Peer-Review How does the model simulate the conditions within the climatic zone? Questions: How can the model show the randomness of weather while also showing the consistency of climate? Project Summary: Written description of completed task and proposed solution to presented problem or scenario in any of the following forms of artifacts: -Notes - Journal/sketchbook entries Solution(s) - Records of prototype testing and next steps to improve the model 7 the Step - Reflective analysis of progress towards meeting the objective of the project (expected task) Communicate Presentation of Teams will provide their models to other groups to use and learn about the Final Solution: weather and climate of different climatic zones. Re-designing of the Based on peer reviews, teacher input, and analysis of proposed solution, the Prototype students are to re-design and rebuild a prototype of their model. 8 Step Redesign Project Based STEM Activities for Middle Grades Science Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a student-centered learning environment in which students investigate and engineer solutions to real-world problems, and construct evidence-based explanations of real-world phenomena within their science content. Students are also provided the opportunity to re-design models they have developed, based on peer feedback and reviews. Through these engineering practices within the content, students can gain a deeper understanding of science and are exposed to how STEM relates to their education and future career goals. Weather or Not? Weather vs. Climate – Engagement or Each team will distinguish between weather and climate. It is important that students Introduction: understand how weather patterns and the kinds of weather that occur relate to climate. Standard Set-Up Alignment: SC.6.E.7.6 Differentiate between weather and climate. SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and Teacher humidity and precipitation. Define a problem from the sixth grade curriculum, use appropriate SC.6.N.1.1
Peer-Review Questions: How does the model simulate the conditions within the climatic zone? How can the model show the randomness of weather while also showing the consistency of climate? Step 7 Communicate the Solution(s) Project Summary: Written description of completed task and proposed solution to presented problem or scenario in any of the following forms of artifacts: -Notes - Journal/sketchbook entries - Records of prototype testing and next steps to improve the model - Reflective analysis of progress towards meeting the objective of the project (expected task) Presentation of Final Solution: Teams will provide their models to other groups to use and learn about the weather and climate of different climatic zones. Step 8 Redesign Re-designing of the Prototype Based on peer reviews, teacher input, and analysis of proposed solution, the students are to re-design and rebuild a prototype of their model. Project Based STEM Activities for Middle Grades Science Project Based STEM (Science, Technology, Engineering and Mathematics) activities create a student-centered learning environment in which students investigate and engineer solutions to real-world problems, and construct evidence-based explanations of real-world phenomena within their science content. Students are also provided the opportunity to re-design models they have developed, based on peer feedback and reviews. Through these engineering practices within the content, students can gain a deeper understanding of science and are exposed to how STEM relates to their education and future career goals. Weather or Not? – Weather vs. Climate Teacher Set-Up Engagement or Introduction: Each team will distinguish between weather and climate. It is important that students understand how weather patterns and the kinds of weather that occur relate to climate. Standard Alignment: SC.6.E.7.6 Differentiate between weather and climate. SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation. SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate
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