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STEM?STEM?EEA 2012

Elementary STEMDay 2

ELA

MATH

SOCIAL STUDIES

SCIENCE

TECHNOLOGY

STEM

STEM

FINE ARTS

ENGINEERING

STEM Day 2 Agenda(Content Session)

Time Participants

9:00 – 12:00 Content Sessions for Teachers

Elementary School STEM Teachers

12:00 – 1:00 Lunch (on your own) and Travel

1:00 – 4:00 Teachers Return to their Schools or Appropriate Site*

Day 2 OutcomesParticipants will:

engage in STEM Standards of Practice through hands-on STEM learning experiences.

learn to Stop, Think, Ask, and Connect (STAC), and reflect on STEM learning experiences.

connect STEM Standards of Practice to content.

plan STEM unit seeds from an existing lesson.

learn how to chart student’s performance progress in STEM (Introduced on EEA Day 3) .

Preparing STEM Proficient Students

STEM Learning Experiences

Stop, Think, Ask, and Connect (STAC)

T

A

C

SStop during your STEM learning experiences to check for understanding and connect content.

Think about the content, practices and/or processes you will use or are using during your learning experiences.

Ask yourself and/or others questions to clarify expectations, to investigate global issues, or to solve real world problems or challenges.

Connect learning experiences to global issues, problems or challenges.

STEM Learning Experiences

Connecting ELA & STEM

Clifford the Big Red Dog, by Norman Bridwell

Complex Questions

Let’s Build A Dog House For CliffordHere is one model picture of a

dog house. Remember Clifford

is a “Big Dog”. So the

conditions are for you to:

use all the straws,build a tall and wide structure

that resembles a dog house,and use only the materials

presented on the table to build your structure.

STEM And Engineering: Building Clifford A Dog House

BrainstormAsk

Questions

Imagine

Create Plans

Create Models

IdentifyProblems

Evaluate and

Refine

Tests SolutionsPresent

STEM TEAM Reflection

STEM Learning Experiences

The most popular pet around the world by population is the domestic cat. In 2006 there were staggering 202 million cats being kept as pets around the world, with 93 million cats living in 38 million American households in 2008.

Cats

Although in the United States there were 45 million households with dogs in 2008, worldwide they are the #2 pet of choice. The most recent data for world dog ownership is for 2006, and shows there are 171 million dogs living as pets around the globe.

Dogs

Dogs Are A Part of People’s Family

http://www.schooltube.com/video/a14dfa5d25244676958c/

People and Dogs: Differences and Similarities

People Are Different Dogs Are Different

Dogs With Big EyesDogs With Big Tongue

Dogs With Big Ears Dogs With Big Hair

People Need Water Daily Dogs Need Water Daily

People Need Food Daily Dogs Need Food Daily

People Need to Exercise Dogs Need to Exercise

People Need Rest Dogs Need Rest

People Like Going For Walks Dogs Like Going For Walks

People Need Baths Dogs Need Baths

People Need Grooming Dogs Need Grooming

People Need To Go To the Doctor

Dogs Need To Go To The Veterinarian

People Need Training Dogs Need Training

People Live In Different Types Of Houses

Dogs Live In Different Types Of Houses

Stop, Think, Ask, and Connect (STAC)

T

A

C

SStop during your STEM learning experiences to check for understanding and connect content.

Think about the content, practices and/or processes you will use or are using during your learning experiences.

Ask yourself and/or others questions to clarify expectations, to investigate global issues, or to solve real world problems or challenges.

Connect learning experiences to global issues, problems or challenges.

STEM Unit Seed Pictures : People Working With Animals

Police Dog Fire Dogs Rescue Dogs

Dogs Work in the Snow Dogs Work in the Fields Eco Dogs

Complex Questions

Disaster Preparedness For Your Pets

http://www.youtube.com/watch?v=Jh3umxeFVxU&feature=related

http://www.wusa9.com/video/1148082278001/0/Flash-Flooding-In-Ellicott-City-Maryland

How Are People Affected By Natural Disasters

Flood affected people in Bangladesh

Hurricane Katrina August 29, 2005

Don’t Leave Your Pets Behind When Disaster Strikes

Stop, Think, Ask, and Connect (STAC)

T

A

C

SStop during your STEM learning experiences to check for understanding and connect content.

