Using Chemistry to Make Waves in Climate Change Research

Text-Based STEM Inquiry: �A Teacher/Media Coordinator Collaborative Success

Anne Bucci, Tamryn O’Toole, Amy Moore

David W. Butler High School Matthews, NC

Presentation Link: goo.gl/ipNchs

Presentation Link: goo.gl/ipNchs

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Please take a moment to complete this brief 12 question survey: https://tinyurl.com/NSTACharlotte

What’s a school librarian doing at a science conference?

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Introductions

Anne Bucci

• Media Coordinator
• Wife & mom of two teens
• Voracious reader, tech geek, closet rebel, kickboxer

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Amy Moore

• Chemistry teacher
• In love with all things tech (❤ Google & Canvas!)
• Avid cook, reader & traveler!

Tamryn O’Toole

• Biology & Oceanography Teacher
• Wife & dog mom
• Lover of all things science and technology

Goals

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• To explore in-depth a cross-curricular unit created as part of a fellowship between STEM educators and the school library media coordinator
• To gain access to all project documents including a 10 day lesson template, remixed anchor text embedded with text dependent questions, sample student projects with rubric and teacher feedback
• To be exposed to the collaboration between school library media coordinator and science teachers and how we used available technology to enhance student learning
• To explore how literacy can be used to drive inquiry

ISKME / SLASL

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• Institute for the Study of Knowledge Management in Education initiative entitled School Librarians Advancing STEM Learning (SLASL) through grant with American Association of School Librarians (AASL)
• Launched in 2015 at Granite State College, NH and expanded program to NC in 2016
• Purpose: pair STEM teachers + school librarians in joint effort to combine literacy and inquiry
• Eight Charlotte-area high school media coordinators and two STEM teachers at respective schools participated in year-long fellowship

Our cohort: North Carolina STEM Educators representing eight CMS �high schools

Overview of Project - Text-Based STEM Inquiry

• Design an original collaborative cross-curricular unit published as Open Educational Resource (OER) at OER Commons and available to educators around the globe
• One and a half days of collaborative work with all participants
• Monthly, hour-long webinars with pre-work and homework
• Divided a 13-part template into manageable chunks
• Advocacy for project - why we are here!

Text-Based STEM Inquiry Project

Media Coordinator, oceanography teacher, and chemistry teacher � collaborated to create a unit template including 10 lessons � which:�

culminate in a student created final product presentation on �the factors that influence climate change through the lens of chemistry and oceanography using literacy strategies to �conduct inquiry-level research

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Brainstorming a Collaborative Topic

• Timing / pacing
• Overlap
• Impact with students / student interest / relevancy
• Climate Change
• Oceanography + Chemistry = �ocean acidification

Unit Description

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• Student will examine anchor text to formulate question to guide research and development of student-driven projects �
• Students will use variety of texts, websites, and other resources to develop product and presentation which exhibit literacy and inquiry skills�
• Students will explore anchor text and develop own essential and supporting questions to guide research.�
• Students will explore variety of texts and grow in knowledge and ability to use informational text to support inquiry and research.

A high-quality anchor text teaches content knowledge via student investigation by exposing students to complex, relevant, scaffolded texts that are open-source and worthy of multiple reads.

-- Joanna Schimizzi, Biology Teacher & �SLASL Cohort Facilitator

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Selecting Anchor Text & Supplemental Texts

• Texts required to be open sourced with Creative Commons licensing
• Copyright / terms of service / privacy policies are confusing
• Inquiring about copyright / terms of service not scary!
• Involves more than a simple Google search and probably the most time consuming part of this process

Anchor Text, Text Complexity, & ATOS

Anchor text:

• teach content
• inspire inquiry
• be appropriately complex
• relevant
• scaffolding opportunities
• openly sourced (OER)
• text analysis through ATOS (Text Complexity: Qualitative Measures Rubric) of the readability of the text

ATOS - Advantage-TASA Open Standard

Locating Openly-Licensed Texts

• Copyright - form of legal protection, with certain rights
• Openly-Licensed - use, reuse, modify, share, redistribute
• Works in public domain (mainly published before 1923)
• Government works and documents
• Works purposely licensed with Creative Commons
• Use Google Advanced Search
• Seek owner’s permission

OER Commons & Open Educational Resources

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• What is it?
• How did we use it?
• What challenges did it give us?
• What successes did we see with it?
• How YOU can use OER Commons in your curriculum...

Student-Friendly Anchor Text

• Remixing anchor text in Google Doc made it student friendly
• Embedding questions directly in text
• Allowing for scaffolding and chunking
• Continuity with district literacy initiatives

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See our student-friendly abridged and remixed anchor text here.

Sample of Remixed Anchor Text with Text-Dependent Questions

Sample of Remixed Anchor Text with Text-Dependent Questions

Standards / Essential Question

Standards:�

• NC Chemistry Standards
• NC Oceanography Standards
• NGSS/State STEM Standards
• NGSS Crosscutting Concepts
• CCSS Science Literacy Standards

�� Essential Question: How are the oceans and climate change interconnected?

Goals for Inquiry

Students develop their own supporting research questions around climate change, examine provided text, select their own additional resources to use, and determine their analysis of the research question.

