1. Presented by jennifer.bailey@fldoe.org randy.stowers@fldoe.org
Literacy Meets STEM Engaging Students with Cross Content Instruction Manatee County School District Title I Conference
Access PowerPoint presentation, referenced articles, lesson plans and student handouts
Presented by
Time: 1 minutes
Purpose: set the stage/ introduce the presenters
Handouts:
Facilitator's Notes: General notes to assist with content

2. Objectives Participants will…
Have the opportunity to participate in an Engineering Design Challenge.
Participate in a Literacy activity related to the Engineering Design Challenge.
Examine six characteristics of STEM lessons and consider how they can be used to create hands on, engaging lessons which incorporate STEM and Literacy Florida Standards.
Discuss how to align content Standards with current Pacing Guide placement.
Time: 1 minutes/ 2 total
Materials:
Notes: Read slide to participants- ask for questions.

3. Front Load Vocabulary Wind Mill Wind Turbine Time:
Handouts: Wind Power Articles- 4th Grade Version
Facilitator's Notes:
Draw participants attention to the pictures and ask them to discuss with a partner what they notice is different about each one.
Ask them to share out and chart responses.
Ask participants to find their 4th grade version of the article.
Tell them you are going to read out loud and you want them just to follow along.
Read the article.
Then, tell them you are going to read again and ask them to put a thumb up each time they hear one of the vocab words.
After the second read have participants tell you any other information to add to the chart.
Have a student give you a basic definition of each based on what they charted.
Then, tell them that today we will be learning about each of these and how we can use Wind Power to benefit us.
This leads into the Design Challenge.

4. Engineering Design Challenge
Time: 10 mins/
Purpose: Participants experience an Engineering Design Challenge
Materials: Participant Handouts (2nd grade version; 4th grade version), see lesson plan for other materials list.
Activity: Participants use the Engineering Design Process to create a working wind turbine. Student page has criteria for the turbine for each grade level. Differentiation of the lesson comes in the form of different materials in toolbox and the level of development expected of the turbine. 4th grade turbine expected to be stand alone and challenge is to lift a load. 2nd grade challenge is to create a turbine where wind moves the blades but it does not have to stand alone or lift a load.

5. T= How a Wind Turbine Works
Text- Coding
W= How a Windmill Works
T= How a Wind Turbine Works
B= Benefit to Humans
Let’s Practice…
Time:
Materials: The 2nd Grade Article, Venn Diagram comparing and contrasting Wind Mills and Wind Turbines.
Activity:
Have participants find the 2nd grade article.
Tell them that we are now going to read the article to see if we can find out more information about wind mills and wind turbines and find out how they benefit humans.
Tell them that we will use the codes on the screen. We will use Gradual Release to Code the Text.
Read the first paragraph and code it.
Ask them to code the second one with a partner. Then have them share codes.
Ask them to code the third paragraph on their own.
Ask them to speak with a partner and share how wind mills work- have one volunteer share.
Do the same with Wind Turbines.
Create a Venn Diagram together to compare and contrast.
Ask students to discuss with their table about the benefits of wind power to humans.
Ask volunteers to share.
Ask participants what are the benefits of text coding.

6. Writing and Speaking/ Listening
So…How does Wind Power benefit humans??
What are some ways we can/ did address Writing and Speaking/ Listening Standards in order to continue to support the students in answering this question??
3 mins
Turn and talk and discuss out loud:
What would be the next steps after the Venn Diagram?
How can we make sure we hit all parts of Literacy? Emphasize that the students used S/L when talking with their table groups and presenting during Design Challenge- we need to make sure this is happening with ALL students. How do we “grade” this? What are examples of short and long/ extended writing that could be done??
The final goal is that the students will be able to answer this over- arching question after the entire lesson.

7. Engineering Design Process
Time: 1 mins/ total
Compare this EDP to the wind mill design challenge and see if we took all into account.

8. Six Characteristics of a Great STEM Lesson
STEM Lessons:
focus on real-world issue and problems
are guided by the engineering design process
immerse students in hands-on inquiry and open- ended exploration
involve students in productive teamwork
apply rigorous math and science content your students are learning
allow for multiple right answers
Time: 1 mins/ total
Purpose:
Materials:
Activity:
(Anne Jolly, June 17, 2014)

9. Time: 1 mins/ total
A quality STEM experience cannot be defined by time
Also, do not need all 4 components every lesson.

