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Transcript of STEM Leadership 12-10-13. Welcome! As you arrive, please form groups of 4-6 people. Help yourself to...
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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.
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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
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Thank you!
• Thank you to Ron Stanley, Jules Boyd, Shelly C., & Tara Edmond for providing snacks!
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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.
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Norms Promoting a Spirit of inquiry Pausing Paraphrasing—revoiceing Probing Putting ideas on the table Paying Attention to self and others Presuming positive intentions
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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--
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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
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At your table . . .
• Consider your wonderings about Scientific Explanations
• Be ready to share
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With a partner, consider 2 things/ideas that resonate with you and 1 idea that students might struggle with.
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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?
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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--
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What are you thinking now?
In your notebook . . .
•What are the qualities of a scientific explanation?
•Is air matter? Explain your thinking.
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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
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Writing Scientific ExplanationsTake private think time;
Write about what you now know about:•Effective scientific explanations•Air as matter•Claims, evidence and reasoning
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With a partner
Make a claim using evidence and reasoning that answers the question—”Is air matter?”
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In Groups of 4
• Create a chart that shows your claim, evidence and reasoning --scientific explanation using words and pictures.
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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.
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Take a Break!!
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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.
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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.
![Page 23: 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.](https://reader036.fdocuments.net/reader036/viewer/2022070605/5a4d1ace7f8b9ab059970a97/html5/thumbnails/23.jpg)
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
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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?