How
Do
STEM?
EEA 2012
Elementary STEM
Day 2
You
STEM
STEM
ELA
SCIENCE
MATH
TECHNOLOGY
SOCIAL STUDIES
FINE ARTS
ENGINEERING
STEM Day 2 Agenda
(Content Session)
Time
9:00 – 12:00 Content Sessions for
Teachers
12:00 – 1:00
1:00 – 4:00
Participants
Elementary School STEM Teachers
Lunch (on your own) and Travel
Teachers Return to their Schools or
Appropriate Site*
Day 2 Outcomes
Participants will:
 engage in STEM Standards of Practice through hands-on
STEM learning experiences.
 learn to Stop, Think, Ask, and Connect (STAC), and reflect on
STEM learning experiences.
 connect STEM Standards of Practice to content.
 plan STEM unit seeds from an existing lesson.
 learn how to chart student’s performance progress in STEM
(Introduced on EEA Day 3) .
Preparing STEM Proficient Students
STEM
Standards
of Practice
STEM
Frameworks
STEM
Lessons &
Units
STEM
Proficient
Student
STEM Learning Experiences
Ask
Questions
Solve Real
World
Problems or
Meet
Challenges
Start with
Content
Demonstrate
STEM
Practices
Investigate
Global Issues
Stop, Think, Ask, and Connect (STAC)
S
T
A
C
Stop during your STEM learning experiences to check for
understanding and connect content.
Think about the content, practices and/or processes you will
use or are using during your learning experiences.
Ask yourself and/or others questions to clarify expectations,
to investigate global issues, or to solve real world problems
or challenges.
Connect learning experiences to global issues, problems
or challenges.
STEM Learning Experiences
Ask
Questions
Solve Real
World
Problems or
Meet
Challenges
Start with
Content
Demonstrate
STEM
Practices
Investigate
Global Issues
Connecting ELA & STEM
Clifford the Big Red Dog, by Norman Bridwell
Complex Questions
What
questions do
you have about
the story?
What real
world or global
issues can you
connect to the
story?
What problems
or challenges
did Clifford the
Big Red Dog
present in the
story?
Let’s Build A Dog House For Clifford
Here is one model picture of a
dog house. Remember Clifford
is a “Big Dog”. So the
conditions are for you to:
 use all the straws,
 build a tall and wide
structure that resembles a
dog house,
 and use only the materials
presented on the table to
build your structure.
STEM And Engineering:
Building Clifford A Dog House
Brainstorm
Imagine
Ask
Questions
Identify
Problems
Present
Tests
Solutions
Evaluate
and Refine
Create
Models
Create Plans
STEM TEAM Reflection
STEM Learning Experiences
Ask
Questions
Solve Real
World
Problems or
Meet
Challenges
Start with
Content
Demonstrate
STEM
Practices
Investigate
Global Issues
Do wild animals make good pets? Why?
Do domestics animals make good pets? Why?
What’s the most popular pet around the world?
#1 Most Popular Pet Around The World
Cats
The most popular pet around the world by population is the domestic
cat. In 2006 there were staggering 202 million cats being kept as pets
around the world, with 93 million cats living in 38 million American
households in 2008.
#2 Most Popular Pet Around The World
Dogs
Although in the United States there were 45 million households with
dogs in 2008, worldwide they are the #2 pet of choice. The most
recent data for world dog ownership is for 2006, and shows there are
171 million dogs living as pets around the globe.
Dogs Are A Part of People’s Family
http://www.schooltube.com/video/a14dfa5d25244676958c/
People and Dogs:
Differences and Similarities
People Are Different
Dogs Are Different
Dogs Are Different
Dogs With Big Eyes
Dogs With Big Ears
Dogs With Big Tongue
Dogs With Big Hair
People Need Water Daily
Dogs Need Water Daily
People Need Food Daily
Dogs Need Food Daily
People Need to Exercise
Dogs Need to Exercise
People Need Rest
Dogs Need Rest
People Like Going For Walks
Dogs Like Going For Walks
People Need Baths
Dogs Need Baths
People Need Grooming
Dogs Need Grooming
People Need To Go To the
Doctor
Dogs Need To Go To The
Veterinarian
People Need Training
Dogs Need Training
People Live In Different
Types Of Houses
Dogs Live In Different
Types Of Houses
Stop, Think, Ask, and Connect (STAC)
S
T
A
C
Stop during your STEM learning experiences to check for
understanding and connect content.
Think about the content, practices and/or processes you will
use or are using during your learning experiences.
Ask yourself and/or others questions to clarify expectations,
to investigate global issues, or to solve real world problems
or challenges.
Connect learning experiences to global issues, problems
or challenges.
STEM Unit Seed
Pictures :
People Working With
Animals
Dogs Working With People
Police Dog
Dogs Work in the Snow
Fire Dogs
Dogs Work in the Fields
Rescue Dogs
Eco Dogs
What Do Eco Dogs Do?
Complex Questions
What
questions do
you have about
the story?
What real
world or global
issues can you
connect to the
story?
What problems
or challenges
did Python
Pete solve in
the story?
How?
Disaster Preparedness For Your Pets
http://www.youtube.com/watch?v=Jh3umxeFVxU&feature=related
http://www.wusa9.com/video/1148082278001/0/Flash-Flooding-In-Ellicott-City-Maryland
How Are People Affected By
Natural Disasters
Flood affected people in Bangladesh
Hurricane Katrina August 29, 2005
Don’t Leave Your Pets Behind When
Disaster Strikes
Stop, Think, Ask, and Connect (STAC)
S
T
A
C
Stop during your STEM learning experiences to check for
understanding and connect content.
Think about the content, practices and/or processes you will
use or are using during your learning experiences.
Ask yourself and/or others questions to clarify expectations,
to investigate global issues, or to solve real world problems
or challenges.
Connect learning experiences to global issues, problems
or challenges.
Discussion Time
1. How would you use the information presented
in these slides to plan units, lessons or
lesson/unit seeds?
2. How can you connect the STEM Standards of
Practice to your lesson seeds?
Using ELA & STEM Example
Clifford the Big Red Dog, by Norman Bridwell
http://pbskids.org/clifford/games/index.html
Do domestics animals make good pets? Why?
Dogs Working With People
Police Dog
Dogs Work in the Snow
Fire Dogs
Dogs Work in the Fields
Rescue Dogs
Eco Dogs
http://www.wusa9.com/video/1148082278001/0/Flash-Flooding-In-Ellicott-City-Maryland
How To Begin
 How to Begin a STEM Unit or Lesson
 Unit Seed With The End In Mind (USTEM): Pre-planning

