Overview
Scientists and engineers plan and carry out systematic investigations in the field or laboratory that produce data that must be analyzed to derive meaning. Because data trends and patterns are not always obvious, scientists and engineers use various tools and argumentation to identify the significant features and patterns within the data. Finally, they must be able to clearly communicate information, evidence, and ideas in multiple ways using tables, diagrams, graphs, models, interactive displays, and equations as well as orally, in writing, and through extended discussions. This work with data (collection, organization, and communication) is called data science.
As a teacher and volunteer organizer for your K-8 school’s upcoming Science, Health, and Engineering Fair, you will be supporting teachers, students, and families in the development of their projects. To do so, you have been tasked with creating an example of the project, a handout to share with families with the project details, and a rubric for the judges to use at the event.
Part 1: Project Example Use a free digital platform (Canva, Genially, PowerPoint) to create a mock-up or by creating a physical model, develop an example project that demonstrates for families all the requirements of the project. The project example should include:
- A science or health phenomenon question or an engineering problem that is the focus of your project. The topic should be taken from the NGSS or your state standards.
Note: You may use a topic generated from the standards used in the Topic 2 or Topic 3 assignments. - An investigation to help answer the driving question, including examples of the steps you will take to address the phenomenon question or engineering problem.
- Examples of tools, including at least one technology tool, that will be utilized to collect, organize, and communicate data for your investigation (e.g., charts, graphs, tables) and support student inquiry. This may include mock data or a possible outcome of the investigation.
Part 2: Communication with Families
Create a two-page digital handout to share with families. Your handout should include the following:
- A list of at least 10 science, health, or engineering topics that students may select from to complete their project. The topics should be related to the NGSS or your state standards.
Note: Suggested topics should be different than the topic selected for the project example in Part 1. - A description of the assignment directions that students will follow, including generating a driving question or problem, steps for investigation, and technology tools to collect, organize, and communicate data.
- A link to the mock-up or picture of the project example you created in Part 1.
- The scoring/grading rubric aligned with the project details.
- At least two community resources or organizations that could be utilized to help students complete the project.
- At least three ideas for how families can engage and support their student with the project, including ways to differentiate if their child is struggling.
Support your deliverable with 2-3 scholarly resources.
Submit a screenshot or picture of your project example, a link to your digital handout, and your resources in a single document. Ensure the link can be viewed by others prior to submitting.
Note: The link or deliverable to this assignment may be added as an artifact to the teacher toolkit you created in ELM-211.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Benchmark Information This benchmark assignment assesses the following programmatic competencies and professional standards:
BS in Elementary Education BS in Elementary Education and Special Education BS in Elementary Education with an Emphasis in English as a Second Language BS in Elementary Education with an Emphasis in STEM BS in Elementary Education with an Emphasis in Teaching Reading BS in Elementary Education with an Emphasis in Christian Education 5.3: Collaborate effectively with learners, families, colleagues, and members of the community to support learner development, achievement, and well-being. [InTASC 10(b), 10(c), 10(d), 10(e), 10(f); AAQEP 1e, 2a, 2f; TPE 6.4; Mission Critical 2]
BS in Elementary Education BS in Elementary Education with an Emphasis in English as a Second Language BS in Elementary Education with an Emphasis in STEM BS in Elementary Education with an Emphasis in Teaching Reading BS in Elementary Education with an Emphasis in Christian Education 2.5: Develop digital literacy by using technology to support learning and as tools of inquiry to engage students. [InTASC 4(c), 4(g), 5(c), 5(i), 5(l), 5(m); ISTE-E 3b; TPE 3.6, 3.7, 3.8; Mission Critical 2]
BS in Elementary Education and Special Education 2.4: Develop digital literacy by using technology to support learning and as tools of inquiry to engage students. [InTASC 4(c), 4(g), 5(c), 5(i), 5(l), 5(m); ISTE-E 3b;