12-13 stemposium information guide rev.4.2

7/30/2019 12-13 STEMposium Information Guide Rev.4.2

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GPISDSTEMposium

Information Guide2012-2013


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Table of Contents

Teacher Pages

STEMposium Overview Suggested Calendar and Deadlines

Student Pages

Experimental Design Challenge Experimental Design Challenge Rubric Engineering Design Challenge Engineering Challenge Student Resources Engineering Design Challenge Rubric Models in Mathematics Challenge Models in Mathematics Challenge Rubric

Appendix

Campus Scoring Process Directions Campus Submission Directions Group Membership Page Group Presentation Event Information STEMposium Morning Announcement STEMposium Flyer (English and Spanish)


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STEMposium Overview

The STEMposium is an alternative to the traditional, district science fair thatincorporates scientific process skills in a more authentic, STEM-focused context.

Traditional Science Fair STEMposium

Set amount of winnersAnyone that meets Breakthrough or

Commended scores will receive recognition

Judged Evaluated

Individual Cooperative

One Scientific Method

Many scientific methods: EngineeringDesign Process, Experimental Design,

Constructing Models, DescriptiveInvestigations

Science Only Science, Technology, Engineering, andMathematics

Tri-fold Posters and written reports Digital multi-media presentations

Gallery Walk Presentation Scientific Conference Style Presentation

STEMposium Goals

Make the experience positive for each student; every student should come awaywith a sense of accomplishment. Students should engage in authentic scientific processes integrating all areas of

STEM while practicing 21st

century skills.

Students should use technology effectively and creatively in order tocooperatively communicate their process and results to an audience.


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Major Components

The STEM challenge can be divided into three major categories or parts.

1. The ChallengeThere are three total challenges to choose from: a science-based challenge, anengineering-based challenge, and a mathematics-based challenge. Student groupsmay choose to work on only one challenge for the STEMposium.

2. The ProcessScience is not just a body of knowledge to be attained, it is also a set of practices usedto establish, extend, and refine that knowledge. Additionally, scientific processes andreasoning vary depending on the circumstances. Each challenge takes the studentgroup through a different scientific process. Student groups will need to follow theprocess outlined in the challenge in order to be successful when scored.

3. The PresentationScience cannot advance if scientists are unable to communicate their findings clearly

and persuasively or learn about the findings of others. Engineering cannot producenew or improved technologies if the advantages of their designs are not communicatedclearly and persuasively. Mathematicians must also be able to communicate findingsand solutions to others. The presentation component of the challenge must be adigital, multimedia presentation. The presentation will be assessed using the rubricsincluded later in the guide.

CSCOPE Integration

The STEMposium can be integrated into the existing 4th

nine weeks curriculum acrosssubject areas.

Science Integration:The lessons in G5 Science Unit 12 cover experimental design and scientific processes. TheSTEMposium project can extend or even replace the existing lessons. The first lessonpertains to solar cookers and will support the engineering challenge; the second lessonfocuses on experimental design and will support the science challenge.

Math Integration:The mathematics challenge, building a scale model, is a natural extension orsupplement to Unit 14: Measurement Connections

ELA Integration:

Each challenge requires reflection, analysis, and communication of ideas. Researchmay also be required. In the beginning of the 4

thnine weeks, fifth grade students

conducted and completed a research paper using secondary sources. The last writingpiece in the 4th nine weeks is the teachers genre of choice. Students can compose aresearch paper describing their problem, process, results and conclusions. This wouldgive them practice composing a paper with both primary and secondary sources ofinformation.


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Participation

Any fifth grade student may participate at the campus level. Students will be invitedto present and receive recognition at the district level if they receive a breakthrough orcommended level score after district scoring.

Adult participation:A STEMposium group could be coached in a variety of ways:

5th grade science teachers can coach their entire class during their scienceblock.

GT teachers may choose to coach a group during their pull-out time. 5th grade math teachers may choose to use the math based challenge as

an extension to their measurement unit.

Instructional media specialists can coach a team and support technologyaspects of the projects.

Strategists may work with interested teams during an enrichment orpull-out time.

An after-school club can be formed for interested fifth grade students. A parent may sponsor a group of fifth graders and coach after-school. Combination of above

Student participation:The STEMposium is open only to fifth grade students as it applies directly to the gradelevels scope and sequence in Math, Science, and ELA.

Group size:Two to four students qualify as a group. Schools may have one group, or severalgroups, depending on participation level and success of project at the campus level.Individual entries will not be accepted.

Scoring Process

Student groups will be scored using a 4 point rubric across a variety of categories. Eachchallenge has a unique scoring rubric. Scoring will happen at two different levels.

Campus Scoring:Campuses will conduct a preliminary evaluation and submit those presentations fordistrict scoring that have the best chance of scoring commended or breakthroughlevels.

District Scoring:The teaching and learning department will use the rubrics included to evaluate thepresentations submitted by 3:00 PM, May 17. Those student groups that receive a scoreof breakthrough or commended will be invited to present to live audiences at thedistrict STEMposium, May 30.


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Deadlines

Deadlines are also included in the attached calendar as a handy reference guide.

March 29-April 24: Read and review the material and plan instructionThursday, April 25: Attend STEMposium Informational Session (optional)Friday, April 26: Present the STEMposium challenges to the students, allow them

to discuss ideas, and choose a challengeApril 29: Email strategists the number of teams participatingApril 29-May 3: Week One of ChallengeMay 6-May 10 Week Two of ChallengeMay 13-May 15: Week Three of ChallengeMay 16-17: Campus Scores ProjectsMay 17 : Submit potential participants projects to the district by 3:00 PMMay 22: Invites for district STEMposium sent to eligible scoring teamsMay 24: Qualifying Teams must RSVP event attendance by 10:00 AMMay 24-May 29: Practice presentation in front of live audiences for STEMposiumMay 30: STEMposium at Crockett 5

thGrade Center, 6-8 PM

Additional Information

If you would like additional information or clarification concerning the STEMposiumChallenge, you or your campus strategist is free to contact the science department.

