GPISD STEMposium Information Guide 2012-2013

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 that incorporates scientific process skills in a more authentic, STEM-focused context. Traditional Science Fair Set amount of winners STEMposium Anyone that meets Breakthrough or Commended scores will receive recognition Evaluated

Judged

Individual

Cooperative Many scientific methods: Engineering Design Process, Experimental Design, Constructing Models, Descriptive Investigations Science, Technology, Engineering, and Mathematics Digital multi-media presentations Scientific Conference Style Presentation

One Scientific Method

Science Only

Tri-fold Posters and written reports Gallery Walk Presentation

STEMposium Goals Make the experience positive for each student; every student should come away with 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 to cooperatively 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 Challenge There are three total challenges to choose from: a science-based challenge, an engineering-based challenge, and a mathematics-based challenge. Student groups may choose to work on only one challenge for the STEMposium. 2. The Process Science is not just a body of knowledge to be attained, it is also a set of practices used to establish, extend, and refine that knowledge. Additionally, scientific processes and reasoning vary depending on the circumstances. Each challenge takes the student group through a different scientific process. Student groups will need to follow the process outlined in the challenge in order to be successful when scored. 3. The Presentation Science cannot advance if scientists are unable to communicate their findings clearly and persuasively or learn about the findings of others. Engineering cannot produce new or improved technologies if the advantages of their designs are not communicated clearly and persuasively. Mathematicians must also be able to communicate findings and solutions to others. The presentation component of the challenge must be a digital, multimedia presentation. The presentation will be assessed using the rubrics included later in the guide. CSCOPE Integration The STEMposium can be integrated into the existing 4th nine weeks curriculum across subject areas. Science Integration: The lessons in G5 Science Unit 12 cover experimental design and scientific processes. The STEMposium project can extend or even replace the existing lessons. The first lesson pertains to solar cookers and will support the engineering challenge; the second lesson focuses on experimental design and will support the science challenge. Math Integration: The mathematics challenge, building a scale model, is a natural extension or supplement to Unit 14: Measurement Connections ELA Integration: Each challenge requires reflection, analysis, and communication of ideas. Research may also be required. In the beginning of the 4th nine weeks, fifth grade students conducted and completed a research paper using secondary sources. The last writing piece in the 4th nine weeks is the teachers genre of choice. Students can compose a research paper describing their problem, process, results and conclusions. This would give them practice composing a paper with both primary and secondary sources of information.

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Participation Any fifth grade student may participate at the campus level. Students will be invited to present and receive recognition at the district level if they receive a breakthrough or commended 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 science block. 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 technology aspects of the projects. Strategists may work with interested teams during an enrichment or pull-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 grade levels scope and sequence in Math, Science, and ELA. Group size: Two to four students qualify as a group. Schools may have one group, or several groups, 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. Each challenge has a unique scoring rubric. Scoring will happen at two different levels. Campus Scoring: Campuses will conduct a preliminary evaluation and submit those presentations for district scoring that have the best chance of scoring commended or breakthrough levels. District Scoring: The teaching and learning department will use the rubrics included to evaluate the presentations submitted by 3:00 PM, May 17. Those student groups that receive a score of breakthrough or commended will be invited to present to live audiences at the district 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: Thursday, April 25: Friday, April 26: April 29: April 29-May 3: May 6-May 10 May 13-May 15: May 16-17: May 17 : May 22: May 24: May 24-May 29: May 30: Read and review the material and plan instruction Attend STEMposium Informational Session (optional) Present the STEMposium challenges to the students, allow them to discuss ideas, and choose a challenge Email strategists the number of teams participating Week One of Challenge Week Two of Challenge Week Three of Challenge Campus Scores Projects Submit potential participants projects to the district by 3:00 PM Invites for district STEMposium sent to eligible scoring teams Qualifying Teams must RSVP event attendance by 10:00 AM Practice presentation in front of live audiences for STEMposium STEMposium at Crockett 5th Grade Center, 6-8 PM

Additional Information If you would like additional information or clarification concerning the STEMposium Challenge, you or your campus strategist is free to contact the science department. Citlali Molina Michael Brinkman citlali.molina@gpisd.org michael.brinkman@gpisd.org 972-237-5351 972-237-4038

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4th Nine-Weeks April/May/June 2013

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Apr 1 8 15 22 29 Week 1

2 9 16 23
(STAAR GR 3 & 4 Math)

3 10 17 24
(STAAR GR 3 & 4 Reading) (STAAR GR 5 Science)

4 11 18 25 STEMposium Informational Session 2

5 12 19 26 Introduce Challenges To Students 3

Determine the schools amount of participants and email to the district.

