how doyou stem? eea 2012 elementary stem day 2. ela math social studies science technology stem fine...
TRANSCRIPT
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HowHow DoDo YouYou
STEM?STEM?EEA 2012
Elementary STEMDay 2
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ELA
MATH
SOCIAL STUDIES
SCIENCE
TECHNOLOGY
STEM
STEM
FINE ARTS
ENGINEERING
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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*
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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) .
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Preparing STEM Proficient Students
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STEM Learning Experiences
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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.
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STEM Learning Experiences
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Connecting ELA & STEM
Clifford the Big Red Dog, by Norman Bridwell
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Complex Questions
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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.
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STEM And Engineering: Building Clifford A Dog House
BrainstormAsk
Questions
Imagine
Create Plans
Create Models
IdentifyProblems
Evaluate and
Refine
Tests SolutionsPresent
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STEM TEAM Reflection
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STEM Learning Experiences
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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
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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
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Dogs Are A Part of People’s Family
http://www.schooltube.com/video/a14dfa5d25244676958c/
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People and Dogs: Differences and Similarities
People Are Different Dogs Are Different
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Dogs With Big EyesDogs With Big Tongue
Dogs With Big Ears Dogs With Big Hair
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People Need Water Daily Dogs Need Water Daily
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People Need Food Daily Dogs Need Food Daily
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People Need to Exercise Dogs Need to Exercise
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People Need Rest Dogs Need Rest
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People Like Going For Walks Dogs Like Going For Walks
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People Need Baths Dogs Need Baths
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People Need Grooming Dogs Need Grooming
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People Need To Go To the Doctor
Dogs Need To Go To The Veterinarian
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People Need Training Dogs Need Training
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People Live In Different Types Of Houses
Dogs Live In Different Types Of Houses
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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.
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STEM Unit Seed Pictures : People Working With Animals
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Police Dog Fire Dogs Rescue Dogs
Dogs Work in the Snow Dogs Work in the Fields Eco Dogs
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Complex Questions
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Disaster Preparedness For Your Pets
http://www.youtube.com/watch?v=Jh3umxeFVxU&feature=related
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http://www.wusa9.com/video/1148082278001/0/Flash-Flooding-In-Ellicott-City-Maryland
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How Are People Affected By Natural Disasters
Flood affected people in Bangladesh
Hurricane Katrina August 29, 2005
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Don’t Leave Your Pets Behind When Disaster Strikes
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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.
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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?
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Using ELA & STEM Example
Clifford the Big Red Dog, by Norman Bridwellhttp://pbskids.org/clifford/games/index.html
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Police Dog Fire Dogs Rescue Dogs
Dogs Work in the Snow Dogs Work in the Fields Eco Dogs
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http://www.wusa9.com/video/1148082278001/0/Flash-Flooding-In-Ellicott-City-Maryland
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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)
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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.
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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:
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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
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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…)
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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
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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:
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Reminder: STEM Learning Environment
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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.
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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:
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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
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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 [email protected]. (All submission will be posted in an Elementary STEM Library of Resource folder.)
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Q & A Time