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
2
Tools for Your Use…
Quick inventory of table:
Table Box – take off the lid and set underneath
SLN Binder
Add elements from previous sessions
3
STEM Leadership Network Special Guests (in alphabetical order)
Deb
Bowen
Ann
Gallagher
Executive Director
Washington State STEM Education Foundation
Mathematics Director &
Math/Science Partnership Grants
Office of Superintendent of Public Instruction
Lee
Lambert
STEM Network Director
Paula
Linnen
Associate Laboratory Director
Organizational Development
Directorate Pacific Northwest National
Washington STEM
Laboratory
4
Remember your two lenses…
Adult
Learner
5
Instructional
Leader
AGENDA OVERVIEW
PART ONE:
Dipping into the Research: NEXT GENERATION
SCIENCE STANDARDS - Crosscutting Concepts
PART TWO:
Lunch !
Immersion into STEM Education through Family
Engineering
PART THREE:
Team Action Planning
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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
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PART ONE:
DIPPING INTO THE RESEARCH
NEXT GENERATION SCIENCE STANDARDS
Crosscutting Concepts
Science and Engineering Practices
Disciplinary Core Ideas
1.
2.
3.
4.
5.
6.
7.
8.
Asking Questions (for science) and Defining Problems (for engineering)
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Using Mathematics and Computational Thinking
Constructing Explanations (for science) and Designing Solutions (for engineering)
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information
PHYSICAL 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
www.nextgenscience.org
Crosscutting Concepts
1. 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
Science and Engineering Practices
Disciplinary Core Ideas
1.
2.
3.
4.
5.
6.
7.
8.
Asking Questions (for science) and Defining Problems (for engineering)
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Using Mathematics and Computational Thinking
Constructing Explanations (for science) and Designing Solutions (for engineering)
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information
PHYSICAL 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
www.nextgenscience.org
Crosscutting Concepts
1. 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
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NOTICE…
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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.
14
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.
15
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.
16
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.
17
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.
18
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)
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Gallery Walk
Post GRAPHIC with docent
Stay on your side of the
room!
2 minutes per poster – listen
for the chime!
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PART TWO:
TARGETING ENGINEERING
IN THE NGSS
WITH STEM DESIGN CHALLENGES
Reminder of Design Process
Design Squad/
PNNL
NGSS
Family
Engineering
Family Engineering Design Process
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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)
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Your Materials
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
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TEST MATERIALS:
FOR TEAMS TO
SHARE
Cotton balls
Pencils
Containers of marbles
Plastic cups
Sheets of paper
Give Me a Hand
Give Me a Hand Record Sheet
1. Asking Questions and Defining Problems:
You have 40 minutes
2. Develop and Use Model:
Initial Design Ideas Before Testing:
3. Planning and Carrying Out Investigations:
Test Objects
Pick and Move
(at least 5 inches)
Number of Successful
Operators
Cotton Ball
Eraser
Pencil
Container of Marbles
*8 oz. Plastic Cup
*Sheet of Paper
4. Analyze and Interpret Data:
Explain how your design worked for each grabbing each object.
6. Constructing Explanations and Designing Solutions:
Final Design Drawing After Testing:
STEM Leadership Network January 23, 2013
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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 !
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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
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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!
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MAKING THE CASE…
for STEM Education
STEM Leadership Network: Forum #2
January 23, 2014
ESD 123
Blue Mtn. Room
Georgia Boatman & Peggy Willcuts