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Hands-On STEM (Even in the Virtual Space): Bioluminescent Jellyfish

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Hands-On STEM (Even in the Virtual Space): Bioluminescent Jellyfish Hands-on STEM: Bioluminescent Jellyfish Model Christine Moskalik, B.S., M.S. Illinois Mathematics and Science Academy in Aurora, IL Curriculum and Professional Development Specialist Center for Teaching and Learning [email protected] // (630) 907-5961 Introductions… For your intro, please tell us 1) Your name and district/school. 2) What grade/s & subjects (or in what capacity) do you teach? 3) What is your favorite aquatic animal? Agenda • Intros • Facilitator's Guide & 5e Model • Engage – “What is (is not) a jellyfish?” • Explore – Basic Jellyfish info & anatomy • Explain – apply concepts while creating/improving model • Elaborate – “How anatomically correct is my model?” & other content extensions (such as chemistry of bioluminescence, etc.) • Evaluate – formative/informal assessments • (think of ways you can assess your own students) • Various pedagogy examples (emphasis on virtual) • Build together & strategize for your own students • Wrap-up & Q&A IMSA & Activity Background • IMSA’s Center for Teaching and Learning • Student STEM enrichment & outreach • One-hour Activity: Oceanography Summer Program (7-8) • Adapted to offer as a 90-minute virtual program • May need more time, depending on • your content focus/depth • the ages/grades of your students • what assessments you may choose to incorporate Supplies REUSABLE CONSUMABLE MATERIALS MATERIALS (likely to be used-up during activity) (will not be damaged or used- up during activity) •1 pair of scissors •Clear plastic bottle, 16-20oz (with lid, label •1 hot glue gun removed, clean) •5-6 hot glue sticks (glow in the dark) •1 small rubber bouncy ball (~1”) •2-3 plastic bags, zip-top (gallon, quart) Optional: •2-3 small rubber bands, clear preferred •Blue food coloring (ex: rainbow loom, hair ties, etc) •Permanent marker/s •1-2 small red or pink balloons (3” dart (black, blue, green) balloon or water balloon) •Glitter •Tap water •Cardboard scrap, ~12”x12” (to work over when using hot glue) Essential Questions “…help students make sense of important but complicated ideas, knowledge, and know-how” – Wiggins, 2007 •What is (is not) a jellyfish? (Engage*) •How can we create a jellyfish model that is anatomically correct? (Explore & Explain) *Engage (generate interest, activate prior knowledge, frame the idea) Today’s Session… • Emphasizing: Explore & Explain (building & analyzing the model) • YOU: put yourself in your students’ shoes •Re: Engage, Elaborate and Evaluate… • YOU: think of strategies that would work with your own students (share-out at end) • ME: model Socratic, inquiry-based strategies emphasized in our enrichment settings Explore (pre-build) students investigate objects, events, situations • Opportunities for Inquiry (questions to pose) • Are models always 100% accurate? • What are some initial ideas of how you could use these materials to make a jellyfish model? • What do you already know (think you know) about jellyfish? • How can you optimize how anatomically correct your model is? Explore: Create your Jellyfish Model Criteria and Constraints •Criteria: •Anatomically correct •Bioluminescent (glows) •Constraints •Time •Materials Don’t forget – The Engineering Design Process Virtual Pedagogy Example 1 – zoom annotation *Engage (generate interest, activate prior knowledge, frame the idea) Virtual Pedagogy Example 2 – addresses EQ1* *During Engage/Before Explore (generate interest, activate prior knowledge, frame the idea) Virtual Pedagogy Example 3 – video “lab” *Explore (but, pre-build) (experience key concepts; establish relationships & understanding) Virtual Pedagogy Example 3 – Cont’d Instructional suggestion (pre-build) *Explore (but, pre-build) (experience key concepts; establish relationships & understanding) Virtual Pedagogy Example 4 – fun facts *Explore (but, pre-build) (experience key concepts; establish relationships & understanding) Explore: Build together/demo - then on own… • Demo: Creating “bell” aka “hood” (exumbrella) • Rubber ball • Glow in the dark hot glue/hot glue gun • Cardboard surface • Demo: Creating “oral arms” & • Plastic bag • Glow in the dark hot glue/hot glue gun • Cardboard surface • Independent Building and Testing - Asynchronous (10-20 min) • Complete model (unmute to ask questions/get guidance) • Add optional elements: • food coloring • Sharpie drawings/decorations • glitter Time to Create See you in a bit!! • Continue making jellyfish tentacles & oral arms • Place in bottle with water (food coloring, glitter, etc.) • Charge with light & test glow in the dark effect (in closet/dark space) • Decorate bottle exterior (sharpie) Explain: teacher asks students to share their initial models and