30

May 1

Week 2

10

13

Week 3

14
(STAAR Retesting)

15
(STAAR Retesting)

16

Campus Scoring

17 Campus Scoring

20

District Scoring

21

District Scoring

22

District results available by end of day

23

Qualifying Teams Practice Presentation

24 Qualifying Teams Practice Presentation / Qualifying Teams must RSVP event attendance by 10:00 AM 31

Submit Qualifying Projects to District by 3:00 PM

27 Memorial Day

28

Qualifying Teams Practice Presentation

29

Qualifying Teams Practice Presentation

30 STEMposium! 6 Last day of school

June 3

(End of Year Exams)

(End of Year Exams)

(End of Year Exams)

7 Teacher Work Day

Experimental Design Challenge

The Challenge Describe, plan, implement, and communicate the results of an experimental investigation of your choice testing one variable. The Process When scientists solve a problem, they use organized methods to gather and interpret data. Experimental design is an organized process where scientists can collect and organize their data and their notes in order to solve a problem. Careful observation and detailed communication are critical skills in this process.

The Presentation Create a multimedia presentation explaining your groups experimental investigation and 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, data collection, and results (can be incorporated into your visual presentation) 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 in the presentation to receive credit. Multi-media presentation must be 5-7 minutes in length.

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Experimental Design Challenge Rubric

Category
Breakthrough (4)
Problem/Question is well-written, testable, and guides the investigation. Important background information in a paragraph precedes the Problem/Question and guides the investigation

Commended (3)
Problem/Question can be tested and investigated. Background information is present but too broad to guide the investigation.

Proficient (1-2)
Problem/Question is identified and relates to the investigation. Background information is present but not related to investigation.

Emerging (0)
Problem/Question is not present or does not relate to the investigation.

Points
Points:

Is the investigation guided by a question?

Is a hypothesis proposed that gives a possible answer to the guiding question?

The hypothesis answers the problem/question and is based on information contained in the research. The hypothesis is worded as an If/Then statement and includes the independent and dependent variables.

The hypothesis answers the problem/question. The hypothesis is worded as an If/Then statement, but only includes an independent or dependent variable.

The hypothesis answers the problem/question/. The hypothesis is related to the experiment, without an If/Then statement.

Hypothesis does not answer the problem/question. The hypothesis is unrelated to the experiment.

Points:

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Category

Breakthrough (4)
All steps are numbered and written in complete sentences.

Commended (3)
Most steps are numbered and written in complete sentences. Most steps are written in short, direct one-step procedures. Most sizes and amounts of materials used are specified in the appropriate steps.

Proficient (1-2)
Some steps are numbered and written in complete sentences. Some steps are written in short, direct one-step procedures. Some sizes and amounts of materials used are specified in the appropriate steps.

Emerging (0)
Steps are not numbered and are not written in complete sentences. Steps are hard to follow and written in long, complex sentences. Sizes and amounts of materials used are not specified in the appropriate steps.

Points
Points:

Are the procedures described in sufficient detail to allow easy replication by another person?

All steps are written in short, direct one-step procedures. All sizes and amounts of materials used are specified in the appropriate steps.

Is there evidence that a wellplanned experiment was conducted?

Identified and clearly defined which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). Independent variables and dependent variables are measurable and all relevant, necessary variables are controlled (constants). Repeated trials used to increase the reliability of the results.

Identified which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). Independent variables and dependent variables are measurable and most relevant, necessary variables are controlled (constants). Repeated trials used to increase the reliability of the results.

Identified which variables were going to be changed (independent variables) and which were going to be measured (dependent variables). Some independent variables and dependent variables are measurable and some relevant, necessary variables are controlled (constants). Only one trial used.

Variables are not identified and/or measurable. Controlled variables (constants) are not identified. Only one trial used.

Points:

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Category

Breakthrough (4)
Demonstrated safe practices and the use of safety equipment all of the time. Collected all information using appropriate tools and methods. Measurements used the metric system.

Commended (3)
Demonstrated safe practices and the use of safety equipment most of the time. Collected most information using appropriate tools and methods. Measurements used the metric system.

Proficient (1-2)
Safe practices and the use of safety equipment not present. Collected some information using appropriate tools and methods. Measurements did not use the metric system.

