?
• Which structural designs work better than others?

click here for the lesson.

10.4 Formative and Summative Assessment

Formative and Assessment Article Summary

9.3: 5 Technology-Integrated Lesson Plans

Why teach engineering in elementary/middle school?
There are many reasons to teach engineering in elementary and middle school.

• Children of this age have an innate curiosity about how things work and are fascinated by taking things apart and putting things together to learn how they work. By encouraging this creative and inquisitive expression we can help to keep these interests alive, and encourage them to pursue these activities in the future.
• Engineering projects integrate well with other disciplines. Using real-world, hands-on projects, students naturally engage in science and math activities, as well as all other subjects as a result of their research and investigations. From graphing data and learning scientific principles, to communicating their results with the world through multimodal approaches, students are engaged in real world, relevant applications of all subjects.
• Engineering fosters problem-solving skills collaboration, independent thinking. These are skills that are required for 21st Century careers, and should be a central part of the curriculum.
• Engineering concepts are taught through project-based experiences, which encourage students to think outside the box, problem solve and collaborate. It brings concepts from one dimension into the real world.
• Engineering and technological literacy are essential for preparing our students for careers of the future. Our society is increasingly dependent upon technology and engineering, a trend which is only growing stronger. To compete in the world market, we must prepare our students with skills that will ready them for careers, some of which don't even exist today. We must do what we can to create independent thinkers and problem solvers. Engineering is a great way to accomplish this.

click here for the unit plan

10.3 My Philosophy of Teaching

Purpose

My goal in the classroom is to inspire and facilitate student exploration and discovery. Through the use of modeling and executing integrated digital experiences, I have found it to foster creativity, innovation, collaboration and communication skills. Students learn to problem-solve, develop critical thinking and decision-making capabilities. Guided inquiry and project-based learning helps students to locate, organize, synthesize and share knowledge about real-world issues.

With much attention being given to the need for preparing students for 21st century careers, a robust education in STEM is critically important. According to the NSPE (National Society of Professional Engineers), the “continued economic prosperity and national security of the United States” relies upon a strong foundational understanding of STEM concepts and practices, and that the elementary and middle school is the prime time to lay this foundation for students.

Presentation

In the classroom, using a variety of media to present the lesson is crucial. Equally as important is students sharing what they have learned through technology, as it is an essential 21st century skill.

Staying on top of the latest trends in public school education is important to me. I also believe that it is important to be a lifelong learner. In addition, I believe in giving back to the community through professional speaking engagements and workshops.

Curriculum

Delivering learning experiences which are aligned with the CCSS and the NGSS is essential. Lessons should always begin with the desired results, followed by determining acceptable evidence. This allows for planning meaningful learning experiences and instruction that sets the stage for successful learning.

Assessments are formative and summative,  including traditional tests and quizzes, yet  moving beyond to student rubrics, project notebooks, journals, self-assessments, peer-to-peer assessments and more.

Questions I ask when planning for learning:

1. What do my students need to know and be able to accomplish?
2. How will my students demonstrate that they know and are able to do it?
3. How are my students going to learn what they need to know and be able to do?
4. How will I know that they have learned?

Classroom Environment

At the heart of a solid STEM program lies a solid foundation for student empowerment. In the classroom, the following is apparent:

• Clear expectations set by the teacher
• A well-defined and supportive framework for the learning activities which are created from instructional goals
• Meaningful technology is used to support learning
• Differentiated learning occurs consistently through a variety of learning activities
• Assessment is authentic, using a variety of modes and includes student self-assessments and peer-to-peer evaluations.

Motivation, Engagement and Conduct

Motivating and sustaining student interest, engagement and appropriate conduct is always my goal. Of course, letting the class flow and having fun is also important!

Having students who are self-directed, interested and engaged in their activities allows for deeper learning and a higher level of involvement and expression. This can be accomplished with learners of all types and abilities through differentiation and variety of hands-on activities.

Theory, Application and Diversity

As an educator, I have a firm belief in infusing all learning experiences with multiple paths to learning and and allow for different modes of presentation and assessment. Each student is different, and learns differently. Applying Gardner’s theory of multiple intelligences. Students learn uniquely within intelligences which include visual-spatial, bodily-kinesthetic, linguistic, logical-mathematical as well as intrapersonal and interpersonal. Applying these has become much easier with the advent of meaningfully integrated technology and thoughtful planning for learning on all levels.

