STEM Leadership Team November 6, 2012. Welcome! As you arrive, please form groups of 4-6 people at a...
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Transcript of STEM Leadership Team November 6, 2012. Welcome! As you arrive, please form groups of 4-6 people at a...
Welcome!As you arrive, please form groups of 4-6 people
at a table.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! New Members?• Celebrations! Eileen• STEM Leadership Dates— 12/11—Looking at BIG ideas in FOSS &
Making Connections to STEM, MX & Standards, 1/8, 2/5, 3/5, 4/9, 5/7, 6/4
• Science and Literacy: Dates have changed: November 16th and 30th; 4:30-6:30 PM @ PDC
• Washington State Laser Website—wastatelaser.org Lesson Upgrades
• Thermometer Check-out• Snacks—Michele Dimant, Cheryl Hackinen, Jennifer Streun, Eileen
McCafferty-Lent• Information list—please check and add/delete
Overarching GoalsOverarching GoalsParticipants will: Increase science content knowledge Understand the research on How People Learn Increase understanding of the Cross Cutting
Abilities and Big Ideas in science Connect new learning to classroom instruction
and instructional materials Increase leadership skills and strategies Be challenged to extend new learning beyond
our own classrooms
Participants will: Increase science content knowledge Understand the research on How People Learn Increase understanding of the Cross Cutting
Abilities and Big Ideas in science Connect new learning to classroom instruction
and instructional materials Increase leadership skills and strategies Be challenged to extend new learning beyond
our own classrooms
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
What’s the Work for 2012-2013?
Two items that we will focus on today1.Integrate engineering into the classroom2.What is the engineering component and what does it look like in classroom instruction.
Learning Targets
• I can describe the engineering design process.
• I can explain two strategies to integrate engineering into my classroom.
• I can describe and explain ways that I can advocate for science/STEM instruction in my building.
Rolling to a Stop
•Consider the ideas in Rolling to a Stop and respond to the question.
•Discuss with a partner.
•Connections to the balloon cars?
•Science?
What is an engineer? What is engineering? What is their role in technology?
http://www.youtube.com/watch?v=98OQpZPOnko
• Engineering is the application of science in the design of objects or machines that solve a problem.
• An engineer is someone who designs something to solve a problem.
• Are there any types of engineers that you know about?
• What is it that they do?
Types of Engineers What do they do?
What new things have you learned about engineers?
• What does Engineering look like for a kid?
• During the video, think about what Audri is doing that is the same or different from adult engineers. Be prepared to discuss.
• http://teachscience4all.wordpress.com/2012/03/27/audris-rube-goldberg-video
• Look at your object from the Mystery Bag. Consider the following:
• -How do you think engineering played a role in the design of your piece of technology? Look at the DETAILS within its design to help you decide.
• -What mistakes, flaws, or problems did the object’s DESIGN address?
• -What types of engineers played a role in the design or production of this piece of technology? How did they play a role?
• Think of different versions of your object. • -How has this object evolved or changed?• -What problems or challenges did the changes
address?• -What do you think engineers had to consider
when RE-DESIGNING the object?
Engineering Problem-Solving Design Process
Engineering Design Process Step
Description of Step
Ask Identify the problem.Determine design constraints (limitations on materials that can be used.)Consider relevant prior knowledge (science concepts.)
Imagine Brainstorm design ideas.Draw and label those ideas.
Plan Pick one idea.Draw and label the idea.Identify needed materials or conditions.
Create Carry out the plan; create the design.Test the design.
Improve Reflect on testing results.Plan for, create, and test a new (improved) design.
On an index card please respond to the following:
1.What will you take back and share at your school?
2.Next time—be ready to share the strategy, lesson, instructional practice that you shared at your school and with whom you shared--formative assessment
--What is an engineer?--Marshmallow challenge
Sum it up