Teacher: Billie Smith School: Nitro High School
Date: August 2015
Subject / grade level: Biology and Honors Biology (9th and 10th)
Materials: Bulletin board in classroom, PowerPoint Presentation, IPads, Template for student research
WV CSOS and OBJECTIVES:
S.9-10.L.15 / Use technology, including the Internet, to produce, publish and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Topic / Research to Build and Present Knowledge
Objectives / Students will become aware of STEM meaning, career opportunities and educational requirements for
S.9-10.L.16 / Conduct short as well as more sustained research projects to answer a question (including a self-generated question),to broaden and synthesize multiple sources of the subject under investigation.
ENGAGEMENT:
  • Wearing of STEM T-shirt and TOYOTA hat by teacher
  • Bulletin board in classroom
  • Mike Rowe video on STEM job market
  • PowerPoint with discussion

EXPLORATION: Students will become aware of
  • STEM meaning
  • STEM careers including training, education, duties, and salary range
  • STEM educational requirements and opportunities

EXPLANATION:
  • Begin with most common question students asked from relatives
    “What do you want to be when you grow up?” (allow response time)
  • “You don’t know what you don’t know.” Begin presentation using PowerPoint, video, discussion
  • After presentation, distribute template form for students to us with

ELABORATION:
Students will become familiar with potential careers in STEM fields by the research done, presentation of other student findings, the opportunities to continue discovering potential fields as the year progresses, and by bookmarked websites used while doing their research
EVALUATION:
  • During presentation responses by students via attentiveness, questions, answers to queries
  • Recording information on student template
  • Presentation of information researched to classmates via 1 minute presentation per student

Title of Occupation: ______

1.Description of the occupation including main tasks (3-5).

______

2.What are the education and training requirements for the occupation?

______

3.List other required Knowledge areas, and the Skills, and Abilities that are important for success in this field.

______

4.What is the average wage or salary for this occupation?

______

5.What is the employment outlook for this occupation (projected growth)?

______

6.List the places where people in this occupation might work.

______

7. List some tools and technology (3-5 items) that are used in this career.

______

______

Annette Jones - LESSON PLAN

GRADE: 9-12 SUBJECT: Alg1, MathII, AlgII

UNIT/LESSON TOPIC: Good Mathematical Definitions, based on the article

13 Rules That Expire by Karen S Karp, Sarah B. Bush, and Barbara J. Dougherty

(I’ve attached a copy of the article for you to read.) High School Teachers have trouble teaching students to let go of these short cuts or tips teachers use in the lower grades.

Content Standards and Objectives:
M.2HS.ENS.3
MP 3, MP4, MP6, MP7, MP8
Integration of STEMersion:
I am reinforcing three main comments that I heard over and over again. 1) Speak effectively, 2) Write effectively and 3) BE a Critical Thinker.
  1. Engage:
Day 1 - Divide the students into groups of two or three. Give each group a handout to be cut up in to place cards. With no introduction to the topic, students are to decide whether the statements were true or false.
Collect all the truths. Then have students individually write an explanation why the each statement is false.
I sorted the data of the truths or misceptions of the students.
  1. Explore:
For the next week, using the first 5-10 minutes of class we became myth busters. We started busting one rule a day with counter examples.
Example: Rule #12 Please excuse my dear aunt sally - I gave them this problem,
6÷2(1+2). Rule #1 When you multiply a number by ten, just add a zero to the end of the number - we did an activity with scientific notation.
  1. Explain:
After spending a week busting myths, I posted the article 13 Rules That Expire for them to read. Then the students were asked to pick one of the 13 Rules to write a justification on why that rule no longer works.
  1. Elaborate/Extension:
To reinforce this lesson, one week after the lesson students were asked to stand at their desk and state a rule that has expired and give a counter example.
Algebra Properties were taught next. They are always true.
  1. Evaluate:
Students were graded on their justifications and participation.
Attachments: 13 Rules That Expire, True/False cards, Myth Buster examples.