Citlali Molina [email protected] 972-237-5351

Michael Brinkman [email protected] 972-237-4038
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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4th Nine-Weeks April/May/June 2013MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Apr 1 2 3 4 5

8 9 10 11 12

15 16 17 18 19

22 23

(STAAR GR 3 & 4 Math)

24

(STAAR GR 3 & 4 Reading)(STAAR GR 5 Science)

25

STEMposiumInformational Session

26

Introduce ChallengesTo Students

29 Week 1Determine the schools amount

of participants and email to thedistrict.

30 May 1 2 3

6 Week 2 7 8 9 10

13 Week 3 14

(STAAR Retesting)

15

(STAAR Retesting)

16Campus Scoring

17 Campus ScoringSubmit Qualifying Projects

to District

by 3:00 PM20

District Scoring21

District Scoring22

District results availableby end of day

23Qualifying Teams PracticePresentation

24 Qualifying Teams PracticePresentation / Qualifying Teamsmust RSVP event attendance by10:00 AM

27 Memorial Day 28Qualifying Teams PracticePresentation

29Qualifying Teams PracticePresentation

30

STEMposium!

31

June 3(End of Year Exams)

4(End of Year Exams)

5(End of Year Exams)

6 Last day of school 7 Teacher Work Day


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Experimental Design Challenge

The Challenge

Describe, plan, implement, and communicate the results of anexperimental investigation of your choice testing one variable.

The Process

When scientists solve a problem, they use organized methods to gather and interpretdata. Experimental design is an organized process where scientists can collect andorganize their data and their notes in order to solve a problem. Careful observationand detailed communication are critical skills in this process.


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The Presentation

Create a multimedia presentation explaining your groups experimental investigationand the process your group used to answer your question.You must include:

Pictures of your experiment throughout the investigation,

Charts, tables, and/or graphs showing the data collected, Video or audio of your group explaining the design, datacollection, and results (can be incorporated into your visualpresentation)

Digital visual presentation tying all components together Presentation Tools (included but not limited to):

PowerPoint Prezi Google Docs Smartboard Flipbook Pixie

Photostory Video Production Software (select campuses) KidBlog or Gaggleblog MovieMaker Video Podcast- PodBean, Podomatic, or blogs Go Animate Powtoon Author Stream Brain Shark Masher Present Me Jaycut Empressr Slide Presentation Tube

All of the questions on the rubric must be answered and found inthe presentation to receive credit.

Multi-media presentation must be 5-7 minutes in length.


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Experimental Design Challenge

Rubric

CategoryBreakthrough

(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Is theinvestigationguided by aquestion?

Problem/Questionis well-written,testable, andguides theinvestigation.

Importantbackgroundinformation in aparagraph precedestheProblem/Questionand guides theinvestigation

Problem/Questioncan be tested andinvestigated.

Backgroundinformation ispresent but toobroad to guide theinvestigation.

Problem/Questionis identified andrelates to theinvestigation.

Backgroundinformation ispresent but notrelated toinvestigation.

Problem/Questionis not present ordoes not relate tothe investigation.

Points:

Is ahypothesisproposed

that gives apossible

answer tothe guidingquestion?

The hypothesisanswers theproblem/questionand is based oninformationcontained in theresearch.

The hypothesis isworded as anIf/Then statement

and includes theindependent anddependentvariables.

The hypothesisanswers theproblem/question.

The hypothesis isworded as anIf/Then statement,but only includesan independent ordependentvariable.

The hypothesisanswers theproblem/question/.

The hypothesis isrelated to theexperiment,without an If/Thenstatement.

Hypothesis doesnot answer theproblem/question.

The hypothesis isunrelated to theexperiment.

Points:


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(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Are theproceduresdescribed insufficientdetail to

allow easyreplicationby anotherperson?

All steps arenumbered andwritten incomplete

sentences.

All steps arewritten in short,direct one-stepprocedures.

All sizes andamounts ofmaterials used arespecified in theappropriate steps.

Most steps arenumbered andwritten incomplete

sentences.

Most steps arewritten in short,direct one-stepprocedures.

Most sizes andamounts ofmaterials used arespecified in theappropriate steps.

Some steps arenumbered andwritten incomplete

sentences.

Some steps arewritten in short,direct one-stepprocedures.

Some sizes andamounts ofmaterials used arespecified in theappropriate steps.

Steps are notnumbered and arenot written incomplete

sentences.

Steps are hard tofollow and writtenin long, complexsentences.

Sizes and amountsof materials usedare not specifiedin the appropriatesteps.

Points:

Is thereevidence that

a well-planned

experimentwas

conducted?

Identified andclearly definedwhich variableswere going to bechanged(independentvariables) andwhich were goingto be measured(dependentvariables).

Independentvariables anddependentvariables aremeasurable and allrelevant, necessaryvariables arecontrolled(constants).

Repeated trialsused to increasethe reliability ofthe results.

Identified whichvariables weregoing to bechanged(independentvariables) andwhich were goingto be measured(dependentvariables).

Independentvariables anddependentvariables aremeasurable andmost relevant,necessaryvariables arecontrolled(constants).

Repeated trialsused to increasethe reliability ofthe results.

Identified whichvariables weregoing to bechanged(independentvariables) andwhich were goingto be measured(dependentvariables).

Some independentvariables anddependentvariables aremeasurable andsome relevant,necessaryvariables arecontrolled(constants).

Only one trialused.

Variables are notidentified and/ormeasurable.

Controlledvariables(constants) are notidentified.

Only one trialused.

Points:


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(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Wasappropriateequipment

andtechnology

used tocollect data?

Demonstrated safepractices and theuse of safetyequipment all of

the time.

Collected allinformation usingappropriate toolsand methods.

Measurementsused the metricsystem.

Demonstrated safepractices and theuse of safetyequipment most of

the time.

Collected mostinformation usingappropriate toolsand methods.


Safe practices andthe use of safetyequipment notpresent.

Collected someinformation usingappropriate toolsand methods.

Measurements didnot use the metricsystem.

Safe practices andthe use of safetyequipment notpresent.

Informationincorrectlycollected.

Measurements didnot use the metricsystem.

Points:

Did thestudent

measure andpresent

quantitativeand

qualitativedata?

Quantitative(measurable,numeric) dataaccuratelymeasured andrecorded.

