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AMP-IT-UP

MIDDLE SCHOOL STEM CURRICULUM

A M P-IT-U P Background

STEM Innovation and Design AMP-IT-UP Science Modules AMP-IT-UP Math Modules

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Engineering design process log Learn More & Contact Us

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BACKG ROU ND AMP-IT-UP STEM for All Video

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The AMP-IT-UP project, supported through a generous grant from the National Science Foundation*, developed extensive instructional materials for middle school engineering, mathematics, and science courses. Available for free download, these curriculum materials promote STEM learning by engaging students in problem-based inquiry lessons that emphasize collecting, visualizing, interpreting, and communicating authentic and compelling data. Research results show significant positive gains in student math and science test scores, and positive trends in non-cognitive factors such as engagement, science interest, math and science anxiety, and academic self-efficacy.

https://b.gatech.edu/2WCDQXl

*National Science Foundation #1238089

Curriculum Materials Available:

»» STEM Innovation and Design (STEM-ID): Three 18week courses, for 6th, 7th and 8th grade, that focus on the engineering design process, data collection and manipulation, and advanced manufacturing skills such as 3D modeling and 3D printing. The courses can be taught as either an engineering or an integrated STEM connections course sequence. »» Science Modules: Nine 1-week modules that promote 3-dimentional teaching and data-related practices. Modules are situated in earth, life and physical science contexts. »» Mathematics Modules: Nine 1-week modules that cover topics in statistics and algebra. All math modules promote problem-based learning within mathematics and require students to collect and interpret data.

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INTEG R ATING THE MES Each AMP-IT-UP science and mathematics module emphasizes one of the following unifying themes relate to data collection, visualization, and analysis. The STEM-ID courses include the same practices, creating a unified suite of materials across all middle school STEM courses.

Data Visualization (DV) DV modules emphasize that data can be represented in multiple ways, and that different types of visualizations enable people to extract different meaning from the evidence. Students learn that data representations can show spatial or temporal relationships, can illustrate linear vs. non-linear relationships, and can be in many different forms, such as pictorial, graphical, topological, or numerical.

Experimental Design (ED)

In ED modules, students identify and control variables, create procedures, conduct experiments, use data-collection tools, and collect and analyze data. Concepts Emphasized:

»» NGSS Practice 3: Planning and

Carrying Out Investigations »» SMP1: Make Sense of Problems (i.e. plan a solution pathway) »» SMP5: Use Appropriate Tools Strategically

Concepts Emphasized:

»» NGSS Practice 4: Analyzing and Interpreting Data (i.e. making and using graphical displays) »» SMP1: Make Sense of Problems (i.e. graph data and search for regularity or trends) »» SMP4: Model with Mathematics (i.e. map relationships using diagrams, two-way tables, graphs)

Data-Driven Decision Making (DM) DM modules require that students analyze data and situations that are intentionally murky, and that they make a decision or design a solution based on data, but where there isn’t a simple solution. DM modules introduce decision matrices as a tool for organizing data to extract meaning, assess trade-offs, and inform decisions. Concepts Emphasized:

»» NGSS Practice 6: Constructing

Explanations and Designing Solutions

»» NGSS Practice 7: Engaging in Argument from Evidence

»» NGSS Practice 8: Obtaining, Evaluating and Communicating Information

»» SMP1: Make Sense of Problems

(analyze givens, constraints, relationships and goals) »» SMP3: Construct Viable Arguments

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S TE M INNOVATION A ND DESIG N (S TE M-ID) The STEM-ID courses are 18-week integrated connections courses that can be taught alongside core math and science classes, either as Engineering and Technology classes or as general STEM classes. Each course can stand alone, but research shows best results for students who take the course for multiple years. The curriculum requires that students use the engineering design process within a problem-based learning context, and that they actively practice foundational mathematics skills and NGSS-aligned scientific practices to solve engaging challenges. Each course is divided into a series of four challenges entitled the Data Challenge, Systems Challenge, Visualization Challenge, and Design Challenge. The first three build different skills, and the fourth is a multi-week design challenge that pulls the experience together. All courses in the multi-year sequence follow a similar trajectory and incorporate many of the same skills, but within different contexts and with increasingly more challenging technological manipulatives. By the 8th grade, students render designs in 3D modeling software, use a 3D printer to create prototypes, test their product, and iterate on the design.

"The STEM-ID course has brought a new level of excitement and purpose to our STEM program. Because of the strong connection to the math and science it has enhanced what we can provide for kids."

- Ascention Parish, Lousiana

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6th Grade STEM-ID: Carnival Tycoon Students engage in sequential challenges that guide them through an exploration of the engineering design process and entrepreneurial thinking in the context of a carnival. Students first make a sales pitch for a new carnival food stand based on market research, then run experiments using a pneumatic catapult and design a new carnival game board with appropriate odds of winning. After developing skills in engineering drawing, students re-design the catapult cradle to change the performance characteristics of their carnival game. Targeted STEM skills: engineering design process, data visualization, experimental design, probability, profit calculations, drawing, and measurement.

