Joseph Gale Elementary School
STEM Investment Plan
Written by:
Jomae Sica, FGSD TOSA;
Serena Fryer, Joseph Gale STEM Lead Teacher;
Melissa Carter, Joseph Gale Principal;
& Brian Hawkins, FGSD Director of Technology
April 26, 2013
1
Table of Contents
What is STEM?..................................................................................................................................................... 3
Why is Joseph Gale a STEM School?.................................................................................................................. 3
What are we trying to accomplish?....................................................................................................................... 3
What are the barriers we will encounter in trying to reach our goals?.................................................................. 5
How can we overcome those barriers? ................................................................................................................ 6
What assets do we already have?........................................................................................................................ 7
What is our plan for implementation? ................................................................................................................... 7
How will we build capacity? ................................................................................................................................ 16
How will we pursue investment opportunities?................................................................................................... 16
Appendix A: Joseph Gale Driver Diagram.......................................................................................................... 17
Appendix B: Joseph Gale Asset Map ................................................................................................................. 18
Appendix C: Joseph Gale Scope and Sequence ............................................................................................... 19
Appendix D: Master Unit Lesson Planner Template........................................................................................... 20
Appendix E: Joseph Gale STEM Timeline ......................................................................................................... 22
Appendix F: Theory of Change........................................................................................................................... 24
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What is STEM?
STEM education focuses on making coursework rigorous and relevant to students by emphasizing the
interconnectedness of science, technology, engineering, and mathematics and the application of problemsolving and critical thinking skills to unique learning situations. The goal of increased K-12 STEM education is
to better prepare students for career and citizenship. We need to prepare the workforce to innovate products in
energy and healthcare that will solve societal problems, transform how we communicate, increase productivity
in the workplace, and provide entertainment and pastimes. In order to understand the implications of the
research and the outcomes associated with STEM products in the 21st century, we need a STEM-literate
society that will capitalize on these advancements. The focus on rigor in the classroom will benefit the
development of this literacy, but of equal importance is the educational content’s relevance to students so they
will be inspired to pursue STEM-related professions.
Why is Joseph Gale a STEM School?
Joseph Gale opened its doors this year in a brand new, Gold LEED certified, building which is staffed by
enthusiastic staff who are ready to transform their teaching practices and inspire the scientists and engineers
of tomorrow through the development of STEM education in our building. We are situated in close proximity to
many potential STEM support resources such as wetlands and healthcare, and we are planning an on-site
garden that will be built in the summer of 2013. We are passionate in the belief that the best way to bolster the
science and math education of our students is to create a trans-disciplinary approach where science and
engineering become the interface where students must put all of the skills they acquire in other disciplines to
work. STEM will provide students with the relevance and engagement they desire by utilizing their skills to
solve real world problems. We will pave the way for STEM education in our district and serve as a model
school that will mentor our other five elementary schools in the future.
What are we trying to accomplish?
Our Vision: To inspire lifelong problem solvers.
Our Mission: To foster an academic community of creativity, confidence, and character.
Expanded Vision:
Five years from now, we will integrate the features of a LEED certified building into instruction so that students
understand and can explain to the community the societal impact they have by utilizing solar power, filtering
water naturally, and growing and composting their own food. We want students to see themselves as capable,
intelligent problems solvers that realize the best learning happens when faced with challenges which can lead
to failure or making mistakes. Learning to persist in the face of these obstacles is what will make them
successful in their personal and professional lives producing the STEM literate society we need to lead this
nation into the 21st century and beyond with their innovations and ingenuity.
To bridge the gap between teaching in our building and teaching with our building, we will start by building a
school garden that will have a raised bed for each grade level. It is our goal that we can embrace true farm to
table sustainable practices by growing our own vegetables to use in our cafeteria food service, recycling food
scraps as compost, and then returning the nutrients to the beds which will greatly reduce the amount of waste
generated by the school. We will work to capture and store the water to fully utilize the natural water filtration
system built into the building as a learning opportunity. Students will capture and store the water so that it will
be used to feed their garden and reduce the amount of wastewater sent to the treatment plant to be processed.
The solar panels provide a great opportunity for students to understand how the sun’s energy can be used to
provide electricity as well as how the energy is transferred and stored. Helping our students to understand why
our lighting is triggered by motion sensors and adapts to the amount of natural light in the room will be a
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natural follow-up to learning about the functioning of the solar panels. This will help to tie these ideas back to
the social duty of conserving water and energy so more can be given back to the community.
The following tables describe student experiences at each grade level that correspond to the NGSS standards
and that highlight a sustainable feature of the building.
1
Student Experiences with Gardens
Students will investigate what plants need to survive by growing vegetable starts.
Students will demonstrate how plants use their parts to survive and grow by creating a commercial
on proper planting techniques.
2
3
Students will design an investigation to test the factors affecting plant growth in the garden.
Students will design an investigation to test cross pollination of similar vegetables.
4
Students will educate community on proper harvesting techniques that protect the structure of the
plants that help them survive & grow.
Grade
K
3
Student Experiences with Water Systems (Hydrology)
Students will create an advertisement that promotes water conservation.
N/A
Students will design solutions to slow or stop erosion.