Emerging (0)
Safe practices and the use of safety equipment not present. Information incorrectly collected. Measurements did not use the metric system.

Points
Points:

Was appropriate equipment and technology used to collect data?

Did the student measure and present quantitative and qualitative data?

Quantitative (measurable, numeric) data accurately measured and recorded. Qualitative data through the use of careful observations and journal entries recorded regularly.

Quantitative (measurable, numeric) data measured and recorded with only minor errors. Qualitative data through the use of careful observations and journal entries recorded with some regularity.

Quantitative (measurable, numeric) data measured and recorded with only minor errors. Qualitative data not collected.

Quantitative and qualitative data missing or containing substantial errors.

Points:

Are the data displayed in an easy-toread graph and/or table?

All appropriate simple graphs, tables, maps and charts are constructed using technology to organize, examine, and evaluate information. All figures, graphs, tables are correctly drawn, numbered, and contain titles/captions.

Some appropriate simple graphs, tables, maps and charts are constructed using technology to organize, examine, and evaluate information. Most figures, graphs, tables are correctly drawn, numbered, and contain titles/captions.

Appropriate simple graphs, tables, maps and charts are constructed without technology. Some figures, graphs, tables are correctly drawn, numbered, and contain titles/captions.

Simple graphs, tables, maps and charts are missing or incomplete. Figures, graphs, and tables are not correctly drawn, numbered, and contain no titles/captions.

Total Points:

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Category

Breakthrough (4)
Information is analyzed and interpreted to construct a clear answer to the guiding question based on direct and indirect evidence from the data. A statement is clearly communicated in both written and oral forms about whether or not the data supports or does not support the hypothesis.

Commended (3)
Information is analyzed and interpreted to construct an answer to the guiding question based on some evidence. A statement is included indicating whether or not the data supports or does not support the hypothesis (incorrectly uses verbiage about results proving a hypothesis right or wrong).

Proficient (1-2)
Answer to the guiding question is only slightly based on evidence from investigation. A statement is missing or does not reference the data collected in the investigation.

Emerging (0)
Answer to the guiding question is missing or is not based on evidence from the investigation. A statement is missing or does not reference the data collected in the investigation.

Points

Are the data analyzed to seek an answer to the guiding question or to evaluate the hypothesis?

Presentation moves in a clear, logical progression with smooth transitions (e.g., is easy to follow).

Presentation is slightly hard to follow. Presentation stays within time limits, and no part is too long or too brief. Most multi-media presentation aides include features that effectively enhance communication.

Presentation is confusing or awkwardly sequenced. Presentation does not stay within time limits and some parts are too long or too brief. Multi-media presentation aides do not enhance communication.

Presentation is missing or confusing. Presentation does not stay within time limits and some parts are too long or too brief. Presentation does not include multimedia presentation aides.

Points:

Does the multi-media presentation clearly communicate how the group met the challenge?

Presentation stays within time limits, and no part is too long or too brief. Multi-media presentation aides include features that effectively enhance communication (e.g., use of graphics, color, sound, images, or animation to help achieve purpose of presentation, convey meaning, or emphasize key points).

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Category

Breakthrough (4)
Presentation includes pictures that illustrate the groups work throughout the entire process. Presentation includes charts, tables, graphs, and/or diagrams of data collected using technology. Representations are easy to read and the relationships to the challenge are clear.

Commended (3)
Presentation includes pictures that illustrate the groups work throughout most of the process. Presentation includes charts, tables, graphs, and/or diagrams of data collected. Representations are easy to read and the relationships to the challenge are clear. Presentation includes video or audio of the student group explaining the design, data collection, and results. Most of the questions from the rubric of the challenge are answered completely in the presentation. The multi-media presentation is a few seconds over or under 5 to 7 minutes in length.

Proficient (1-2)
Presentation includes some pictures that illustrate the groups work during at least part of the process. Presentation includes some charts, tables, graphs and/or diagrams of data collected but the representations are hard to read or understand due to missing labels or titles, etc. Presentation includes video or audio of the student group. Some of the questions from the rubric of the challenge are answered in the presentation. The multi-media presentation is a minute or two over or under 5 to 7 minutes in length.

Emerging (0)
Presentation does not include pictures that illustrate the groups work during the process. Presentation does not include tables, charts, graphs, and/or diagrams of data collected throughout the challenge. Presentation does not include video or audio of the student group. The questions from the rubric of the challenge are not answered in the presentation. The multi-media presentation is more than 2 minutes over or under 5 to 7 minutes in length.

