STEM Teaching Unit Industry Partnership Project

Department of Planning, Transport and Infrastructure

Produced by:

Uzma Shakil Henry Oscan Johnson

Champak Khurmi Brian Vogt

Industry Partnership Project

STEM is the interdisciplinary and pragmatic methodology to teaching which integrates science,

technology, engineering and mathematics education. Rather than teaching these four subjects in a

segregated manner, STEM incorporates them in a cohesive learning program. STEM education may

include inquiry or project based learning where students apply the knowledge they have gained.

Rationale

A wide range of life skills and social issues fall under the umbrella of STEM. STEM education shows

students how math and science can be applied to everyday life and aims to develop their problem-

solving skills so that they are able to compete in this highly competitive global economy. Industries

require individuals who possess broad understanding of STEM skills. The industries have also

become high tech and depend heavily on engineering and technological skills of workers.

The basic idea behind this unit plan is to develop STEM skills in the students and to inspire them to

explore how businesses work. The unit plan includes various lessons in which students’ science,

mathematics and technological skills will be developed. It also includes a team based activity in

which students will not only apply skills learned in the previous weeks but also improve skills such as

collaborating, communicating, participating and respecting. STEM skills such as problem solving,

creative and critical thinking, understanding and analysing data and understanding of scientific and

mathematical principles will also be developed.

Industry Partner (DPTI – Department of Planning, Transport and Infrastructure)

The inspiration for this activity came from the industry placement at the traffic control office of

Department of Planning, Transport and Infrastructure. Our team completed almost 8 hours of

placement at the traffic control and gained a slight insight into how the traffic management center

operates. The complexity of the operations at the traffic control is very high but what amazed and

inspired us the most was the work done by their Traffic Management Center (TMC). We were given

a tour by the team leader of the operations room where we had the opportunity to learn what

happens at TMC on a day to day basis. The executives of traffic control office have a clear vision of

the qualities they look for in recent graduates which includes critical thinking and data analysis.

Topic (Planning bus routes)

Learning experiences incorporated in the unit plan aim at developing STEM skills and concepts which

include critical thinking and data analysis which aligns with the graduate qualities pointed out by the

industry executives. The unit plan revolves around an activity where students will work in teams to

produce bus routes. Skills, strategies and knowledge required to design bus routes will be developed

by the learning experiences in the first few weeks and these learnings will then be later applied

when working on the activity. The brief of this activity is included in appendix A.

Unit Planner for STEM Teaching

Learner context

Topic Focus: Building industry relevant/job ready skills in high school students keeping ACARA curriculum and standards in perspective. Level of schooling: Year 8-10 School and class context: Glorious Future

What is the learning focus?

Learning focus of this unit is to develop investigation, planning and presentation skills based on scientific data and critical thinking keeping industry and

ACARA curriculum and standards in perspective.

STEM Skills and Concepts:

Investigation based on scientific method Data analysis and conclusions

Planning a scientific inquiry Presentation of scientific data

Critical and creative thinking Problem-solving

How will the students engage with this learning?

Students shall engage in this learning experience because of real world applications and connotations. ICT shall be continually used to enhance this

engagement with the subject matter.

Prior Knowledge/Engagement Learning Experiences: Week 1

Content ACARA Link and assessment Monday -Introduction to map reading

-Use scales and ratio to infer correct information

Diagnostic and Formative assessment. Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA187). Choose appropriate units of measurement for area and volume and convert from one unit to another (ACMMG195).

Tuesday Navigation, GPS and google earth Formative assessment and feedback. Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE226). People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE136).

Wednesday Google maps and an open activity (to find out the distance between school and home)

Formative assessment and peer feedback Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS144). Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS146).

Thursday Non-teaching Time

Friday Reflections on map reading and introduction to week 2 Formative feedback Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS146).

Exploratory /Explore & Explain Learning Experiences: Week 2

Content ACARA Link and assessment Monday Introduction to DPTI and discussion with students if they are

happy with the public transport Diagnostic assessment People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE160).

Tuesday -Webinar by DPTI team. -Browse DPTI website and locations.sa.gov.au.

Wednesday Non-teaching Time

Thursday Group activity using locations.sa.gov.au to find the maximum number of accidents happening in a given grid

Formative assessment and feedback Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169). Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170).

Friday Reflections on the work and function of DPTI

Diagnostic and Formative assessment

Discussion: How can we minimize the number of accidents on a given grid

Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171).

Week 3

Content ACARA Link and assessment Monday -Why we do investigation?

-How can we perform scientific investigation? -Solve/discuss a murder mystery or a recent movie based on suspense/drama. -Important to decide our question, that is, what are we investigating?