Students will study weather patterns to advise the school what types of vegetables to plant and
when to plant the vegetable starts.
4
Students will design an investigation to study the factors that affect erosion.
Grade
K
1
2
Grade
K
1
2
3
4
Student Experiences with Solar Panels (Energy & Electricity)
Students will investigate and present how the sun's energy changes the temperature of Earth
materials.
Students will investigate and present how different materials absorb, reflect, or transmit the sun's
energy.
Students will analyze data from previous grades to determine which materials are the best suited for
solar panels based on their properties.
N/A
Students will model and educate community on how electricity is generated through the school's
solar panels, given back to the community, and minimizes carbon footprint.
Transformation to this vision of STEM education will be accomplished by striving towards the following goals,
one from each of Partnership Theory of Change vertices shown in Appendix F:
Student Outcomes:
1. (Application of Conceptual Knowledge) Students will be able to apply knowledge of science to
understanding natural systems.
2. (Cognitive Skills) Students will be able to apply knowledge and skills to novel problems and/or
situations.
3. (Academic Engagement) Students demonstrate high quality participation in academic work, including
effort (hard work, exertion, follow-through) and enthusiasm (interest, curiosity).
Joseph Gale Theory of Change:
1. If we want to inspire lifelong problems solvers, then students need to learn the basics of their core
content areas (reading, writing, mathematics, science, and social studies) so that they can apply their
knowledge and skills in these disciplines to novel situations that are engaging and hold high interest for
them.
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2. If we want students to be enthusiastic about applying their knowledge and skills in STEM subjects and
disciplines, then teachers will need to facilitators of their classroom though inquiry and technology,
master content knowledge to elicit deep application and connections between the core disciplines, and
develop cohesive units that make real world connections and foster relevance to life outside the
classroom walls.
3. If we want to support teachers and students in reaching the aforementioned outcomes, the school
leadership, the NIC, and the PMSP (Portland Metro STEM Partnership) must provide professional
development for teachers to expand their pedagogical content knowledge and effective instructional
practices as well as increase teacher self-efficacy, make connections to organizations that can provide
programming and experts to make experiences relevant, and provide technology resources so that
learning experiences can be authentic.
Teacher Outcomes:
1. (Pedagogical Content Knowledge)
a. Teachers’ understanding and use of the effective strategies for specific STEM topics including
strategies to engage students in inquiry, represent STEM phenomena, and guide discourse
about the STEM topic.
b. Teachers’ integration of technology to enhance instruction in meaningful and appropriate ways
to promote key student College and Career Readiness outcomes.
2. (Effective Instructional Practices) Emphasize deep content knowledge and higher-order cognitive skills
by addressing goals in both areas.
3. (Supportive Teacher-Student relationships)
a. Facilitate active engagement of students in their learning.
b. Implement learning activities that students find to be relevant, important, worthwhile, and
connected to their cultural and personal lives outside of the classroom.
Our Focus: Sustainability
We are proud of the deep roots that Forest Grove has in agriculture and forestry and are committed to
continuing the development of these fields in our area to support our local economy. As we look into the future
of these industries, it is necessary to focus on practices that will provide the maximum amount of product from
the land while doing the least damage to it and making sure that it is available for future generations to enjoy
and profit from as we have.
What are the barriers we will encounter in trying to reach our goals?
In support of our outcomes-based approach to identifying investment opportunities, we used Driver Diagrams
as a tool to help our school staff identify and describe appropriate solutions and classroom interventions. The
process helps to describe the relationship between a STEM education outcome, the primary causes for
underperformance, and the proposed solutions for increasing achievement of that target, thus allowing us to
explore existing assets and identify new investments necessary for STEM transformation. The driver diagram
shown in Appendix A, displays the outcomes or goals we are trying to accomplish at the left, the barriers we
anticipate running into while trying to accomplish these goals and possible solutions to those barriers on the
right.
Each barrier listed links to one, two or all three of the desired outcomes. Design and implementation of an
effective STEM curriculum is the barrier that connects all three outcomes and is placed as the highest
immediate priority. There is currently no common curriculum based on grade level standards being utilized so
we feel that this is the perfect time to start fresh with the Next Generation Science Standards (NGSS), create a
curriculum map based on the new standards and skills, and begin to design units that integrate all four of the
STEM disciplines. This work must be in place before we will be able to achieve applying scientific knowledge to
unique problems which will bolster enthusiasm for STEM disciplines.
Directly related to the curriculum design are the barriers pertaining to knowledge of the inquiry process and
how it is used to study science such as: creating real world problems for students to investigate in our school
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setting, access to technology, and a master schedule that supports uninterrupted blocks of time where
students will not be pulled out of the classroom. Out of these barriers the highest priority is establishment of the
master schedule to support STEM education. Elementary schools rightfully focus on reading, writing, and
mathematics; since these are the foundational skills needed to prepare students for college and career. With
implementation of the Common Core State Standards in these content areas next year, there will be a large
shift in curriculum at every grade level as skills and knowledge move down two to three grade levels. The
reason for this shift is the recognition by researchers that students need to be presented with a more rigorous
curriculum in order that the students are able to be successful in college and career. STEM is the area where
students will utilize all the skills acquired in other foundational disciplines and find relevance by learning about
their natural world, applying what they have learned in inquiry and engineering tasks, and be able to
communicate their findings effectively. Therefore establishing dedicated time for these learning opportunities in
the master schedule is a necessity.
