stem leadership 1-07-14 stem leadership february 4, 2014

STEM Leadership

1-07-14

STEM LeadershipFebruary 4, 2014

Welcome!•As you arrive, please form groups of 4 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!

• Dates for STEM Leadership: 3/4/14, 4/8/14, 5/6/14 & 6/3/14 all in the duet or the quad

• NGSS Leadership Team—Meets on February 5th , 4:00-7:00 PM, please consider joining this group.

• Grades 3-5 Teachers will need to post pre-test/survey to Performance Plus, they have until February 7th. All tests now have the complete name of the module. Input pre-tests in pre-test section of PP+ and post-tests in post-test section of PP+.

• February 24th is Helping Students Succeed with the Science MSP• Conclusion writing template.

Thank you! Thank you to Shelia Haase, Ruby Midgette, Coni Pruitt, Michele Diamant, Rebecca Hollisfor providing snacks!

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

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. . . .

Learning Target

• I can design a lesson that uses the Claims-Evidence-Reasoning framework to try in my classroom.

Rodney Raccoon

Learning Targets:•I can explain what an ecosystem is.•I can describe ways than an ecosystem can be changed.

Ecosystem

• Write what you think an ecosystem is.• Share with an elbow partner.

An ecosystem is a system of living and non-living resources. The plants and animals depend on each other and on the non-living resources in their ecosystem to survive.

--WA State Science Standards Grades 2-3

Use sticky notes to write as many things as you can about things that you might see in an ecosystem.

Write one idea on one sticky note. Use as many sticky notes as you would like.

In groups of 4 . . .

Write the word “ecosystem” in the middle of the large blue paper at your table.

Work as a group to place everyone’s sticky note ideas onto the ecosystem paper.

Draw lines between any items that you think are connected.

What were the sources of water that the movie mentioned?

Add these to your ecosystem.

What is pollution?--Work as a group to create a definition for pollution.

Discuss in your group . . .

Why is polluted runoff such a big deal?

Why does it matter if the water going into an ecosystem is dirty or gross?

What kinds of things can happen to the ecosystem?

Exit Card

Write or draw 3 living or non-living parts of an ecosystem.

Describe ways that polluted runoff can affect an ecosystem.

Other resources:•Video game•Lesson plans K-5

•Possible teachers to pilot in your classroomEvaluate based on --Connections to FOSS Science--WA State Science Standards--Connections to a specific FOSS module

CER Framework LessonIn Groups of 4, discuss---Start with the C person

•How did you introduce CER?•What went well during the lesson?•What challenges arose?•What did you learn that you hope to address or apply in your next CER lesson?

What were some ways of introducing the scientific explanation framework that were effective? Why were they effective?

What did you learn from your discussion with your colleagues?

What questions do you still have?

Take a Break! During the break move into grade-

level groups with 3-4 people in a group.

Work in grade-level teams to design a task that provides an opportunity for students to develop a claim/scientific explanation connected to a FOSS Science module at your grade level.

Time to plan a lesson

Divide and Share• Connect with

another grade-level group to share your CER lesson.

• Ask the group who is listening to provide feedback.

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.

• What kind of work would be helpful during our STEM sessions?

• What would you like us to accomplish?

Learning Target

• I can design a lesson that uses the Claims-Evidence-Reasoning framework to try in my classroom.

5 Dimensions Think about the work we engaged in this afternoon . . .What were theconnections to 5-D?

Read Chapter 5Of

What’s Your Evidence?

and teachthe lesson you planned

that supports students inWriting

Scientific Explanations using Claims-Evidence-Reasoning

Exit Card:1.What will you take back and use in your classroom?

1.Knowing the challenges in your classroom, how will one of the ideas presented today support your students?