STEM Leadership TeamNovember 5, 2013

Welcome!As you arrive, please form groups of 4-6

people.Help yourself to snacks and drinks.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: 12/10, 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 November 14• I-Check training sessions: 11/13 & 12/11 register on the PD calendar• Udemy:

https://www.udemy.com/from-systems-inquiry-application-to-the-ngss/?sl=BkoSdFo=

• Preparing for the MSP November 21st • Review/revise STEM Leadership roster• Thank you to Amy Maarsingh, Maria Borgert, Rebecca Spikes, Joanna

Croon

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 ways that scientific explanations help students learn about the natural world and engage in scientific inquiry practices.

• 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

Is it Matter?

• Uncovering Student Ideas in Primary Science– Complete individually– Talk to your group

• Construct a definition of matter

• Which ideas will students struggle with? Why?

Investigate!

Question: How strong is a bag of air?•You will construct a model of an air bag – see Directions for Building an Air Bag.•Choose items that you will test and make predictions.•Record your observations on Handout 1 – Air Bag Investigation.•Conclusion--•Challenges???

STOP!

Can you lift a person?

Constructing Scientific Explanation• How strong is a bag of air?

– Surprises?– Conclusion match your predictions?– What did you notice?– What evidence did you collect that about the strength of air bags?What properties of air are connected to this investigation?

• Compare ideas with group• Gallery Walk

– Constructing new ideas

Constructing Scientific Explanation

• Individually construct a scientific explanation that answers the question—How strong is a bag of air?

• Compare your explanations in a group of 4.• Create a group explanation and

representation that answers the question-- question—How strong is a bag of air?

• Post Charts--

Gallery Walk

• Find a partner to take a Gallery Walk to review the scientific explanations.

• Both partners complete the question template as you walk.

• Find another partner to share your ideas.• Switch again

Constructing Scientific Explanation

• What challenges do you think students have with this type of writing?

Discuss at your table, then ifYou have time discuss the Other questions as well--

Now what do you think?

• How has your thinking changed since you wrote your scientific explanation and representation? Explain.

• Have your ideas about air as matter changed? Why or why not?

Importance of Scientific Explanations

“Put in Your 5 Cents”•What are the importance and benefits to students in using scientific explanations?•Discuss: “Importance of Scientific Explanations”

Take a Break!!

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

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 ways that scientific explanations help students learn about the natural world and engage in scientific inquiry practices

• 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

Homework

• Read Chapter 2• Exit Card