Dr. Lisa Regalla, Manager of Science Content & Outreach

Joan FreeseWeb and Print Producer

Adine ThoreenOutreach Specialist

The Big Idea

To change how millions of girls (ages 8-13) think about

STEM

Our Approach

On TV - national PBS Kids series

On the Ground- SciGirls clubs and activities

Online - safe, online social networking

On TV

Features real girls doing investigations they’re passionate about

Focus is on the total girl, not just her interest in STEM

Highlights the process of science

On TV

Twelve half-hour episodes:

Turtle Mania

Puppet Power

Dolphin Dive

Digging Archaeology

Horsing Around

Blowin’ in the Wind

High-Tech Fashion

Science Cooks!

Underwater Eco-Adventure

Robots to the Rescue!

Star Power

Going Green

On the Ground

Museum Affiliates Program – The Franklin Institute

(GSG) Great Science for Girls

(NSTA) National Science Teachers Association

Girl Scouts

Educator Guides – Coming Soon!

Engineering

Technology

Going Green

Health

Gender Equity Handbook

On the Ground

pbs.org/teachers/scigirls

The SciGirls Seven

1. Girls benefit from collaboration, especially when they can participate and communicate fairly. (Parker & Rennie, 2002; Fancsali, 2002)

Encourage working in small groups

Use different methods for forminggroups. Kids should be grouped withdifferent members from time to time.

Experiment with both cooperative(assigned roles) and collaborative (nopredetermined roles) groupings.

The SciGirls Seven

Speak up promptly if a girl makes adistasteful remark, even jokingly. Set therules at the start: no teasing or unfriendly talk.

Create a community atmosphere thatis open and positive. Start with “icebreaker”activities involving communication andteamwork.

The SciGirls Seven

2. Girls are motivated by projects they find personally relevant and meaningful. (Eisenhart & Finkel, 1998; Thompson & Windschitl, 2005; Liston, et al. 2008)

Look for ways to connect the material to the girls’ lives.

Demonstrate and talk about your own enthusiasm for the scientific material, and how it affects you personally.

Create a “need to know.” As you are preparing, ask yourself, why would kids need to know this?

Use case studies. Kids generally relate to characters who face decisions or dilemmas; they often make connections from the story to their own lives.

The SciGirls Seven

3. Girls enjoy hands-on, open-ended projects and investigations. (Chatman, et al., 2008; Burkam, et al.,1997; Fanscali, 2002)

Think before delivering an activity with step-by-step directions. Don’t shortchange your girls by assuming they can’t do something without prescribed directions. Release their inner explorer and let them surprise you!

Encourage girls to suggest approaches to a problem. When stumped, have girls start by identifying, drawing, or labeling things they understand.

Resist answering the question “Is this right?” Rather, suggest ways for girls to check the answer for themselves.

The SciGirls Seven

4. Girls are motivated when they can approach projects in their own way, applying their creativity, unique talents and preferred learning styles. (Eisenhart & Finkel,1998; Calabrese Barton, et al., 2008; Tan & Calabrese Barton, 2008)

Allow girls to design their own experiments and tests. Act as a facilitator rather than a leader or expert. Emphasize that everyone is learning and discovering together.

Encourage girls to communicate their findings using a variety of techniques: poetry, music, posters, plays, slideshows, 2D- and 3D-models, drawings, graphs, etc.

The SciGirls Seven

Use girls’ language to reiterate their point. Use a board or large sheet of paper to document each person’s participation. Write the idea as you hear it—don’t reword unless you have permission from the speaker.

Help girls feel that they are valued members of a group by asking them to share personal stories. A journal or blog (for older girls) provides an avenue for reflection on learning.

The SciGirls Seven

5. Girls’ confidence and performance improves in response to specific, positive feedback on things they can control – such as effort, strategies and behaviors. (Halpern, et al., 2007; Zeldin & Pajares, 2000; Blackwell, et al., 2007; Mueller & Dweck, 1998)

Reward success publicly and immediately. Give girls some indication of how well they have done and how to improve. Avoid statements such as “You are really good at this!” It sends the message that being smart doesn’t require effort or struggle.

Convey the same level of respect for and confidence in the abilities of all your girls. Introduce girls to the good work done by their peers. Share the ideas, knowledge, and accomplishments of individuals with the group as a whole.

The SciGirls Seven

Let a girl know you believe she can improve and succeed over time. When you identify a child’s weakness, make it clear that your comments relate to a particular task or performance, not to the child as a person. The brain is a muscle that can get stronger with time; skills can be improved with practice.

Emphasize that working scientists

struggle and make mistakes, too.

The SciGirls Seven

6. Girls gain confidence and trust in their own reasoning when encouraged to think critically. (Chatman, et al., 2008; Eisenhart & Finkel,1998)

Let girls rise to the challenge and embrace the scientific process. It is okay to make mistakes; there is more than one way to solve a problem.

Support an environment free of instant answers. Gently brush aside girls’ anxiety about not getting the answer by refocusing their attention on the problem at hand. Build on what they know to move forward.

It’s okay to disagree. Stress the importance of considering different approaches and viewpoints. Remind girls of the importance of using solid evidence when making a claim. Consensus is not always necessary, but listening is important.