Diagnostic assessment and Formative feedback

Tuesday -Study of Trigonometric relations to calculate geometric distance -Teacher facilitates problem solving with students (use textbook problems also) -Measurement of distance and time relation -Elaborate on the link between speed and the time it takes to cover certain distance -Establish a link between speed limits on roads and therefore the minimum amount of time one would take to travel that distance

Summative Exercise (folio) Formative feedback Solve simple trigonometric equations (ACMMG275) Use the enlargement transformation to explain similarity and develop the conditions for triangles to be similar (ACMMG220) Solve problems using ratio and scale factors in similar figures (ACMMG221) The motion of objects can be described and predicted using the laws of physics (ACSSU229)

Wednesday Non-teaching Time

Thursday Activity: Check notes from first weeks activity. Group students with the same suburb (or with same birthday month and assign them a “company” address). Ask students in groups of 3/4 to find out the fastest route to school from their suburb (they

Formative feedback (contribution to folio) Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171).

should all come together to the school, sort of car-pooling or bus-pooling)

Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172).

Friday Reflections about what we have covered so far Illustration of the work done in past few weeks and what we are going to achieve in coming weeks (Build-up to the open activity)

Investigations /Problem solving/Elaboration Learning Experiences: Week 4 and Week 5 (Open Activity)

Content ACARA Link and assessment There is a footy game between Adelaide Crows and Port at Adelaide Oval, and the DPTI is under very high duress as they expect huge turnout. Your task, as a DPTI planning and resource management team, is to plan safe and reliable public transport route to and from Adelaide Oval for ~1000 people. You have been assigned a particular suburb and you can share ideas (or collaborate) with other teams too. Please prepare plans for each suburb and present your results after 2 weeks. ACARA Link: Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041).

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Week 1:

At the start of week 1, students should be clear about which suburb has been allocated to them, what resources they can use to plan the bus route (DPTI website, google maps, google earth), and what is their destination (Adelaide oval and back).

By the end of week 1, students should have achieved a draft of the bus route with supporting rough calculations for the transport of 1000 people to Adelaide oval. Students should show answers to the following questions: how many bus stops are there on the route? What (where) is the position of the bus stops on the route and why? What is the total number of buses needed for safe and reliable transport of all the passengers? What is the frequency of the buses on the route? Is there a need for higher frequency for certain time-period?

Week 2:

At the start of week 2, students should make progress to finalize their bus route proposal. Students should achieve the transport of at least 1000 people with supporting calculations and start thinking about their presentation and assign roles within their groups

At the end of week 2, students should prepare a 15 minutes presentation such that every student gets a fair role play.

Formative feedback throughout the open activity Formulate questions or hypotheses that can be investigated scientifically (ACSIS198). Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199). Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately (ACSIS200). Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203). Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204). Critically analyse the validity of information in primary and secondary sources, and evaluate the approaches used to solve problems (ACSIS206). Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208).

Reflection/Evaluation: Week 6

Content ACARA Link and assessment Monday First presentation and peer feedback

Teacher facilitated discussion Summative assessment based on the rubric, formative feedback from peers (2 stars and a wish) (ACSIS205/171, ACSIS206/172, ACSIS208/174)

Tuesday Second and third presentation and peer feedback Teacher facilitated discussion.

Summative assessment based on the rubric, formative feedback from peers (2 stars and a wish) (ACSIS205/171, ACSIS206/172, ACSIS208/174)

Wednesday Non-teaching Time

Thursday Fourth presentation and peer feedback Teacher facilitated discussion

Summative assessment based on the rubric, formative feedback from peers (2 stars and a wish) (ACSIS205/171, ACSIS206/172, ACSIS208/174)

Friday Reflections from industry perspective Build-up to the next topic

Summative assessment based on the rubric, formative feedback from peers (2 stars and a wish) (ACSIS205/171, ACSIS206/172, ACSIS208/174)

STEM Learning Experience Planner

Week 1, Lessons 1 and 2

NAME: Henry Johnson SCHOOL: UniSA CLASS: 9-10 TIME: 2 x 50 mins DATE: 9/6/17

LESSON TOPIC: Scales and Ratios

STEM - DPTI

LESSON

OBJECTIVES: These should outline

major skills, knowledge

and qualities that

learners will develop.

Become familiar with scales on maps

Resources Required

- ‘Working with scales’ worksheet (find attached)

- Interactive whiteboard

- Butchers paper (1 x per table)

- Adelaide to Melbourne Map https://www.google.com.au/maps/@-

36.6528666,140.4345937,7.51z

STUDENT TEACHER

Read what the

lesson objectives

are on board

Collaboratively in

table group create a

mind map

Take part in class

discussion

-Before students enter the class have the lesson objectives on the board

-Wait for students to enter class and acquire silence (3 mins)

-On Interactive whiteboard have the map zoomed up on the scale bar.