Points
Points:

Does the multi-media presentation include all the required components?

Presentation includes video or audio of the student group explaining the design, data collection, and results and is incorporated seamlessly throughout the presentation. All of the questions from the rubric of the challenge are answered completely in the presentation. The multi-media presentation is exactly between 5 to 7 minutes in length.

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Category Is group collaboration and shared responsibility evident throughout the presentation of the project?

Breakthrough (4)
Presentation is structured so that all members of the group participate equally (e.g. everyone speaks or answers questions, on topics of significance, for about the same length of time).

Commended (3)
Presentation is structured so that most members of the group participate equally.

Proficient (1-2)
Presentation is structured so that one member takes lead and all other members have a smaller role.

Emerging (0)
Presentation is primarily led by one group member and collaboration is not evident at all.

Points
Points:

Total Points:

Additional Comments

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Engineering Design Challenge

The Challenge Research, design, create, and test a solar cooker out of basic household materials that will 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 additional materials 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 the Sun. 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 capable of holding 50ml of water for the test. The Process: When engineers solve a problem, their first solution is rarely their best. Instead, they try different ideas, learn from mistakes, and try again. The series of steps engineers use to arrive at a solution is called the design process .

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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 the limits on the design due to available resources and the environment (constraints). Example: Our growth chamber must be accessible to astronauts without the need for leaving 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 to solve the problem. Labels and arrows should be included to identify parts and how they 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 are orthographic projections (multiple views showing the top, front and one side) and isometric drawings (three-dimensional depiction). These are to be drawn neatly, using rulers to draw straight lines and to make parts proportional. Parts and measurements should 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 idea directly 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 statement that describes why they chose the solution. This should include some reference to the criteria 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. Groups may enlist students from other groups to review the model and help identify changes that need to be made. Based on criteria and constraints, teams must identify any problems with the model and propose solutions. Source: http://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 the process your group used to evaluate the effectiveness of the solar cooker. Use the rubric 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 visual presentation) 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 in the presentation to receive credit. Multi-media presentation must be 5-7 minutes in length.

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Student Research for Engineering Challenge

Additional Information/Research Your own research as well as the information included here should be helpful during several of the steps in the engineering design process. Whole Picture: Solar box cookers are designed to heat things, mainly to cook food or sterilize water. Solar box cookers cook through heating of the interior of the box using the energy of the sun (solar radiation). Sunlight (solar radiation) enters the box and is absorbed and reflected by the surfaces inside the box. The albedo of a surface tells how much solar radiation is reflected off of the surface. Dark surfaces have a low albedo; they do not reflect very much solar radiation, meaning they absorb a large amount of solar radiation. Light colored surfaces reflect a large amount of solar radiation. On the surface of the ground, solar radiation is reflected back into the atmosphere. In a confined space, such as a solar box cooker, solar radiation can be reflected against other surfaces, as shown below. This type of heat transfer is called radiation.

Heat is mainly transferred through conduction and convection. If the bottom of a solar box cooker is a dark material (such as black construction paper) that absorbs solar radiation, it will transfer that absorbed heat to anything that is touching it through the process of conduction (direct transfer of heat from one object to another). The air inside the box is heated through conduction and convection. As air at the bottom of the box is heated, it rises and is replaced by cooler air from the top of the box. This air in turn is heated and replaced in a continual circular motion. For example, if a pot of water is in the solar box cooker, the pot itself will be heated through direct solar radiation, radiation that is reflected off the sides of the cooker, and through heat that is conducted from where the pot touches the cooker. The water is heated through conduction and convection. The heat from the sides of the pot transfers to and heats the water; convection causes the water to circulate and contributes to the heat gain. Maximizing the effectiveness of a solar cooker involves balancing heat loss and heat gain.
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Principles of Solar Cooker Design (Student Sheet)

Source: http://www.arcticclimatemodeling.org/lessons/acmp/acmp_58_matterandenergy_solarboxcooker.pdf

Greenhouse Effect A solar cooker can work without a transparent lid; however, a transparent lid, such as clear plastic or glass, will enhance performance by taking advantage of the greenhouse effect. As visible light (short wavelength) passes through the plastic or glass, it is absorbed and reflected by the materials within the box. Energy absorbed by the cooker is later radiated back into the box. Most of this energy now has a longer wavelength, which prevents it from escaping the glass. Without the lid, much of the energy absorbed by the cooker itself will be radiated 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 heat gain. 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.