Qualitative datathrough the use ofcarefulobservations andjournal entriesrecorded regularly.

Quantitative(measurable,numeric) datameasured andrecorded withonly minor errors.

Qualitative datathrough the use ofcarefulobservations andjournal entriesrecorded withsome regularity.

Quantitative(measurable,numeric) datameasured andrecorded withonly minor errors.

Qualitative datanot collected.

Quantitative andqualitative datamissing orcontainingsubstantial errors.

Points:

Are the datadisplayed inan easy-to-read graph

and/ortable?

All appropriatesimple graphs,tables, maps andcharts areconstructed usingtechnology toorganize, examine,and evaluateinformation.

All figures, graphs,tables are correctlydrawn, numbered,and containtitles/captions.

Some appropriatesimple graphs,tables, maps andcharts areconstructed usingtechnology toorganize,examine, andevaluateinformation.

Most figures,graphs, tables arecorrectly drawn,numbered, andcontaintitles/captions.

Appropriatesimple graphs,tables, maps andcharts areconstructedwithouttechnology.

Some figures,graphs, tables are

correctly drawn,numbered, andcontaintitles/captions.

Simple graphs,tables, maps andcharts are missingor incomplete.

Figures, graphs,and tables are notcorrectly drawn,numbered, andcontain no

titles/captions.

TotalPoints:


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(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Are the dataanalyzed to

seek ananswer to the

guidingquestion or toevaluate the

hypothesis?

Information isanalyzed andinterpreted toconstruct a clear

answer to theguiding questionbased on directand indirectevidence from thedata.

A statement isclearlycommunicated inboth written andoral forms aboutwhether or not the

data supports ordoes not supportthe hypothesis.

Information isanalyzed andinterpreted toconstruct an

answer to theguiding questionbased on someevidence.

A statement isincludedindicatingwhether or not thedata supports ordoes not supportthe hypothesis(incorrectly uses

verbiage aboutresults proving ahypothesis rightor wrong).

Answer to theguiding questionis only slightlybased on

evidence frominvestigation.

A statement ismissing or doesnot reference thedata collected inthe investigation.

Answer to theguiding question ismissing or is notbased on evidence

from theinvestigation.

A statement ismissing or does notreference the datacollected in theinvestigation.

Does themulti-mediapresentation

clearlycommunicate

how thegroup met

the

challenge?

Presentationmoves in a clear,logicalprogression withsmooth transitions(e.g., is easy tofollow).

Presentation stayswithin time limits,and no part is toolong or too brief.

Multi-mediapresentation aidesinclude featuresthat effectivelyenhancecommunication

(e.g., use ofgraphics, color,sound, images, oranimation to helpachieve purpose ofpresentation,convey meaning,or emphasize keypoints).

Presentation isslightly hard tofollow.

Presentation stayswithin timelimits, and no partis too long or toobrief.

Most multi-mediapresentation aidesinclude featuresthat effectivelyenhancecommunication.

Presentation isconfusing orawkwardlysequenced.

Presentationdoes not staywithin timelimits and someparts are too longor too brief.

Multi-mediapresentationaides do notenhancecommunication.

Presentation ismissing orconfusing.

Presentation doesnot stay withintime limits andsome parts are toolong or too brief.

Presentation doesnot include multi-media presentationaides.

Points:


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(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Does themulti-mediapresentationinclude all

the requiredcomponents?

Presentationincludes picturesthat illustrate thegroups work

throughout theentire process.

Presentationincludes charts,tables, graphs,and/or diagrams ofdata collectedusing technology.Representations areeasy to read andthe relationships tothe challenge are

clear.

Presentationincludes video oraudio of thestudent groupexplaining thedesign, datacollection, andresults and isincorporatedseamlesslythroughout thepresentation.

All of the questionsfrom the rubric ofthe challenge areansweredcompletely in thepresentation.

The multi-mediapresentation isexactly between 5to 7 minutes inlength.

Presentationincludes picturesthat illustrate thegroups work

throughout mostof the process.

Presentationincludes charts,tables, graphs,and/or diagramsof data collected.Representationsare easy to readand therelationships tothe challenge are

clear.

Presentationincludes video oraudio of thestudent groupexplaining thedesign, datacollection, andresults.

Most of thequestions fromthe rubric of thechallenge areansweredcompletely in thepresentation.

The multi-mediapresentation is afew seconds overor under 5 to 7minutes inlength.

Presentationincludes somepictures thatillustrate the

groups workduring at leastpart of theprocess.

Presentationincludes somecharts, tables,graphs and/ordiagrams of datacollected but therepresentationsare hard to read

or understanddue to missinglabels or titles,etc.

Presentationincludes video oraudio of thestudent group.

Some of thequestions fromthe rubric of thechallenge areanswered in thepresentation.

The multi-mediapresentation is aminute or twoover or under 5to 7 minutes inlength.

Presentation doesnot include picturesthat illustrate thegroups work

during the process.

Presentation doesnot include tables,charts, graphs,and/or diagrams ofdata collectedthroughout thechallenge.

Presentation doesnot include videoor audio of the

student group.

The questions fromthe rubric of thechallenge are notanswered in thepresentation.

The multi-mediapresentation ismore than 2minutes over orunder 5 to 7minutes in length.

Points:


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(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Is groupcollaborationand shared

responsibilityevident

throughoutthe

presentationof the

project?

Presentation isstructured so thatall members ofthe group

participate equally(e.g. everyonespeaks or answersquestions, ontopics ofsignificance, forabout the samelength of time).

Presentation isstructured so thatmost members ofthe group

participateequally.

Presentation isstructured so thatone member takeslead and all other

members have asmaller role.

Presentation isprimarily led byone groupmember and

collaboration isnot evident at all.

Points:

TotalPoints:

A d d i t i o n a l C o m m e n t s


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Engineering Design Challenge

The Challenge

Research, design, create, and test a solar cooker out of basic household materials thatwill raise the temperature of 50 ml of water in a beaker by at least 5 C.

Use simple materials found around your home or school. You may purchase additionalmaterials that you need, but you are NOT to buy a solar cooker kit that has the

materials ready for you. The only source of energy used to heat the water will be theSun.