Think about the content, practices and/or processes you will use or are using during your learning experiences.

Ask yourself and/or others questions to clarify expectations, to investigate global issues, or to solve real world problems or challenges.

Connect learning experiences to global issues, problems or challenges.

Discussion Time

1. How would you use the information presented in these slides to plan units, lessons or lesson/unit seeds?

2. How can you connect the STEM Standards of Practice to your lesson seeds?

Using ELA & STEM Example

Clifford the Big Red Dog, by Norman Bridwellhttp://pbskids.org/clifford/games/index.html

Police Dog Fire Dogs Rescue Dogs

Dogs Work in the Snow Dogs Work in the Fields Eco Dogs

http://www.wusa9.com/video/1148082278001/0/Flash-Flooding-In-Ellicott-City-Maryland

How To Begin

How to Begin a STEM Unit or LessonUnit Seed With The End In Mind (USTEM): Pre-planning

Model I & IIPre-Planning ProcessSTEM Unit ComponentsSTEM Centric Unit Seed ExamplesReminder: STEM Learning ExperiencesReminder: Stop, Think, Ask, and Connect (STAC)

How to Begin a STEM Lesson or Unit

1. Start with the content (e.g. Science, Technology, Engineering, Mathematics, Social Studies, English Language Arts, Fine Arts, Library Media, Physical Education…).

2. Enduring Understanding: Identify a real world problem.

3. Essential Questions: Begin to ask questions that would explore the problem and eventually solve the problem.

4. Transdisciplinary Connections. Students ask questions, investigate global issues, solve problems or meet challenges that connect to science, technology, engineering, mathematics, and other disciplines.

5. STEM Standards of Practice: Engage in meaningful, purposeful, and relevant STEM activities using the Stem Standards of Practice Framework Instructional Guide; student skills and knowledge, instructional notes and examples, resources, and glossary.

STEM Unit Seed – begin with the end in mind…

Real World Problem:

Product/Prototype

Science: Technology: Engineering: Mathematics:

STEM Content Prerequisites

ELA / Soc Studies Content Connections

Reading: Writing: Social Studies: The Arts:

Unit Seeds With The End In Mind: Pre-planning Model II

By Jhanna Levin, Prince George’s Co. By Erin Mahon, Monocacy Elementary, Fredrick Co.

Transdisciplinary Approach to Creating STEM-ified Units

Real-World Problem:

Product/Prototype/Process:

Crosswalk: from Nira’s page How do we get there?

USTEM

Creating a Unit Seed with the END in

Mind!

U

Begin with the standard (see Crosswalk) or with the real-world problem…either way will get you to your product!

Real World Problem

ELA

ELASocial Studies

Art

Crosswalk (How to get from here to there)

S-T-E-M-

EngineeringDesign Process

StudentProduct

S.M.E.- CareerConnection

U.S.T.E.M.Unit Seed with The

End in Mind

Choose A Topic To Create STEM Unit Seed

Build a Dog House for CliffordSelecting a Pet and Preparing Equipment for a Classroom Pet

Build a Tracking Device for Eco DogsProvide Emergency Shelters Emergency Kits for HouseholdPets (Dog, Cats…)

STEM Planning ComponentsUnit Lesson

Title Overview Enduring Understandings Essential Questions Content Standards STEM Standards of Practice Clarifications/Examples Connection to STEM Careers Transdisciplinary Connections Suggested Student Outcomes Vocabulary/Terminology/Concepts Common Misconceptions Key Advances from Previous

Grades/Courses Lesson Plan Lesson Seeds Additional Resources interventions

Lesson Title Grade Level Subject Areas Estimated Time Content Standards STEM Standards of Practice Essential

Skills and Knowledge Lesson Overview Essential Questions Student Outcomes Suggested Materials Essential Background Knowledge STEM Career Connections Performance-based Formative

Assessment with Rubric 5E Model Differentiation- ELL, GT., Special

Education, 508, UDL

Title: This is descriptive statement about the lesson/model/unit Teacher:

Overview: This is a summary of what students will learn in the unit. It explains the unit’s focus and real world connections.

