PROJECT OVERVIEW Page 1 s3

P R O J E C T D E S I G N : O V E R V I E W page 1 Name of Project: Samsung Solve for Tomorrow Duration: Year Long

Subject/Course: Honors Biology Teacher(s): Coleman Grade Level: 9 Other subject areas to be included, if any: Any STEM course

For more PBL resources visit bie.org © 2 0 1 5 B U C K I N S T I T U T E F O R E D U C A T I O N Key Knowledge and Arizona State Science Standards: Strand 1 The Inquiry Process Understanding PO 1. Evaluate scientific information for relevance to a given problem. (See R09-S3C1, R10-S3C1, R11-S3C1, and (CCSS or other standards) R12-S3C1) PO 2. Develop questions from observations that transition into testable hypotheses. PO 3. Formulate a testable hypothesis. PO 4. Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring). Concept 2: Scientific Testing (Investigating and Modeling) Design and conduct controlled investigations. PO 1. Demonstrate safe and ethical procedures (e.g., use and care of technology, materials, organisms) and behavior in all science inquiry. PO 2. Identify the resources needed to conduct an investigation. PO 3. Design an appropriate protocol (written plan of action) for testing a hypothesis: • Identify dependent and independent variables in a controlled investigation. • Determine an appropriate method for data collection (e.g., using balances, thermometers, microscopes, spectrophotometer, using qualitative changes). • Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts, computers/calculators). PO 4. Conduct a scientific investigation that is based on a research design. PO 5. Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs, and computers. Concept 4: Communication Communicate results of investigations. PO 1. For a specific investigation, choose an appropriate method for communicating the results. (See W09-S3C2- 01 and W10-S3C3-01) PO 2. Produce graphs that communicate data. (See MHS-S2C1-02) PO 3. Communicate results clearly and logically. PO 4. Support conclusions with logical scientific arguments. Strand 2: History and Nature of Science Concept 1: History of Science as a Human Endeavor Identify individual, cultural, and technological contributions to scientific knowledge. PO 1. Describe how human curiosity and needs have influenced science, impacting the quality of life worldwide. Strand 3: Science in Personal and Social Perspective Concept 2: Science and Technology in Society Develop viable solutions to a need or problem. Concept 3: Human Population Characteristics Analyze factors that affect human populations. PO 1. Analyze social factors that limit the growth of a human population, including: • affluence • education • access to health care • cultural influences

NGSS Engineering Standards Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. (MS-ETS1-1) Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. (MS- ETS1-4) Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-ETS1-2) For more PBL resources visit bie.orgThe more precisely a design task’s criteria and constraints can be defined,© 2the 0 1 more 5 B U likely C K it I Nis Sthat T I Tthe U Tdesigned E F O R solution E D U C Awill T Ibe O N Success Skills Critical Thinking/Problem Solving x Self-Management x (to be taught and assessed) Collaboration x Other: Innovation/Creativity x

Project Summary Introductory Paragraph – Introduce problem and make it urgent. (2 sentences) (include student role, The Alhambra Community has quite a few issues present within it: drugs, gangs, violence, poverty, lack of food availability, lack of easy issue, problem or healthcare access/insurance, homelessness. Members of the community are the best equipped to begin combatting these issues from within. challenge, action taken, Paragraph 1 – Introduce facts, comparing it to other data. Make it more urgent. (2 sentences) and purpose/beneficiary) Alhambra is a young community with 33% of the population under the age of 20, 5% higher than Phoenix Metro. Furthermore, 65.5% of the population are classified as Low Income or Lower Middle Class with a household income of $50,000 or less.

Paragraph 2 – Describe importance of the issue and relationships. (3 sentences) To pursue a revitalization of the community, a sense of ownership by its youngest members is crucial. There is an untapped potential present at Alhambra High School to impact positive change. Mobilizing students within my classroom to think critically about how to solve problems in their environment will begin the process of instilling ownership and pride in their community.

Statement – Reemphasize the importance of the issue. (1 sentence) If this ownership is not instilled at a young age, the community will continue to struggle and potential will be squandered.

Pose a problem – One sentence, and pose one question. There are a plethora of problems present within the community. What can students do to impact change?

(Role) You are a student at Alhambra High School. (Situation/Challenge) The Alhambra community is plagued by many problems outsiders are ill-equipped to identify and fix. (Goal) The need to bring awareness and solve some of the issues is imperative to the improvement of our community. (Audience) You will be applying to the Samsung Solve for Tomorrow Challenge at the end of this school year to receive funding to help solve a specific problem you identify as well as presenting at the annual STEAM Expo in March. (Product) A poster and 5 min presentation will be created for the STEAM Expo outlining your solution for the community’s problem. A video detailing your purpose and process for solving this issue will be created and uploaded to YouTube in May.

Driving Question How can students better their community utilizing 21st century skills and STEM practices?

