RECONSTRUCTING A GIANT: TEACHER-SCIENTIST

COLLABORATION USING 3D TECHNOLOGYClaudia Grant

PhD Student – Curriculum and Instruction

University of Florida

Rob Hoffman

Science Curriculum & NGSS Coach

Pajaro Valley Unified School District

3D Scanning of Specimens & Scientific Databases

www.flmnh.ufl.edu/vertpaleo-search

www.idigbio.org www.morphosource.org

PARTNERS

Carcharocles MegalodonProject Based Learning Approach

Dr. Gordon HubbellTexas Gulf mine in Aurora, North Carolina, 1995

STEAM Integration

Science through database inquiries using: FLMNH, iDigBio, Morpho Source.

Technology through 2D & 3D printing

Engineering through jaw design

Art through scientific illustrations

Mathematics through teeth measurements and use of algorithms.

PBL: Project Based LearningPBL: Problem Based LearningPBS: Project Based Science

PBS Theoretical Background

Active Construction○ Deep Understanding vs. Superficial Learning○ Active construction of meaning

Situated Learning○ Most effective when situated in real-world context and based on

student’s own investigations

Social Interaction○ Teachers, students and community

Cognitive tools○ Access to sci. data, visualization, analysis, collaboration, sharing of

info. ○ Models and multimedia documents showing understanding

Why PBS?

Research shows that PBS has the potential to help all students --regardless of culture, race, or gender– engage in and learn science.

(Atwater, 1994; Haberman,1991)

Project Based Science Features

1. Driving Questions

2. Situated Inquiry

3. Collaborations

4. Technology to Support Learning

5. Creation of Artifacts

1. Driving Questions

How big is the animal?

Is it the biggest one ever found?

How it became extinct?

How they protected their babies?

Good driving questions are:- Feasible- Worthwhile- Contextualized- Meaningful- Ethical

CHALLENGE: Help students realize the value of driving questions

2. Situated Inquiry

In PBS classrooms, students explore the driving questions using new ideas that they are learning. They investigate the driving question over a sustained period of time.

Helping students design an investigation

Writing conclusions and explanations

3. Collaborations

Goal: to change the culture of of classroom from transmission-and-acquisition style to

collaboration. How?

Write down ideasShare ideas with a partnerCompare ideas

Community

4. Technology to Support Learning

Transform the classroom into an environment in which learners actively construct knowledge.

• Aligned with the practice of science• Not meant to replace teacher

instruction, but to support it.

Gather DataGraph and AnalyzeDownload and Print

Create Models

Databases

5. Creation of Artifacts

3D | 2D

3D

2D Photo

2D Sci IllustrationBy Laura Beach

5. Creation of Artifacts

Learning sciences research shows that students learn more effectively when they develop artifacts.

Students construct and reconstruct their understanding

Learning does not occur in linear steps. Assessments should focus on higher cognitive outcomes such as: asking questions, design investigation, data analysis, explanations.

When students publish what they create, it enhances their understanding.

Jaw Reconstruction

Students will… Search data Download data Print images (3D or

2D) Assemble the jaw

In collaboration with teachers…• Database lessons

and scaffolding• Science lessons• Math lessons• Jaw template• Tips on building

materials

Teacher-Scientist Collaborations

Catalina PimientoPhD BiologyUniversity of Florida

Rob HoffmanNGSS CoachPajaro Valley Unified School District LESSON IDEA

Megalodon Habitat & Nurseries

Teacher-Scientist Collaborations

Sean MoranM.S. Geology GraduateUniversity of Florida

Jason TovaniEarth Sciences High School TeacherDelta High SchoolAptos, CA

LESSON IDEA

Megalodon Extinction & Occurrences

Data Analysis and use of R statistics

Teacher-Scientist CollaborationsMegan Higbee HendricksonMiddle School Science TeacherAcademy of the Holy NameTampa, FL

Victor PerezPhD Geology StudentUniversity of Florida

LESSON IDEA

Megalodon EXTINCTION and how the Isthmus of Panama influenced

its migration patterns.

Teacher-Scientist Collaborations

MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Megalodon Habitat & Nurseries

Teacher-Scientist Collaborations

Practice(s) in foreground: Constructing Explanations & Designing

Solutions Engaging in Argument from Evidence

Concept(s) in foreground: Patterns Stability and Change

Megalodon Habitat & Nurseries

Teacher-Scientist Collaborations

Engage Identify patterns in other organisms Predict nurturing characteristics of megalodon

Explore | Investigation Identifying megalodon teeth Measuring 3D printed megalodon teeth

Megalodon Habitat & Nurseries

Teacher-Scientist Collaborations

Explain Meet a Scientist - Catalina Pimiento Making Meaning - Data Analysis Jigsaw Scientist Research Documentary - Clash of the

Americas

Extend/Apply Explaining the Evidence Jigsaw (part 2)

Evaluate Gallery Walk & Peer Feedback

Megalodon Habitat & Nurseries

Bank of Lessons

FLMN Vert Paleo MorphoSource iDigBio

Megalodon Habitat Megalodon Evolution Megalodon Extinction

Megalodon and the Isthmus of Panama

Teeth Measurements and Data Entry

Use of algorithms to calculate size

Download data and plot occurences using R

Jaw Construction Megalodon ExhibitMemory Games

Blog

Measuring

Happening this week in Tampa, FL

Comparing

Role Model Classroom Visits

Just Megalodon?

Titanoboa

Climate Change

Horse Evolution

Human Evolution

Thank You!National Science FoundationDr. Bruce MacFadden – University of FloridaDr. Jonathan Bloch - University of FloridaDr. Goug Boyer – Duke UniversityDr. Gil Nelson - iDigBio

Catalina Pimiento, PhD BiologySean Moran, MS GeologyVictor Perez, PhD Geology

Megan Higbee, Tampa FLRob Hoffman, Watsonville CAJason Tovani, Aptos CA

www.paleoteach.org

April, 2015

cgrant@flmnh.ufl.edu