1. ScienceTechnologyEngineeringMathematics STEM

2.  A STEM field is any discipline that includes the regular use of science, technology, engineering, and mathematics. Such fields include, but are not limited to: biology, chemistry, physics, agricultural science, mathematics, statistics, computer science, actuarial science, applied mathematics, biochemistry, computer engineering, mechanical engineering, civil engineering, aerospace science, food science, computer security, astrophysics, astronomy, nanotechnology, nuclear physics, mathematical biology, operations research, bioinformatics zoology, psychophysics, neurobiology, biomechanics, epidemiology acoustical engineering, geographic information systems, electrical engineering, and computer security. Reference: http://en.wikipedia.org/wiki/STEM_fields

3.  STEM education tries to integrate the math and science curriculum, using technology and concepts of engineering to foster creativity, higher-order thinking skills, and make learning relevant to students.

4.  In situations where a math and science teacher have common CSOs, common planning, and common students, the STEM lesson/unit would be taught simultaneously in both classes, with each teacher responsible for his/her part of the content.

5. Puff Mobiles Unit Tasks: Pre-Test Scientific Method Measurement Distance = rate time Create a table of values and graph by hand and by using technology Force/Motion/Energy/Work/Friction Build Puff Mobiles Test Puff Mobiles and record data Data entry into Excel and analysis/reflection Post-Test

7.  Mostly, STEM can be done as a sort of “block” for students during the day where all components of instruction should be in the context of the project/theme.  Try to get as many disciplines involved as possible.

8.  “The science, technology, engineering, and mathematics (STEM) fields are collectively considered core technological underpinnings of an advanced society, according to both the National Research Council and the National Science Foundation. In many forums (including political/governmental and academic) the strength of the STEM workforce is viewed as an indicator of a nation's ability to sustain itself. Maintaining a citizenry that is well versed in the STEM fields is a key portion of the public education agenda of the United States of America. Substantial lobbying is underway in Washington, DC to raise awareness of STEM education issues.” Reference: http://en.wikipedia.org/wiki/STEM_fields

9. F Take a FACTUAL appraisal of your students and where they stand with the content they must know to participate meaningfully in this project.M MECHANICAL development labs are used to address deficiencies in students who have them. P Students will have to prove their PROFICIENCY of key topics to advance to the more interesting/fun stages. C Students CREATE or improve a product or design that forces them to use their acquired knowledge in CREATIVE new ways. M Students prove their MASTERY of the content.

10.  Used to gauge what students KNOW  RTI/Acuity data  A pencil/paper test  Hands-on demonstration

11.  Used to develop what students DON’T or only PARTLY know. A good place to focus on common misconceptions and use differentiation.  Manipulatives  Whole class/small group instruction  Pencil/paper practice  Graphic Organizer  Games  Computer/Web environment ◦ Internet learning sites, Destinations, etc.

12.  Ongoing assessment to assess whether students are learning.  Progress monitoring (RTI)  Quiz  Demonstration  Board work

13.  Applying and extending what is known/has been learned.  Tasks in this area should be hands-on and begin with high-DOK words: ◦ analyze, deduce, choose, compare, contrast, explain, hypothesize, justify, prove, test, verify, assemble, create, invent, produce, publish, refine, test…  Usually assessed by rubric.

14.  Back in 1958, Ted Schwarzrock was an 8-year-old third grader when he became one of the “Torrance kids,” a group of nearly 400 Minneapolis children who completed a series of creativity tasks newly designed by professor E. Paul Torrance. Schwarzrock still vividly remembers the moment when a psychologist handed him a fire truck and asked, “How could you improve this toy to make it better and more fun to play with?” He recalls the psychologist being excited by his answers. In fact, the psychologist’s session notes indicate Schwarzrock rattled off 25 improvements, such as adding a removable ladder and springs to the wheels. That wasn’t the only time he impressed the scholars, who judged Schwarzrock to have “unusual visual perspective” and “an ability to synthesize diverse elements into meaningful products.” The accepted definition of creativity is production of something original and useful, and that’s what’s reflected in the tests.  Reference: http://www.newsweek.com/2010/07/10/the-creativity- crisis.html

15.  Used to gauge what students LEARNED  Repeat the Factual assessment to judge student learning.  RTI/Acuity data  A pencil/paper test  Hands-on demonstration

16. Mastery Creative Proficiency Mechanical Factual Appraisal Enrichment Remediation Ongoing Assessment Apply & Extend Appraisal