5E Instructional model

TRUE / FALSE / When you multiply a number by ten, just add a zero to the end of the number.
Use keywords to solve word problems. / You cannot take a bigger number from a smaller. / Addition and multiplication make numbers bigger.
Subtraction and division make numbers smaller. / You always divide the larger number by the smaller number. / Two negatives make a positive.
Multiply everything inside the parentheses by the number outside the parentheses. / Improper fractions should always be written as a mixed number. / The number you say first in counting is always less than the number that comes next.
The longer the number, the larger the number. / Please Excuse My Dear Aunt Sally / The equal sign means Find the answer or Write the answer.

Charles McCormick- LESSON PLAN

GRADE: 9th SUBJECT: Physical Science

UNIT/LESSON TOPIC: Solving real world problems with the Scientific Method

Content Standards and Objectives:
SC.O.PS.1.1 implement safe procedures and practices when manipulating equipment, materials, organisms, and models.
SC.O.PS.1.2 formulate scientific explanations based on historical observations and experimental evidence, accounting for variability in experimental results.
SC.O.PS.1.3 conduct and/or design investigations that incorporate the skills and attitudes and/or v values of scientific inquiry (e.g., established research protocol, accurate record keeping, replication of results and peer review, objectivity, openness, skepticism, fairness, or creativity and logic).
SC.O.PS.1.4 design, conduct, evaluate and revise experiments (e.g., compose a question to be investigated, design a controlled investigation that produces numeric data, evaluate the data in the context of scientific laws and principles, construct a conclusion based on findings, propose revisions to investigations based on manipulation of variables and/or analysis of error, or communicate and defend the results and conclusions).
SC.O.PS.1.5 draw conclusions from a variety of data sources to analyze and interpret systems and models (e.g., use graphs and equations to measure and apply variables such as rate and scale, evaluate changes in trends and cycles, or predict the influence of external variances such as potential sources of error, or interpret maps).
SC.O.PS.1.6 investigate, compare and design scientific and technological solutions to address personal and societal problems.
SC.O.PS.1.7 given current science-technology-societal issues, construct and defend potential solutions.
SC.O.PS.1.8 relate societal, cultural and economic issues to key scientific innovations.
Integration of STEMersion:
Several days’ discussion of how too using multiple examples.
  1. Engage:
Introduce the scientific method with a presentation, use examples that mean something to the students, I use trucks and fishing line and make up.
  1. Explore:
Students see how the scientific method or any problem solving method is used in the work world to solve problems people face every day.
  1. Explain:
Describe in great detail how to implement problem solving in a step by step process
See PowerPoint presentation that is attached.
  1. Elaborate/Extension:
As needed
  1. Evaluate:
Below are the instructions for the investigation project. Each group will work together to solve the assigned problem. The group leader is in charge of the group and has the authority to assign group member's work related to the project. Any student who doesn't work with the group, or will not take direction from the group leader, will be given a zero for the project! Group leaders this is not a license for you to loaf!
Each group will research their problem, and apply the problem solving process to solve the problem.
Each group will write a 750-word report on the problem in the MLA format I handed out in class.
Each report will demonstrate the use of the problem solving process, the report must be typed, Times New Roman size 12 Font, double spaced, 1 inch margins top, bottom, left, right. Complete sentences, correct grammar, punctuation, and spelling all apply.
Each group will do a 20-slide power point presentation that will be used in conjunction with a 12-15 minute oral presentation. The power point presentation and the oral report will follow the following format:
Introduction, Main Body, Conclusion, Works Cited, Every one in the group will have a speaking part in the oral report.
Problem Statements:
Problem 1: Livestock on your parent's property have suddenly started to die. Your family members are also feeling sick. You examine the well water, which is the water source for both people and animals, and find large amounts of Escherichia coli. What can you do to resolve this situation?
Problem 2: The street you live on is built on abandoned silver mine. The soil is tested, and at a depth of 8 feet it has toxic levels of Pb. What actions should be taken and why?
Problem 3: Fayette county West Virginia was the site of massive flooding during July-August 2001. Obviously rain fell in huge amounts and flooded homes. What caused the wide spread flooding? The local news media blames the mining and timber industries. Research the flood and determine the cause. Examine historical data from 1880 to 2001, in 20-year increments.
Problem 4: Your school is located at the base of Mount Rainier. You come to school one day and there are clouds all around the mountain. This is a fairly normal event, however there is an odor of rotten eggs in the air, and several small earthquakes have occurred. What is happening within the mountain? What action should you take?
Problem 5: During the last several years the winters in our general region of the world have seemed to be warmer. Determine if there is a warming trend in the climatic conditions of our region, our country or the world. If you conclude that there is a climatic change, what is causing this change? Remember, science predicts that the world is 4.2 billion years old.
Problem 6: There is an explosion at the Bayer chemical plant in Institute. A chemical cloud with toxic levels of C11H15NO3 is heading towards POCA HIGH. What actions should be taken in this situation?
Problem 7: Your school group is taking a tour of Wilmington NC. The seas become very rough and the wind becomes very strong. During high tide the water level is well over normal. You take a barometric reading and the pressure is 950 mb and falling. What is happening? What should you and your group do? Prepare a report on what is happening and the effects that could be encountered.
Problem 8: You are at a basketball game at Poca High school. You go to the water fountain to get a drink of water. The water taste and smells like licorice? What is wrong with the water? Is it safe to drink? How did this happen? Can you filter the water? Where does the water come from? Is it treated or purified before it gets to you? Determine the cause of this problem and how to solve the current problem and how to prevent it in the future.