7th Grade STEM-ID: Flight of Fancy Students pose as engineering consultants specializing in aircraft design who are hired by a new airline company to redesign airplanes to be more comfortable, profitable, and environmentally friendly. They accomplish this through a series of challenges that require they design and test different Styrofoam gliders, examine and redesign the interior layout of airplanes, and learn to use 3D modeling software. As a culminating challenge, students re-design, prototype and test new wings for an airplane to make it more effective and efficient. Targeted STEM skills: engineering design process, 3D modeling, experimental design, data analysis, measurement and profit calculations.

8th Grade STEM-ID: Robot Rescue Students focus on the engineering design process and entrepreneurship by first designing and 3D printing a cell-phone holder for a friend. They then conduct experiments to test how a bio-inspired walking robot, built from a LEGO Mindstorm kit, operates under different conditions, and conclude by designing, prototyping using 3D printing, and testing a rescue robot capable of navigating variable terrain. Targeted STEM skills: engineering design process, 3D modeling, 3D printing, modeling, data analysis, scientific procedure, friction, and systems thinking.

The Engineering Design Process Log (EDPL) To help students and teachers navigate and assess engineering design within STEM-ID, AMP-IT-UP developed a web-based Engineering Design Process Log (EDPL) to guide the engineering design process, its documentation, and its assessment. This log, described in more detail on Page 12, can be used in conjunction with a set of rubrics to assess student understanding and application of the Engineering Design Process (EDP) at the middle and high school levels.

Visit our page to learn more about the STEM-ID Curriculum: https://ampitup.gatech.edu/curricula/stem-id AMP-IT-UP 7

A MP-IT-U P SCIE NCE MODU LES AMP-IT-UP science modules require approximately one week of instruction, and are designed to introduce students to data-related science practices while they pursue an inquiry-focused problem or challenge rooted in core disciplinary content. All science modules also provide opportunities for students to practice important foundational mathematics skills while solving their challenge. The science practice themes are Experimental Design (ED), Data Visualization (DV), and Data-Driven Decision Making (DM). These unifying themes are described in detail on page 3. The science modules can be implemented either all at the beginning of the school year as a Launcher Unit to introduce students to important science practices that will be carried through the school year, or they can be implemented as introductory units during instruction about the relevant disciplinary content.

Physical Science

Life Science

Earth Science

Module/ Challenge

Practices Theme

Disciplinary Content

Math Integration

Lava

Plate Tectonics

Graphs, Data Variability

Earthquake

Plate Tectonics

Scale/Proportion, Graphs

Winter Weather

Weather

Data Trends, Probability

Oil Spill

Marine Ecology

Graphs, Data Variability

Deep Sea

Marine Ecology

Data Trends, Rubrics

Coral Reef

Predator/Prey, Ecology

Data Trends

Marine Snow

Density, Ecology

Graphs, Data Variability

Helmet

Energy

Linear/Non-Linear Graphs

Skate Park

Energy

Graphs, Equations, Trends

Visit our page to learn more about the AMP-IT-UP Science Curriculum: https://ampitup.gatech.edu/curricula/ms/science

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Earth Science »» Lava Challenge Students engage as earth scientists to help a small town that is adjacent to a volcano develop evacuation plans in the event of an eruption. The module introduces concepts of volcanoes, lava, and igneous rock formation.

»» Earthquake Challenge Students engage as earth scientists to help a company decide where to build its new cell phone manufacturing plant in northern California. The module introduces concepts of seismology, plate tectonics, and the earth’s structure.

Life Science »» Oil Spill Challenge: Students engage as environmental engineers to develop a procedure that removes the largest amount of spilled oil from the ocean in the shortest time possible. The module introduces concepts of how human actions impact an ecosystem.

»» Winter Weather Challenge Students play the role of school officials and need to decide whether to close school or keep it open based on weather forecasts. The module introduces weather concepts and terminology, and forecasting basics.

»» Deep Sea Ecosystems Challenge: Students engage as scientists to analyze sequential images of deep-sea corals to evaluate recovery of an ecosystem after a major oil spill. The module introduces concepts of ecosystems, abiotic and biotic factor, and benthic environments.

Physical Science

»» Coral Reef Challenge:

»» Marine Snow Challenge: Students engage as biologists advising the Students engage as environmental engineers to develop government of Fiji as they establish fishing permit a procedure to determine how the oil from the Deepwater policies and grapple with the trade-offs between Horizon Oil Spill landed at the bottom of the ocean. the health of the coral reef and the needs of other The module introduces concepts of density and the economic sectors. The module introduces concepts movement of particles in fluids. of ecosystems, food web/chains, and predator prey relationships. »» Helmet Challenge: Students engage as crash-test scientists for the SkateTech company to test helmets for skateboarders. The module introduces concepts regarding energy, energy transfer, linear and non-linear graphs and brain injuries in sports. »» Skate Park Challenge: Students engage as product reviewers for the SkateTech website and craft reviews of skate helmets considering price, effectiveness, and the differing abilities and inclinations of individual skateboarders. The module introduces concepts of energy, energy transfer and brain injuries in sports.