For more PBL resources visit bie.org © 2 0 1 5 B U C K I N S T I T U T E F O R E D U C A T I O N Entry Event First Day of School Year: This is a soft open for the project. Students will be given an article of the week (http://study.com/academy/lesson/how-science-technology-can-be-used-to-solve-society-problems.html) to take home and read along with an assignment, “Make daily observations of your life. What problems do you see around you? What do you think you could fix if working alone? What do you think you could fix if working with a team?”

This homework assignment will be due the following Monday.

Students will be given a pad of sticky notes each to write out every problem they could identify. Once students have finished writing, they will stand and categorize their sticky notes by sticking them to large whiteboards around the classroom. The whiteboards will be labeled: school, housing, health, food. Students will take a seat and I will go around the classroom to read the notes aloud, grouping together similar problems on each whiteboard. Students will be taking notes on problems identified by their classmates during this time so they can review and make a decision about what they would like to pursue.

Students will then group by the subtopics they found most interesting. Once grouped, the students will work together to identify a specific problem they want to work on and begin working together to do background research on the problem.

With ten minutes remaining in class, I’ll draw the students’ attention to the projection screen to watch the most recent grand prize winner. Once the video is over, I will explain to the students that they will be working toward a project of similar quality. They will be given until March to create an action plan to implement their solution and until May to create a video explaining their process so it can be submitted to the contest.

They will be assigned to come up with a purpose behind solving the problem and a picture of what the resolution will look like. They will be given a week to work on these ideas and bring them back into school on a designated work day with their group.

Products Individual: Lab book with sketches/rough drafts, problem Specific content and success skills to be assessed: observations, statement of purpose drafts, picture of Ability to plan and execute a solution utilizing the resolution, draft of presentation board for STEAM Expo, engineering design process: Define the problem, do plot line for video draft, list of possible resources, contact background research, specify requirements, brainstorm log for outside sources, brainstormed ideas for solution solutions, choose the best solution, do development work pathways, rough draft of success criteria, reflections, (sketching of potential prototypes, etc.), build a prototype, processing from tuning protocols, survey results of fellow test and redesign students on campus, drafts of surveys, research of past solution implementation

For more PBL resources visit bie.org © 2 0 1 5 B U C K I N S T I T U T E F O R E D U C A T I O N Team: Video for contest submission, any prototypes Specific content and success skills to be assessed: Video fabricated, 3 class presentations, poster presentation for will be of good quality (coherent storytelling, editing isn’t STEAM Expo overt/detract from the story being conveyed), good oral presentation and writing skills, Engineering Design/Inquiry Process

P R O J E C T D E S I G N : O V E R V I E W page 2 Making Products Public At the end of the project (May), students will submit their videos to the design contest. Close to the end of the project (include how the (March), students will create displays and an oral presentation for the school/community wide STEAM Expo. Contact products will be made with the public during the prfnotoject is dependent upon what the students’ projects require in terms of background public and who students knowledge. will engage with during/at end of project)

Resources Needed On-site people, facilities: My classroom, subject matter experts from faculty/staff,

Equipment: 3-D printer in library, cricut machine, copiers

Materials: 3-D printing materials

Community Resources: business involvement, subject matter experts from surrounding community,

Reflection Methods Journal/Learning Log x Focus Group (how individual, team,

For more PBL resources visit bie.org © 2 0 1 5 B U C K I N S T I T U T E F O R E D U C A T I O N and/or whole class will Whole-Class Discussion x Fishbowl Discussion x reflect during/at end of project) Survey x Other:

Notes: Students will be challenged to identify and solve an issue within their community utilizing the inquiry and engineering design processes. The purpose of this project is to engage my students in solving real world problems utilizing STEM. This challenge will occur within the first two weeks of school and will be an ongoing project for the school year. Students will submit their projects to the STEAM Expo in March, revise based off of feedback, and submit their project to Samsung’s competition in May. After every week in

P R O J E C T D E S I G N : S T U D E N T L E A R N I N G G U I D E Project: Samsung Solve for Tomorrow Driving Question: How can students better their community utilizing 21st century skills and STEM practices?

Final Product(s) Learning Outcomes/Targets Checkpoints/Formative Assessments Instructional Strategies for All Learners Presentations, knowledge, understanding & success skills needed to check for learning and ensure provided by teacher, other staff, experts; includes Performances, Products by students to successfully complete products students are on track scaffolds, materials, lessons aligned to learning and/or Services outcomes and formative assessments 1. Video for Video will be of good quality (coherent problem observations Students will begin by making contest storytelling, editing isn’t overt/detract list of possible resources observations of their community to submission from the story being conveyed), good oral identify problems. (week 1-2) 2. any prototypes presentation and writing skills, fabricated Engineering Design/Inquiry Process 3. 3 class Ability to plan and execute a solution statement of purpose drafts Students will then form groups (week 3-8) presentations utilizing the engineering design process: rough draft of success criteria and begin honing the problem they want 4. poster Define the problem, do background to solve using an engineering design presentation for research, specify requirements, process/STEM concepts/skills STEAM Expo brainstorm solutions, choose the best solution, do development work (sketching of potential prototypes, etc.), build a prototype, test and redesign