-Get students to create a mind map from what they see on the board on

the butchers paper (5 – 7 mins)

-This activity will lead to some misconceptions. Typically how to correctly

use ratios is the common mistake. Correct these misconceptions (5

mins).

-Demonstrate how to use a map scale effectively. This is done by using a ruler and

measuring the scale on the board. Then zooming out and measuring the distance

between Adelaide and Melbourne ‘as the crow flies’ (5 mins).

Complete worksheet

If not finished in

class time, finish for

homework

-Pose the question, ‘Is it really this far to Melbourne or isn’t it longer/shorter?’,

‘Why?’ (3 mins)

-Hand out worksheet, students to start (15 mins) FORMATIVE FEEDBACK

-Recap of lesson (2 mins)

STEM Learning Experience Planner

Week 4, Lessons 1 and 2

Activity Week

Name: Uzma Shakil Learning Area: STEM Year Level: Year 10 Time Duration: 2 x 40 mins

General Focus:

In week 4, students will be introduced to the open activity of planning bus routes for passengers travelling

from specific suburbs to Adelaide oval to watch footy match. This assignment will apply students’ prior

knowledge of STEM gained in the first two weeks of the unit. In the next two weeks students will actively

engage in creative and critical thinking where they will apply mathematical and scientific knowledge and use

technology to problem solve.

Lesson Objectives: These should outline major skills, knowledge and qualities that learners will develop.

Key concepts and skills being developed:

Collecting, sorting and using data to detect trends and get useful information

Analyse data collected and use it in decision making

Assessing and manipulating data and handling variability

Planning small projects

Problem-solving based on initial brief and conditions

Using statistical tools such as flow-charts, histograms and cause and effect to problem solve.

Algorithms - formulating steps to solving a problem

Critical and logical thinking

Investigating

Google map reading

Resources Required:

Laptops, Tablets or PCs

Internet connection

Access to google maps and DPTI’s website

Access to Microsoft Office (Excel, Word and PowerPoint) A printed map of 6 km radius with Adelaide oval as centre

Inquiry/Investigation guideline

Teacher Activity Student Activity

Lesson 1

Introducing the activity: Plan bus routes for

passengers travelling to see footy match at Adelaide

oval (Please refer to Appendix A for activity brief).

Distribute the activity brief, timeline and rubric and

answer students’ questions, if any.

Students will ask any questions related

to the activity, its requirements and

timeline.

Creating teams: Students are allowed to create

their own groups and assign roles based on

student’s interests.

Students will huddle and create their own

groups of 5. Teacher will assist, if and

when required. They will have 10

minutes for this exercise. If they are

unable to create groups in this time,

teacher will intervene and assist.

Once groups are created, each group will

assign following roles to its members.

They will have another 10 minutes for

this exercise. Following roles will be

assigned.

Facilitator

Moderates team discussion, keeps the

group on task and delegates work.

Group Speaker

Serves as group spokesperson to the

class or instructor, summarizing the

group’s activities.

Recorder

Takes notes and keeps all necessary

records.

Lesson 2

Rubric: Explain the rubric, take class input and

make any changes suggested and approved (Please

refer to Appendix B & C for rubrics).

Observing and Collecting useful data: Go to the

website data.sa.gov.au to familiarize themselves

with the website and to observe, collect and analyse

traffic related data. This will assist the team in

creating bus routes.

Students will give their feedback about

the assessment rubric already produced

by the teacher.

They will have an opportunity to make

any suggestions to add, amend or

remove a criteria. This will ensure

student engagement and involvement in

the making of rubric.

Students will begin exploring the

websites location.sa.gov.au and

data.sa.gov.au. They will initiate

observing traffic and road related data

and recording findings.

Lessons 3, 4, 5 and Week 5:

Students will actively engage in working on their assigned activities. Teacher will scaffold the

teams and provide resources required. At the end of week 1, teams will share their draft bus

routes and any findings.

During week 2, teams will finalize their plans and prepare a 15 minutes presentation which will

show their methodology, calculations, findings and proposed plan.

STEM Learning Experience Planner

Week 6, Lessons 1

NAME: Brian Vogt SCHOOL: UniSA CLASS: 10 TIME: 1 x 50 mins DATE: 9/6/17

LESSON TOPIC: Reflection and Evaluation

STEM – DPTI

LESSON

OBJECTIVES: These should outline

major skills, knowledge

and qualities that

learners will develop.