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Model I & II
Pre-Planning Process
STEM Unit Components
STEM Centric Unit Seed Examples
Reminder: STEM Learning Experiences
Reminder: Stop, Think, Ask, and Connect (STAC)
How to Begin a STEM Lesson or Unit
1. Start with the content (e.g. Science, Technology, Engineering,
Mathematics, Social Studies, English Language Arts, Fine Arts, Library
Media, Physical Education…).
2. Enduring Understanding: Identify a real world problem.
3. Essential Questions: Begin to ask questions that would explore the
problem and eventually solve the problem.
4. Transdisciplinary Connections. Students ask questions, investigate
global issues, solve problems or meet challenges that connect to science,
technology, engineering, mathematics, and other disciplines.
5. STEM Standards of Practice: Engage in meaningful, purposeful, and
relevant STEM activities using the Stem Standards of Practice
Framework Instructional Guide; student skills and knowledge, instructional
notes and examples, resources, and glossary.
Unit Seeds With The End In Mind: Pre-planning Model I
By Amy Reese, Howard County Public Schools
STEM Unit Seed – begin with the end in mind…
Real World Problem:
Product/Prototype
STEM Content Prerequisites
Science:
ELA / Soc Studies
Content Connections
Reading:
Technology:
Writing:
Engineering:
Social Studies:
Mathematics:
The Arts:
Unit Seeds With The End In Mind: Pre-planning Model II
By Jhanna Levin, Prince George’s Co.
By Erin Mahon, Monocacy Elementary, Fredrick Co.
Transdisciplinary Approach to Creating STEM-ified Units
USTEM
Creating a Unit Seed
with the END in
Mind!
U
Real-World Problem:
Product/Prototype/Process:
Begin with the
standard (see
Crosswalk) or with the
real-world
problem…either way
will get you to your
product!
Real World Problem
S.M.E.- Career
Connection
Art
STEM-
ELA
Engineering
Design
Process
Crosswalk:
from Nira’s page
ELA
How do we get there?

Crosswalk (How to get from here to there)
Social
Studies
U.S.T.E.M.
Unit Seed with The
End in Mind
Student
Product
Choose A Topic To Create STEM Unit Seed
Build a Dog House for Clifford
Build a Tracking Device for Eco Dogs
Selecting a Pet and Preparing Equipment
for a Classroom Pet
Provide Emergency Shelters
Emergency Kits for Household
Pets (Dog, Cats…)
STEM Planning Components
Unit

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
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












Title
Overview
Enduring Understandings
Essential Questions
Content Standards
STEM Standards of Practice
Clarifications/Examples
Connection to STEM Careers
Transdisciplinary Connections
Suggested Student Outcomes
Vocabulary/Terminology/Concepts
Common Misconceptions
Key Advances from Previous
Grades/Courses
Lesson Plan
Lesson Seeds
Additional Resources
interventions
Lesson