5E Instructional model

Dave Miller - LESSON PLAN

GRADE: 7 SUBJECT: Career and Technical Ed.

UNIT/LESSON TOPIC: Energy Source

Content Standards and Objectives: Exploring Technology
ET.O.ET 1.8- Develop a presentation to inform by using written, graphic and verbal techniques.
ET.O.ET 4.1-Produce a finished graphic production using proper layout and design principles.
ET.O.ET 5.1-Research current and emerging careers associated with S.T.E.M.
ET.O.ET 2.3-Compare and contrast the positive and negative implications technologies have had on the environment.
21st Century skills and Technology Tools
21C.O.9-12.1.LS1- Student recognizes information needed for problem solving, can efficiently browse, search and navigate online to access relevant information, evaluates information based on creditability, social, economic, political and/or ethical issues and presents findings clearly and persuasively using a range of technology tools and media.
21C.O.9-12.1.TT1-Student creates information using advanced skills of analysis, synthesis and evaluation and shares this information through a variety of oral, written and multimedia communications that target academic, professional and technical audiences and purposes.
21C.O.9-12.1.TT4-Student uses audio, video, pictures, clip art, moviemaker programs, webpage design, software electronic documents and other files to collaborate for the creation electronic products that inform multiple audiences both inside and outside the school environment.
21C.O.9-12.2.TT2-Student collaborates with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile synthesize, produce and dissemilate information, models, and other creative works.
Integration of STEMersion:
Students in the Career and Technical Education program at Hurricane Middle School are challenged to work as a team to solve problems, create presentations and complete “hands-on” activities much like we saw on our during the visits to our local industry. Each business partner said that our students need to solve problems, and have the abilities to work as a team. The PBL I have created stimulates the learners to research, create, and present while being part of a team.
  1. Engage:
Many students have little if any prior knowledge of the available energy sources, careers and the technology associated with them. This PBL is used to challenge students to work collaboratively toward the driving question “ What role does your energy play in the future of West Virginia” Their “Problem Context” will be that the advertising company has been asked to create a 10 minute presentation and brochure promoting an energy source that will be assigned to them.
  1. Explore:
During the research phase of the PBL the students will need to find information pertaining to the energy source they were given (Coal, Natural Gas, Geo Thermal, Hydro, Nuclear, Solar, Wind). The groups need to look at sites that both support and are critical of their energy source.
  1. Explain:
The groups must compare and contrast the cost for harnessing that energy form versus other energy sources and include that data in a table in their brochure. The students must also explain how their form of energy impacts the environment and show what the potential for careers in this area of energy will be in the future for West Virginia.
  1. Elaborate/Extension:
Each group must be able to answer questions from the evaluation panel about safety, careers, environmental concerns, past and present technologies associated with their energy source.
  1. Evaluate:
The evaluation panel will be made up of school or county administration and or members from our CTE advisory council. After each group gives their presentation the panel will each complete a grading rubric and the score will be added together and averaged. On the last day of the PBL the students present to their peers, each student will complete a peer evaluation and that score will be added to the score from the panel. The final activity is for each member to complete a self-evaluation where they have the opportunity to reflect on how their group completed the PBL.