Student team 1 presentation

Peer feedback using the rubric

Give summative assessment to presentation team

RESOURCES REQUIRED

- 21 printed copies of the Presentation Rubric previously introduced in Week 4, Lesson 2

- Interactive whiteboard

- Data projector & computer - Other presentation equipment requested by the student team

STUDENTS TEACHER

Read what the

lesson objectives

are on board

Team 1

presentation

(15 mins)

Participate in

student feedback

-Before students enter the room, have the lesson objectives on the board

-Wait for students to enter class and acquire silence (3 min)

-Briefly introduce lesson objectives

-Distribute printed Rubric to all students

-Suggest that students be ready to write comments on rubric as a

preparation for the discussion to follow (3 min)

-Invite team 1 to do their presentation (15 min)

-Thank team 1 for their bravery in being first

-Teacher facilitated discussion, using the Rubric (27 min)

-Summative assessment: Present a marked rubric & overall score to

presentation team

(1 min)

-Announce tomorrow’s lesson – Presentation by teams 2 & 3

(1 min)

Appendix A

Activity Brief

Planning Bus Routes Planning bus routes for passengers travelling to Adelaide Oval from specific suburbs

There is a football game happening on the weekend at Adelaide Oval. Passengers from the following

suburbs need to travel to the oval.

1. Mile End

2. Frewville

3. Mitcham

4. Payneham

5. Richmond

In four teams of 5, you are required to create bus routes from the assigned suburb to the oval.

Please note the following:

Assumptions:

Each team has access to 30 buses with the capacity of 30 people each.

People will only travel by bus.

Capacity of Adelaide oval is 5000.

Provided:

Printout of google map

Local population of the suburb

Suburb profile

Must consider:

Number of people who would like to reach before the match begins and would hop on the

first buses.

Wait times at bus stops

Safety of public

Travel time

Coverage of maximum population

Volume risk factor

Accident locations

Assessment Criteria:

Bus route(s) plan for passengers travelling from a given suburb to Adelaide oval.

Timetable for specified duration of 5 hours.

There should be at least 4 bus stops in each route.

15 minutes presentation using either PowerPoint or Prezi on the submission day.

Submission:

Teams will present their plan via presentation in the last week of the unit. Each team will have 15

minutes to present. A folio will also need to be submitted on the same day which must contain the

following:

Investigation or Inquiry

Observation

Discussion

Plan - Bus Routes and timetables

Reflection

Appendix B

Assessment Rubric

Presentation Criteria A B C D

Introduction of Topic

Topic introduced clearly and purpose of talk was made clear.

Topic introduced clearly.

Topic introduced ambiguously.

Topic not introduced.

Voice (Clarity, pace and

fluency) and Eye Contact

Presenter spoke clearly and at a good pace to ensure audience comprehension. Delivery was fluent and expressive. Presenter maintained eye contact with audience.

Presenter usually spoke clearly and delivery was usually fluent. Presenter maintained eye contact most of the time but frequently referred to notes.

Presenter occasionally spoke clearly and at a good pace and rarely maintained eye contact.

Presenter occasionally spoke clearly without maintaining a good pace and had minimal contact with audience.

Use of visual aid

Visual aid was carefully prepared and supported the presentation. The aid added impact and interest to the presentation.

Visual aid supported the presentation effectively.

Visual aid was occasionally appropriate and related to the spoken message.

Visual aid was mostly unrelated to the spoken content.

Conclusion of topic

The presentation was summed up clearly and effectively with key points emphasised.

The presentation was summed up clearly.

An attempt was made to conclude the presentation.

Presentation was not concluded.

Appendix C

Assessment Rubric

Activity - Plan bus routes Criteria A B C D

Data processing and analysis.

Data trends are correctly identified and accurate conclusions drawn.

Data trends are identified and appropriate conclusions drawn.

An attempt was made to identify trends and to draw conclusions.

No attempt was made to analyse data.

Required Elements

The plan includes all the required elements as well as additional information.

All required elements are included.

More than half of the required elements are included.

Less than half of the required elements are missing.

Content, Spelling and

Grammar

The project has excellent spelling, grammar and original content.

The project has 1-2 spelling or grammatical errors with original content.

The project has 3-5 spelling or grammatical errors with original content.

The project has multiple spelling and grammatical errors. Some content is plagiarised.

Folio Organization

Folio is well organized with all sections clearly titled. Introduction and conclusion included.

Folio is adequately organized. It has all sections clearly marked.

Folio is poorly organized and confusing at times.

Folio is little to no organization.

Appendix D

Poster for presentation