The last major barrier is that currently the STEM lead teacher is a 0.2 position and she has limited time to
research and lead the necessary professional development that will need to take place in order to educate and
co-teach lessons with the other first and second grade teachers. This means that we will need to think
creatively of how to allocate this position and/or seek additional funding or provide supports to the position.
How can we overcome those barriers?
Since this is a planning year, the staff has started with creating a scope and sequence, shown in Appendix C,
that is based on the second draft of the NGSS released in November of 2012. The scope and sequence places
one STEM strand of study into each trimester of the year beginning with physical science, followed by earth
and space science, and culminates in life science. Arranging our scope and sequence so that each grade has
units from the same strand in each of the trimesters will foster cross grade interactions. Having life science in
the third trimester allows all grades to participate in various aspects of the garden. The scope and sequence
demonstrates how the NGSS standards spiral through the grade levels by developing more depth in the topic.
For example, in second grade students will examine what creates a force like a push or a pull, and that is
followed in third grade with looking at how forces cause object to move or stay in place by having balanced and
unbalanced forces.
This summer the staff will participate in professional development in the areas of scientific practices, scientific
discourse, and technology integration as well as curriculum planning time to create units of study around these
standards. With implementation of Common Core happening next year, it will be essential to explicitly state the
supporting mathematics, reading, and writing standards that accompany the skills and knowledge of the
science standards. NGSS facilitates this process by cross referencing the related Common Core standards at
the bottom of each content strand. To make these true STEM units, integration of technology along with the
scientific practices of inquiry and engineering will be part of the plan for each unit to make sure that students
have an authentic opportunity to apply their knowledge. The explicit connections between the STEM
disciplines, Common Core math and literacy standards, planning of supplies, as well as community members
or organizations that can assist in the implementation of this unit will all be addressed through the unwrapping
of each standard in the summer and creating a unit master unit plan using the template in Appendix D. The unit
plans will go through piloting first by our lead teacher and then co-taught with the classroom and lead teacher.
As staff gains familiarity and confidence with the content and processes of teaching science, the lead teacher
will take on a coaching role, supporting and giving feedback to the classroom teachers.
As the curriculum plan develops over the next six months, science supplies and materials will need to be
purchased to ensure that students have an authentic experience when designing and participating in inquiry
labs and engineering projects. In addition, contacts with potential partners will need to be made so that we can
increase relevance by taking students to see what they are studying, bring experts from our area in to share
their knowledge as well as introduce students to STEM careers, and activate our parent base to maximize the
participation and support they can provide. Last, coordination with our district technology office to resolve
problems with students shared drives, increase number of portable electronic devices (iPad/iPod/laptop) so
that they are available at a minimum in classroom sets and preferentially one to one devices, invest in
coordinating scientific probe ware, and investigate the possibility of onsite tech support.
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What assets do we already have?
The Portland Metro STEM Partnership has adopted an assets-based approach to school transformation based
on the rationale that, contrary to a needs-based approach, strategically aligning existing assets and leveraging
assets will result in the development of policies and activities that are based on the strengths and abilities of
the school community.
Asset mapping is a positive approach to community development that allows a diverse array of stakeholders to
collectively brainstorm the social, economic, and physical aspects of the school and community environment,
and begin to think about using them strategically to achieve their outcomes.
The Asset Map in Appendix B displays the many facets of Forest Grove and the surrounding community that
could be utilized in order to make STEM education a reality at Joseph Gale. We held a community meeting in
October to gather input on possible assets that were available. Most of the attendees were parents, teachers,
and administrators; but we were delighted to broaden our scope and hear about other businesses and
nonprofits that we were unaware existed.
The two categories that produced the broadest results were “Economic” and “Services.” In looking at our
surrounding economy, it is clear that it is deeply rooted in agriculture with organizations like Pacific Harvest
and Grain, Farm Bureau and the many local landscaping suppliers and wineries. This resonates with our focus
on sustainability and growing the future work force of this community. Also related to our theme of
sustainability, is the Bonneville dam, local hatcheries, Stubb Stewart State Park, Clean Water Services, Fern
Hill Wetlands, and the Tillamook Forestry Center which can hopefully provide venues for our students to see
green energy at work and how to preserve our environment for many future generations. Since we will not
always be able to bring students out into the field to directly observe STEM in action it will be imperative that
we make the most of our Gold LEED certified building by building gardens to support our life science
investigations, study the water cycle through our natural water filtration system, and learn about how much
energy we give back to the grid each summer with our solar panels.
Connections on our asset map are already becoming apparent as we have piloted a couple of units this year.
This year a first grade class learned about the water cycle, but this year she had her students apply their
knowledge through an added an engineering practice at the end of the unit. Her students built rain gauges
designed around the constraint of the wind out of various household supplies like skewers and cardboard cups.
The students went through two rounds of building, where they were allowed to examine their successes and
failures and redesign/rebuild based on their previous experiences. Clean Water Services could help make a
connection between their content, school and the outside world explaining how water is filtered naturally in the
environment as is done in the school’s rain garden as well as introduce students to careers related to water. In
the second grade classrooms, students raised rainbow trout eggs to fry and released them back into the rivers.
