STEM Leadership Team

October 8, 2013

Welcome!As you arrive, please form groups of 4-6

people.Help yourself to snacks and drinks.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! • 2014 South Sound Science and Engineering Fair at PLU is on

Saturday, March 22. Registration opens January 6, 2014. http://www.plu.edu/scifair • Foss Waterway Seaport: 8 Field Trips from Tacoma in October • Dates for STEM Leadership: 11/5, 12/10, 1/7/14, 2/4/14,

3/4/14, 4/8/14, 5/6/14 & 6/3/14 all in the duet or the quad• Adoption of Next Generation Science Standards by Randy Dorn.• NGSS Leadership Team—First meeting is on October 22nd

• I-Check training sessions: 10/17, 11/13 & 12/11 register on the PD calendar

• Udemy: https://www.udemy.com/from-systems-inquiry-application-to-the-ngss/?sl=BkoSdFo=

• K-2 Ecosystems at Pt. Defiance Zoo and Aquarium on 10/9 from 4:15-7:15 PM

• 3-5 Ecosystems at Pt. Defiance Zoo and Aquarium on 10/16 from 4:15-7:15 PM

• Review/revise STEM Leadership roster• Sign up for snacks• Janine Doney: Bungey Barbie

NormsNorms Promoting a Spirit of inquiry Pausing Paraphrasing—revoiceing Probing Putting ideas on the table Paying Attention to self and others Presuming positive intentions

Promoting a Spirit of inquiry Pausing Paraphrasing—revoiceing Probing Putting ideas on the table Paying Attention to self and others Presuming positive intentions

Learning Targets

• I can explain connections between CCSS and NGSS practices.

• I can explain and describe how claims and evidence build conceptual understanding.

• I can describe how my actions contribute to my effectiveness and success with those I work with as a STEM leader.

How do the pieces work together?

ELA

NGSS

MATH

STUDENTS

Using the ELA, MATH, & NGSS Practice Standards:

In groups of 4, work together to create a visual representation that highlights—

1.BIG ideas found in all 3 practices2.Connections & links between practices3.Common themes

Concept MapsThink about everything you know about force and motion. On sticky notes, write one idea on each sticky note. Use as many sticky notes as you want.

Work in groups of 4-6

Use arrows and linking verbs to connect all of your group’s sticky notes to the concept—force and motion.

--Linking verbs: examples include: contains, includes, can be, lives in, occurs in, have, like, which has, are, from, produces, causes

Tables Count off A & B

A’s visit B tables and concept maps

Compare and contrast scientific thinking, connections, questions

STOP

Switch

Constructing and Critiquing Arguments

On your own--Read page 41 and consider the concept maps on page 42

With a partner—Compare the work you did with the concept maps and the reading in the article

At your table—Discuss; •connections to the practices•Ideas you have about questioning

Can you balance the crayfish on your finger?

How many ways can you balance the crayfish on your finger?

What if we added two clothespins to the crayfish system?

Can you design a way to balance the crayfish on your finger?

With a partner use the white legal size paper and draw a diagram that explains how you or your partner were able to balance the crayfish on your finger—use pictures and words. What forces are involved in balancing the crayfish system?

Make eye contact with another pair in the room.

Work together to demonstrate/act out the science behind your diagram—no words can be used.

Return and revise your diagrams

Claim and Evidence

--Form a group of 4-6 people.

--Choose a diagram that best reflects the groups’ thinking around the science.

--Work with your group to write a claim based on evidence and provide your reasoning. Write your claim on a piece of white copy paper using marker and attach your claim to your diagram.

--Post your diagram and claim on the crayfish wall.

Take a Break!!

Introduction to Claims-Evidence Reasoning

How does the student discussion in the video connect with the work that you did so far?

How did the teacher’s questions clarify student understanding?

At your table discuss these two questions:

1. How does the student discussion in the video connect with the work that you did so far?

2. How did the teacher’s questions clarify student understanding?

Reflection—

Now I know that a claim using evidence is . . . .

What Do Effective Leaders Do?

1.Read individually.

2.Discuss various leadership roles that STEM leaders could take within a school site.

3.In your notebook, write 1-2 leadership roles you are willing to commit to for the 2013-14 school year around Science and STEM.

Learning Targets

•I can explain connections between CCSS and NGSS practices.•I can explain and describe how claims and evidence build conceptual understanding.•I can describe how my actions contribute to my effectiveness and success with those I work with as a STEM leader.

5 Dimensions Think about the work that we did tonight . . .Think about---connections to 5Dideas you will try in your classroomideas you will share with a colleague