Advancing Language Proficiency through Science and Engineering Practices Presented by: Michelle French Rita Starnes Brad Schleder

Presenter Introductions Michelle French, Staff Development and Curriculum Specialist-STEM & PBL, Tulare County Office of Education Brad Schleder, CaMSP Science Demo Center, Project Director, Kings Canyon USD Rita Starnes, K-12 Alliance/WestEd Regional Director & Engineering is Elementary Trainer

Session Outcomes The main outcomes for today are to explore how science and engineering provide a shared, authentic, meaningful vehicle in which ALL students: – develop the language skills required by Common Core State Standards, – acquire and utilize vocabulary in context, and – engage in active, hands-on learning experiences that allow students to build their knowledge and understanding of science and engineering.

Independently readthrough the CCSS forELA. With your shoulderpartner, discuss which ofthese standards mightbe taught throughscience and engineering. Share whole group. Review the CCSS for ELA

Rationale for Language Development in Science English Language Structure & Syntax Listening & Speaking Communication Collaboration Knowing & Understanding

Supporting Oral Language “If we accept the premise that external dialogue is a major resource for the development of thinking, and that interaction is also integral to language learning, then it follows that we must consider very seriously the nature of talk in which learners are engaged in the classroom.” Pauline Gibbons

STEM Supports CCSS Language Development S TE M

Critical Thinking: Reflection, analysis, synthesis about a concept or idea for the purpose of gaining new knowledge. Creativity: Generating new ideas to solve problems Communication: Exchanging information Collaboration: Working together to accomplish a goal 21 st Century Skills

Next Generation Science Standards Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Science and Engineering Practices 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information

Habits of Mind

The Big Picture: New Opportunities for All Learners Common Core Standards (ELA and Mathematics) College & Career Readiness Next Generation Science Standards 21 st Century Skills

Engineering is Elementary Museum of Science, Boston

Engineer…The Definition Engineer (n): “A person who uses his or her creativity to design and or improve technologies (objects, systems, or processes) that solves a problem or fulfills a desire.”

Skill Building Problem Solving Analysis and data-driven decisions Variables and optimization Teamwork Communication Creativity

Engineering…The Definition Engineering (v): “Engineering is a systematic approach to designing objects, systems, or processes to meet human needs and wants.”

The Engineering Design Process ASK IMAGINE PLAN CREATE IMPROVE THE GOAL To solve a problem by developing or improving a technology. Criteria Constraints Sci. info Brainstorming No evaluation Get specific with one idea And test

The Best of Bugs: Designing Hand Pollinators Museum of Science, Boston

Second Grade Performance Expectations

Engineering in Grades 3-5

Literature Sets the Stage Why should we use literature to teach science? Literature provides the context for: Exploring science and engineering concepts Engaging students emotionally and intellectually Karen Ansberry and Emily Morgan, Picture Perfect Science

Language Opportunities With your partner, discuss: Which CCSS ELA standards could be addressed through the exploration of this literature? What strategies might you use before, during, and after reading?

ASK In order for you to complete this challenge, what do you need to know? The Engineering Design Process

With your partner discuss: You need to solve the problem. What do you want to know before you start? A question I have is: ________________? Prepare to share what you need to know with the whole group. What is the problem?

Guiding Question What materials and properties of materials work best for picking up and dropping off pollen?

How might you describe the properties of three items in the baggie? I observe that (A,B,C,) is/has ____. Predict which of these materials would best pick up and drop off pollen. I predict that _______will best grip and disperse pollen, because ____________. With your group, discuss the following question and prompt:

Committing to Your Thinking After you discuss your thinking with your partner, complete handout 3-1. Write in complete sentences, and use the sentence frame we have practiced. Justify your thinking.

Carry Out an Investigation/Analyze and Interpret Data Using the materials provided, carry out the investigation. Use the rating scale provided. Calculate the total score for the items you tested. Analyze your data, and complete #s 1-4.

Reflection Do you think that everyone gathered the data the same way? Do you think the type of methods used made a difference in the results? Explain your thinking. How was this activity structured to purposefully develop the use of academic language and science content? Why is it important to understand the properties of materials when completing an engineering challenge?

Science and Engineering Practices 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Carrying Out Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument from Evidence 8. Obtaining, Evaluating, and Communicating Information

STEM Supports CCSS Language Development S TE M

Our Contact Information Michelle French: Rita Starnes: Brad Schleder: The presentation may be found: – camsp.kcusd.com – Look under “Past Presentations” – Please, see other K-5 resources on this site.