10. Nature of Science Standards
Time: 2 mins/ total
Point out the Nature of Science Standards and discuss how they are addressed with this type of instruction. Then point out progression of N.1.1
Kinder – 2nd grade standards.

11. Nature of Science Standards
Time: 1 mins/ total
Point out the Nature of Science Standards and discuss how they are addressed with this type of instruction.
3rd – 5th grade standards.

12. How do we become literate? Two processes -
Learning –
The deliberate process of gaining knowledge through explanation and analysis.
Of value in developing the metacognitive skills of planning, selecting and critiquing our communications.
Acquisition –
Knowledge gained (sometimes unconsciously) through observation, exposure to models, imitation and trial-and-error of meaningful, functional activities.
Requires exposing students to a variety of authentic opportunities, purposes, contexts and audiences.
Time: 3 mins/ total
Notes:
Our students become literate either through direct teaching- deliberate learning- thinking about their thinking- example: direct instruction of a particular skill or strategy OR by acquiring knowledge through a more natural approach- discovering through opportunity, experience or inquiry- example: student directed research, independent practice of reading and writing
This inquiry and trial and error approach lends itself very well to the STEM disciplines- STEM is often taught in this way- through hands- on experiences- thinking about how children naturally learn it makes sense to include this mode of learning across contents- combining STEM and Literacy- as we did today.
The next slide will show an example of both with one ELA Standard.
(James Paul Gee, 2008)
Deep understanding requires both kinds of learning.

13. Deliberate Literacy or Acquired Literacy?
What Would Deliberate literacy Instruction With This Standard Look Like?
LAFS.2.RI.1.2
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
What About With Inquiry and Acquisition? How is this Standard enhanced by the inclusion of STEM activities?
Time: 4 mins/ total
Turn and Talk- Ask participants to share their thoughts and make connections between what we expect in Literacy Instruction to what we expect in STEM instruction and how the two complement each other??

14. Knowledge versus Understanding
The facts
A body of coherent facts
Verifiable claims
Right or wrong
I know something to be true
I respond on cue with what I know
The meaning of the facts
The theory that provides coherence and meaning to those facts
Fallible, in-process theories
A matter of degree or sophistication
I understand why it is, what makes it knowledge
I judge when to and when not to use what I know
Time: 2 mins/ total
Notes:
We use knowledge to gain understanding. Inquiry increases the connections made in order for understanding to happen. Example- reading directions to put together furniture. Just looking at the directions gives you some knowledge- reading helps you make connections- but really moving the pieces and using tools to start building makes the connections deeper.
Fallible – capable of making mistakes
Wiggins, Grant., McTighe, Jay.(2005) Understanding by Design, Expanded 2nd Edition.

15. Time: 2 mins/ total
Notes:
MP- Standards of Mathematical Practices
EP- ELA practices - very similar to the CCSS Anchor Standards
EP1=CCSS Anchor Standard 10- Read and comprehend complex literary and informational texts independently and proficiently.
EP 3= CCSS Anchor Standard 1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
SP- Science/ Engineering Practices
White represents where they all meet. Point out the multiple ways that we can connect the various contents.

16. Wrap Up Please complete this Exit Slip:
- One thing that I am leaving excited about today is:
One thing that I am ready to implement before the end of the year is:
How can you integrate the Arts into this?
Access PowerPoint presentation, referenced articles, lesson plans and student handouts
2 mins/ 43 mins total
Materials: Sticky notes for Exit Slips, surveys
Notes:

17. References
Cheuk, T. (2013). Relationships and convergences among the mathematics, science and ELA
practices. Refined version of diagram created by the Understanding Language Initiative for
ELP Standards. Palo Alto, CA: Stanford University.
Dayton Regional STEM Center. (2016). Stem Education Quality Framework. Retrieved February
26, 2016 from
Quality-Framework.pdf?ext=.pdf
Gee, J.P. (2008). Retrieved February 26, 2016 from Literacy.pdf
Jolly, A. (June 17, 2014). Six characteristics of a great STEM lesson. Education Week Teacher,
Retrieved February 22, 2016 from
ctq_jolly_stem.html
Wiggins, G. & McTighe, J.(2005) Understanding by Design, Alexandria, VA: ASCD. Expanded nd Edition.
Time:
Notes: