MAKING THE CASE… for STEM Education STEM Leadership Network: Forum #2 January 23, 2014 ESD 123 Blue Mtn. Room Georgia Boatman & Peggy Willcuts
PREPARING YOUR STEM NOTEBOOK • Title for Today’s Page: • SLN 2013-2014 Forum #2 • January 23, 2014 • ESD 123 Blue Mt. Room
Tools for Your Use… • Quick inventory of table: • Table Box – take off the lid and set underneath • SLN Binder • Add elements from previous sessions
Remember your two lenses… Adult Learner Instructional Leader 5
AGENDA OVERVIEW Lunch ! • PART 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
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
PART ONE:DIPPING INTO THE RESEARCHNEXT GENERATION SCIENCE STANDARDSCrosscutting Concepts
Disciplinary Core IdeasPHYSICAL SCIENCES PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer LIFE SCIENCES LS1: From Molecules to Organisms: Structures and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3: Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity EARTH AND SPACE SCIENCES ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth and Human Activity ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE ETS1: Engineering Design ETS2: 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 www.nextgenscience.org Crosscutting Concepts1. Patterns 2. Cause and Effect: Mechanisms and Explanation 3. Scale, Proportion, and Quantity 4. Systems and System Models 5. Energy and Matter: Flows, Cycles, and Conservation 6. Structure and Function 7. Stability and Change
Disciplinary Core IdeasPHYSICAL SCIENCES PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer LIFE SCIENCES LS1: From Molecules to Organisms: Structures and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3: Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity EARTH AND SPACE SCIENCES ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth and Human Activity ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE ETS1: Engineering Design ETS2: 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 www.nextgenscience.org Crosscutting Concepts1. Patterns 2. Cause and Effect: Mechanisms and Explanation 3. Scale, Proportion, and Quantity 4. Systems and System Models 5. Energy and Matter: Flows, Cycles, and Conservation 6. Structure and Function 7. Stability and Change
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: • Description • Progression across K-12
NOTICE…
NOTICE… 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… First Grade: Use observationsof the sun, moon, and starsto describe patternsthat 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… First Grade: Use observations of the sun, moon, and stars to describe patterns that can be predicted. Fourth Grade: Develop a modelof wavesto describe the patternsin 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… 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 datafor 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… First Grade: Use observationsof the sun, moon, and starsto describe patternsthat can be predicted. Fourth Grade: Develop a modelof wavesto describe the patternsin terms of amplitude and wavelength and that waves can cause objects to move. Middle School: Analyze and interpret datafor 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)
Gallery Walk Post GRAPHIC with docent Stay on your side of the room! 2 minutes per poster – listen for the chime!
PART TWO:TARGETING ENGINEERINGIN THE NGSS WITH STEM DESIGN CHALLENGES
Family Engineering Reminder of Design Process NGSS Design Squad/ PNNL
Family Engineering Design Process
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)
Your Materials TEST MATERIALS: FOR TEAMS TO SHARE • Cotton balls • Pencils • Containers of marbles • Plastic cups • Sheets of paper 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
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
TIME TO EAT LUNCH !
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
PART THREE:ACTION PLANNING
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!
MAKING THE CASE… for STEM Education STEM Leadership Network: Forum #2 January 23, 2014 ESD 123 Blue Mtn. Room Georgia Boatman & Peggy Willcuts
