Challenging Students in

STEM Using the Integrated

Curriculum Model to teach STEM concepts

Stephanie Zeiger, Ph.D. Engineer and Scientist

February 28, 2014

The Integrated Curriculum Model and STEM

- VanTassel-Baska, 1986

Process & Products

Concept/ Theme/ Issue

Advanced Content

PROCESSES Scientific Method Engineering Design Problem Solving Models Analysis

BIG IDEAS WITHIN & ACROSS FIELDS -­ Systems, Cause and Effect, Order & Chaos -­ Applied in Meaningful Ways

CONTENT Biology, Chemistry,

Engineering, Physics, etc.

ADVANCED CONTENT

Pre-­assess to measure student knowledge of content Delivered at a level of depth and pace appropriate for learners Centered around a concept(s)

HIGH LEVEL PROCESSES

Ask questions to check for student understanding of content and to challenge thinking Design learning tasks related to content and to measure how students are mastering and manipulating content & concepts

Connected CHALLENGING PRODUCTS

Post-­assess Students show mastery of advanced content and scholarly thinking. Concept(s) represented Repeat process with new content and learning goals

Content, Process & Product

Related

Overarching Concepts are Particularly Applicable to STEM

Order and Chaos Example

Atomic Theory, Physics Unexpected results from an experiment

Systems

Example : Biology All about systems from the cell to the human body, ecosystems, etc. Parts of brain working together for complex thinking/activities

Cause and Effect

Example: Chemistry If I mix these two chemicals together what happens? Making Observations and seeing changes occur if you slightly change something Patterns, Exploration, Power, Structure

Others include Patterns, Exploration, Power, Structure

OverArching Concept

Advanced Content

Either you are an expert already or you can become pretty knowledgeable with the right resources

Find a Scientist or Engineer at local university or college with a passion for outreach or with outreach programs

Good Online Resources: -­ Professional Societies -­ National Science Foundation -­ Howard Hughes Medical Institute -­ National Institutes of Health -­ Universities Vanderbilt Student Volunteers for Science -­ TeachEngineering.org

Resources

Use Wikipedia with Caution!!!!

The Scientific Method Processes

Choose your topic

Identify a Problem

Research the Problem

(Background)

Develop a Hypothesis

Design experiments to Test Hypothesis

(Methods)

Do the Experiments

(Results)

Analyze the Results

(Conclusions)

Engineering Design Method

Processes

Both Scientific Method and Engineering Design are

action plans for problem solving and critical

thinking!

Processes

My Personal Experience Using the Integrated Curriculum Model

Marvelous Molecules Course designed around chemistry concepts

OverArching Theme Cause and Effect Advanced Content -­ Atomic Theory, Matter, Chemical Equations and Reactions Product/Process Hands on Labs, Inquiry based, Scientific meeting/poster presentation

Brain Blast Course designed about neuroscience concepts

Overarching Theme -­ Systems Advanced Content: Brain anatomy, neurons, function, neuronal circuitry, brain and the body, neurodegeneration Product/Process Hands on labs, Inquiry based, scientific meeting/poster presentation

Practicing ICM

Pre/Post Concept Examples

Pre Concept Map (Brain Blast Course)

Pre/Post Concept Examples

Post Concept Map (Brain Blast Course)

Classes Students choose their own topic related to class to further explore Test their hypothesis with experiments they design Present in a scientific meeting via poster presentation

Examples: -­ Cerebellum -­ Fine motor control comparison between male/female, long term memory techniques -­ DNA extraction method enhanced by my 1st/2nd grade students -­ Mentos/ Coke Experiment Comparing different substances and

modifying it to a small scale experiment (Less messy!)

Practicing ICM

Products

Engineering Design Brain Helmet

Compare Boys and Girls Touch Sensitivity

Is smell sufficient to determine what something is?

Lets Try It Out With A Mini Lesson/ Experiment

How can I add advanced content to this lab? What about critical thinking or problem solving components? If letting students choose a topic and further experiments, what ideas could they explore or do with this new knowledge? How could I use this lab with my students?

Chemistry in a Ziploc Bag Fun With Chemistry, Vol. 1, 2nd ed.;; Sarquis M., Sarquis, J., Eds.;; Publ. 91-­005;; Institute for Chemical Education, University of Wisconsin: Madison, 1991;; pp 147-­153.

Adapted for Vanderbilt Student Volunteers for Science by:

Dr. Melvin D. Joesten, Department of Chemistry, Vanderbilt University

Pat Tellinghuisen, Program Coordinator of VSVS

Instructions Students work in pairs. 1. Hold the bag upright over the plate while the other student adds the 15 mL of phenol red solution to the bag. 2. Seal the bag and keep it upright. 3. Feel the bag, and record observations. 4. The teacher adds a spoonful of anhydrous calcium chloride. 5. Seal the bag as quickly as possible after the calcium chloride is added. 6. Keep the bag upright and sealed while gently shaking the bag back and forth to mix the contents. 7. Observe what happens after the calcium chloride was added . The reaction takes about three to five minutes. During this time the student not holding the bag should write down any observations that the pair has made.

My observations showed a temperature change, changes in pH, and the formation of a gas. What components were responsible for which observation?

What caused the heat? Why did my pH change? How did that chemical reaction form a gas?

By mixing these chemicals, I get a temperature change, an acid to form, and made the bag expand. How can I use this chemical reaction?

Can I harness the heat to keep something warm? Can the gas be collected and used to make something expand? Can the acid be used to clean a penny?

Chemical Equations

(1) The bicarbonate ion (HCO3-­) is a weak acid and partially ionizes in solution.

HCO3

-­ (aq) H+ (aq) + CO3 2-­ (aq)

(2) Calcium ion (Ca2+) from calcium chloride reacts with sodium bicarbonate to give insoluble calcium carbonate.

Ca2+ (aq) + CO3 2-­ (aq) CaCO3 (s)

(3) The removal of the carbonate ion from solution shifts the bicarbonate equilibrium (1) to the right, releasing more H+, which reacts with more HCO3

-­ to produce CO2 gas and H2O.

H+ (aq) + HCO3-­ (aq) CO2 (g) + H2O (l)

(4) The indicator changes color because the carbon dioxide dissolves in water to produce an acidic solution.

CO2 (g) + H2O (l) H2CO3-­ (aq) H+ (aq) + HCO3

-­ (aq)

Thank you for your time!

Stephanie Zeiger

Stephanie.zeiger@vanderbilt.edu