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Reflectors Reflectors bounce additional sunlight through the glass or plastic and into the solar cooker box. This additional input of solar energy results in higher cooking temperatures. Single or multiple reflectors can be added to maximize solar input.

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

Radiation While 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 pots within 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. For example, glass works better than most plastics.

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

Insulation and Heat Storage Objects have a certain heat capacity, the amount of heat they can hold. Certain objects can hold 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 heat storage of the box. Similarly, insulation around the outside of the box can help hold heat longer.

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Engineering Design Challenge Rubric

Category
Breakthrough (4)
Important background information in a paragraph precedes the Problem/Question. Demonstrates a clear understanding of the problem in the students own words.

Commended (3)
Most information in the paragraph preceding the Problem/Question is relevant.

Proficient (1-2)
Some information in the paragraph preceding the problem is relevant.

Emerging (0)
Very little of the information in the paragraph preceding the Problem/ Question is relevant or paragraph is missing completely. Problem is missing or unclear. Criteria and constraints are missing or unclear.

Points
Points:

Was the problem clearly identified and communicated?

Demonstrates some understanding of the problem in the students own words.

Problem is stated without being placed in the students own words.

Were the criteria and constraints clearly identified and explained? Were two or three ideas developed more thoroughly by the group through design drawings?

Criteria and constraints are identified and explain how they relate to the challenge.

Criteria and constraints are identified and explained.

Criteria and constraints are identified.

Points:

Two or three design drawings are included and thoroughly developed with multiple views. Drawings are neat, lines are straight, and parts are proportional. All parts and measurements are labeled clearly.

Two or three design drawings are included and thoroughly developed with only one viewpoint. Drawings are neat and lines are straight. Most parts and measurements are labeled clearly.

Only one design drawing is included. Drawing is neat and lines are straight. Some parts and measurements are labeled clearly.

Design drawing is missing.

Points:

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Category Were the pros and cons of the more developed ideas discussed and recorded?

Breakthrough (4)
The pros and cons of each design drawing are clearly communicated and recorded. Pros and cons are recorded directly on each of the design drawings developed in Step 4. All pros and cons are based on the criteria and constraints in the problem. A statement was developed, recorded, and clearly communicated describing why the group chose a particular solution. The statement referenced and relied upon the criteria and constraints in the challenge. A working prototype completely fulfilling the requirements in the challenge was constructed and used to collect data. Design used an inventive, unique, creative approach.

Commended (3)
The pros and cons of at least one design were clearly communicated and recorded. Pros and cons of at least one design were recorded directly on the drawings. Most pros and cons are based on the criteria and constraints in the problem.

Proficient (1-2)
The pros and cons of one design were recorded. Pros and cons of a design are not recorded on the design drawing. Some of the pros and cons are based on the criteria and constraints in the problem.

Emerging (0)
The pros and cons were missing, vague, or unclear.

Points
Points:

Was a statement developed explaining which approach the group decided to use to solve the problem?

A statement was developed, recorded, and communicated describing why the group chose a particular solution. The statement referenced the criteria and constraints in the challenge.

A statement identifying the solution used to solve the problem is included. The statement did not reference the criteria and constraints in the challenge.

A statement is not included.

Points:

Was a working prototype developed based on the criteria and constraints in the problem?

A working prototype completely fulfilling the requirements in the challenge was constructed and used to collect data.

A working prototype mostly fulfilling the requirements in the challenge was constructed and used to collect data.

A working prototype is missing, kitbased, or does not follow challenge requirements.

Points:

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Category

Breakthrough (4)
Demonstrated safe practices and the use of safety equipment all of the time.

Commended (3)
Demonstrated safe practices and the use of safety equipment most of the time. Collected most information using appropriate tools and methods. Measurements used the metric system.

Proficient (1-2)
Safe practices and the use of safety equipment not present. Collected some information using appropriate tools and methods. Measurements did not use the metric system.

Emerging (0)
Safe practices and the use of safety equipment not present. Information incorrectly collected. Measurements did not use the metric system.

Points
Points:

Was appropriate equipment and technology used to collect data?

Collected all information using appropriate tools and methods. Measurements used the metric system.

How effective was the prototype in terms of heating water in a 50 ml beaker?

The working prototype heated water in a 50 ml beaker by more than 5 C.

The working prototype heated water in a 50 ml beaker by 5 C.

The working prototype heated water in a 50 ml beaker less than 5 C.

