STEM Leadership 1-07-14. Welcome! As you arrive, please form groups of 6 people. Help yourself to snacks and drinks. Sign in and grab your name tent or.

STEM Leadership

1-07-14

Welcome!•As you arrive, please form groups of 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! • Dates for STEM Leadership: 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 January 23rd • I-Check grading “party” January 9th, 15th & 16th , register on the

PD calendar.• Grades 3-5 teachers will need to administer, code, and enter I-

Checks into Performance Plus for pre-tests by January 17th. • Helping Students Succeed on the Science MSP– Jan 22 & Feb 24• Educators Night at the Museum of Flight – Feb 13th , 5-8:00 PM

(See flier for details to register)

Thank you!

• Thank you to Colette Babson and Angela Salo for providing snacks!

Learning Targets

• I can describe, explain, and teach characteristics of a scientific explanation in my classroom.

• I can design a lesson that introduces scientific explanation components to my students.

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

FourCorners

Last Time. . . .

Developing a Claims, Evidence and Reasoning Model

Need Groups of 6 at each tableAt your table there are 3 zip-lock bags words.

One yellow (claim), one blue (evidence) and one orange (reasoning)

With a partner use the words in your bag to create a definition for your word. Write out your definition on the paper that matches your word

As a group . . .

On a piece of chart paper,Create a model that represents the relationships between Claims, Evidence, and Reasoning.

--How do these ideas work together in helping students develop scientific explanations?--Include at least one example and non-example for each—claims, evidence and reasoning.

Carousel/Chalk TalkUse the markers at your table to add thoughts, ideas and ahaas about the C-E-R model you are looking at.

Claims-Evidence-Reasoning Video Clip Protocol

• Preview Questions 1-6• Number off in groups of 6—connect your number

with the number question on the sheet. As you watch the video be prepared to share with your group.

• #6 is the facilitator—each person gets 1 minute• Take a minute to answer your question and

prepare for discussion

3rd Grade teacher who has been introducing the components of the scientific explanation model/framework to her students. This is the midway point of the year and the unit is on simple machines. Students have been writing claims and evidence for several months.

Take a minute to answer your question and prepare for the table discussion.

#6 is the facilitator—each person gets 1 minute to share their thoughts about their question.

What strategies did Ms. Hershberger use to help students develop a scientific explanation?

Whip Around

Take a Break! During the break move into grade-

level groups with 3-4 people in a group.

Planning a Lesson to Introduce the Scientific Explanation Model

(Claims-Evidence-Reasoning)

1. Move into Grade Level Groups with 3-4 people in a group.

2. As a group, create a lesson during an upcoming module, that introduces the Scientific Explanation Model (C-E-R).

3. May want to introduce the terms; claims, evidence and reasoning as part of the lesson.

4. Plan a lesson that you will be able to teach before February 4th (next STEM Leadership.)

In designing the lesson . . .• Be sure to record your groups’ ideas on chart paper

and in your notebook.• Include which variation from Handout 4 your lesson

will include.• Develop a question that students will respond to that

requires evidence and is rooted in a scientific principle.

• Develop examples of ideal student responses with claims and evidence (and if applicable reasoning).

• Description of any strategies (visual representations, graphic organizers, everyday examples, etc.)

Time to plan a lesson

Divide and Share

In your notebook . . .

Record anything you would like to add, edit or change in your introductory lesson.

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 Targets

• I can describe, explain, and teach characteristics of scientific explanation framework in my classroom.

• I can design a lesson to introduce scientific explanation framework to my students.

• 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 we engaged in this afternoon . . .What were theconnections to 5-D?

HomeworkRead Chapter 4 for

February 4th +

Teach the introductory lesson that you planned with your group. Bring evidence to share with the group—pictures, student work,

graphic organizer, reflection, etc.

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?