AR.3 Article Review - Rubrics

CBE—Life Sciences Education Vol. 5, 197–203, Fall 2006

Approaches to Biology Teaching and Learning Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners Deborah Allen* and Kimberly Tanner† *Department of Biological Sciences, University of Delaware, Newark, DE 19716; and † Department of Biology, San Francisco State University, San Francisco, CA 94132

In an attempt to drive higher order thinking and deeper understanding of course content, rubrics provide a way for students and teacher alike to have clarity around expectations and performance objectives. The rubric allows students to understand the standards clearly and improve their performance on the tasks. For teachers, it helps to set a guideline for assessment that has clearly defined standards, making grading more objectifiable and less opinion-driven.

In designing a rubric, one must consider first the following questions: 

“What do I want students to know and be able to do?

“How will I know when they know it and can do it well?”

“This is essential not only for developing the rubric, but also in confirming the choice of the particular assessment task as being the best way to collect evidence about how the outcomes have been met.” 

Allen and Tanner discuss the differences between constructing  analytical and holistic rubrics and the complexities of creating the right one to obtain the desired evidence that outcomes have been met.They mention online rubric sites, such as Rubistar that can be used to generate rubrics. After this, they talk about analyzing the data collected from the rubric. I found this to be a little academic, but appreciated that they talked about using double digit rubric scores to analyze a student’s responses to an essay prompt about ecosystems. I think that this is a better approach than a regular multiple choice test, because it reflects higher order thinking and connections to the real world, whereas the multiple choice test is static and flat, offering a lot less information about the student’s actual learning other than rote memorization.

The article concludes with talking about why it is good to use rubrics, from both the teacher and student points of view. Although it takes considerable time to create a rubric, it is a great assessment tool, especially given changing teaching strategies. Rubrics can help to ensure that students are being assessed properly and that the educational outcomes of the teachers are met. It also provides a tool for the student to reflect on their learning, and for students to know the expectations of the learning experience up front which can help them to succeed.

7.2 UbD Global Warming Lesson Plan

Click here for the Lesson Plan. Hope you like it!

6.2 ACTIVITY-BASED LESSON ADJUSTED TO COMMON CORE

What academic and content specific vocabulary is introduced in this lesson?

Words are chosen from article. See article for details.

What materials will I present to students:

ARTICLE: Students will read an article where scientists worked together to develop the most plausible solution to a problem. Close reading techniques and annotating will be used. Students will be able to analyze the arguments that support the claims made in the Biochar article using clear reasoning and evidence from the article. Students document the arguments made by the authors of the Biochar article; make meaning of the different solutions they proposed; argue if they agree or disagree with the chosen solution; compare/contrast the different solutions presented.

COMPUTERS: Students will research and present a real-world example which illustrates a dynamic scientific process where scientists/engineers have worked as a team to develop many solutions to a specific problem and then tested to find the most plausible solution. Students demonstrate their understanding of developing solutions; describe their example, justify their explanation, show how they reached their conclusions.

JOURNALS: Students write a letter to the scientists/engineers they studied in the real-world example above, imagining what it would be like to have been there and asking questions about how they arrived at the most plausible solution to their problem. Students consider alternatives, imagine what an historical scientist would do to solve the problem.

COMPUTERS: Students invent their own experiment, propose possible solutions, solve how they will test them and test their most plausible solution.Students present their findings, and assess their experiments through posts in their journal entries.

How will I open the lesson (motivation) and capture student interest?

PRE LEARNING ACTIVITY: Build a tower in fifteen minutes using provided materials (spaghetti, marshmallows, string, tape) that stands freely and measures the tallest in the class.

What additional individual/team/full class activities will I use to help students discover what they need to learn (suggest three)? If these are group activities, how will student groups be organized?

PRE LEARNING ACTIVITY: Small groups of three

ARTICLE: Individual
RESEARCH STAGE 1: Same groups of three

LETTER WRITING: Individual

RESEARCH STAGE 2: Individual

REPORTING: Individual

How will I differentiate instruction with multiple entry points for diverse learners?

Not necessary for pre learning activity. Article will be chunked out for differentiation with lower level readers. This is probably not necessary as my class is an honors class.

What H.O.T. (Higher Order Thinking) questions will I ask to engage students in analysis and discussion?

How did you come to your final design? Did you consider other options? Did you start with the end in mind? Did you use trial and error? Leave time for improvements? How will this help you to solve other problems?