Prototype is missing or failed to heat water.

Points:

Quantitative (measurable, numeric) data accurately measured and recorded.

Quantitative (measurable, numeric) data measured and recorded with only minor errors. Qualitative data through the use of careful observations and journal entries recorded with some regularity.

Did the student measure and present quantitative and qualitative data?

Quantitative (measurable, numeric) data measured and recorded with only minor errors. Qualitative data not collected.

Quantitative and qualitative data missing or containing substantial errors.

Points:

Qualitative data through the use of careful observations and journal entries recorded regularly.

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Category

Breakthrough (4)
All appropriate simple graphs, tables, maps and charts are constructed using technology to organize, examine, and evaluate information. All figures, graphs, tables are correctly drawn, numbered, and contain titles/captions.

Commended (3)
Some appropriate simple graphs, tables, maps and charts are constructed using technology to organize, examine, and evaluate information. Most figures, graphs, tables are correctly drawn, numbered, and contain titles/captions.

Proficient (1-2)
Appropriate simple graphs, tables, maps and charts are constructed without technology. Some figures, graphs, tables are correctly drawn, numbered, and contain titles/captions.

Emerging (0)
Simple graphs, tables, maps and charts are missing or incomplete. Figures, graphs, and tables are not correctly drawn, numbered, and contain no titles/captions.

Points
Points:

Are the data displayed in an easy-to-read graph and/or table?

The design was refined several times after analyzing the data gathered from testing. Refinements to the design were clearly documented in notes and/or directly on design drawings. Reasons for the refined design were clearly communicated in the presentation.

The design was refined once after analyzing the data gathered from testing.

The design was refined once without analyzing the data gathered from testing.

Refinements to the design were not made.

Was the design refined as a result of analyzing data gathered from testing?

Refinements to the design were documented in notes and/or directly on design drawings.

Reasons for the refined design were communicated in the presentation.

Refined design was apparent from the presentation.

Reasons for the refined design were not communicated.

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Category

Breakthrough (4)
Presentation moves in a clear, logical progression with smooth transitions (e.g., is easy to follow).

Commended (3)
Presentation is slightly hard to follow. Presentation stays within time limits, and no part is too long or too brief. Most multi-media presentation aides include features that effectively enhance communication.

Proficient (1-2)
Presentation is confusing or awkwardly sequenced. Presentation does not stay within time limits and some parts are too long or too brief. Multi-media presentation aides do not enhance communication.

Emerging (0)
Presentation is missing or confusing. Presentation does not stay within time limits and some parts are too long or too brief. Presentation does not include multi-media presentation aides.

Points
Points:

Does the multimedia presentation clearly communicate how the group met the challenge?

Presentation stays within time limits, and no part is too long or too brief. Multi-media presentation aides include features that effectively enhance communication (e.g., use of graphics, color, sound, images, or animation to help achieve purpose of presentation, convey meaning, or emphasize key points). Presentation includes pictures that illustrate the groups work throughout the entire process. Presentation includes charts, tables, graphs, and/or diagrams of data collected using technology. Representations are easy to read and the relationships to the challenge are clear. Presentation includes video or audio of the student group explaining the

Presentation includes pictures that illustrate the groups work throughout most of the process. Presentation includes charts, tables, graphs, and/or diagrams of data collected. Representations are easy to read and the relationships to the challenge are clear. Presentation includes video or audio of the student group explaining the design, data

Presentation includes some pictures that illustrate the groups work during at least part of the process. Presentation includes some charts, tables, graphs and/or diagrams of data collected but the representations are hard to read or understand due to missing labels or titles, etc. Presentation includes video or audio of the

Presentation does not include pictures that illustrate the groups work during the process. Presentation does not include tables, charts, graphs, and/or diagrams of data collected throughout the challenge. Presentation does not include video or audio of the student group. The questions from the rubric

Points:

Does the multimedia presentation include all the required components?

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design, data collection, and results and is incorporated seamlessly throughout the presentation. All of the questions from the rubric of the challenge are answered completely in the presentation. The multi-media presentation is exactly between 5 to 7 minutes in length. Presentation is structured so that all members of the group participate equally (e.g. everyone speaks or answers questions, on topics of significance, for about the same length of time).

collection, and results. Most of the questions from the rubric of the challenge are answered completely in the presentation. The multi-media presentation is a few seconds over or under 5 to 7 minutes in length.

student group. Some of the questions from the rubric of the challenge are answered in the presentation. The multi-media presentation is a minute or two over or under 5 to 7 minutes in length.

of the challenge are not answered in the presentation. The multimedia presentation is more than 2 minutes over or under 5 to 7 minutes in length.