They incorporated cross curricular language content and skills by reading nonfiction text about the trout life
cycle and writing in an observational log as the days progressed. Connections here could be two the
Bonneville Dam, ODE, local fish hatcheries, and NW Steelheaders so that students can how built structures
impact fish in their environment and how the hatcheries help control the populations of species tracked by
ODE.
What is our plan for implementation?
The plan for phased implementation of instruction at Joseph Gale is for grades 1 and 2 to develop STEM units
based on NGSS standards during the Spring and Summer of 2013 using the unit planner in Appendix D. The
dates for unit development are still to be determined by the teachers involved. These units will be taught during
the 2013-14 and 2014-15 school years with one unit being presented each trimester as shown in the scope
and sequence in Appendix C. At this point the STEM Lead Teacher will work with grades 1 and 2 in 2013-14
school year to co-teach the first grade units and will follow with the second grade units in 2014-15. This will
enable teachers to share in the planning and preparation of the units and make sure that all students in a
blended classroom get the chance to learn the science content of all the grade levels. Each unit will be based
on one of the three Science strands: Life Science, Earth and Space Science, and Physical Science.
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If successful in the first year, a similar plan will be used in the subsequent years for the other grade levels. This
will give the Lead Teacher the ability to focus their coaching and planning support on the grade levels currently
in their first year of implementing. During the spring and summer of 2014, grades 3 and 4 will spend time
planning their units that is based on the NGSS standards which will be taught during the 2014-15. In the Spring
and summer 2015, Kindergarten will plan their units for 2015-16 when they will have a full day Kindergarten.
Once planning has been completed by the by each grade level, classroom materials will be purchased and
business and community partner relationships will be developed.
The description that details how the staff, students and community of Joseph Gale will address each of the
student and teacher outcomes during implementation can be found on the following pages .
For the full five-year implementation plan see Appendix E.
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Student Outcome 1: (Application of Conceptual Knowledge) Students will be able to apply knowledge of science to understanding natural systems.
Strategy
1. Increased access
to technology
Description
Goal: 1 to 1
devices for all
students
Purpose
Students will have access to up
to date information and
databases to gather facts and
information.
Timeline
ASAP
Students will learn how to source
reliable information.
2. Field Trips
2 per grade level
each year
Technology enables students to
research ideas, collect data,
explore natural phenomena in
simulations, and communicate
these ideas to each other and
their school community.
Students need to see the real life
application of classroom content.
1 time per unit of
study for each
grade level
Students can interact with
experts from the field who can
answer questions in depth and
provide them with context.
Existing: Building wired
for Wi-Fi, one computer
lab w/ laptops, class set
of iPads, 4 desktops in
each classroom, SMART
boards, in all
classrooms.
Partner(s)
District Office
Apple Computers
SMART Technology
ELMO
Epson
Cisco
Needed:
2 rolling class sets of
laptops
5 class sets of iPad/mini
Goal: 200 iPads/mini
Fall and Spring
each year
Taking students out into the field
to see and experience STEM
work and careers in action.
3. Guest Speakers
Resources
Existing: Funding
through grants to
cover bus costs and
entry fees.
Tillamook Forestry
Center, Clean Water,
Farm Bureau, Jackson
Bottom Wetlands
Needed: Sustainable
annual support.
Fall, Winter, &
Spring each
year
Existing:
Will Hornyak (CWS),
Leroy Schultz-trout
expert, OMSI Traveling
Programs, OCA
Outreach Program
Box Top Funding
Experts Needed:
Solar panel,
materials scientist,
farming/nursery,
cross breeding of plants,
civil engineering,
meteorologist, PGE
Clean Water, OMSI,
Oregon Coast
Aquarium, News
stations, utility
companies, Bonneville
Dam, ODOT, NW
Steelheaders,
Department of Fish &
Game
Also needed:
Sustainable expenses
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for assemblies.
Student Outcome 2: (Cognitive Skills) Students will be able to apply knowledge and skills to novel problems and/or situations.
Strategy
Description
Purpose
Timeline
Resources
Partner(s)
1. Inquiry
1 time per year at
Students will use
Teachers will need to
Existing Garden:
Boy Scouts, District
each grade level.
content to inform and
determine what
Plans from students
Office, OSU Extension
predict investigations. content best suits
Boy Scouts will build
Office
inquiry investigations
in Spring ’13 as Eagle
Improve problem
and insert into
Scout Project
solving techniques via appropriate trimester.
the scientific method.
Needed: Gloves,
Trowels, String, Tape
measures, Hand rakes
Dirt, Seeds ,
Containers to grow
starts
2.
Engineering
1 time per year at
each grade level.
Students will use
content to create and
build a useful product.
Students will have the
opportunity to revise
and improve their
product based on
previous success or
failure.
Teachers will need to
determine what
content best suits
inquiry investigations
and insert into
appropriate trimester.