How will I assess student mastery of the skills, concepts and content taught in this lesson?

There are several, varied experiences in this lesson that touch on many different Intelligences. Students have many opportunities to master the skills, concepts and content taught in this series of lessons. The assessments will be informal for some of the experiences and formal for the Letter writing and Research Stage 2, where students will be assessed on their presentation (ppt or other method of their choice) of their own experiments.

How will I bring lesson to closure (summary questions)?

Debriefing will consist of discussion in the original small groups, then brought together with a whole class discussion.

Classroom application/follow up

The application of this series of lessons is that students will use their knowledge and apply it to future STEM research projects.

How do I evaluate this lesson?

Honestly, in retrospect, this lesson was not as dynamic as I had hoped it would be. I found writing a lesson in this format (answering the questions, not UbD) to be counterintuitive for me.

5.2 Understanding by Design: Stage 3 Learning Activities

UbD Stage 3 Learning Activities YouTube

AR.2 Article Review Technology Integration

Using Apps to Integrate Writing into Science Education, Pytash, Annetta, Ferdig, May 2016, ScienceScope Magazine

Writing about science is an essential skill for increasing student’s knowledge base, helping students to formulate ideas around science and research, creating arguments, and sharing results with the community. The NGSS (Next Generation Science Standards) have clearly stated goals for science and technology integration “”develop and strengthen writing abilities while using digital tools to produce and publish writing.” The CCSS (Common Core State Standards) also require students to “use technology, including the internet, to produce and publish writing.”

Using digital apps is timely, as students have access to and understanding of their smartphones, and other digital devices. Apps provide an easy way for students to formulate and plan their ideas, brainstorm for solutions, collaborate with peers, receive feedback from teachers, and the opportunity to learn in different physical spaces. Apps can both prepare students for writing in science and improve the quality of their writing.

Brainstorming or mind-mapping apps can help students to manipulate and move their thoughts on screen. They can play with hierarchy, revise, and organize. Teachers can give feedback prior to writing to help students refine their thoughts.

Apps can also be used for annotating text. Argumentation is a key component to scientific writing. One must be able to analyze and synthesize evidence in order to support their positions. Complex texts are a natural part of science writing and students must be able to identify essential information within the texts. Annotating is a tool that helps to chunk down the text, and gives students tools to find meaning within the text. This includes the main ideas, key vocabulary and concepts. With annotating, students interact with the text on different levels, allowing them to decipher the information and ideas represented within the text.

DIgital tools  allows teacher to upload passages, and students can annotate, Some tools even allow students to annotate videos. Highlighting and commenting, as wella s sharing are some of the digital annotation features.

In the science research class, students learn through writing in their science journals. There are digital journal apps that can serve as science notebooks. The great thing about these is that it gives students the chance to personalize their journals, and then share their writing with others.

A great way to present science writing is through multimodal composition. Information is learned and presented best when it includes a variety of media, including verbal language, as well as visual imagery, visual data and more. Digital storytelling gives students the chance to consider the use of how images, sound and text individually carry a particular meaning (Pytash, Annetta, Ferdig, 2016) and can be used together to convey a new meaning (Kress, 2003).

Properly used, digital tools can be an integral part of the science writing and presentation curriculum, as it offers students the tools they are accustomed to using to learn, integrate, synthesize and share information.

5.1: Multiple Intelligence Theory in the Classroom: A Brief Note

How are students “smart” in different ways?

Students are smart in different ways because each child has different innate abilities and learning styles. The “one-size-fits-all” approach to learning does not take this into account. According to this theory, educators should teach the way the student learns. Gardner’s Multiple Intelligence Theory of Learning and Human Potential is based on nine distinct intelligences. His theory challenged popula psychology and educational theories of the day. Gardner’s Multiple Intelligences are:

1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words)

2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns)

3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly)

4. Bodily-kinesthetic intelligence (ability to control one’s body movements and to handle objects skillfully)

5. Musical intelligences (ability to produce and appreciate rhythm, pitch and timber)

6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires of others)

7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes)

8. Naturalist intelligence (ability to recognize and categorize plants, animals and other objects in nature)

9. Existential intelligence (sensitivity and capacity to tackle deep questions about human existence such as, What is the meaning of life? Why do we die? How did we get here? (Source: Thirteen ed online, 2004 )

How can teachers use multiple intelligences in the classroom?