corresponding explanations • Revisit those “opportunities for inquiry” • Are models always 100% accurate? • Why or why not? (Ans: Balance simple with accurate; always limitations) • What are some initial ideas of how you could use these materials to make a jellyfish model? • Which of these original ideas persisted? Which needed revision? • What choice modifications could you add to your model? • What do you already know (think you know) about jellyfish? • What are some external and internal jellyfish structures? • What is the difference between oral arms and tentacles? • How did you apply new information about jellyfish to your model? • How can you optimize how anatomically correct your model is? • Explain your design choices & how your model represents different anatomical structures. • What are the limitations of your model? • What would you do differently with unlimited time and resources? • NEW: What challenges did you face and how did you overcome them? Elaborate: involve them in further experiences that apply, extend, or elaborate the concepts, processes, or skills What ideas do you that that fit within your curriculum goals? • Biology Suggestions • Jellyfish life cycles • Jellyfish phylogeny / classification • Food chains/webs • Predator-Prey interactions (jellyfish are both) • Digestion • Jellyfish Adaptations, such as camouflage & bioluminescence • Physical Science and/or Math Connections • Bioluminescence Chemical Reaction(s) • Light Penetration in bodies of water • Ocean depths • Symmetry (tetrameric, radial) • Engineering Design Process Evaluate: allows teachers to assess learning, encourages students to assess their own understanding and abilities • How could you evaluate & assess learning in your students? • Formative/informal checkpoints along the way • Questioning strategies • Recalling info • Explaining details of model • Observing students apply knowledge progressively • Summative assessment ideas: • What are some of your ideas? • Writing prompts (modeling); diagrams/label (jellyfish anatomy); reflections (oral, written, drawings); etc. • Reflections – help to close the educational loop Summary • Built a model jellyfish - bioluminescent • Jellyfish basics (EQ1) • Classification, bioluminescence • Jellyfish Anatomy (EQ1 & EQ2) • External & some internal • Engineering • Trouble-shooting, improving, trial & error • Model Accuracy (EQ2) • Anatomy • Bioluminescence • Physical Sci, Math & ELA connections • Assessment ideas • Taking it further (Elaborate ideas) What questions do you have? We hope you had fun and feel inspired to do hands-on STEM with your own students!! References/Resources • American Museum of Natural History. (n.d.) How the Jelly Got its Glow. https://www.amnh.org/explore/videos/oceans/jellies- down-deep/how-the-jelly-got-its-glow [Accessed 16 Feb. 2021]. • Animal Corner. (2005-2020). Jellyfish Anatomay. Available at: https://animalcorner.org/jellyfish-anatomy/ [Accessed 16 Feb. 2021]. • Brennan, John. (April 2018). Sciencing. Limitations of Models in Science. https://sciencing.com/limitations-models-science- 8652502.html [Accessed 16 Feb. 2021]. • Cronodon. (n.d.). Building Bodies of Jellyfish. [online] Available at: http://cronodon.com/BioTech/Jellyfish.html [Accessed 16 Feb. 2021]. • MacOrganisms2 Youtube Channel Video. (Jan 2013). Jellyfish and Anemone Anatomy (Cnidaria) https://moonjellyfishblog.com/2018/12/06/the-jelly-jig/ [Accessed 16 Feb. 2021]. • NASA Jet Propulsion Laboratory. (n.d.). The 5E Model of Instruction. https://sites.google.com/site/nasajplcsunpsti/activities/stem- lesson-design/5e-model [Accessed 17 Feb. 2021] • Oceana (n.d.). Feature: Jellyfish. https://eu.oceana.org/en/feature-about-jellyfish [Accessed 16 Feb. 2021]. • Roders, Kara (n.d.) Britannica. Nomenclature. Available at: https://www.britannica.com/science/scientific-modeling [Accessed 16 Feb. 2021]. • San Diego County Office of Education. (n.d.). Science Resource Center. 5E Model of Instruction https://ngss.sdcoe.net/Evidence- Based-Practices/5E-Model-of-Instruction [Accessed 17 Feb. 2021] • SciNews Video: Bioluminescent Jellyfish in Marianas Trench. https://www.youtube.com/watch?v=YJQ_Lh8X0QA [Accessed 16 Feb. 2021]. • Smithsonian Ocean Portal Team. (2018, April). Jellyfish and Comb Jellies. https://ocean.si.edu/ocean-life/invertebrates/jellyfish-and- comb-jellies [Accessed 16 Feb. 2021]. • Bulba, Dana. (n.d.). Smithsonian Science Education Center. What is Inquiry-based Science? https://ssec.si.edu/stemvisions- blog/what-inquiry-based-science [Accessed 17 Feb. 2021] • Sunset Marine Labs Video. (Dec 2018). Moon Jellyfish Blog. https://moonjellyfishblog.com/2018/12/06/the-jelly-jig/ [Accessed 16 Feb. 2021]. • Wiggins, Grant. 2007. Understanding by Design. Authentic Education Website: https://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53 [Accessed 25 Feb. 2020]..
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