 Begin to build a common understanding of what STEM education is/could be here at Killip.

 Why does STEM matter?  What is STEM Education/STEM literacy  What does the final product (student) look like?  What does it look like in my classroom?

STEM The big picture – A look at STEM education and it’s role/vale from the big picture of government, industry and economics. (right-click and select ‘open hylerlink’ to view.) ◦ mbedded&v=biWQZlUl-vE mbedded&v=biWQZlUl-vE STEM as innovation in education - Battelle is a non- governmental think-tank institute that recruits innovative and collaborative individuals. They contract their teams out to major businesses that want to move their company forward. This is their take on education and STEM’s role in the next 10+ years. ◦

Business pipeline - Businesses are losing time and money having to train and re-educate new employees after they hire them. Businesses realize and want a continuous pipeline of job candidates that already have a foundation in STEM education. (we already have local businesses that recognize this and are ready to offer philanthropic and logistical support.) Students – Regardless of the positive impacts on a student’s education and career, STEM education and the thought processes it creates for students, reach beyond the classroom and work place into their personal and family life.

 “An interdisciplinary approach to learning that removes the traditional barriers separating the four disciplinesof science, technology, engineering & mathematics and integrates them into real-world, rigorous, and relevant learning experiences for students.” (Vasquez, 2012) The major point here is surrounding the idea of ‘inter’ and ‘trans’-disciplinary instruction. Not to say that all lessons must teach all 4 STEM disciplines: but rather that any time one of the STEM disciplines is actively integrated with another discipline, either within or beyond the STEM disciplines, you have STEM education.

 The ability to identify and apply concepts and content from science, technology, engineering, and mathematics to understand and solve challenges or problems that cannot be resolved by any one disciplinary approach. (Washington STEM study group,2011)

 5 th Grade Astronomy review –  View video and then identify how this lesson actively integrates (or does not integrate) any of the following disciplines.  How could this lesson be modified to incorporate other disciplines within or beyond STEM?  Science?  Technology?  Engineering?  Math?  Other Disciplinary connections?

 5 th Grade Technology Research- w=detail&mid=661849AC1D17F6A AC1D17F6A45081&first=81&FO RM=NVPFVR w=detail&mid=661849AC1D17F6A AC1D17F6A45081&first=81&FO RM=NVPFVR  View video and then identify how this lesson actively integrates (or does not integrate) any of the following disciplines.  How could this lesson be modified to incorporate other disciplines within or beyond STEM?  Science?  Technology?  Engineering ?  Math?  Other Disciplinary connections?

 Egg Drop  View video and then identify how this lesson actively integrates (or does not integrate) any of the following disciplines.  How could this lesson be modified to incorporate other disciplines within or beyond STEM?  Science?  Technology?  Engineering?  Math?  Other Disciplinary connections?

 New STEM school. Year 1. -   This video interviews staff at a school after completing their first year as a STEM school. They discuss their apprehensive and ambiguous outlook going into the year and contrast that with the process, changes and outcome the year brought. We mirror many of their concerns and it is comforting to see a sample of where we can take this. I look forward to working with you and seeing where our first year takes us.

 A-Z Science licensing and training.  Vasquez’s STEM Guiding principles.  NGSS (Next Generation Science Standards) ◦ Cross Cutting Concepts ◦ Practices ◦ Core Concepts