Your solar cooker cannot exceed a size of 30cm x 30cm x 20 cm. Your solar cooker also

must be able to have a way for you to insert and remove a beaker of water capableof holding 50ml of water for the test.

The Process:

When engineers solve a problem, their first solution is rarely their best. Instead, they trydifferent ideas, learn from mistakes, and try again. The series of steps engineers use toarrive at a solution is called the des i gn p r o c e ss .


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STEP 1: Identify the Problem You should state the challenge problem in your own

words. Example: How can I design a __________ that will __________?

STEP 2: Identify Criteria and Constraints -- You should specify the design

requirements (criteria). Example: Our growth chamber must have a growing surface of

10 square feet and have a delivery volume of 3 cubic feet or less. You should list thelimits on the design due to available resources and the environment (constraints).Example: Our growth chamber must be accessible to astronauts without the need forleaving the spacecraft.

STEP 3: Brainstorm Possible Solutions After researching the problem, each

person in the group should sketch his or her own ideas as the group discusses ways tosolve the problem. Labels and arrows should be included to identify parts and howthey might move. These drawings should be quick and brief.

STEP 4: Generate Ideas -- In this step, each student in your group should develop

two or three ideas more thoroughly. You should create new drawings that areorthographic projections (multiple views showing the top, front and one side) andisometric drawings (three-dimensional depiction). These are to be drawn neatly, usingrulers to draw straight lines and to make parts proportional. Parts and measurementsshould be labeled clearly.

STEP 5: Explore Possibilities -- The developed ideas should be shared and discussed

among the team members. Students should record pros and cons of each design ideadirectly on the paper next to the drawings.

STEP 6: Select an Approach -- Students should work in teams and identify the

design that appears to solve the problem the best. Students should write a statementthat describes why they chose the solution. This should include some reference to thecriteria and constraints identified above.

STEP 7: Build a Model or Prototype -- For this challenge, students will need to

build a working prototype to test.

STEP 8: Refine the Design -- Students will examine and evaluate their prototype

based on the criteria and constraints as well as the data gathered from testing. Groupsmay enlist students from other groups to review the model and help identify changesthat need to be made. Based on criteria and constraints, teams must identify anyproblems with the model and propose solutions.

Source: http://www.nasa.gov/audience/foreducators/plantgrowth/reference/Eng_Design_5-12.html
http://www.nasa.gov/audience/foreducators/plantgrowth/reference/Eng_Design_5-12.htmlhttp://www.nasa.gov/audience/foreducators/plantgrowth/reference/Eng_Design_5-12.htmlhttp://www.nasa.gov/audience/foreducators/plantgrowth/reference/Eng_Design_5-12.html


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The Presentation

Create a multimedia presentation explaining your groups solar cooker design and theprocess your group used to evaluate the effectiveness of the solar cooker. Use therubric for exactly what your presentation should include.

You must include: Pictures of your solar cooker throughout the design process, Charts, tables, and/or graphs showing the data collected when

testing the cooker, Video or audio of your group explaining the design, data

collection, and results (can be incorporated into your visualpresentation)

Digital visual presentation tying all components together Presentation Tools (included but not limited to):

PowerPoint Prezi Google Docs Smartboard Flipbook Pixie Photostory Video Production Software (select campuses) KidBlog or Gaggleblog MovieMaker Video Podcast- PodBean, Podomatic, or blogs Go Animate Powtoon Author Stream Brain Shark Masher Present Me Jaycut Empressr Slide Presentation Tube

All of the questions on the rubric must be answered and found inthe presentation to receive credit.

Multi-media presentation must be 5-7 minutes in length.


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Principles of Solar Cooker Design (Student Sheet)Source: http://www.arcticclimatemodeling.org/lessons/acmp/acmp_58_matterandenergy_solarboxcooker.pdf

Greenhouse EffectA solar cooker can work without a transparent lid; however, a transparent lid, such as clearplastic or glass, will enhance performance by taking advantage of the greenhouse effect. Asvisible light (short wavelength) passes through the plastic or glass, it is absorbed andreflected by the materials within the box. Energy absorbed by the cooker is later radiatedback into the box. Most of this energy now has a longer wavelength, which prevents it fromescaping the glass. Without the lid, much of the energy absorbed by the cooker itself will beradiated back out of the box.

Glass Orientation

If glass or plastic is used, the more directly the glass faces the sun, the greater the solar heatgain. Although the glass is the same size on box 1 and box 2, more sun shines into box 2,because it faces the sun more directly.
http://www.arcticclimatemodeling.org/lessons/acmp/acmp_58_matterandenergy_solarboxcooker.pdfhttp://www.arcticclimatemodeling.org/lessons/acmp/acmp_58_matterandenergy_solarboxcooker.pdfhttp://www.arcticclimatemodeling.org/lessons/acmp/acmp_58_matterandenergy_solarboxcooker.pdf


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ReflectorsReflectors bounce additional sunlight through the glass or plastic and into the solar cookerbox. This additional input of solar energy results in higher cooking temperatures. Single or

multiple reflectors can be added to maximize solar input.

ConductionConduction is the transfer of heat from one object directly to another. In a solar cooker, heatis conducted from the bottom plate to the bottom of the pot (or thermometer). This isimportant for cooking food. However, heat can also be lost via conduction through thebottom of the cooker. To reduce this, a plate with spacers can be added to the bottom of thebox.

RadiationWhile most of the radiation in a solar cooker comes from the sun, the interior of the box,pots, and bottom plates, also radiate heat. Most of the radiant heat given off by the warm potswithin a solar box is reflected back into the box by the glass and foil; however, some of it is


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lost through the glass or plastic covering. Altering the covering can reduce this heat loss. Forexample, glass works better than most plastics.

Convection Convection is the movement of heat in a circular motion, typically through air or water. In asolar box, heated air molecules rise. Cracks in the box can result in heated air escaping fromthe box.

Insulation and Heat StorageObjects have a certain heat capacity, the amount of heat they can hold. Certain objects canhold large amounts of heat and radiate it slowly. These objects, such as bricks, heavy pans,and water, increase the effectiveness of the cooker (although they may take longer to heat

up). Adding these materials to the sides or bottom of a solar cooker can increase the heatstorage of the box. Similarly, insulation around the outside of the box can help hold heatlonger.