Lesson Title
Grade Level
Subject Areas
Estimated Time
Content Standards
STEM Standards of Practice Essential
Skills and Knowledge
Lesson Overview
Essential Questions
Student Outcomes
Suggested Materials
Essential Background Knowledge
STEM Career Connections
Performance-based Formative
Assessment with Rubric
5E Model
Differentiation- ELL, GT., Special
Education, 508, UDL
Elementary STEM Unit Planning Guide
Title: This is descriptive statement about the lesson/model/unit
Teacher:
Overview: This is a summary of what students will learn in the unit. It
Grade:
explains the unit’s focus and real world connections.
STEM Standards of Practices: Engage in meaningful, purposeful and relevant STEM activities using the Stem Standards of Practice
Frameworks; student skills and knowledge indicators, instructional examples, resources and glossary.
STEM proficient students will be able to apply all seven Standards of Practice when demonstrating how to answer complex questions,
to investigate global issues, and to develop solutions for challenges and real world problems.
Real World Connection:
Product / Prototype:
Content Standards
Science
Technology
Engineering Design
Process
CCSS
Mathematics/
Practices
Transdisciplinary Connections: Questions, issues, problems or
challenges to real world connections between Science, Technology,
Engineering, Mathematics, and other disciplines.
Connection to STEM Careers: This section describes careers in the
STEM fields that correlate with content covered in the unit.
CCSS ELA
Social Studies Fine Arts
Enduring Understanding: Identify a Real World
Problem “Homeless Dogs All Over the World” Problembase Learning (e.g. There are many dogs who do not
have a family to care for them or a home (e.g. indoors or
outdoors).
Essential Questions: Begin to ask questions that would
explore the problem and eventually solve the problem
Inquiry-base Learning (e.g. How can people solve the
problem of homeless dogs?).
Future Units, Lessons, and Lesson Seeds
• Real World Connection:
Project Title
• End Product/Prototype/Model:
• Real World Connection:
Project Title
• End Product/Prototype/Model:
• Real World Connection:
Project Title
• End Product/Prototype/Model:
Reminder: STEM Learning Environment
Ask
Questions
Solve
Problems or
Meet
Challenges
Start with
Content
Demonstrate
STEM
Practices
Investigate
Global Issues
Reminder: Stop, Think, Ask, and Connect (STAC)
S
T
A
C
Stop during your STEM learning experiences to check for
understanding and connect content.
Think about the content, practices and/or processes you will
use or are using during your learning experience.
Ask yourself and/or others questions to clarify expectations,
to investigate global issues or to solve real world problems
or challenges.
Connect learning to global issues, problems or
challenges.
PM Activity Part I: Elementary STEM Unit Planning Guide
Title:
Teacher:
Overview:
Grade:
STEM Standards of Practices: Engage in meaningful, purposeful and relevant STEM activities using the Stem Standards of Practice
Frameworks; student skills and knowledge indicators, instructional examples, resources and glossary.
STEM proficient students will be able to apply all seven Standards of Practice when demonstrating how to answer complex questions,
to investigate global issues, and to develop solutions for challenges and real world problems.
Real World Connection:
Product / Prototype:
Content Standards
Science
Technology
Transdisciplinary Connections:
Connection to STEM Careers:
Engineering Design
Process
CCSS
CCSS ELA
Social Studies Fine Arts
Mathematics/
Practices
Enduring Understanding:
Essential Questions
PM Activity Part II
Review Framework Online Resources
 Clifford The Big Red Dog
http://pbskids.org/clifford/games/index.html
 Zoonosis
http://www.schooltube.com/video/a14dfa5d25244676958c
 2011 Worst Natural Disasters
http://www.youtube.com/watch?v=NWQNPes2UVI
 Flood affected people in Bangladesh
http://www.youtube.com/watch?v=IvCh7c-CETU
 Hurricane Katrina August 29, 2005 affected people in the US
http://www.youtube.com/watch?v=lrohoLiAeYc
 Don’t Leave Your Pets Behind When Disaster Strikes
http://www.youtube.com/watch?v=3ZEGyHaBOzk
 Disaster Preparedness and Pets
http://www.youtube.com/watch?v=XXVLaIlgZ2g
Project Guidelines
 Everyone is asked to present the following:
 Unit Seed With The End In Mind Model I or II
 STEM Centric Planning Guide (Page 1 information only)
 At least 1 Future Unit, Lesson and/or Lesson Seed
 On Day 3 of the EEA, participants will orally share to the whole
group, for no more than 5 minutes, the three above documents. (No
power point or handouts are needed for your presentation.)
 The above three items are located in your EEA Elementary STEM
notebook and on the Curriculum Management System (CMS). Click
a grade level: K, 1-2 or 3-5 and look for the following titles:
Blank Template STEM Centric Planning Guide
 Blank Future Units, Lessons and Lesson Seeds
 Unit Seed With The End In Mind Model I or II
 Elementary STEM Power Point Presentation
 Volunteers: If you would like to summit your STEM Unit Seed to MSDE, please
email it to Dr. Nira C. Taru at ntaru@msde.state.md.us. (All submission will be
posted in an Elementary STEM Library of Resource folder.)

Q & A Time