2.  Continue to develop a common understanding of what STEM education is/could/should be here at Killip.

3.  Focus on Integration:  Establish Relevance:  Emphasize Twenty-First-Century Skills:  Challenge Your Students:  Mix It Up:

4.  Creativity and Innovation  Critical Thinking and Problem Solving  Communication and Collaboration  Information Literacy  Media Literacy  Information Communication Technologies

5.  Use the following data from our egg drop activity this summer to identify a math standard that could be taught using this data.  Share-out from all grade levels.

6. Design Shirt box Ziploc bag Flour box Trash bag Grocery bag Padded box Weight351462 %5083166610033 Height1315 11139 %86100 738660 Numerical total161816151911 Place423516 Percent total13618311613918693 Place425316

7.  NGSS ◦ Cross Cutting Concepts ◦ Practices ◦ Core Concepts

8.  Understand the background, philosophy and structure of the Next Generation Science Standards

9.  A Science Framework for K-12 Science Education. -2012 ◦ Vision of Science Education

10. “…the framework focuses on a limited number of core ideas in science and engineering both within and across the disciplines. The committee made this choice in order to avoid the shallow coverage of a large number of topics and to allow more time for teachers and students to explore each idea in greater depth. Reduction of the sheer sum of details to be mastered is intended to give time for students to engage in scientific investigations and argumentation and to achieve depth of understanding of the core ideas presented. Delimiting what is to be learned about each core idea within each grade band also helps clarify what is most important to spend time on, and avoid the proliferation of detail to be learned with no conceptual grounding. Third, the framework emphasizes that learning about science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. Thus the framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 science education.”

12.  Disciplinary Core Ideas (DCI) ◦ Science Content  Crosscutting Concepts ◦ Interdisciplinary science/engineering (and beyond) content.  Science and Engineering Practices ◦ Actions students perform using science content and concepts.

13.  Physical Sciences  Life Sciences  Earth Sciences

14. 1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

15. 2. Cause and Effect: Mechanism and Explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.

16. 3. Scale, Proportion, and Quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance. 4. Systems and System Models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.

17. 5. Energy and Matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations. 6. Structure and Function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions

18.  7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study.

19. 1. Patterns 2. Cause and Effect 3. Scale, Proportion and Quantity. 4. Systems and system models. 5. Energy and Matter: Flows, Cycles and Conservation. 6. Structure and Function 7. Stability and Change.

20. 1. -Asking questions (science) and defining problems (engineering). 2. -Developing and using models. 3. -Planning and carrying out investigations. 4. -Analyzing and interpreting data. 5. -Using mathematics and computational thinking.

21. 5. -Constructing explanations (science) and designing solutions (engineering). 6. -Engaging in argument from evidence. 7. -Obtaining, evaluating and communicating information.

22.  Tie all three Components together.  Outline what students should be able to do.  Clarify parameters for understanding and assessment.

24.  250-400 word summary of what is covered from all three areas.  Take 10 minutes with your team and dissect/annotate the storyline.  Highlight DCI’s in one color, Cross Cutting Concepts in another, and Practices in a third color.  Select 1 DCI that seems as if it would be best integrated with a unit/domain that you are currently expecting to teach this year.

25.  Identify the Performance Expectation from your grade level that correlates with this DCI.  Which ELA standards could you integrate with this Performance Expectation?  What is a STEM activity that could teach this Performance Expectation?  What data could be collected from this activity.  What math standards could be taught from this data?

26.  Do we have an idea we can begin to build an instructional unit around?  What are the next steps?