stem leadership team november 5, 2013. welcome! as you arrive, please form groups of 4-6 people....
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Announcements Welcome! 2014 South Sound Science and Engineering Fair at PLU is on Saturday, March 22. Registration opens January 6, 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=https://www.udemy.com/from-systems-inquiry-application- to-the-ngss/?sl=BkoSdFo Preparing for the MSP November 21 st Review/revise STEM Leadership roster Thank you to Amy Maarsingh, Maria Borgert, Rebecca Spikes, Joanna CroonTRANSCRIPT
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STEM Leadership TeamNovember 5, 2013
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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.
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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: 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
![Page 4: STEM Leadership Team November 5, 2013. Welcome! As you arrive, please form groups of 4-6 people. Help yourself to snacks and drinks. Make a name tent](https://reader033.vdocuments.mx/reader033/viewer/2022060206/5a4d1ba87f8b9ab0599c9ae3/html5/thumbnails/4.jpg)
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.
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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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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?
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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???
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STOP!
Can you lift a person?
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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
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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--
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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
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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--
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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?
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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”
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Take a Break!!
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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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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 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
![Page 19: STEM Leadership Team November 5, 2013. Welcome! As you arrive, please form groups of 4-6 people. Help yourself to snacks and drinks. Make a name tent](https://reader033.vdocuments.mx/reader033/viewer/2022060206/5a4d1ba87f8b9ab0599c9ae3/html5/thumbnails/19.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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Homework
• Read Chapter 2• Exit Card