Needed:
No science equipment
currently exists so
many products will
need to be purchased
such as:
Solar panel supplies
kits
Electrical circuits
Beakers-various sizes
Graduated cylinders
Tuning forks
Drums
Flashlights
Lamps and light bulbs
Push carts
thermometers
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Student Outcome 3: (Academic Engagement) Students demonstrate high quality participation in academic work, including effort (hard work,
exertion, follow-through) and enthusiasm (interest, curiosity).
Strategy
Description
Purpose
Timeline
Resources
Partner(s)
1. Utilizing building
At least once each To teach with the building.
As often as
Building Features:
Experts for each field.
LEED features
trimester as
Bring relevance to students
possible. Life
Solar Panels, Outdoor
appropriate.
by connecting the learning in
science will
Garden Areas, Water
their curriculum standards to
primarily use the
Systems
features in their LEED
gardens while the
certified building that they see physical sciences
every day. Citizenship also
will utilize the
plays a role in communicating panels. The rain
learning to other grades and
filtration system
their school community.
will see most
application in
Earth sciences.
2. Field Trips
Two per grade
Taking students out into the
Fall and Spring
See outcome 1 above See outcome 1 above
level each year
field to see and experience
each year
STEM work and careers in
action. This will allow
students to see professionals
utilizing their content
knowledge and skills, thus
creating purpose for the
learning.
4. Guest Speakers
Once per unit of
Inspire students to pursue
Fall, Winter, &
See outcome 1 above. See outcome 1 above
study for each
careers in their fields. Have
Spring each year
grade level.
questions answered by an
expert. Generate new
questions and enthusiasm
about topics. It is important
for students to see that
people like them are doing
STEM work in the field while
making important
contributions to society.
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Teacher Outcome 1: (Pedagogical Content Knowledge)
• Teachers’ understanding and use of the effective strategies for specific STEM topics including strategies to engage students in inquiry,
represent STEM phenomena, and guide discourse about the STEM topic.
• Teachers’ integration of technology to enhance instruction in meaningful and appropriate ways to promote key student College and Career
Readiness outcomes.
Strategy
Description
Purpose
Timeline
Resources
Partner(s)
1. Master Schedule
Teachers will plan
Uninterrupted time
Fall, Winter, Spring
NA
Administration and
time for one STEM
where no students are
Teachers
unit per trimester per pulled out for
grade level.
interventions. So that
teachers can plan
lessons that apply
STEM inside and
outside of the classroom
when needed and all
students will be
available to participate.
Collaboration time for
2. PD Science
Teachers will plan
Teachers have time to
Spring, summer and
Intel
teachers in grade level
Content
one comprehensive
plan together as a team. fall of 2013 for initial
NSTA
st
teams
during
school
STEM unit per
They have access to
roll out year in 1 and
year and over the
trimester per grade
necessary student
2nd
summer.
level.
misconceptions, content
($40/hr/teacher)
knowledge, resources,
Spring, summer and
and pedagogy to deliver fall of 2014 and 2015
Funds to purchase
STEM unit. They have
for subsequent grades curriculum and
support as they deliver
materials/resources.
content and work with
Access to experts in
unfamiliar activities.
fields of study.
In-building STEM
Coach.
3.
PD Technology
Teachers will
participate in training
on the use of devices
being purchased for
the school. Lesson
plans which use
technology.
Teachers need to
understand and have
experience with the
technology so that they
can choose the
technology tools that
are most appropriate for
For teachers of grades
1 & 2, Fall 2013.
Technology Trainer
(outside person,
EdTech Cadre, other)
In-building STEM
Coach.
District Office
Apple Computers
SMART Technology
ELMO
Epson
Cisco
12
This will be included in
the building’s
technology
implementation plan.
acquiring specific skills
and knowledge.
Teacher Outcome 2: (Effective Instructional Practices) Emphasize deep content knowledge and higher-order cognitive skills by addressing goals in
both areas.
Strategy
Description
Purpose
Timeline
Resources
Partner(s)
1. PD on inquiry
Teachers will learn to
Inquiry is one of the
Fall/Winter 2013-14
Staff development
STEM Center-Teacher
based discourse
ask questions that are foundations of
time
Academy
open ended which will teaching STEM.
generate multiple
Inquiry is about asking
STEM Center courses Visits to other schools
responses.
good questions that
in partnerships to
stimulate thinking and
In-building STEM
observe
problem solving.
Coach
Teachers need
training on what these
questions look and
sound like.
2. PD on teaching
Teachers will make
Shifting the role of
Fall/Winter 2013-14
Staff development
STEM Center-Teacher
and running a
classrooms studentteacher from expert to
time
Academy
classroom as a
centered where
facilitator is another
facilitator
teachers connect
foundation of teaching
STEM Center courses Visits to other schools
students to resources
STEM. Teachers
in partnerships to
and materials.
have little experience
In-building STEM
observe
with this role. They
Coach
need training and
practice to feel
comfortable making
the shift.
3. Learning from
Identify and connect
Learn from the
Ongoing throughout
STEM Lead Teacher
NSTA Conference
other successful
with teachers at other
experience of others.
the year
STEM programs
STEM elementary
Share resources and
Research
Navajo Elementary in
schools.
ideas.
AZ
Science and
Technology
STEM Partnership
conferences
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Teacher Outcome 3: (Supportive Teacher-Student relationships)
• Facilitate active engagement of students in their learning.