Is group collaboration and shared responsibility evident throughout the presentation of the project?

Presentation is structured so that most members of the group participate equally.

Presentation is structured so that one member takes lead and all other members have a smaller role.

Presentation is primarily led by one group member and collaboration is not evident at all.

Points:

Total Points:

Additional Comments

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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 the dimensions of the final product are to scale. The Process: You are going to design a larger model of a candy bar of your choice as an advertising prop. As a graphic designer, 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, too fragile, 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 the model 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 materials chosen. 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. the original 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, the process you used to create the model, and how you can justify that the model was built to 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 examples o Identify the scale factor used and why it was chosen o Explanation of the calculations used to scale up the model o Pictures of scaled model throughout the process o Justification of why you know your model is to scale o Video or audio of your group explaining the design, process, sketches, calculations, and justification o 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 the presentation to receive credit. o Multi-media presentation must be 5-7 minutes in length.

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Models in Mathematics Challenge Rubric

Category
Breakthrough (4)
Building materials are chosen based on appearance and appropriateness and explained. Scale factor is determined based upon the use of the model and clearly communicated.

Commended (3)
Building materials are chosen based on appearance or appropriateness and explained. Scale factor is determined based upon the use of the model and communicated. Drawings are neat and lines are straight. Most parts and measurements are labeled clearly.

Proficient (1-2)
Building materials are not chosen based on appearance and appropriateness and explained. Scale factor is between 3-8.

Emerging (0)
Building materials are not referenced. Scale factor is not referenced.

Points
Points:

Is there evidence that of a wellplanned model?

Was a sketch drawn carefully to scale with proportional dimensions?

Drawings are neat, lines are straight, and parts are proportional. All parts and measurements are labeled clearly.

Drawing is neat and lines are straight. Some parts and measurements are labeled clearly.

Design drawing is missing.

Points:

Scale Model shows evidence of very careful craftsmanship and the design is to scale and detailed.

Scale Model shows evidence of careful craftsmanship to scale and the design is to scale.

Scale model lacks evidence of careful craftsmanship.

Design and construction are incomplete.

Points:

How was the scale model designed and constructed?

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Category Did you include a group analysis and reflection of your challenge?

Breakthrough (4)
Includes thoughtful reflection and careful analysis of challenges, strengths, weaknesses, and justifications of the solution.

Commended (3)
Includes some reflection and careful analysis of challenges, strengths, weaknesses, and justifications of the solution.

Proficient (1-2)
References challenges, strengths, and weaknesses.

Emerging (0)
Analysis and reflection missing or unclear.

Points
Points:

Presentation moves in a clear, logical progression with smooth transitions (e.g., is easy to follow). Presentation stays within time limits, and no part is too long or too brief. Multi-media presentation aides include features that effectively enhance communication (e.g., use of graphics, color, sound, images, or animation to help achieve purpose of presentation, convey meaning, or emphasize key points).

Presentation is slightly hard to follow. Presentation stays within time limits, and no part is too long or too brief. Most multi-media presentation aides include features that effectively enhance communication.

Presentation is confusing or awkwardly sequenced. Presentation does not stay within time limits and some parts are too long or too brief. Multi-media presentation aides do not enhance communication.

Presentation is missing or confusing. Presentation does not stay within time limits and some parts are too long or too brief. Presentation does not include multi-media presentation aides.

Points:

Does the multi-media presentation clearly communicate how the group met the challenge?

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Category

Breakthrough (4) Presentation includes pictures that illustrate the groups work throughout the entire process. Presentation includes charts, tables, graphs, and/or diagrams of data collected using technology. Representations are easy to read and the relationships to the challenge are clear.

Commended (3) Presentation includes pictures that illustrate the groups work throughout most of the process. Presentation includes charts, tables, graphs, and/or diagrams of data collected. Representations are easy to read and the relationships to the challenge are clear. Presentation includes video or audio of the student group explaining the design, data collection, and results. Most of the questions from the rubric of the challenge are answered completely in the presentation. The multi-media presentation is a few seconds over or under 5 to 7 minutes in length.