Since students learn in different ways, education would best be served if information is presented in different ways, and learning is accessed through a variety of means. In the Annenberg video, there were several  exemplary examples of teachers using MI Theory in their classrooms to facilitate learning. I particularly liked the elementary school teacher’s use of stations to teach about the parts of the plant. Watercolor, writing, reading, drawing and even acting is provided to allow students to learn through their own natural learning styles. This allows for students to engage in their learning of academic material on many different levels. In my own classroom, I always look for opportunities to provide a variety of activities based on Gardner’s MI Theory  for students to learn.

4.2 UbD Stage 2: Using a Series of Lessons About Scientific Process as an Example

presentation link

4.1 UbD Stage 1: Desired Goals- A Reflection

1. The Big Ideas
In creating lessons using UbD, Stage 1 has us consider the Big Ideas. We move from topics, such as the Scientific Process, or Nutrition to big ideas which include themes, concepts, theories, challenges, issues, debates assumptions and paradoxes. In this series of lessons around developing multiple solutions to a scientific problem, the big ideas are:

• What does it mean to go back to the drawing board? 
• How do scientists arrive at their most possible solutions? 
• What steps do they take along the way? 
• How do they handle their failures and ultimate successes? 
• What do scientists and engineers use to determine whether a solution to a problem will actually work? 
• What is one way that testing helps scientists determine which solution for a problem works best?

2. Key Skills and Knowledge
These are tied to CCSS, become the enduring understandings for the students. Here are a few examples:

• (K) “I can integrate arguments to support claims made in an article with clear reasons and relevant evidence which can be found in an article.” 
• (S) “I can clearly introduce the topic of my text using vocabulary learned and formative language.” 

3. Desired Results

The next step is to consider the desired results, develop established goals, essential questions, knowledge and understandings. Below are examples from my lesson. See my presentation for more information.

• G1: Students will be able to write the arguments that support the claims made in this article using clear reasoning and evidence from the article. 
• U1: Students will understand that scientists develop many possible solutions, and have successes and failures, before arriving at a solution. 
• K1: That there are multiple ways to develop solutions to any [scientific] problem they wish to solve. 
• S1: Determine the process of finding the most suitable solution to a problem. 
• T1: Students will independently use their learning to research and develop alternative solutions to any problem in order to find the most plausible solution. 

4. Readiness 

Readiness for College and Career are increasingly important as students advance in grade level. The skills and knowledge that we teach should be able to be transferred to other subjects and life in general to help students become ready for whatever they encounter. Science is a great place to do this.
We will see in the next step how we move from this to Stage 2, which has us determining acceptable evidence for assessing student's understandings.

Please click here to view my presentation on UbD Stage 1 for this series of lessons.

3.1/3.2 An example of UbD Stage 1 Using CCSS/ ELA: Reading Informational Texts and Writing 8th Grade Science

Stage 1of UbD (Understanding by Design) focuses on the desired outcome of the lesson. Clearly defined goals and planning for student understanding leads to the development of the essential questions for the basis of the activity, what the students will understand in the end and what they will be able to do with the acquired knowledge and skills. This is the beauty of UbD- it is driven by the end in mind which leads to authentic learning and activities that are purposeful and targeted to the goal.

Here is an example of a reading and writing activity that fuses UbD with an authentic goals and activities using the CCSS for 8th grade STEM Research.

Example of Stage 1 UbD Using Common Core State Standards in ELA/Reading: Informational Texts: Grade 8

STANDARDS

CCSS.ELA-LITERACY.RI.8.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

“I can analyze in detail how a key idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).”

CCSS.ELA-LITERACY.RI.8.2

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

“I understand what the central idea is of this text and can provide a summary of it’s meaning in relation to our unit.”

CCSS.ELA-LITERACY.RI.8.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

“ I can determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.”

CCSS.ELA-LITERACY.RI.8.6

Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

“I can determine the author's point of view and purpose of this text and explain how it is conveyed.”

CCSS.ELA-LITERACY.RI.8.7

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

“I can integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.”

Desired Results

Established Goals

G1: Students will be able to write the arguments that support the claims made in this article using clear reasoning and evidence from the article.
G2: Students will research a real-world example of their choice in which scientists/engineers developed and tested many possible solutions to the problem.
G3: Students will write about this process step-by-step in their journal.
G4: Students will present their findings to the class.