• Implement learning activities that students find to be relevant, important, worthwhile, and connected to their cultural and personal lives
outside of the classroom.
Strategy
Description
Purpose
Timeline
Resources
Partner(s)
1.
2.
Planning of transdisciplinary units
Building STEM
confidence
Teachers plan one
comprehensive STEM
unit for each trimester
per grade level.
Teachers will plan one
comprehensive STEM
unit for each trimester
per grade level.
Each unit includes
explicit character traits
that build perseverance
necessary for success in
STEM.
3.
Teachers monitor
and adjust lessons
Flexibility to extend
lessons to deepen
content knowledge or
take more time on a
given standard than
originally planned.
Teachers have time to
plan together as a team.
They have access to
necessary content
knowledge, resources,
and pedagogy to deliver
STEM unit. They have
support as they deliver
content and work with
unfamiliar activities.
Spring, summer and fall
of 2013 for initial roll out
st
nd
year in 1 and 2
Our vision as teachers is
to inspire life-long
problem solvers. We
aim to build the
confidence of children
and help them see
themselves as capable
in any situation, easy or
hard. These skills must
be embedded into the
STEM curriculum and
into the way that
teachers communicate
with students. Teachers
need training on what
this looks and sounds
like.
Consistent,
uninterrupted period of
time where all students
are in class and
teachers have flexibility
in the delivery of
curriculum. Teachers
will deliver lessons that
apply STEM inside and
Unit planning in spring
and summer of 2013,
14, 15.
Spring, summer and fall
of 2014 and 2015 for
subsequent grades
Collaboration time for
teachers.
Intel
Funds to purchase
materials/resources.
Access to experts.
Funds to pay for inbuilding STEM Coach
Staff development by
STEM Center and
coaching by Lead
Teacher
Schedule planned in
spring/summer for 201314 school year.
Maintain PBIS team and
training with school
rules.
Administrator and Staff
Team meets monthly.
STEM Center
Intel
Teachers deliver
expectations each
trimester.
Collaboration time for
teachers.
Training for Lead
Teacher and time to
share knowledge with
staff.
Master schedule that
supports uninterrupted
time for STEM
instruction.
Administration and
Teachers
Reevaluated as a staff
for the 2014-15 school
14
outside of the
classroom. They will
have time for lessons
and activities to go
deeper.
year.
15
How will we build capacity?
A challenge that we are trying to overcome is where to find PLC time dedicated to STEM. At least one is
needed per trimester so it needs to be determined by the superintendent and principal when this time can take
place such as: staff development days, sub release days, and finding the funding to support it. The current
PLC time is dedicated to math, literacy, and common core standards, leaving little time for STEM. The staff of
Joseph Gale will participate in targeted professional development that supports the identified assessment
measures detailed at the end of this document. Some of this professional development will be done through
participation in the Portland Metro STEM Partnership Teacher Academy courses. Additionally, teachers will
work on their professional practice by working with the STEM Lead Teacher to teach the STEM units created
by the Joseph Gale staff.
The staff of Joseph Gale will also work with community and business partners after the STEM units are
developed to find individuals who can come into the school to work with staff to develop their expertise about
the content as well as to work with students to share how the work that the students are doing in class will
translate to a real-world career. There will also be efforts made to find possible mentors for students who want
to explore subject areas more deeply than happens in the classroom. Last, taking students outside the
classroom to visit professionals in their workplace settings to observe STEM in action is needed so field trips
will be explored as an option as well.
The school will hold an Engineering and Geometry Fair in April of 2013. The goal of this fair is to have students
come with their families and participate in assembling block buildings, symmetry painting, and building
structures out of wooden dowels that are all leveled by grade appropriateness. During this fair, common core
geometry standards will be given to parents so that they can start to understand what will be coming next year
for increased math rigor. Another way to engage parents is to hold a STEM fair as part of parent teacher
conferences next year to display students work from the first and second grade so that parents and students
can see what happens when students combine their knowledge and skills of reading, writing, math, and
science.
How will we pursue investment opportunities?
Joseph Gale staff will identify possible partners from the local and broader community and meet with them to
share the vision that the school and staff have for STEM. During that meeting, staff will offer the potential
partners the opportunity to identify how they would like to be involved in the STEM program in the building.
This could be in terms of materials, time and, possibly, funds. The message that is taken to the potential
partners needs to be one in which the staff of Joseph Gale clearly articulate the importance of STEM, how
STEM impacts the local community and economy and potential benefits for the community and the
organization in particular. Of primary importance is the development of relationships between the staff and
students of Joseph Gale and the possible partners prior to making a request for donations whether in the form
of material, time or dollars.