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A MP-IT-U P M ATH MODU LES AMP-IT-UP mathematics modules require approximately one week of instruction and emphasize Standards of Mathematical Practice (SMPs) related to mathematical reasoning, sense-making, data representation and constructing viable arguments. Each module introduces a problem or challenge that requires students to use grade-level appropriate math skills to solve. In the process, students must develop experimental procedures, collect authentic data, analyze the data, and make decisions and arguments based on that data. Problem contexts are designed to be engaging to middle schoolers, and vary from solving manufacturing quandaries, to saving whales, building solar-thermal power plants, and fighting forest fires.

M AT H MODUL E IN ACTION

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Statistics Modules »» Packaging Challenge

(Measures of Center/Spread) Students reason quantitatively using measures of center and variability to construct and defend arguments regarding the best procedure for packaging a hardware kit.

»» Automated

Algebra Modules »» Whale Challenge

(Coordinate Systems, Variables) Students construct coordinate graphs of oceanographic data to explore independent and dependent variables, linear vs non-linear data, and to determine whether a research ship is likely to hit feeding whales.

»» Clean Energy Challenge

(Linear function, Slope) Students reason quantitatively using linear rates of change to determine the most effective insulation material to use in the construction of a solar-thermal power plant.

»» Power Finance Challenge »» Crab Aquarium Challenge Packaging Challenge (Systems of Equations) (Rate of Change, Equation of a (Quartiles, Boxplots) Students use linear systems of Line) Students use measures of center, equations to explore the finances Students model and graph data, spread, interquartile range and of funding and building a solaranalyze rate of change and use box plots to determine which thermal power plant. They proportional reasoning to select new manufacturing equipment calculate the break-even point the mix of predators that will they should purchase for a candy given different starting conditions. balance the ecosystem of an packaging plant. aquarium display. »» Manufacturing Quality Control Geometry Module » » Hot Shot Challenge Challenge (Linear Equation, Pythagorean (Inference, Random Samples) »» Board Game Piece Challenge Theorem) Students use inference and (Area, Volume, Surface Area) Students simulate a Hotshot measures of center and variability Students use different Firefighters planning team as they to investigate the error rate measurement tools and create define extraction logistics using of random samples from a procedures to determine the the Pythagorean Theorem and the manufacturing plant, and learn area, surface area, and volume linear equation for distance, rate how sample size affects results. of geometric solids to determine and time. which pieces best satisfy the requirements for a new board game piece.

Visit our page to learn more about the AMP-IT-UP Math Curriculum: https://ampitup.gatech.edu/curricula/ms/math AMP-IT-UP 11

E NGINE E RING DESIG N PROCES S LOG Students engaged in engineering design should keep a notebook or log that contains their drawings, reflections, test results, decisions, and justifications. This type of design notebook is used by professional engineers to keep track of important ideas and data and to protect intellectual property. In engineering education, a well-designed notebook can also serve as a pedagogical tool to scaffold studentsâ&#x20AC;&#x2122; understanding of the engineering design process, and can be used by teachers to assess student mastery of the design process separately from the assessment of design artifacts. Click the picture above or follow the link below:

https://b.gatech.edu/2GGDuJH

To help students and teachers navigate and assess engineering design, researchers at Georgia Tech, with support from the National Science Foundation, have developed a web-based Engineering Design Process Log (EDPL) to guide the engineering design process, its documentation, and its assessment. This log can be used in conjunction with a set of rubrics to assess student understanding and application of the Engineering Design Process (EDP) at the middle and high school level.

Visit our website for more information and to register to use the EDPL: www.edpl.gatech.edu 12

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A DDITION A L INFORM ATION »» Curriculum

»» Professional Development

All curriculum materials developed through the AMP-IT-UP program are available for free download: • Math: http://bit.ly/AMPITUPMath • Science: http://bit.ly/AMPITUPScience • STEM-ID: http://bit.ly/STEMID

»» Order 3D Printed Materials Materials lists are included with all AMP-IT-UP curricula. Some activities, like the Manufacturing Quality Control Challenge, the Game Piece Challenge, and the STEM-ID courses* utilize 3D printed manipulatives. Instructions are included for how to print these pieces locally if you have access to a 3D printer.

If you are interested in arranging for teacher professional development on the STEM-ID course or on the mathematics or science modules, please contact us via email.

»» EDPL Registration The EDPL* registration page: http://www.edpl.gatech.edu/ *There is an annual licensing fee for use to cover maintenance and data storage. For district-level licensing, please contact us.

If you would prefer to purchase these pieces, they can be ordered via our website: http://bit.ly/Order3DComponents *6th grade STEM-ID landing boards may also be purchased.

Interested in learning more about the AMP-IT-UP program curriculum? Have questions about the curriculum? Contact us! Email Address: ampitup@gatech.edu

Website: www.ampitup.gatech.edu

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AMP-IT-UP

Advanced Manufacturing & Prototyping Integrated to Unlock Potential

Georgia Institute of Technology 817 W. Peachtree St, NW Suite 300 Atlanta, GA 30308