We are seeing a shift at many schools in the Thompson School District as well as
around the country. During hard economic times, families face more challenges
outside of the home and there is less parental support for these students.
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For most students it develops a deep
understanding of the STEM content areas at
the advanced levels.
It allows for growth, advancement, and
student achievement while connecting
interdisciplinary lessons in various content
areas.
And…it allows general and at-risk students the
ability to develop learning skills, think critically,
understand modeling, manage tasks, problem
solve, communicate, and collaborate with
peers through the development of relevant
and rigorous curriculum design.
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I will assess and determine the educational
goals of the students through pre- and posttesting.
Krystle and I will develop a clear set of goals,
expectations, and criteria for student learning.
We will focus on STEM content areas and use
her research to further develop units geared
toward the at-risk/general science population
through the use of technology, utilizing inquiry
based lessons (Ant project), and by creating
lessons based on the POGIL framework.
The very first unit will be this
interdisciplinary unit.
 In the first few weeks of class I will provide
a review of the scientific method,
graphing, problem-solving, modeling
migration lesson, etc. This will set the
framework for the project.*Modifications
will be made due to academic ability.
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After reviewing the original project, we feel that
we will use the Migration Lab (lesson #1).
We will use our first “Scientific Method Unit”
(graphing, measurement, & mathematics) and
design the 2nd Lesson and create our Mechanical
Ant Lab and incorporate the mathematical
modeling within the lab.
3. Lesson #3 is Chemistry! (We welcome
suggestions from anyone???)
Lesson #4: Real equipment, real science.
Students will use their data, collected
from the designed lab for Lesson #2, and
have to collect, analyze, and graph
data. They will also have to familiar with
the properties of motion and review
concepts like momentum, mass, velocity,
acceleration, displacement, time, etc.
 We will use ping pong balls filled with
various amounts of “a substance” as our
“ants” (center of gravity).
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We took your idea of Loco Motion and will
probably design our lesson with your
concept in mind. *Especially when our
students can’t figure out why one “ant”
doesn’t move the same as the others!
Maybe this may be an opportunity to teach
circumference/review/introduce geometry
(round ants ) within the lesson. Maybe
another lesson to add (Lesson #5 with a
Math fellow) or a micro-lesson across
curriculum?
Chemistry fellows & teachers…we need
your ideas! Any are welcome!
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We will ask Matt Dewey to bring in his equipment to
demonstrate that the science of engineering
makes taking measurements easier! More precise!
We will provided a guided review question sheet
where students will have to provide answers to
Matt’s demonstration.
We will review concepts like variables, problem
solving in the real world, and discuss those things
you often “don’t see” right off the bat when you
are “doing” science. Scientists must re-visit the
experimental process and re-analyze their data to
come to a real understanding of what just
happened.
1. Ask Michael to assist in the preparation of a
pre- and post-test.
2. The unit will be introductory. It will consist of
4 major lessons and 1 literacy assignment.
3. After speaking to Carol(thanks again ), I
will try and attend an Amgen workshop in
August to receive a two week period to
rent out the equipment. Krystle and I will
develop a lab over the summer that will be
one of the 4 lessons.
4. This unit will be implemented at the end
of 1st semester (December/January time
frame) after an introduction to DNA, its
structure, etc.
5. We will use the post-test as a part of the
final exam.
6. Krystle and I will also try and put in a
biotechnology lesson/lab into
“mechanical ant” project by using
“fake” ant DNA! This will bring in Krystle’s
work.
1. Teaches content and
key processing skills
(like thinking
analytically &
teamwork)
2. Knowledge is personal.
Ownership over their
part of the material
allows each student
to construct their own
understanding.
3. Logic and teamwork
is emphasized.
4. Interdisciplinary
themes.
5. Discovery and
inquiry-based lessons
design.
6. The scientific
method!
Using Krystle as
a content
specialist and
another
teacher at
TVHS, I will
design 1-2
lessons each
semester that
contains a
POGIL (Inquirybased) format.
I will use the
STEM content
areas.
1. Because not all students are
at the advanced level
and this program reaches
a growing population of
students.
2. All levels of students benefit
from STEM content areas
& this could attract
students who didn’t even
know they were capable!
3. Could infuse interest and
contribute to this
population of students
choosing science, math,
technology, etc.
* Ryan Selby will be coming into my
classroom to talk about the engineering
side of the biosensor project and Krystle
will be heading to his host school to talk
about the molecular biology.
 As of yet, I do not have my classroom
schedule. Krystle and I will be developing
a new syllabus July 25 (Mon) at 10 am.
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