MAKING THE CASE…MAKING THE CASE…for STEM Educationfor STEM Education

STEM Leadership Network: Forum #2STEM Leadership Network: Forum #2January 23, 2014January 23, 2014

ESD 123ESD 123

Blue Mtn. RoomBlue Mtn. Room

Georgia Boatman & Peggy WillcutsGeorgia Boatman & Peggy Willcuts

PREPARING YOUR STEM NOTEBOOK

Title for Today’s Page:

SLN 2013-2014 Forum #2January 23, 2014ESD 123 Blue Mt. Room

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Tools for Your Use…

Quick inventory of table:Table Box – take off the lid and set underneath

SLN BinderAdd elements from previous sessions

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STEM Leadership Network Special Guests (in alphabetical order)

Deb Bowen

Executive Director Washington State STEM Education Foundation

Ann Gallagher

Mathematics Director & Math/ Science Partnership Grants

Office of Superintendent of Public Instruction

Lee Lambert

STEM Network Director Washington STEM

Paula Linnen

Associate Laboratory Director Organizational Development

Directorate Pacific Northwest National Laboratory

STEM Leadership Network Special Guests (in alphabetical order)

Deb Bowen

Executive Director Washington State STEM Education Foundation

Ann Gallagher

Mathematics Director & Math/ Science Partnership Grants

Office of Superintendent of Public Instruction

Lee Lambert

STEM Network Director Washington STEM

Paula Linnen

Associate Laboratory Director Organizational Development

Directorate Pacific Northwest National Laboratory

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Remember your two lenses…

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Adult Learner

Instructional Leader

AGENDA OVERVIEWPART ONE: Dipping into the Research: NEXT GENERATION SCIENCE STANDARDS - Crosscutting Concepts

PART TWO:Immersion into STEM Education through Family Engineering

PART THREE:Team Action Planning

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Lunch !Lunch !

GOALS

Build a shared understanding of the elements of effective STEM instruction

Increase awareness of the research supporting effective teaching and learning

Experience, first-hand, an immersion activity modeling effective STEM instruction

Take action together as school district teams

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PART ONE:PART ONE:DIPPING INTO THE RESEARCHDIPPING INTO THE RESEARCH

NEXT GENERATION SCIENCE STANDARDSCrosscutting Concepts

Disciplinary Core IdeasPHYSICAL SCIENCESPS1: Matter and Its InteractionsPS2: Motion and Stability: Forces and InteractionsPS3: EnergyPS4: Waves and Their Applications in Technologies for Information Transfer

LIFE SCIENCESLS1: From Molecules to Organisms: Structures and ProcessesLS2: Ecosystems: Interactions, Energy, and DynamicsLS3: Heredity: Inheritance and Variation of TraitsLS4: Biological Evolution: Unity and Diversity

EARTH AND SPACE SCIENCESESS1: Earth’s Place in the UniverseESS2: Earth’s SystemsESS3: Earth and Human Activity

ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCEETS1: Engineering DesignETS2: Links Among Engineering, Technology, Science, and Society

Science and Engineering Practices1. Asking Questions (for science) and Defining Problems (for engineering)2. Developing and Using Models3. Planning and Carrying Out Investigations4. Analyzing and Interpreting Data5. Using Mathematics and Computational Thinking6. Constructing Explanations (for science) and Designing Solutions (for engineering)7. Engaging in Argument from Evidence8. Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts1. Patterns2. Cause and Effect: Mechanisms and Explanation3. Scale, Proportion, and Quantity4. Systems and System Models5. Energy and Matter: Flows, Cycles, and Conservation6. Structure and Function7. Stability and Change

www.nextgenscience.org

Disciplinary Core IdeasPHYSICAL SCIENCESPS1: Matter and Its InteractionsPS2: Motion and Stability: Forces and InteractionsPS3: EnergyPS4: Waves and Their Applications in Technologies for Information Transfer

LIFE SCIENCESLS1: From Molecules to Organisms: Structures and ProcessesLS2: Ecosystems: Interactions, Energy, and DynamicsLS3: Heredity: Inheritance and Variation of TraitsLS4: Biological Evolution: Unity and Diversity

EARTH AND SPACE SCIENCESESS1: Earth’s Place in the UniverseESS2: Earth’s SystemsESS3: Earth and Human Activity

ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCEETS1: Engineering DesignETS2: Links Among Engineering, Technology, Science, and Society

Science and Engineering Practices1. Asking Questions (for science) and Defining Problems (for engineering)2. Developing and Using Models3. Planning and Carrying Out Investigations4. Analyzing and Interpreting Data5. Using Mathematics and Computational Thinking6. Constructing Explanations (for science) and Designing Solutions (for engineering)7. Engaging in Argument from Evidence8. Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts1. Patterns2. Cause and Effect: Mechanisms and Explanation3. Scale, Proportion, and Quantity4. Systems and System Models5. Energy and Matter: Flows, Cycles, and Conservation6. Structure and Function7. Stability and Change

www.nextgenscience.org

Study Group Formation

Split room in ½

Each ½ of room numbers off by 7s

Go to your number to form a group

Reading and Working Protocol

Turn to page 79 in the Appendix book

Everyone SKIM first 2 ½ pages in Appendix G

Find your numbered Crosscutting Concept and read:

DescriptionProgression across K-12

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NOTICE…

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NOTICE…

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First Grade: Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Fourth Grade: Develop a model of waves to describe the patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Middle School: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

NOTICE…

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First Grade: Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Fourth Grade: Develop a model of waves to describe the patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Middle School: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

NOTICE…

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First Grade: Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Fourth Grade: Develop a model of waves to describe the patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Middle School: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

NOTICE…

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First Grade: Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Fourth Grade: Develop a model of waves to describe the patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Middle School: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

NOTICE…

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First Grade: Use observations of the sun, moon, and stars to describe patterns that can be predicted.

Fourth Grade: Develop a model of waves to describe the patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Middle School: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

Reading and Working Protocol

• Everyone SKIM first 2 ½ pages in Appendix G

• Find your numbered Crosscutting Concept and read:– Description– Progression across K-12

• Discuss meaning of this CC• Create GRAPHIC (few words)

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Gallery Walk

• Post GRAPHIC with docent

• Stay on your side of the room!

• 2 minutes per poster – listen for the chime!

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PART TWO:PART TWO:

TARGETING ENGINEERINGTARGETING ENGINEERINGIN THE NGSS IN THE NGSS

WITH STEM DESIGN CHALLENGESWITH STEM DESIGN CHALLENGES

Reminder of Design ProcessReminder of Design Process

Design Squad/ PNNL

Family Engineering

NGSS

Family Engineering Design Process

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Give Me a Hand

• Be a Biomedical Engineer

• You will design a prosthetic hand/grabber

• Will pick up and move each of the objects (criteria)

• Use only the materials in your baggie (constraint)

• Operated by a variety of people on your team (constraint)

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Your Materials

DESIGN MATERIALS:FOR EACH TEAM

• 6 wooden craft sticks• 8 rubber bands of various

sizes• 3 paperclips• 2 index cards• 1 plastic spoon• 1 plastic fork• Masking tape

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TEST MATERIALS:FOR TEAMS TO

SHARE

• Cotton balls• Pencils• Containers of marbles• Plastic cups• Sheets of paper

Give Me a Hand

• You have 40 minutes– 10 for defining your

problem and developing a model

– 20 for testing your model– 10 minutes to

• analyze your data,• describe and draw

how you would optimize

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TIME TO EAT LUNCH !

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Design Challenge and Crosscutting Concepts

• Use the light green post-its and Crosscutting Concepts labels

• Choose the Crosscutting Concepts that your team agrees were present in the Give Me a Hand lesson

• Make evidence notes on the green post-it about where in the lesson that Crosscutting Concept was present

• Place your Post-it on the Sticky Bars Chart

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PART THREE:PART THREE:ACTION PLANNINGACTION PLANNING

Final Notes…Final Notes…• Please complete your evaluation

– Pick the method that best fits your level of responsibility

• Next Meeting:– April 17th – 10:00– Bring your Framework for K-12 Science Education Book– Bring your Action Plan Documents

• Drive safely!

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MAKING THE CASE…MAKING THE CASE…for STEM Educationfor STEM Education

STEM Leadership Network: Forum #2STEM Leadership Network: Forum #2January 23, 2014January 23, 2014

ESD 123ESD 123

Blue Mtn. RoomBlue Mtn. Room

Georgia Boatman & Peggy WillcutsGeorgia Boatman & Peggy Willcuts