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Mr. Hairston’s Classroom Edit display name

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Our project goal is to engage, motivate, and prepare our students for STEM and STEM-related careers. Such careers are attractive because they command significantly higher wages than non-STEM work and the hands-on nature of the work appeals to a broad range of students. The students will learn and practice STEM concepts in inquiry-based lessons and through activities based on real-world issues to increase their competitiveness for college and careers in STEM. They will develop core competencies using the probeware, for example, in water and soil sampling and testing. They will study elements, ions, and compounds using solubility and filtration, and DNA studies will expose them to biotechnology. In physical science, students will explore concepts in cause and effect, scale and quantity, energy and matter, and stability and change. In all cases, students will use the equipment to collect data and analyze, interpret, and present their findings. We expect significant transfer of learning between the chemistry and physical science equipment and activities because the data collection equipment is similar so the learning curve will be short and time spent on concepts will be high. Outside speakers will show the students how their lab work is relevant to the real world. First, the equipment and the activities prepare students because they are reminiscent of what students will experience in higher education and real-world laboratories. Equally important, the equipment leads to problem-posing and problem solving as students develop an increased awareness of elements in their environment and why understanding those elements (e.g. gas, temperature, pH) is important. Finally, the equipment is fun to use which motivates and engages the students and helps them learn how to ask and answer scientific questions and design their own experiments. The equipment also promotes teamwork and collaboration, key features of the workplace.

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Our project goal is to engage, motivate, and prepare our students for STEM and STEM-related careers. Such careers are attractive because they command significantly higher wages than non-STEM work and the hands-on nature of the work appeals to a broad range of students. The students will learn and practice STEM concepts in inquiry-based lessons and through activities based on real-world issues to increase their competitiveness for college and careers in STEM. They will develop core competencies using the probeware, for example, in water and soil sampling and testing. They will study elements, ions, and compounds using solubility and filtration, and DNA studies will expose them to biotechnology. In physical science, students will explore concepts in cause and effect, scale and quantity, energy and matter, and stability and change. In all cases, students will use the equipment to collect data and analyze, interpret, and present their findings. We expect significant transfer of learning between the chemistry and physical science equipment and activities because the data collection equipment is similar so the learning curve will be short and time spent on concepts will be high. Outside speakers will show the students how their lab work is relevant to the real world. First, the equipment and the activities prepare students because they are reminiscent of what students will experience in higher education and real-world laboratories. Equally important, the equipment leads to problem-posing and problem solving as students develop an increased awareness of elements in their environment and why understanding those elements (e.g. gas, temperature, pH) is important. Finally, the equipment is fun to use which motivates and engages the students and helps them learn how to ask and answer scientific questions and design their own experiments. The equipment also promotes teamwork and collaboration, key features of the workplace.

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