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Engineering Design Challenge

Rubric


(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Was theproblem clearlyidentified and

communicated?

Importantbackgroundinformation in aparagraphprecedes theProblem/Question.

Demonstrates aclearunderstanding ofthe problem in thestudents ownwords.

Most informationin the paragraphpreceding theProblem/Questionis relevant.

Demonstratessomeunderstanding ofthe problem in thestudents ownwords.

Someinformation inthe paragraphpreceding theproblem isrelevant.

Problem is statedwithout beingplaced in thestudents ownwords.

Very little ofthe informationin the paragraphpreceding theProblem/Question isrelevant or

paragraph ismissingcompletely.

Problem ismissing orunclear.

Points:

Were thecriteria andconstraints

clearlyidentified andexplained?

Criteria andconstraints areidentified andexplain how theyrelate to the

challenge.

Criteria andconstraints areidentified andexplained.

Criteria andconstraints areidentified.

Criteria andconstraints aremissing orunclear.

Points:

Were two orthree ideas

developed morethoroughly by

the groupthrough design

drawings?

Two or threedesign drawingsare included andthoroughlydeveloped withmultiple views.

Drawings are neat,lines are straight,

and parts areproportional.

All parts andmeasurements arelabeled clearly.

Two or threedesign drawingsare included andthoroughlydeveloped withonly oneviewpoint.

Drawings are neat

and lines arestraight.

Most parts andmeasurements arelabeled clearly.

Only one designdrawing isincluded.

Drawing is neatand lines arestraight.

Some parts and

measurementsare labeledclearly.

Design drawingis missing.

Points:


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(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Were the prosand cons of themore developed

ideas discussedand recorded?

The pros and consof each designdrawing areclearly

communicatedand recorded.

Pros and cons arerecorded directlyon each of thedesign drawingsdeveloped inStep 4.

All pros and consare based on thecriteria and

constraints in theproblem.

The pros and consof at least onedesign wereclearly

communicated andrecorded.

Pros and cons ofat least one designwere recordeddirectly on thedrawings.

Most pros andcons are based onthe criteria andconstraints in the

problem.

The pros andcons of onedesign wererecorded.

Pros and cons ofa design are notrecorded on thedesign drawing.

Some of the prosand cons arebased on thecriteria andconstraints in theproblem.

The pros andcons weremissing, vague,or unclear.

Points:

Was astatementdevelopedexplaining

whichapproach the

group decidedto use to solvethe problem?

A statement wasdeveloped,recorded, andclearlycommunicateddescribing whythe group chose aparticularsolution.

The statementreferenced andrelied upon thecriteria andconstraints in thechallenge.

A statement wasdeveloped,recorded, andcommunicateddescribing whythe group chose aparticular solution.

The statementreferenced thecriteria andconstraints in thechallenge.

A statementidentifying thesolution used tosolve theproblem isincluded.

The statementdid not referencethe criteria andconstraints in thechallenge.

A statement isnot included.

Points:

Was a workingprototypedeveloped

based on the

criteria andconstraints inthe problem?

A workingprototypecompletelyfulfilling therequirements inthe challenge wasconstructed andused to collect

data.

Design used aninventive, unique,creative approach.

A workingprototypecompletelyfulfilling therequirements inthe challenge wasconstructed andused to collect

data.

A workingprototype mostlyfulfilling therequirements inthe challengewas constructedand used tocollect data.

A workingprototype ismissing, kit-based, or doesnot followchallengerequirements.

Points:


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(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Wasappropriate

equipment andtechnology

used to collectdata?

Demonstrated safepractices and theuse of safetyequipment all of

the time.

Collected allinformation usingappropriate toolsand methods.


Demonstrated safepractices and theuse of safetyequipment most of

the time.

Collected mostinformation usingappropriate toolsand methods.


Safe practicesand the use ofsafety equipmentnot present.

Collected someinformationusing appropriatetools andmethods.

Measurementsdid not use themetric system.

Safe practicesand the use ofsafetyequipment not

present.

Informationincorrectlycollected.

Measurementsdid not use themetric system.

Points:

How effectivewas the

prototype interms of

heating waterin a 50 mlbeaker?

The workingprototype heatedwater in a 50 mlbeaker by morethan 5 C.

The workingprototype heatedwater in a 50 mlbeaker by 5 C.

The workingprototype heatedwater in a 50 mlbeaker less than5 C.

Prototype ismissing orfailed to heatwater.

Points:

Did the studentmeasure and

presentquantitative

and qualitativedata?

Quantitative(measurable,numeric) dataaccuratelymeasured andrecorded.

Qualitative datathrough the use ofcarefulobservations andjournal entriesrecorded

regularly.

Quantitative(measurable,numeric) datameasured andrecorded with onlyminor errors.

Qualitative datathrough the use ofcarefulobservations andjournal entriesrecorded with

some regularity.

Quantitative(measurable,numeric) datameasured andrecorded withonly minorerrors.

Qualitative datanot collected.

Quantitativeand qualitativedata missing orcontainingsubstantialerrors.

Points:


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(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Are the datadisplayed in aneasy-to-readgraph and/or

table?

All appropriatesimple graphs,tables, maps andcharts are

constructed usingtechnology toorganize,examine, andevaluateinformation.

All figures,graphs, tables arecorrectly drawn,numbered, andcontaintitles/captions.

Some appropriatesimple graphs,tables, maps andcharts are

constructed usingtechnology toorganize, examine,and evaluateinformation.

Most figures,graphs, tables arecorrectly drawn,numbered, andcontaintitles/captions.

Appropriatesimple graphs,tables, maps andcharts are

constructedwithouttechnology.

Some figures,graphs, tables arecorrectly drawn,numbered, andcontaintitles/captions.

Simple graphs,tables, mapsand charts aremissing or

incomplete.

Figures, graphs,and tables arenot correctlydrawn,numbered, andcontain notitles/captions.

Points:

Was the designrefined as a

result ofanalyzing datagathered from

testing?

The design wasrefined severaltimes afteranalyzing the datagathered fromtesting.

Refinements tothe design wereclearlydocumented innotes and/ordirectly on designdrawings.

