STEM Leadership

12-10-13

Welcome!

•As you arrive, please form groups of 4-6 people.

•Help yourself to snacks and drinks.

•Sign in and grab your name tent or

•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! • 2014 South Sound Science and Engineering Fair at PLU is on Saturday,

March 22. Registration opens January 6, 2014. http://www.plu.edu/scifair • Dates for STEM Leadership: 1/7/14, 2/4/14, 3/4/14, 4/8/14, 5/6/14 &

6/3/14 all in the duet or the quad• NGSS Leadership Team—Meets on December 17• Last I-Check training session is on 12/11, register on the PD calendar.• Grades 3-5 teachers will code pre-test and attend one of the coding

sessions on January 9, 15, or 16. Enter results into Perf/Plus during the assessment window January 2-17.

• Puget Sound Super Heroes: March 28, April 9, 11, 16, 18, & 23• Helping Students Succeed on the Science MSP– Jan 22 & Feb 24• Climate ChangeK-5 at Pt. Defiance Zoo & Aquarium—Feb 18 & March 12

Thank you!

• Thank you to Ron Stanley, Jules Boyd, Shelly C., & Tara Edmond for providing snacks!

Learning Targets

• I can explain and describe how claims and evidence build conceptual understanding.

• I can describe and explain characteristics of strong scientific explanations.

• I can describe one formative assessment that could be used in my classroom.

• I can describe how my actions contribute to my effectiveness and success with those whom I work with as a STEM Leader.

Norms Promoting a Spirit of inquiry Pausing Paraphrasing—revoiceing Probing Putting ideas on the table Paying Attention to self and others Presuming positive intentions

Last Time

Quest How strong is a bag of air?

Can you lift a person?

Worked to construct a Scientific Explanation & took a Gallery Walk--

Why Should I care?

Engineering Design Task•Think about what you now know about air as matter. Work in your groups to design an engineering task

– Sketch– Share

•Connections to FOSS

At your table . . .

• Consider your wonderings about Scientific Explanations

• Be ready to share

With a partner, consider 2 things/ideas that resonate with you and 1 idea that students might struggle with.

Looking at Student WorkForm groups of 3 to discuss student work using the following criteria.1.Analyze each student’s writing in terms of claim, evidence and reasoning.2.Rank student examples from 1 (being the strongest) to 4 (being the weakest).

--Why did you rank #1 the strongest?--What challenges did students have?

3. If you gave this task to your students, what challenges do you think they would have? Why?

Four Corners

At your table . . .Compact the ideas around this question into a gist or big idea (1-2 words)—

“If you gave this task to your students, what challenges do you think they would have? Why?”

Be ready to share--

What are you thinking now?

In your notebook . . .

•What are the qualities of a scientific explanation?

•Is air matter? Explain your thinking.

Matter CentersVisit each center with a partner. Look for evidence to show that air is matter.

1.Air is There2.Air Under Water3.Parachutes4.Pushing on Air5.Air and Water Fountain6.Balloon Rockets

Take your notebook to record your

observations and evidence

Writing Scientific ExplanationsTake private think time;

Write about what you now know about:•Effective scientific explanations•Air as matter•Claims, evidence and reasoning

With a partner

Make a claim using evidence and reasoning that answers the question—”Is air matter?”

In Groups of 4

• Create a chart that shows your claim, evidence and reasoning --scientific explanation using words and pictures.

Gallery Walk

Take post-it notes with you.

Rate each scientific explanation with a 1 (strongest) to 4 (weakest) rating.

Be sure to include the evidence and reasoning behind your rating.

Take a Break!!

What Do Effective Leaders Do?

1.Read individually.

2.Discuss various leadership roles that STEM leaders could take within a school site.

3.In your notebook, write 1-2 leadership roles you are willing to commit to for the 2013-14 school year around Science and STEM.

Learning Targets

• I can explain and describe how claims and evidence build conceptual understanding.

• I can describe and explain characteristics of strong scientific explanations.

• I can describe one formative assessment that could be used in my classroom.

• I can describe how my actions contribute to my effectiveness and success with those whom I work with as a STEM Leader.

5 Dimensions Think about the work that we did tonight . . .Think about---connections to 5Dideas you will try in your classroomideas you will share with a colleague

HomeworkRead Chapter 3 for

January 7th

Exit Card:1.What will you take back and use

in your classroom?2.Knowing the challenges in your

classroom, how will one of the ideas presented today support your

students?