The SciGirls Seven

7. Girls benefit from relationships with role models and mentors. (Liston, et al., 2008; Evans, et al., 1995)

Invite guest speakers from all levels, including high school, undergraduate and graduate students along with professional scientists.

Invite guest scientists to help lead an activity. If you are unsure of their comfort level working with children, pair them with other educators or leaders.

Spotlight women who work on the subjects you are studying.

If you can not get someone live, show videos of female scientists. Use SciGirls videos or DragonflyTV’s Scientist Profiles (pbskids.org/dragonflytv/scientists).

The SciGirls Seven

Use SciGirls videos to showcase peers as role models. The girls in each episode can inspire others on similar projects.

Encourage mentor pairings.

Ask your girls to invite a scientist they know to visit the group.

The SciGirls Seven in Practice

Hovercraft Activity

You’ll need (for each group):

• an empty thread spool• a 4-inch square of cardboard• white glue, or a hot-glue gun• a sharpened pencil• a balloon (12 inch, when inflated)

The SciGirls Seven in Practice

Hovercraft Activity

You’ll need (for each group):

• an empty thread spool• a 4-inch square of cardboard• white glue, or a hot-glue gun• a sharpened pencil• a balloon (12 inch, when inflated)

Have a table full of additional supplies to promote creativity:

old CDs, water bottle caps of various shapes & sizes, tape, scissors, push pins, old cereal

boxes, etc…

Guide your kids as they:

1) Glue the bottom of the empty spool to the center of the cardboard square.

2) Use the sharpened pencil to punch a hole in the cardboard that lines up with the center of the spool.

3) Blow up the balloon. Hold the bottom without tying it.

4) Get your partner to hold the spool for you. While pinching the neck of the balloon, stretch the bottom over the top of the spool, release the neck, and lift off!

5) Experiment with different sizes and shapes of cardboard to get the best hover out of your balloon hovercraft. Give your hovercraft a shove along a smooth tabletop, and see how far it goes.

The SciGirls Seven in Practice

Guide your kids as they:

1) Glue the bottom of the empty spool to the center of the cardboard square.

2) Use the sharpened pencil to punch a hole in the cardboard that lines up with the center of the spool.

3) Blow up the balloon. Hold the bottom without tying it.

4) Get your partner to hold the spool for you. While pinching the neck of the balloon, stretch the bottom over the top of the spool, release the neck, and lift off!

5) Experiment with different sizes and shapes of cardboard to get the best hover out of your balloon hovercraft. Give your hovercraft a shove along a smooth tabletop, and see how far it goes.

The SciGirls Seven in Practice

Ask girls to write a narrative describing how hovercrafts

could be used to rescue families or animals in flooded coastal areas or along rivers.

Guide your kids as they:

1) Glue the bottom of the empty spool to the center of the cardboard square.

2) Use the sharpened pencil to punch a hole in the cardboard that lines up with the center of the spool.

3) Blow up the balloon. Hold the bottom without tying it.

4) Get your partner to hold the spool for you. While pinching the neck of the balloon, stretch the bottom over the top of the spool, release the neck, and lift off!

5) Experiment with different sizes and shapes of cardboard to get the best hover out of your balloon hovercraft. Give your hovercraft a shove along a smooth tabletop, and see how far it goes.

The SciGirls Seven in Practice

Once hovercrafts have been constructed and tested, change the focus from “best hover” to fastest

craft, farthest hover or maneuverability/steering through a

course. Ask girls to redesign to meet the new challenge.

Guide your kids as they:

1) Glue the bottom of the empty spool to the center of the cardboard square.

2) Use the sharpened pencil to punch a hole in the cardboard that lines up with the center of the spool.

3) Blow up the balloon. Hold the bottom without tying it.

4) Get your partner to hold the spool for you. While pinching the neck of the balloon, stretch the bottom over the top of the spool, release the neck, and lift off!

5) Experiment with different sizes and shapes of cardboard to get the best hover out of your balloon hovercraft. Give your hovercraft a shove along a smooth tabletop, and see how far it goes.

The SciGirls Seven in Practice

Invite a rescue worker who may use hovercrafts or an

engineer who designs them.

Online

Girls everywhere can join the SciGirls revolution online at:

pbskidsgo.org/scigirls

Online

Girls make profiles and express themselves by customizing them.

Online

SciGirls can share their own projects. Submit yours today!

Online - GIRLS

SciGirls bilingual clubkit

Activities

pbskidsgo.org/scigirls

Download activity guides aligned to standards- In-depth, inquiry-based investigations (1 hour +)- Quick, simple inquiry-based activities (30-45 min.)

Some content available in English and Spanish!

Coming Soon: activities aligned with SciGirls 7

Online - TEACHERS

“If it fails, that’s what science is – trial and error.”

pbs.org/teachers/scigirls

Download family friendly activities

Read tips for encouraging girls in STEM

Find out when SciGirls is on in your hometown

Online - PARENTS

“Every individual matters. Every individual has a role to play.

Every individual makes a difference.” —Jane Goodall

pbs.org/parents/scigirls

Looking for more?

pbskidsgo.org/scigirls

pbs.org/teachers/scigirls

pbs.org/parents/scigirls

facebook.com/scigirlstv

twitter.com/SciGirls

Every Girl can be a SciGirl!