Reasons for therefined designwere clearlycommunicated in

the presentation.

The design wasrefined once afteranalyzing the datagathered fromtesting.

Refinements to thedesign weredocumented innotes and/ordirectly on designdrawings.

Reasons for therefined designwerecommunicated in

the presentation.

The design wasrefined oncewithoutanalyzing thedata gatheredfrom testing.

Refined designwas apparentfrom thepresentation.

Refinements tothe design werenot made.

Reasons for therefined designwere notcommunicated.


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(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Does the multi-media

presentationclearly

communicatehow the group

met thechallenge?

Presentationmoves in a clear,logicalprogression with

smooth transitions(e.g., is easy tofollow).


Multi-mediapresentation aidesinclude featuresthat effectively

enhancecommunication(e.g., use ofgraphics, color,sound, images, oranimation to helpachieve purposeof presentation,convey meaning,or emphasize keypoints).





Presentationdoes not staywithin timelimits and someparts are too longor too brief.

Multi-mediapresentationaides do notenhancecommunication.


Presentationdoes not staywithin timelimits and someparts are toolong or toobrief.

Presentationdoes not includemulti-mediapresentationaides.

Points:

Does the multi-media

presentationinclude all the

required

components?

Presentationincludes picturesthat illustrate thegroups workthroughout theentire process.

Presentationincludes charts,tables, graphs,and/or diagramsof data collectedusing technology.Representationsare easy to readand the

relationships tothe challenge areclear.

Presentationincludes video oraudio of thestudent groupexplaining the

Presentationincludes picturesthat illustrate thegroups workthroughout mostof the process.

Presentationincludes charts,tables, graphs,and/or diagrams ofdata collected.Representationsare easy to readand therelationships to

the challenge areclear.

Presentationincludes video oraudio of thestudent groupexplaining thedesign, data

Presentationincludes somepictures thatillustrate thegroups workduring at leastpart of theprocess.

Presentationincludes somecharts, tables,graphs and/ordiagrams of datacollected but therepresentations

are hard to reador understanddue to missinglabels or titles,etc.

Presentationincludes video oraudio of the

Presentationdoes not includepictures thatillustrate thegroups workduring theprocess.

Presentationdoes not includetables, charts,graphs, and/ordiagrams ofdata collectedthroughout thechallenge.

Presentationdoes not includevideo or audioof the studentgroup.

The questionsfrom the rubric

Points:


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design, datacollection, andresults and isincorporatedseamlesslythroughout thepresentation.

All of thequestions from therubric of thechallenge areansweredcompletely in thepresentation.

The multi-mediapresentation isexactly between 5to 7 minutes in

length.

collection, andresults.

Most of thequestions from therubric of thechallenge areansweredcompletely in thepresentation.

The multi-mediapresentation is afew seconds overor under 5 to 7minutes in length.

student group.

Some of thequestions fromthe rubric of thechallenge areanswered in thepresentation.

The multi-mediapresentation is aminute or twoover or under 5to 7 minutes inlength.

of the challengeare notanswered in thepresentation.

The multi-mediapresentation ismore than 2minutes over orunder 5 to 7minutes inlength.

Is groupcollaborationand shared

responsibilityevident

throughout thepresentation of

the project?

Presentation isstructured so thatall members of thegroup participateequally (e.g.everyone speaksor answersquestions, ontopics ofsignificance, forabout the samelength of time).

Presentation isstructured so thatmost members ofthe groupparticipateequally.

Presentation isstructured so thatone membertakes lead and allother membershave a smallerrole.

Presentation isprimarily led byone groupmember andcollaboration isnot evident atall.

Points:

TotalPoints:



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Models in Mathematics Challenge

The Challenge

Design and create a large model of a candy bar in the shape of a rectangular prism.

Identify the scale factor used and justify that thedimensions of the final product are to scale.

The Process:

You are going to design a larger model of a candy barof your choice as an advertising prop. As a graphicdesigner, you must take the following steps:

Identify Object to Be Modeled

Choose a candy bar to model that is shaped like a rectangular prism.Determine Building Materials

Decide which materials to use to build the scaled model. Consider the materials used as they will be reviewed for appearance and

appropriateness. (Will the material make the model too light, too heavy, toofragile, etc.? Will the material be attractive?)

Decide how the graphic art on the wrapper will be created on the scaled model.(Will they be made out of other materials? Will they be painted on?)

Determine Scale Factor

Determine how the model will be used to advertise the candy bar. (Will themodel hang in a store window? Or will it hang over display in a store?)

Determine the desired size of the model based on its use. Determine the desired dimensions of the model candy bar. Choose a scale factor, between 3-8, to use that will yield the desired size.

Take Measurements and Draw A Sketch

Determine the unit of measurement to be used, centimeters or inches. Take measurements of the original candy bar. Measure and record the length, width, and height of the candy bar. Measure the length and width of the graphics/logo on the candy bar wrapper. Draw a sketch of the candy bar (complete with wrapper art) and label each of

the dimensions including the unit of measurement.


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Apply Scale Factor

Apply the scale factor to each of the recorded measurements of the candy bar.Length_____ x (scale factor) = _________Width _____ x (scale factor) = _________

Height_____ x (scale factor) = _________

Apply scale factor to the dimensions of the graphic art on the label.Length ______x (scale factor) = ________Width ______x (scale factor) = _______

Sketch the scaled model dimensions. Was the scale you used appropriate? Will it work for your advertisement

purpose?

Adjust scale factor if necessary to achieve desired size.Create Model

Determine and record the surface area of the scaled model.Find the area of each of the models faces.Find the total area of all the faces of the scaled model.

Determine and record the volume of the scaled model. Draw sketches of the scaled model that includes the surface area and volume

labeled.

Build the model using the surface area and/or volume out of the materialschosen.

Create the appropriately sized graphic art from the label on the scaled model.

Take pictures during the building process to be used in the presentation.

Reflection

How will your scaled model be used to help advertise the candy bar? What were some challenges you faced during the process of building your

model and how did you overcome them?

What are some of the weaknesses and strengths of your scaled model vs. theoriginal candy bar?

How will you justify or prove that your model is built to scale?