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Using anchor text and supporting texts students will:

• examine the anchor text as an open invitation to inquiry about oceans and climate change�
• develop their own inquiry questions (“I wonder” statements)�
• narrow down their inquiry questions to one specific, targeted question for which they seek to answer through the culminating activity

Summative Assessment / Rubric

• Final student product created in groups �(teacher assigned groups with about 3 students)
• Product varied but could be:
• website
• multimedia presentation
• physical model
• video
• infographic
• interactive flyer, electronic brochure, newsletter
• Present product in a showcase conference presentation style in which members of school and community invited to interact with students and their products
• Two rubrics: Product Rubric & Presentation Rubric

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Prior Knowledge

Students needed to know:

• how to read a text
• how to annotate a text
• some physical and chemical �characteristics of the ocean
• about marine life and the necessities �for marine life survival in different ecosystems

�Chemistry: Students were taught through content chemistry concepts related to acids and bases and other solution concepts.

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Student Learning Objectives

• The student will define climate change by reading and annotating an article about climate change.
• The student will identify chemical factors related to properties of water and the oceans that impact climate change by applying information from the article about climate change.
• The student will distinguish between real and fake resources related to climate change by learning how to evaluate the credibility of a source.
• The student will create a final product and presentation which shows evidence of the connections they discovered between the oceans and climate change by using the rubric, conducting research, and presenting the final presentation.

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Lesson Breakdown / Pacing

Click here to see our Text Set Description and Lesson � Breakdown/Pacing

Sample of Lesson Breakdown / Pacing

Concept of Ocean Acidification

The Other Carbon Dioxide Problem �This video introduced the concept of ocean acidification to chemistry and oceanography classes.

Using Technology to Enhance Student Learning

• Students used variety of tech tools to create final products and presentations:
• Canva, Smore, Piktochart, Posterini, etc.
• Google Slides / Prezi
• Google Drawings
• Brochures and business cards

Click here to see our list of potential� tools students could select.

Click here to access resources �assembled by Media Coordinator.

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Topic Proposal Form

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• Utilize available technology and make it work for you.
• Reduce pieces of paper students and teachers would handle.
• We are a Google Apps for Education (GAfE) district with Chromebooks.
• Click here to see a sample group contract and here to see a topic proposal form.

Sample of Student Topics

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Student groups submitted both first and second choice topics to be approved by classroom teachers.

Student Work Samples

Oceanography Student Work Sample (good work sample)

Oceanography Student Work Sample Rubric (with teacher feedback)

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Chemistry Students Work Sample (great example with teacher feedback included)

Chemistry Students Work Sample (good example that could have been improved)

Additional Evidence of Chemistry Student Work Samples

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Student Work Sample #1

9-Slide Google Slides Presentation

Student Work Sample #2

10-Page �PDF Presentation

Student Work Sample #3

Student Created GIF

Using Google Drawings and Giphy

Student Work Sample #4

Student Created

Powtoons

Advocacy - Go big or go home!

• Twitter, school social media feeds, �newsletters, school website
• Showcase invitees:
• parents, friends, family
• AP science classes (May after AP exams)
• teachers on planning, entire science department, Academy of Health Sciences
• district science curriculum specialists, district instructional technology specialists and district media specialists, district Pre-K math/science director
• chief academic officer, superintendent, and Board of Education members
• Contacted Smithsonian Ocean Portal and they are also interested in publishing our unit!

STEM Showcase Invitation

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Twitter - Who to follow?

#Slals

#slasl #steminquiry #GoOpen

#cmsbhs #noaa

#OER #schoollibrarians

Twitter - Never underestimate your power to advocate!

Reflection

• Collaboration between media coordinator and two science teachers
• Positive impact with our school, district, and state
• Use of literacy to drive inquiry
• Letting students loose on projects
• Collecting all the different pieces of �student work
• Finding time to co-plan

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Click here

to access our

SLASL Advocacy Newsletter

Links to Project Documents

Anchor Text - What Is Ocean Acidification?� Supporting Text #1 - Smithsonian National Museum of Natural History Ocean Portal� Supporting Text #2 - Covering Ocean Acidification Chemistry and Considerations

Group Contact Form and Contract� Ocean Acidification Instructional & Supplemental Resources� The Other Carbon Dioxide Problem (video)� Presentation Tools (suggested) for final project� Product Rubric for Student & Adult Evaluators� Product Rubric (teacher version)� Project Evaluation (phase IV) for students� Resources Recommended by Media Coordinator� Tier Two Vocabulary Words� Unit Template (submission to OER Commons)

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Q & A

Questions?

Post session survey�Please take a moment to complete this brief 12 question survey: https://tinyurl.com/NSTACharlotte

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Sign the Pledge

Click the image below to electronically Sign the Pledge to protect our oceans and educate others about ocean acidification and clean energy sources.

For More Information...

Institute for the Study of Knowledge Management (ISKME)

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ISKME is an independent, education nonprofit whose mission is to improve the practice of continuous learning, collaboration, and change in the education sector. Established in 2002, ISKME conducts social science research, develops research-based innovations, and facilitates innovation that improves knowledge sharing in education. Based in Silicon Valley’s Half Moon Bay, California, ISKME supports innovative teaching and learning practices throughout the globe, and is well-known for its pioneering open education initiatives. ISKME also assists policy makers, foundations, and education institutions in designing, assessing, and bringing continuous improvement to education policies, programs, and practice.

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Cohort Facilitator: Joanna Schimizzi - jschimizzi@gmail.com

Contact Information

David W. Butler High School� 1810 Matthews-Mint Hill Road� Matthews, NC 28105� 980.343.6300

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Anne Bucci - anne.bucci@cms.k12.nc.us� Twitter: @AnneCBucci

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Amy Moore - amyc.moore@cms.k12.nc.us� Twitter: @MsAmyMoore

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Tamryn O’Toole - tamryn1.stark@cms.k12.nc.us� Twitter: @Mrs_OTScience

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The END

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Thank you for attending our presentation!