For more PBL resources visit bie.org © 2 0 1 5 B U C K I N S T I T U T E F O R E D U C A T I O N brainstormed ideas for solution pathways Students will finalize a very clear solution picture of resolution to their well-defined problem in the research of past solution implementation community. This draft will be tested and refined multiple times (weeks 8-20)

survey results of fellow students on Students will learn and refine presentation campus skills based of off feedback from their drafts of surveys peers and self-reflection. (weeks 20-36) draft of presentation board for STEAM Expo

Reflections and redesigns based off of Students will fine tune their final designs tuning protocol (see below for procedure) and create their final prototypes based off of feedback from peers and self- reflection. (weeks 20-36) plot line for video draft Students will be taught how to write and contact log for outside sources create a video detailing their process. Lab book with sketches/rough drafts (weeks 20-36)

PROJECT TUNING

Norms:

 Hard on the content, soft on the people  Be kind, helpful and specific  Share the air (or “step up, step back”)

Protocol: (~45 min)

1. Project Overview (3 min): The presenter gives an overview of the project and shares his/her thinking about key design issues, such as:

 Goals of the project  Ideas for facilitation  Plan for eliciting feedback

The presenter then frames a dilemma question to guide the discussion. Participants are silent.

For more PBL resources visit bie.org © 2 0 1 5 B U C K I N S T I T U T E F O R E D U C A T I O N 2. Document Review (5 min): Participants review the project proposal and any related artifacts (e.g. meeting agenda, exit cards, etc.), writing down strengths of the project to highlight, as well as questions that might push the thinking of the presenter. Presenter is silent; participants do this work silently.

3. Clarifying Questions (5 min): Participants ask “clarifying” questions of the presenter. Clarifying questions have brief, factual answers and are intended to help the person asking the question develop a deeper understanding of the project design. An example of a clarifying question is “How do you plan to select the students involved in this work?”

4. Probing Questions (5 min): Participants ask “probing” questions of the presenter. Probing questions help the presenter expand his/her thinking about the dilemma. However, probing questions should not be “advice in disguise”, such as “Have you considered…?” An example of a probing question is “How will students know how their voice influenced the work in the end (e.g. how will you “close the loop”)?”

5. Discussion (15 min): Participants discuss the project proposal and provide insight on the presenter’s dilemma question. It is helpful to begin with positive feedback, such as how the work demonstrates meaningful student voice and choice. For example, “What strikes me about this work is…” Participants can then take a more critical analysis of the work, using the question posed by the presenter to frame the discussion and identify opportunities for growth. For example, “What is the presenter not considering?” or “I wonder what would happen if…” Often participants offer ideas or suggestions for strengthening the work presented. During this time, the presenter physically removes him/herself from the group, is silent and takes notes. Participants should direct their comments to each other, not the presenter. The facilitator may need to remind participants of the presenter’s dilemma question.

6. Reflection (3 min): The presenter has the opportunity to respond to the discussion. It is not necessary to respond point by point to what others said. The presenter may share what struck him/her and what next steps might be taken as a result of the ideas generated by the discussion. Participants are silent.

7. Debrief (5 min): The facilitator leads a conversation about the group’s observation of the process. Questions posed to the group might include: How did we do embodying our norms? Did we have a good dilemma question? How well did we stick to it? Did our probing questions push the thinking of the presenter? When was there a moment when the conversation made a turn for the better? Was there any point where we went off track? Resist the urge to turn the debrief back into a discussion of the dilemma.

8. Closing the Loop (3 min): Participants have the opportunity to share one “take away” from the discussion or something they will take back to their own practice.

Tips for facilitation:

Work with the presenter to frame a good question beforehand ~ meet beforehand to discuss the dilemma and wordsmith a question that is open-ended and not easily solved. Write the question on the whiteboard so that it is visible during the entire conversation.

Stick to the time for each section ~ if you need help with keeping time, ask someone to volunteer to help you and/or use a timer.

Don’t be afraid to keep the group focused on the protocol ~ if a probing question is asked during clarifying questions, gently ask the participant to write it down and wait until you have moved on to that point in the conversation.

Redirect the conversation when necessary (without unnecessarily monopolizing airtime) ~ if the discussion jumps to cool feedback before warm feedback is shared, make sure to take time to celebrate the work first.

Resist the urge to skip the debrief ~ the debrief is a crucial way to deconstruct the conversation and improve the quality of our dialogue w/colleagues over time. For more PBL resources visit bie.org © 2 0 1 5 B U C K I N S T I T U T E F O R E D U C A T I O N BE COURAGEOUS & CONFIDENT ~ strong facilitation is the key to having successful dialogue about our work and is appreciated by everyone in the group. If it helps to literally read each step to the group, by all means do so.