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The Presentation:

Create a multimedia presentation explaining the purpose of your scaled model, theprocess you used to create the model, and how you can justify that the model was builtto scale.

You must include:

Why is it important to know how to scale objects?

What are some other real life examples of where scale models are used?o Why knowing how to scale objects is important including real life

exampleso Identify the scale factor used and why it was choseno Explanation of the calculations used to scale up the modelo Pictures of scaled model throughout the processo Justification of why you know your model is to scaleo Video or audio of your group explaining the design, process, sketches,

calculations, and justificationo Digital visual presentation tying all components together Presentation

Tools (included but not limited to):

PowerPoint Prezi Google Docs Smartboard Flipbook Pixie Photostory Video Production Software (select campuses) KidBlog or Gaggleblog MovieMaker Video Podcast- PodBean, Podomatic, or blogs

Go Animate Powtoon Author Stream Brain Shark Masher Present Me Jaycut Empressr Slide Presentation Tube

o All of the questions on the rubric must be answered and found in thepresentation to receive credit.

o Multi-media presentation must be 5-7 minutes in length.


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Models in Mathematics Challenge

Rubric


(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Is thereevidence that

of a well-planned

model?

Building materialsare chosen basedon appearance andappropriatenessand explained.

Scale factor isdetermined based

upon the use of themodel and clearlycommunicated.

Buildingmaterials arechosen based onappearance orappropriatenessand explained.

Scale factor is

determined basedupon the use ofthe model andcommunicated.

Buildingmaterials are notchosen based onappearance andappropriatenessand explained.

Scale factor is

between 3-8.

Buildingmaterials are notreferenced.

Scale factor isnot referenced.

Points:

Was a sketchdrawn

carefully toscale with

proportional

dimensions?

Drawings are neat,lines are straight,and parts areproportional.

All parts andmeasurements arelabeled clearly.

Drawings are neatand lines arestraight.

Most parts andmeasurements arelabeled clearly.

Drawing is neatand lines arestraight.

Some parts andmeasurements arelabeled clearly.

Design drawingis missing.

Points:

How was thescale modeldesigned and

constructed?

Scale Modelshows evidence ofvery carefulcraftsmanship andthe design is toscale and detailed.

Scale Modelshows evidenceof carefulcraftsmanship toscale and thedesign is to scale.

Scale model lacksevidence ofcarefulcraftsmanship.

Design andconstruction areincomplete.

Points:


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(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Did youinclude a

group

analysis andreflection of

yourchallenge?

Includesthoughtfulreflection andcareful analysis of

challenges,strengths,weaknesses, andjustifications ofthe solution.

Includes somereflection andcareful analysis ofchallenges,

strengths,weaknesses, andjustifications ofthe solution.

Referenceschallenges,strengths, andweaknesses.

Analysis andreflectionmissing orunclear.

Points:

Does the

multi-mediapresentation

clearlycommunicatehow the group

met thechallenge?

Presentationmoves in a clear,logicalprogression withsmooth transitions(e.g., is easy tofollow).


Multi-mediapresentation aidesinclude featuresthat effectivelyenhancecommunication(e.g., use ofgraphics, color,sound, images, oranimation to helpachieve purposeof presentation,convey meaning,

or emphasize keypoints).





Presentation doesnot stay withintime limits andsome parts are toolong or too brief.

Multi-mediapresentation aidesdo not enhancecommunication.


Presentationdoes not staywithin timelimits and someparts are toolong or toobrief.

Presentationdoes not includemulti-mediapresentationaides.

Points:


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CategoryBreakthrough (4) Commended (3) Proficient

(1-2)Emerging(0)

Points

Does themulti-mediapresentation

include all therequired

components?

Presentationincludes picturesthat illustrate thegroups workthroughout theentire process.

Presentationincludes charts,tables, graphs,and/or diagramsof data collectedusing technology.Representationsare easy to readand therelationships tothe challenge are

clear.

Presentationincludes video oraudio of thestudent groupexplaining thedesign, datacollection, andresults and isincorporatedseamlesslythroughout the

presentation.

All of thequestions from therubric of thechallenge areansweredcompletely in thepresentation.

The multi-mediapresentation isexactly between 5

to 7 minutes inlength.

Presentationincludes picturesthat illustrate thegroups workthroughout mostof the process.

Presentationincludes charts,tables, graphs,and/or diagramsof data collected.Representationsare easy to readand therelationships tothe challenge areclear.

Presentationincludes video oraudio of thestudent groupexplaining thedesign, datacollection, andresults.

Most of thequestions from therubric of the

challenge areansweredcompletely in thepresentation.

The multi-mediapresentation is afew seconds overor under 5 to 7minutes in length.

Presentationincludes somepictures thatillustrate thegroups workduring at least partof the process.

Presentationincludes somecharts, tables,graphs and/ordiagrams of datacollected but therepresentationsare hard to read orunderstand due tomissing labels or

titles, etc.

Presentationincludes video oraudio of thestudent group.

Some of thequestions from therubric of thechallenge areanswered in thepresentation.

The multi-mediapresentation is aminute or twoover or under 5 to7 minutes inlength.

Presentationdoes not includepictures thatillustrate thegroups workduring theprocess.

Presentationdoes not includetables, charts,graphs, and/ordiagrams ofdata collectedthroughout thechallenge.

Presentation

does not includevideo or audioof the studentgroup.

The questionsfrom the rubricof the challengeare notanswered in thepresentation.

The multi-

mediapresentation ismore than 2minutes over orunder 5 to 7minutes inlength.

Points:


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(4)Commended

(3)Proficient

(1-2)Emerging

(0)Points

Is groupcollaboration

and sharedresponsibility

evidentthroughout thepresentation of

the project?

Presentation isstructured so thatall members ofthe group

participateequally (e.g.everyone speaksor answersquestions, ontopics ofsignificance, forabout the samelength of time).

Presentation isstructured so thatmost members ofthe group

participateequally.

Presentation isstructured so thatone member takeslead and all other

members have asmaller role.

Presentation isprimarily led byone groupmember and

collaboration isnot evident atall.

Points:

TotalPoints:



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Campus Scoring ProcessCampuses will conduct a preliminary evaluation and submit those presentations fordistrict scoring that have the best chance of scoring commended or breakthroughlevels.