Understandings

U1: Students will understand that scientists develop many possible solutions, and have successes and failures, before arriving at a solution.
U2: Students will understand that science is often nonlinear and dynamic in its approaches to inquiry.

Essential Questions:

What do scientists and engineers us to determine whether a solution to a problem will actually work?
What is one way that testing helps scientists determine which solution for a problem works best?

Students will know...

K1: that there are multiple ways to develop solutions to any [scientific] problem they wish to solve.

Students will be able to…

S1: determine the process of finding the most suitable solution to a problem.
T1: students will independently use their learning to research and develop alternative solutions to any problem in order to find the most plausible solution

Link to articles and quiz

2.2 Creating a Culture of Success in the STEM Classroom

Join me as I explore ideas for creating a culture of success in the STEM classroom. As part of this exploration, I am using Videoscribe and ScreenCast to create a visual whiteboard for the presentation. The full transcript is below- some of the material didn't make it into the video!

​Q: How do you think that students learn and develop?
A: [Rebecca Glavan]Students learn and develop in many different ways, but all need a rich, fertile environment in which to flourish. This includes, but is not limited to authentic source exposure, deep reading, integrating technology, incorporating differentiation, scaffolding, multiple activities, self-reflection and assessment. More strategies are discussed in this presentation. Learner and educator bring things to the table. For learning, students bring with them some of the following attributes:

1. Prior knowledge (knowledge built through life experience and previous education)
2. Cultural/Family beliefs (beliefs about topic, or education in general that come from home or a cultural environment)
3. self-beliefs ( I am smart, I am not a good writer)
4. Skills and Strategies (acquired skills and strategies for learning)
5. Their own innate learning style (visual, auditory, spatial, etc)

It is up to us as educators to identify, support and enhance each student’s abilities and strengthen their abilities and desire to succeed.

Q: How can the teaching and classroom environment support learning for understanding?
A: Learning for understanding is not the same as teaching. In this environment the educator take the role of a mentor, a coach. Facilitating understanding means knowing how to support the student on many levels, and to know when to step in for scaffolding or differentiation, and when to step back to allow the student to apply the knowledge. Here are some of the levels of support that are essential: (inspired by Linda Darling-Hammond, Stanford University)

• Cognitive apprenticeship: Support the process of learning to THINK (like master and apprentice), model strategies, skill sets. This includes teaching tools and strategies, not facts.
• Metacognition: teaching students to REFLECT on their thinking and guide their own learning: teaching them to use strategies.(mind maps, revision, process orientation, what do you know about yourself as a thinker?) Self assessment and reflection process: How are you different now than before?
• Structure of the discipline: Understanding the major concepts and inquiry of the discipline that guide learning in the classroom (what it MEANS to think like a scientist, mathematician, engineer, artist or technologist). Learn to THINK like the expert in the discipline.
• Transfer: To be able to apply the learning from one situation to another.

Q: How can learning theory inform my teaching practice?
​A: Theories in general present a systematic way of understanding a specific set of constructs. Learning theories present models of learning that can inform us about different ways in which students learn and can provide us with a framework or toolbox of strategies for teaching.

Q: How can interactions among the learner, the classroom environment, and the teaching/learning process produce motivation to learn and build strong learning communities?
A: Here are some ways in which I feel that interactions can motivate students to learn and build a culture of success in the STEM classroom:

• Authentic learning through authentic activities. In project-based learning, the proof is that you actually experienced the content firsthand, not that you read about it or answered the question correctly on a test.
• Create an emotionally safe place. Learning can not take place in an environment where students feel emotionally unsafe.
• Create the culture of collaboration and community: “We are a team!” Working together to achieve goals, like a sports team, and creating positive energy around the learning can be an intrinsic motivator for students.
• Have the same goal, but allow for different paths to get there. Not everyone can learn or express themselves in the same way. Allow for options to prove mastery.
• Involve the larger community, connect with experts. 
• Tap into student’s personal interests, create value for the experiences. Educational outcomes are best when students learn why they need to know things. Connecting this learning with experts in the community can motivate students to go deeper if the material is meaningful in the context of the real world.
• Share what we learn with others. Being part of a bigger picture can motivate students. Allow them to solve real-world problems or use their knowledge to help their community.
• Acknowledge achievement. Use badges or certificates to acknowledge individual milestones. Differentiating this way encourages students and makes them feel valued.

Copyright 2016, Rebecca Glavan