16
Barriers
Appendix A: Joseph Gale Driver
Diagram
Solutions
Outcomes
Students demonstrate high
Time/Schedule
Periods of uninterrupted time where no kids leave
quality participation in
and teachers have flexibility
academic work including
Direct instruction in one half of day and inquiry/specials
effort and enthusiasm
in other half
Full Day Kindergarten or a time/day set aside for STEM
Lessons with multiple
objectives-subjects
Treat STEM as a vehicle to make
gains in other subjects
Revamp current schedule
Curriculum
Purchase materials, and basic science tools
Team planning for thematic instruction and
integration of subjects/standards
Create a curriculum map
Teacher and Student
Training on how to ask good questions
behaviors
Character education and explicit goals
Teacher learns to take a different role,
be comfortable as facilitator
Students will be able to
Alternatives to worksheets
demonstrate knowledge and
skills to novel problems and or
Teach effort, follow through, grit, learn from failure
Technology
situations
Examine district barriers/limitations (ie student share drives)
ipads
ipods
Laptops
Computers
Teacher training on how to use and integrate technology
Adult tech support in the building
Get/increase class sets to 35-40 devices
Year-round access to devices by every student
Students will be able to apply
knowledge of science to
Learn from other innovative programs
Hands on/Inquiry Lessons
understanding natural problems
PD on inquiry, teach us what this looks like
Parents and volunteers to support teachers
Ability/permission to monitor and adjust lessons/timing
Access real life problems
at school
More field trips/leaving school grounds/going outside
More assemblies/class guests that support
curriculum
17
Appendix B: Joseph Gale Asset Map
18
Appendix C: Joseph Gale Scope and Sequence based on Draft 2 of the Next Generation Science
Standards
Legend:
Orange
Energy &
Forces
Grade
K
1
Pink
Waves
Yellow
Matter
3
4
Green
Life
Fall- Energy
Winter- Earth
Spring-Plants/Animals
4th Unit (Blend)
(WEA) Energy- Sun
(SPM) MatterObservable properties,
Solid/Liquid,
Classification
(OTE) Plants/AnimalsNeeds
NA
Explore weather,
foundation of
understanding for impact
of weather on their lives
Investigating questions,
patterns, observation
Look at needs and that
animals live in places where
needs are met
(LS) Waves- Sound,
Light
Basic properties, conduct
investigations
2
Blue
Earth
(PC) Earth- Natural
Patterns, Objects in
Sky, Cycles vs
Start/Stop
Describe and identify
patterns and cycles of
natural events
(SF) Plants/AnimalsExternal parts, Grow and
Change
NA
How parts are used to meet
needs, using models
(IOS) Plants/AnimalsDependence on
Environment, Habitat
Features, Survival
(SPM) MatterProperties,
Size/Weight,
Changes in states
(PP) Forces- Speed,
Motion, Push/Pull,
Friction
(ECS) Earth- Water,
Wind, Landforms
Conduct investigations to
examine relationships
Cause and effect, create
models, develop
solutions
Sustainability, systems
(IF) ForcesUn/Balanced forces,
Motion,
Electric/Magnetic forces
(WCI) Earth- Weather
Data, Climate, Hazards
(EIO) Plants/AnimalsHabitats, Resources,
Environmental Change
Define "force", conduct
investigations
weather vs climate,
create models, analyze
data, design/compare
solutions, impact of
technology
Sustainability and change,
life on Earth has changed
from long ago
(E) Energy- Changes,
Motion, Transfer,
Storage, Non/Renewable
(PSE) Earth- Erosion,
Weathering,
Rocks/Minerals, Maps,
Hazards
(SFS) Plants/AnimalsInternal and External
Structures in Plants and
Animals, Classify based
on Structures
(WAV) WavesAmplitude, Length,
Transfer, Distance,
Sources
understand there are
several forms, look at
technologies that store,
transport, and transform
energy to power
experiments, control
variables, identify
evidence, cause and
effect
models, data collection,
structure and function
how waves transmit
information,
communication
technologies
measuring, testing,
and analyizing data,
apply knowledge to
real world
(LCT)
Plants/Animals- Life
Cycles, Traits
(Inherited and
Environmental)
Use evidence to
understand that traits
are inherited and/or
affected by
environment and
there are variations
over time
19
Appendix D: Master Unit Lesson Planner Template
STEM Unit Planning Page
Joseph Gale Elementary
GradeTrimesterNGSS
Unit Theme(s):
Students who demonstrate understanding can:
Science and Engineering Practices:
Core Ideas:
Cross Cutting Ideas:
Academic Skills
Academic Vocabulary: (10-20 words)
Math Skills Addressed:
Literacy Skills Addressed:
20
Lesson Planning
Major Project/Experiment:
Question:
Research:
Way of Communicating Findings:
Technology:
Other Activities:
Input
Books:
Songs/Chants:
Other:
Community Contacts/Organizations:
One time list of supplies (non consumables):
Annual list of supplies (consumables):
21
Appendix E: Joseph Gale STEM Timeline
2012-13
Who is Responsible?
Time of Year
Planning of 1st and 2nd grade curriculum
What is the task?