Elizabeth Gallagher - LESSON PLAN

GRADE: 9th SUBJECT: Physical Science

UNIT/LESSON TOPIC: STEM Careers

Content Standards and Objectives:
SC.O.PS.1.6 investigate, compare and design scientific and technological solutions to address personal and societal problems.
SC.O.PS.1.8 relate societal, cultural and economic issues to key scientific innovation
Integration of STEMersion:
Given the information from STEMersion about careers in the different STEM fields, students will complete extra research for a presentation/project.
  1. Engage:
Have students to brainstorm in Think/Pair/Share about different STEM careers. Create a student driven list on the whiteboard of careers. Add to the list with careers that may have not been thought of that were seen during the STEMersion 2015 workshop.
  1. Explore:
Number the different STEM careers and using a random number generator (may have to discuss what this is and situations that it is used) to assign a different career to each student.
Students will research the STEM career using a research guide (Who, what, when, where, why). Students may add to their research guide as they begin their research. Have a running list of additional questions/comments on the board for student reference. What can you ask or think of to clarify your research?
  1. Explain:
To share the collected information with their fellow classmates, students will create a presentation using PowerPoint, iMovie, Prezi, or another approved method. Students are to promote their researched career to the class.
  1. Elaborate/Extension:
Students may select create a list of careers in which they would like an expert in the field to come and do an additional presentation or visit to their job site.
  1. Evaluate:
Use the attached presentation rubric to assess students.
Students will also provide peer comments for presentations.
STEM Career Presentation
Name: Period:
Date:
Criteria / Points
4 / 3 / 2 / 1
Information / Presentation has at least 10 facts about the selected career / Presentation has 8-9 facts about the selected career / Presentation has 6-7 facts about the selected career / Incomplete Presentation / ____
Body Language / Movements seemed fluid and helped the audience visualize. / Made movements or gestures that enhanced articulation. / Very little movement or descriptive gestures. / No movement or descriptive gestures.
Eye Contact / Holds attention of entire audience with the use of direct eye contact. / Consistent use of direct eye contact with audience. / Displayed minimal eye contact with audience. / No eye contact with audience. / ____
Introduction and Closure / Student delivers open and closing remarks that capture the attention of the audience and set the mood. / Student displays clear introductory or closing remarks. / Student clearly uses either an introductory or closing remark, but not both. / Student does not display clear introductory or closing remarks. / ____
Poise / Student displays relaxed, self-confident nature about self, with no mistakes. / Makes minor mistakes, but quickly recovers from them; displays little or no tension. / Displays mild tension; has trouble recovering from mistakes. / Tension and nervousness is obvious; has trouble recovering from mistakes. / ____
Voice / Use of fluid speech and inflection maintains the interest of the audience. / Satisfactory use of inflection, but does not consistently use fluid speech. / Displays some level of inflection throughout delivery. / Consistently uses a monotone voice. / ____
Total----> / ____
Percent grade:
Teacher Comments:

Greg Mallory - LESSON PLAN