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STEM Leadership
1-07-14
STEM LeadershipMarch 24, 2014
Welcome!•As you arrive, please form groups of 4 people.
•Help yourself to snacks and drinks.
•Sign in and grab your name tent or•Make a name tent for yourself by folding a piece of paper in half, writing your name on both outside pieces, and writing your grade level and school on the inside.
Announcements• Welcome!
• Dates for STEM Leadership: 4/8/14, 5/6/14 & 6/3/14 all in the duet or the quad
• NGSS Leadership Team—Meets on April 17 , 4:15-7:15 PM, please consider joining this group.
• FOSS Benchmark Post Assessment Scoring Session—Workshop pay and clock hours offered. March 26th (Wednesday) and 27th (Thursday), 4:15-7:15 PM
• FOSS Benchmark Pre Assessment Scoring Session—April 15th (Tuesday) and 16th (Wednesday).
Thank you! Thank you to : Janine Doney, Carole Stow, and Andrea Holzapfel for providing snacks!
Scientific Habits of Interaction• Honor Private Think Time• Respect my own and others’ right to solve
problems• Share My Challenges• Volunteer Ideas• Think about my Thinking• Listen to Understand• Ask Genuine Questions
Last Time. . . .
Work in grade-level teams to
design a task that provides an
opportunity for students to
develop a claim/scientific
explanation connected to a
FOSS Science module at your
grade level.
Learning Target• I can explain and describe connections
between the NGSS Engineering Design standards and the 2009 WA State Application standards.
• I can explain the technological design process described in the 2009 WA Standards and the NGSS.
• I can describe connections between the engineering design process and claims-evidence-reasoning.
Engineering Design
• What does it look and sound like? • Identify an example from one of your
FOSS kits where students are designing solutions to problems.
Criteria vs. Constraints
https://www.youtube.com/watch?v=C2YZnTL596Q
How Does Claims Evidence and Reasoning Fit?
Learning Target• I can explain and describe connections
between the NGSS Engineering Design standards and the 2009 WA State Application standards.
• I can explain the technological design process described in the 2009 WA Standards and the NGSS.
• I can describe connections between the engineering design process and claims-evidence-reasoning.
5 Dimensions Think about the work we engaged in this afternoon . . .What were theconnections to 5-D?
Read Chapter 4Of
What’s Your Evidence?
As you teach your new FOSS Science Module, identify places where students are engaging in
the engineering design process.
Are there other opportunities as well?
Bring evidence from your classroom.
Exit Card:1.What will you take back and use in your classroom?
1.Knowing the challenges in your classroom, how will one of the ideas presented today support your students?
• What kind of work would be helpful during our STEM sessions?
• What would you like us to accomplish?
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