GLOBAL IMPLICATIONS OF STEM TEACHING 6/19/2013

1. Reynoldsburg City Schools GLOBAL IMPLICATIONS OF STEM TEACHING 6/19/2013

2. Scott BennettSTEM Middle @ Baldwin Rd Principal, Reynoldsburg Chris Menhorn STEM Middle @ Baldwin Rd Teacher, Reynoldsburg

3. Session Objectives • Understand Design Cycle : Participants will understand and be able to use design cycle concept in their own work • Design Cycle Implications: Participants will realize importance of design cycle thinking on student global readiness

4. Reynoldsburg STEM Initiative 2,000 students K-12 • 34% of District Students • 2 High Schools • 2 Elementary Schools • 1 Middle School • Some of the highest performing schools in the area.

5. RESULTS • STEM Middle @ Baldwin Rd

6. RESULTS • eSTEM Academy (Reyn, OH) • State Performance Index Results • 2011: 111.9 • 2012: 110.8 (preliminary) • Ohio average: 95

7. RESULTS • Summit Rd Elem

8. STEM Middle @ Baldwin Rd • 750 Students • Grades 5-8 • School of Choice • Accelerated Math & Science

9. Why STEM? • STEM Education focuses on developing critical thinking skills and the ability to problem solve. • Incorporating design cycle thinking trains students to work together to solve complex problems.

11. Global Aspects of STEM • At Baldwin Road, all students participate in a class called Innovation Lab that presents challenges which require design thinking to solve real-world problems. • Students are also presented with similar problem-based challenges in their classes. These integrated projects frequently require students to think beyond the school walls into their community and the world.

12. Global Aspects of STEM Students also learn about and practice skills that are necessary in the global world. We call these the “7 C’s”. Collaboration Compassion Curiosity Communication Conscientiousness Complex Thinking Committed

13. Global Aspects of STEM Erosion and the Blacklick Watershed • As part of the project, content in classes focused on the skills that were necessary to be successful with this task. • A speaker from the Franklin Soil and Water Conservation District came and presented • information to students about erosion. He also taught a core group of students about how to count and collect macro-invertebrates to test for water quality. • 6th grade students were then split up and sent to three different locations within the Reynoldsburg community to get in the creek, look for macro-invertebrates, assess water quality, and observe signs of erosion.

14. Global Aspects of STEM Erosion and the Blacklick Watershed • Students worked in groups to summarize their findings and present recommendations for keeping the watershed safe from erosion and pollution caused by humans. • Students learned that “dirt” washed into streams • is the largest source of pollution. • They made the connection between their choices • in the Reynoldsburg community and how that can impact • other communities downstream to the Ohio River, • Mississippi River, and even the Gulf of Mexico. • Students also looked at how erosion has impacted other • people in the world in events like the Dust Bowl and famines • where farming is impacted.

15. Global Aspects of STEM Holiday Hop • Our school completed a design challenge in our Innovation Lab class that addressed economics during the holiday season. • Students researched how to create a product and market it to their peers. • They had to create a product that could be sold for $1.00 or less and needed to consider the cost of producing their product. They were encouraged to use resources that were • recycled and reused. • The challenge encouraged the students to • think beyond the walls of the school to create • products that members of the community • might be interested in purchasing.

16. Global Aspects of STEM Holiday Hop • The day before winter break, students in all grade levels had the opportunity to shop and purchase products from each other. They also worked shifts selling their products to their peers. • In the afternoon, parents and community members were invited to visit the school and also shop the products that had been created. • Around this time, students had been wanting to do something for the people affected by Hurricane Sandy. It was decided that all money collected from this project would be donated to the Red Cross to help the victims. • Students not only had the opportunity to learn about economics and marketing, but also about the importance of compassion.

17. Global Aspects of STEM Holiday Hop • As a school we were able to raise __ to help the in the recovery efforts from Hurricane Sandy. • Through these design challenges, students made connections to the world beyond the school walls and practiced skills necessary to compete and succeed in the global community.

18. SURVIVOR

19. GOOD GENES VS. BAD GENES • Differences in genes occur because of random mutations. • Therefore, not every mutation is going to be a good mutation and not every mutation is going to be passed on.

20. SUITCASES = GENES • Every group will receive a suitcase that contains five items. • The items in your suitcase represent the genes that you have randomly received from your parents. • Some groups will randomly receive a better set of genes than others.

21. WHAT DO I DO? • It is your job in this game (just like in life) to use the genes that have been given to you to do your best to survive for as long as possible. • In order to survive you will need to be able to acquire 4 things: food, water, fire and shelter.

22. YOU HAVE JUST LANDED!! • You and your partner(s) have just washed ashore on a deserted island with nothing but the clothes on your back and a suitcase. • Based on the island’s habitat, you must prioritize your four basic needs and begin acquiring them as soon as possible!

23. YOUR ISLAND • Your island is a hot (80-90 degree) barren island surrounded by seawater (no fresh water on the island). • It rains daily on your island for about 15 minutes each day. • There are few trees (very little wood) with a rocky coast and plenty of tall grasses.

24. ISLAND POPULATION • There are plenty of fish in the waters surrounding your island, but few animals on land. Seals have been spotted occasionally off your coast line. • There are a few birds and small reptiles that inhabit the island with you. • There are some small shrubs with fruit that the animals eat, but you don’t know if you can eat it or not.

25. WHAT’S IN MY SUITCASE? • Group 1: box of matches (15 inside), hair dryer, wool coat, electric razor, and bag of Doritos. • Group 2: curling iron, 2 neckties, bottle of Gatorade, deck of cards, and a paperback novel. • Group 3: water desalination device, poncho, straw hat, pantyhose, knife, and a pocket watch. • Group 4: 12 donuts, cell phone (no reception), pair of glasses, Frisbee, and a cotton sundress. • Group 5: wool blanket, a lighter, an iron pot, a fishing pole, a Snickers bar, and a hatchet.

26. THE PLOT THICKENS! • When animals move to a new environment, the adaptations that helped them survive in their old habitat may not be very useful. • On the other hand, mutations that were not helpful in one environment may become crucial in a new environment.

27. YOUR NEW HABITAT • You are now stranded in the Alaskan wilderness with nothing but the clothes on your back and the suitcase that washed ashore. • Temperatures are very cold (0-25 degrees), but freshwater and wood are plentiful. • Based on this habitat, you must prioritize your four basic needs and begin acquiring them as soon as possible!

28. YOUR NEW POPULATION • There are more animals to hunt here including goats, deer, and an ample fish supply. • There are also more animals that hunt you here including wolves and grizzly bears. • Edible nuts and berries can be found almost anywhere.

29. ONE MORE THING • Group 1: curling iron, 2 neckties, bottle of Gatorade, deck of cards, and a paperback novel. • Group 2: water purifier, poncho, straw hat, pantyhose, knife, and a pocket watch. • Group 3: 12 donuts, cell phone (no reception), pair of glasses, Frisbee, and a cotton sundress. • Group 4: wool blanket, a lighter, an iron pot, a fishing pole, a Snickers bar, and a hatchet. • Group 5: box of matches (15 inside), hair dryer, wool coat, electric razor, and a bag of Doritos.

30. Survivor Challenge Debrief • What essential skills were needed in order to accomplish this task? • What challenges did you face during this activity? • How does this relate to skills needed and challenges faced by students in a global economy?