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Project steme
- 1. E E M S T Project ( stēm Science-Technology-Engineering-Mathematics-English S M Grade 10-11 Grade 11-12 E E T Alternative HS E Grade 13-20 Jennifer Duann Lima, OH Lima City Schools Telannia Norfar Oklahoma City, OK Northwest Classen HS Grade13-14 Zahra Belyea Arlington, MA Schools for Children Inc Christine Pence Riverside, CA Online Ellen Feig NJ Bergen Community College
- 3. The Gulf Crisis contains statistical, scientific, narrative, persuasive and scientific information.
- 5. Project Expectations and Limitations E E M S T Shared outcomes Challenges Resource website Collaboration across the classes/schools/curriculum Building a sense of empathy/responsibility outside of self Life-long networks Time Funding Facilities Technology infrastructure Administrative buy-in Experience with PBL Experience with technologies
Hinweis der Redaktion
- Jennifer: semester “urban lite” not inner city or not suburbsChristine: quarter Online-adult business programs/certificates…usually university workTelannia: all year w/students “inner city” Ellen: semester ongoing rotation Community College-English lit/composition—basic skillsZee: Small alternative HD program for students throughout Massachussetts
- Numbers at the heart of the oil crisis solution Driving question: Information on the Gulf Crisis is presented in many forms:statistical, scientific, narrative, persuasive. What is the real effect of the oil crisis on our home community, neighboring communities and the world? How can we discern what is fact vs. fiction?What do the numbers mean and how can they be manipulated to tell a story?In the STEM fields, number mastery is key to how decisions are made at all levels from the choice of research project, to scientific solutions, to business adaptations of scientific solutions, to various considerations of the relevant and potential stakeholders involved in building solutions. Across the curriculum, information literacy mastery is essential. That is the ability to recognize when information is needed and be able to locate, evaluate, and use effectively the needed information.
- ellenfeig: one of our most important focuses is information literacy so I would like them (my students) to create a site that includes their "research," online journals, service project7:14:32 AM] Jennifer Duann: But my idea was for each of our content area classrooms to serve as "expert" consultant groups and we put all of our information in one place online[7:14:45 AM] Jennifer Duann: So my science students can research effects on wildlife, containment strategies, etc.[7:14:56 AM] Jennifer Duann: The math students might crunch the numbers for effects on the economy[7:15:02 AM] Telannia Norfar: Mine would be the explanation of the numbers[7:15:34 AM] Jennifer Duann: the English/literacy students might take that information to make PSAs, ad campaigns, advocacy or area of the spill, geography/sis [7:15:53 AM] Jennifer Duann: so that math and science students can see that what they do in the classroom have a real effect[7:16:00 AM] Jennifer Duann: and everyone gets lots of information to work with[7:16:38 AM] ellenfeig: that would be wonderful for my class