1. Standards: Common Practices & Iowa Core

2. How do you like to learn? Think about about you favorite or most impactful learning experience. What was it about that experience made it your favorite?

3. Experiential Learning Model

4. Common Practices: Math Science English Language Arts*

6. What are practices? Standards…..must take into account that students cannot fully understand……ideas without engaging in the practices…..and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content (i.e math, science or literacy). NRC Framework, 2012, p. 218

7. Commonalities of Practices in Science, Mathematics and ELA

8. NGSS Practice: Argument from Evidence The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. NRC Framework, 2012, p. 73 NRC Framework, 2012 Argument in science goes beyond reaching agreements in explanations and design solutions. Whether investigating a phenomenon, testing a design, or constructing a model to provide a mechanism for an explanation, students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based on their merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims. NGSS Website, Practices PDFNGSS WebsitePractices PDF

9. Mathematics Practices: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Common Core Mathematical PracticesCommon Core Mathematical Practices

10. NGSS Practices 1: Asking Questions and Defining Problems Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations [or substitute any 4-H priority]. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution. NRC Framework 2012, p. 56NRC Framework 2012,

11. “The important thing is to not stop questioning. Curiosity has its own reason for existing.” Albert Einstein Quoted by William Miller in Life Magazine May 2,1955

12. Engagement in practices is language intensive and requires students to participate in classroom discourse. The practices offer rich opportunities and demands for language learning while advancing [science] learning for all students (Lee, Quinn, & Valdés, in press). English language learners, students with disabilities that involve language processing, students with limited literacy development, and students who are speakers of social or regional varieties of English that are generally referred to as “non-Standard English” stand to gain from science learning that involves language-intensive scientific and engineering practices. When supported appropriately, these students are capable of learning science through their emerging language and comprehending and carrying out sophisticated language functions (e.g., arguing from evidence, providing explanations, developing models) using less-than-perfect English. By engaging in such practices, moreover, they simultaneously build on their understanding of science and their language proficiency (i.e., capacity to do more with language). PDF, p3. PDF, p3

13. Critical Thinking

14. Next Generation Science Standards (NGSS) (NGSS) NGSS Disciplinary Core Ideas

15. Students who demonstrate understanding can: K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. NGSS K-2 Engineering Design K-2 Engineering Design

16. NGSS 3-5 Engineering Design 3-5 Engineering Design Students who demonstrate understanding can: 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

17. NGSS 6-8 Engineering Design 6-8 Engineering Design Students who demonstrate understanding can: MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

18. NGSS 9-12 Engineering Design 9-12 Engineering Design Students who demonstrate understanding can: HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

19. What are the connections between the 4-H Priorities and the Venn Diagram?

21. Projects: I can make the argument and demonstrate that projects are connected to the Practices

22. 4-H Project: Record Keeping

24. Iowa Core: Math Science Social Studies Literacy ELA Standards for Science, Social Studies and Technical Subjects Reading WritingReadingWriting Universal Constructs 21st Century Skills

25. Professional Development What supports for professional development are needed for 4-H staff and other stakeholders?

26. Potential PD Opportunities: Language of school Argument-Based Claims and Evidence Content Critical thinking Life skills Literacy connections Practices Questioning

27. Think Value-Added

28. IDEAS

29. Scale Up Programming The ten programs offered during the 2014-2015 school have been renewed for 2015-2016. An additional 2-5 programs to the list and will be announced in mid-January. The window to apply for scale-up programs is: January 19 - March 2, 2015. Details about each of these programs can be found at the North Central STEM Hub Website. North Central STEM Hub Website.

30. Framework for K-12 Science Educationhttp ://www.nap.edu/openbook.php?record_id=13165&page=39http ://www.nap.edu/openbook.php?record_id=13165&page=39 Next Generation Science Standards http://www.nextgenscience.org/next-generation-science-standards http://www.nextgenscience.org/next-generation-science-standards Link to webinar survey https://docs.google.com/forms/d/1a_PKFRm_uk- zTo9Ld8BaWWzbKGt4xib_R-CncaAwvpY/viewform https://docs.google.com/forms/d/1a_PKFRm_uk- zTo9Ld8BaWWzbKGt4xib_R-CncaAwvpY/viewform Scale-Up programs http://www.extension.iastate.edu/stem/content/2014-2015-scale-programs Links to resources:

31. Contact information: Lynne Campbell Professional Development Specialist lynnec@iastate.edu Cell: 515-710-1381 Office: 515-294-1521