When should campuses begin scoring?Campus scoring should occur no later than May 16 and May 17.

Who should score the campus projects?

Strategists, teachers, or other impartial school personnel will need to evaluate theprojects at the campus level.

How should the scoring be completed?Use the attached rubrics as guides when evaluating the projects. Projects that areclearly Emerging or Proficient level do not necessarily require a completed rubric.Projects that are approaching the Commended and Breakthrough levels should begiven careful consideration using the challenge rubric.

Remember, only the presentation will be scored using the rubric. All areas of the rubricmust be evident through the presentation itself. You may not give credit to a groupfor a step that you know they did unless they have communicated that step throughtheir presentation.

For example, you may have seen various design drawings of the solar cooker as thegroup worked through the design process. However, in their presentation, the groupmay have failed to discuss or include the drawings the group developed during thatstage. They will not receive credit since the drawings were missing from thepresentation.

Where do I submit the scores?All projects that are evaluated and have met the Commended and Breakthroughlevels through the campus scoring process should be submitted to be scored at the

district level. A completed rubric by the campus will need to be included with theproject and submitted by 3:00 PM, May 17.


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Project Submission ProcessThose projects that have qualified at the campus level will be submitted to the districtfor another round of scoring. After district scoring, qualifying student groups will beinvited to participate in the district STEMposium event.

When should campuses submit projects to the district?Only the projects in the Z drive by 3:00 PM, May 17, will be considered.

Which projects do I need to submit?

Submit only the projects that have scored Commended or Breakthrough at thecampus level.

How should the files be named?Files must be named with the following information in order: school name, schoolgenerated project number, and file description.

Example: CrockettGroupMembership

Crockett2PresentationSlideshowCrockett2CampusRubric

Crockett4PresentationVideoCrockett4CampusRubric

What do I need to submit to district?A minimum of three files must be included: group membership page, presentation ofthe project, and the rubric with campus scores of the presentation. If the presentationinvolves multiple files, they may be added as well.

Note: If multiple files for the presentation are used, a document giving directions forthe presentation must be present explaining the order of the viewing of the files. For

example, a presentation may begin with a slideshow presentation that is intended to

be played along with an audio file and followed by viewing a video file. Withoutdirections indicating how the files are to be viewed, the presentation may not receivethe highest score possible.


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Group Membership Page

This page needs to be completed with information about ALL groups being submitted

to the district level by the campus.

Group Name Names of Group

Members

Teacher/Mentor/Coach

Ex: Crockett2 Jose GarciaSusan SmithLandry ThomasTeresa Walton

Ms. Salinas (5th GradeScience)


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Presenting at the STEMposium

Preparing for the STEMposium

Polish the presentation

Correct grammar and spelling mistakes on presentation pieces Add content pieces if missing

Work out a plan for the presentation

Possibly add an introduction and closing to the presentation if the group'sproject was completely in a video format

Decide which group members will present which pieces Ensure everyone has an equal part

Practice, practice, practice

Practice speaking clearly where an audience can hear Practice all speaking parts Be prepared to answer audience members' questions about the project

The Evening of the STEMposium

Arrive at Crockett 5th Grade Center NO LATER than 5:45 Chaperones escort group members to a designated classroom Chaperones assist groups with technology and any items brought along for the

presentation

Chaperones stay with their groups to problem solve and monitor students forthe whole event

All designated classrooms will have a Promethean Board for presentations Audience members will gather in the cafeteria from 6:00-6:30 Groups will present three times to three different audiences starting after 6:30 After three presentations, students will gather materials and head to the

cafeteria for the awards assembly

STEMposium will conclude by 8:00 pm


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STEMposium

Morning Announcement Script

We need to extend a (Insert School and Mascot Here)round of applauseto the following fifth graders. Their STEM projects have been chosen asdistrict winners!

(List student names)

They will be presenting their project and receiving their award Thursdaynight at Crockett 5th Grade Center from 6:00-8:00 PM. We all need tobe there to support our winners. There will be concessions available as wellas a chance to win raffle prizes for anyone that attends. I will see youthere!


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GPISDSTEMposium

Who?Fifth grade students from all over the district are showcasing their STEM projec ts

through presentations to a live audience. Please join us in supporting the

students hard work and diligence.

What?Students worked in cooperative groups to solve an engineering problem, design

experimental research, or create a scaled mathematical model. The projects

being presented at the STEMposium have excelled at both the campus and the

district level. The final requirement for the students is to use technology and 21st

century skills to communicate their work in a STEM conference.

When?Thursday, May 30, 6:00-8:00 PM

Where?The STEMposium will be hosted at Crockett 5th Grade Center, located at 1340Skyline Road, Grand Prairie, TX 75051.

Concessions supporting GPISD PTA will be available, and everyone

who attends will be entered in a raffle for a STEM prize.

We hope to see you there!


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GPISD

STEMposiumQuin?

Los estudiantes de quinto grado de todo el Distrito presentarn sus proyectos

STEM (ciencias, tecnologa, ingeniera, y matemticas por sus siglas en ingls) a

una audiencia en vivo. Renanse con nosotros para demostrar su demostrar su

aprecio del traba jo duro y la diligencia de los estudiantes.

Qu?

Los estudiantes formaron grupos cooperativos para solucionar un problema de

ingeniera, disear investigaciones experimentales, o crear modelos

matemticos a escala. Los proyectos que se presentarn en el STEMposium se

han distinguido como excelentes tanto en las escuelas como a nivel distrito. El

requisito final en desarrollar los proyectos es utilizar la tecnologa y destrezas del

Siglo 21 para presentar el trabajo en una conferencia STEM.

Cundo?J ueves, 30 de mayo, 6:00-8:00 PM

Dnde?El STEMposium tendr lugar en el Centro de Quinto Grado Crockett, ubicado en1340 Skyline Road, Grand Prairie, TX 75051.

Habr concesiones disponibles para apoyar al PTA de GPISD, y

todos los asistentes sern inscritos en un concurso para ganar unpremio STEM.

Esperamos ver a todos all!

12-13 stemposium information guide rev.4.2

Documents