Proficient (1-2) Presentation includes some pictures that illustrate the groups work during at least part of the process. Presentation includes some charts, tables, graphs and/or diagrams of data collected but the representations are hard to read or understand due to missing labels or titles, etc. Presentation includes video or audio of the student group. Some of the questions from the rubric of the challenge are answered in the presentation. The multi-media presentation is a minute or two over or under 5 to 7 minutes in length.

Emerging (0) Presentation does not include pictures that illustrate the groups work during the process. Presentation does not include tables, charts, graphs, and/or diagrams of data collected throughout the challenge. Presentation does not include video or audio of the student group. The questions from the rubric of the challenge are not answered in the presentation. The multimedia presentation is more than 2 minutes over or under 5 to 7 minutes in length.

Points Points:

Does the multi-media presentation include all the required components?

Presentation includes video or audio of the student group explaining the design, data collection, and results and is incorporated seamlessly throughout the presentation. All of the questions from the rubric of the challenge are answered completely in the presentation. The multi-media presentation is exactly between 5 to 7 minutes in length.

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Category Is group collaboration and shared responsibility evident throughout the presentation of the project?

Breakthrough (4)
Presentation is structured so that all members of the group participate equally (e.g. everyone speaks or answers questions, on topics of significance, for about the same length of time).

Commended (3)
Presentation is structured so that most members of the group participate equally.

Proficient (1-2)
Presentation is structured so that one member takes lead and all other members have a smaller role.

Emerging (0)
Presentation is primarily led by one group member and collaboration is not evident at all.

Points
Points:

Total Points:

Additional Comments

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Campus Scoring Process

Campuses will conduct a preliminary evaluation and submit those presentations for district scoring that have the best chance of scoring commended or breakthrough levels.

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 the projects at the campus level.

How should the scoring be completed?

Use the attached rubrics as guides when evaluating the projects. Projects that are clearly Emerging or Proficient level do not necessarily require a completed rubric. Projects that are approaching the Commended and Breakthrough levels should be given careful consideration using the challenge rubric. Remember, only the presentation will be scored using the rubric. All areas of the rubric must be evident through the presentation itself. You may not give credit to a group for a step that you know they did unless they have communicated that step through their presentation. For example, you may have seen various design drawings of the solar cooker as the group worked through the design process. However, in their presentation, the group may have failed to discuss or include the drawings the group developed during that stage. They will not receive credit since the drawings were missing from the presentation.

Where do I submit the scores?

All projects that are evaluated and have met the Commended and Breakthrough levels 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 the project and submitted by 3:00 PM, May 17.

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Project Submission Process

Those projects that have qualified at the campus level will be submitted to the district for another round of scoring. After district scoring, qualifying student groups will be invited 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 the campus level.

How should the files be named?

Files must be named with the following information in order: school name, school generated project number, and file description. Example: CrockettGroupMembership Crockett2PresentationSlideshow Crockett2CampusRubric Crockett4PresentationVideo Crockett4CampusRubric

What do I need to submit to district?

A minimum of three files must be included: group membership page, presentation of the project, and the rubric with campus scores of the presentation. If the presentation involves multiple files, they may be added as well.

Note: If multiple files for the presentation are used, a document giving directions for the 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. Without directions indicating how the files are to be viewed, the presentation may not receive the highest score possible.

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How do I submit the projects?

All projects will be submitted to the district using the following path on the Z drive: Z:\District\Multi-Campus Shares\Math and Science Curriculum Overviews\STEMposium All campus math and science strategists/contacts should have access to save files into these folders. Instructional Media Specialists should have access as well. 1. Go to the district Z drive via My Computer 2. Click on District 3. Click on Multi-Campus Shares 4. Click on Math and Science Curriculum Overviews 5. Click on STEMposium folder 6. Click on your campus folder 7. Click on the appropriate challenge folder 8. Add the files (make sure they are named according to the directions in this document)

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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 Ex: Crockett2 Names of Group Members Jose Garcia Susan Smith Landry Thomas Teresa Walton Teacher/Mentor/Coach Ms. Salinas (5th Grade Science)

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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's project 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 for the 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 applause to the following fifth graders. Their STEM projects have been chosen as district winners!

(List student names)

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

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GPISD STEMposium
Who?
Fifth grade students from all over the district are showcasing their STEM projects 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 1340 Skyline 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 STEMposium
Quin?
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 trabajo 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?
Jueves, 30 de mayo, 6:00-8:00 PM

Dnde?
El STEMposium tendr lugar en el Centro de Quinto Grado Crockett, ubicado en 1340 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 un premio STEM. Esperamos ver a todos all!

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