Grade:

STEM Standards of Practices: Engage in meaningful, purposeful and relevant STEM activities using the Stem Standards of Practice Frameworks; student skills and knowledge indicators, instructional examples, resources and glossary. STEM proficient students will be able to apply all seven Standards of Practice when demonstrating how to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

Content Standards

Science Technology Engineering Design Process

CCSSMathematics/

Practices

CCSS ELA Social Studies Fine Arts

Transdisciplinary Connections: Questions, issues, problems or challenges to real world connections between Science, Technology, Engineering, Mathematics, and other disciplines.

Enduring Understanding: Identify a Real World Problem “Homeless Dogs All Over the World” Problem-base Learning (e.g. There are many dogs who do not have a family to care for them or a home (e.g. indoors or outdoors).

Connection to STEM Careers: This section describes careers in the STEM fields that correlate with content covered in the unit.

Essential Questions: Begin to ask questions that would explore the problem and eventually solve the problem Inquiry-base Learning (e.g. How can people solve the problem of homeless dogs?).

Real World Connection:

Product / Prototype:

Reminder: STEM Learning Environment

Reminder: Stop, Think, Ask, and Connect (STAC)

T

A

C

SStop during your STEM learning experiences to check for understanding and connect content.

Think about the content, practices and/or processes you will use or are using during your learning experience.

Ask yourself and/or others questions to clarify expectations, to investigate global issues or to solve real world problems or challenges.

Connect learning to global issues, problems or challenges.

Title: Teacher:

Overview: Grade:

STEM Standards of Practices: Engage in meaningful, purposeful and relevant STEM activities using the Stem Standards of Practice Frameworks; student skills and knowledge indicators, instructional examples, resources and glossary. STEM proficient students will be able to apply all seven Standards of Practice when demonstrating how to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

Content Standards

Science Technology Engineering Design Process

CCSSMathematics/

Practices

CCSS ELA Social Studies Fine Arts

Transdisciplinary Connections: Enduring Understanding:

Connection to STEM Careers: Essential Questions

Real World Connection:

Product / Prototype:

PM Activity Part IIReview Framework Online Resources

Clifford The Big Red Dog

http://pbskids.org/clifford/games/index.html Zoonosis

http://www.schooltube.com/video/a14dfa5d25244676958c 2011 Worst Natural Disasters

http://www.youtube.com/watch?v=NWQNPes2UVI Flood affected people in Bangladesh

http://www.youtube.com/watch?v=IvCh7c-CETU Hurricane Katrina August 29, 2005 affected people in the US

http://www.youtube.com/watch?v=lrohoLiAeYc Don’t Leave Your Pets Behind When Disaster Strikes

http://www.youtube.com/watch?v=3ZEGyHaBOzk Disaster Preparedness and Pets

http://www.youtube.com/watch?v=XXVLaIlgZ2g

Project GuidelinesEveryone is asked to present the following:

Unit Seed With The End In Mind Model I or IISTEM Centric Planning Guide (Page 1 information only)At least 1 Future Unit, Lesson and/or Lesson SeedOn Day 3 of the EEA, participants will orally share to the whole

group, for no more than 5 minutes, the three above documents. (No power point or handouts are needed for your presentation.)

The above three items are located in your EEA Elementary STEM notebook and on the Curriculum Management System (CMS). Click a grade level: K, 1-2 or 3-5 and look for the following titles:

Blank Template STEM Centric Planning Guide Blank Future Units, Lessons and Lesson Seeds Unit Seed With The End In Mind Model I or II Elementary STEM Power Point Presentation Volunteers: If you would like to summit your STEM Unit Seed to MSDE, please

email it to Dr. Nira C. Taru at ntaru@msde.state.md.us. (All submission will be posted in an Elementary STEM Library of Resource folder.)

Q & A Time