Lead Teacher and 1st/2nd
grade teacher(s)
Spring-Summer 2013
Summer Professional Development through STEM
Center
Plan and construct learning garden
Melissa Carter and Staff
Summer 2013
Matt Jones & Serena
Fryer
Brian Hawkins, Melissa
Carter
Emily Saxton, Serena
Fryer, Staff, Students
Spring-Summer 2013
Matt Jones
All teachers
April 2013
Winter & Spring
Implement 1st & 2nd grade curriculum (grade 1
standards)
Lead Teacher and 1st/2nd
grade teacher(s)
Fall, Winter, & Spring
Planning of 3rd and 4th grade curriculum
Lead Teacher and 3rd/4th
grade teacher(s)
Spring-Summer 2014
STEM PLC
Lead Teacher and 1st/2nd
grade teacher(s)
One half day in
towards the end of
each trimester Fall,
Winter & Spring
STEM Showcase
Lead Teacher and 1st/2nd
grade teacher(s)
Spring ConferencesMarch 2014
Summer Professional Development through STEM
Center
NIC Formation
Melissa Carter and Staff
Summer 2014
Brian Hawkins, Jomae
Sica, Lead Teacher
Sept-Oct 2013
Asset Mapping 2.0
Brian Hawkins, Jomae
Sica, Lead Teacher
Sept-Oct 2013
Identify Business Partners
Brian Hawkins, Jomae
Sica, Lead Teacher
Sept-Oct 2013
Revisit Barriers & Solutions
Melissa Carter and Staff
Sept 2013
Implement 1st & 2nd grade curriculum (grade 2
standards)
Implementation of 3rd and 4th grade curriculum (grade 3
standards)
Lead Teacher and 1st/2nd
grade teacher(s)
Lead Teacher and 3rd/4th
grade teacher(s)
Fall, Winter, & Spring
Planning of Kindergarten curriculum
Lead Teacher and
Kindergarten Teacher(s)
Spring -Summer
2015
Identify a new STEM Lead Teacher
Student and Staff Survey for Measurement
Plan and Enact Geometry & Engineering Fair
Piloting of curriculum
Spring 2013
Spring 2013
2013-14
2014-15
Fall, Winter, & Spring
22
STEM PLC
Lead Teacher and 1st/2nd
grade teacher(s)
STEM Showcase
Lead Teacher and 1st,
2nd, 3rd, & 4th grade
teacher(s)
Summer Professional Development through STEM
Center
Melissa Carter and Staff
Summer 2015
NIC Review & Evaluation
Brian Hawkins, Jomae
Sica, Lead Teacher
Melissa Carter and Staff
Sept-Oct 2014
Lead Teacher and 1st/2nd
grade teacher(s)
Lead Teacher and 3rd/4th
grade teacher(s)
Fall, Winter, & Spring
Implementation of Kindergarten curriculum
Lead Teacher and
Kindergarten Teacher(s)
Fall, Winter, & Spring
STEM PLC
Lead Teacher and 1st/2nd
grade teacher(s)
STEM Showcase
All teachers
One half day in
towards the end of
each trimester Fall,
Winter & Spring
Spring ConferencesMarch 2016
Summer Professional Development through STEM
Center
Melissa Carter and Staff
Summer 2016
NIC Review & Evaluation
Brian Hawkins, Jomae
Sica, Lead Teacher
Melissa Carter and Staff
Sept-Oct 2015
Revisit Barriers & Solutions
One half day in
towards the end of
each trimester Fall,
Winter & Spring
Spring ConferencesMarch 2015
Sept 2014
2015-16
Revise 1st & 2nd grade curriculum (grade 1 standards)
Implementation of 3rd and 4th grade curriculum (grade 4
standards)
Revisit Barriers & Solutions
Fall, Winter, & Spring
Sept 2015
23
Appendix F: Theory of Change
Goals were selected from the STEM Center’s Office of Research and Assessment. The STEM Center’s Theory
of Change involves three domains: affective, conceptual, and practices that directly impact STEM teaching and
learning as seen in Figure 1 below. The outer triangle is focused on professional development by increasing
teacher identity/confidence, content knowledge, and instruction, which affects the inner triangle showing
teacher relationship building, knowledge, instruction, which finally impacts student identity/confidence,
knowledge, and skills.
We believe that to strengthen STEM education at Joseph
Gale we must work at all three vertices of the triangle and
have selected one outcome from each category to strive
towards.
•
Application of Conceptual Content Knowledge—It
is not enough for students to simply understand
scientific concepts; they must apply them as
scientists do to have long lasting understanding.
Therefore we choose the goal:
Students will be able to apply knowledge of
science to understanding natural systems.
•
Figure 1: Effective Domains of STEM Teaching &
Learning
•
Higher-order Cognitive Skills—Students must be
able to evaluate complex world problems and
know how to advance new knowledge to solve
them in order to be informed citizens of the world.
Therefore we choose the goal:
Students will be able to apply knowledge and skills to novel
problems and/or situations.
Academic Identity & Motivational Resilience (AI&MR)—The education required for STEM careers is
significantly more than others, and we are facing a problem in our country that students are avoiding
these pathways because they view them as “too hard.” Students must learn how to persist in the face
of obstacles so that they can succeed in a STEM career and have the skills to proceed when the going
gets tough. Therefore we choose the goal:
Students demonstrate high quality participation in academic work, including effort (hard work, exertion,
follow-through) and enthusiasm (interest, curiosity).
Planned Measures and Timeline
Timeline
Goal
April 17, 2013
Establish leadership in building.
April 17, 2013
Establish teacher identity as a STEM
instructor.
Establish student identity as a STEM
learner.
May 2013
Measure
Participants
Transformational
Leadership
Self-Efficacy
Staff
Academic Identity
Students (K-2)
Teachers
24