1. Join ExploreLearning as they showcase how to use math and science simulations (Gizmos) to deepen students conceptual knowledge. Discover how to use Gizmos as a vehicle through which to teach concepts while incorporating standards of mathematical practices (SMP’s), STEM engineering practices, and english language arts (ELA) standards. Experience the versatility of Gizmos as classroom applications are addressed - whole classroom instruction, flipped classrooms, computer labs, or BYOD. During this session, EL trainers will share their secret tips and tricks while showcasing practical teacher and student examples, including but not limited to inquiry, technology integration, claim-evidence-reasoning, incorporation of new national/state standards, STEM, and continuous improvement/RtI.

2. Tuesday, July 7, 2015 Upstate Technology Conference Greenville, South Carolina

3. Corey J. Peloquin Assistant Implementation Coordinator Manager North Florida Project Manager, PD Corey.Peloquin@explorelearning.com

4. Participating, Growing, and Developing As A Professional Do Not Distract LearnersDo Not Distract Learners Keep cell phone on vibrate/silence, text and/or return calls during breaks. Put away all electronic devices. Limit sidebar conversations to content and at a whisperKeep cell phone on vibrate/silence, text and/or return calls during breaks. Put away all electronic devices. Limit sidebar conversations to content and at a whisper Be An Active Collegial LearnerBe An Active Collegial Learner Participate in discussion and activities with a positive attitudeParticipate in discussion and activities with a positive attitude Seek first to understandSeek first to understand Watch your own “air time” inviting colleagues to share and balance discussion between participantsWatch your own “air time” inviting colleagues to share and balance discussion between participants Value Your Learning TimeValue Your Learning Time Put away work and non-training materialsPut away work and non-training materials Return from breaks on timeReturn from breaks on time Care about improving your skills and sharpening your knowledgeCare about improving your skills and sharpening your knowledge

6. RST.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST.4 Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific or technical context RST.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms RST.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually. RST.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. RST.10Comprehend science/technical texts in the text complexity band independently and proficiently.

7. WHST.1 Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

8. The Student Will: 1.Make sense of problems and persevere in solving them 2.Reason abstractly and quantitatively 3.Construct viable arguments. 4.Model with mathematics 5.Use appropriate tools strategically 6.Attend to precision 7.Look for and make use of structure 8.Look for and express regularity in repeated reasoning

9. (hook, demonstration, free write, brainstorming, analyze a graphic organizer, KWL, etc)

11. Engage (hook, demonstration, free write, brainstorming, analyze a graphic organizer, KWL, etc)

12. Engage (hook, demonstration, free write, brainstorming, analyze a graphic organizer, KWL, etc) What are you wondering?

13. (investigation, solve a problem, collect data, construct model, etc.)

14. Explore (investigation, solve a problem, collect data, construct model, etc.) Materials Toy race track Small toy trucks Lego figurine Different masses (washers) String/thin wire Scissors Meter stick or tape measure An object to stop the motion Directions Design a model that will affect the change of motion of an object (Lego figurine) Collect data each time the model is changed and record on chart paper

15. (student analysis, structured questioning, reading and discussion, teacher explanation, compare, classify)

16. Explain (student analysis, structured questioning, reading and discussion, teacher explanation, compare, classify)

17. Explain (student analysis, structured questioning, reading and discussion, teacher explanation, compare, classify)

18. Explain (student analysis, structured questioning, reading and discussion, teacher explanation, compare, classify)

19. Explain (student analysis, structured questioning, reading and discussion, teacher explanation, compare, classify) Vehicle Mass Hill # 1 Height Maximum Speed Time

20. Explain (student analysis, structured questioning, reading and discussion, teacher explanation, compare, classify)

21. (problem solving, decision making, experimental inquiry, compare, classify, apply)

22. Elaborate/Extend (problem solving, decision making, experimental inquiry, compare, classify, apply) Challenge 2 – Construct a diagram showing how the height of the hills affects whether or not the egg breaks. Include labels such as gravitational potential energy, kinetic energy, friction. Challenge 1 – Identify as many possible variables affected when friction is introduced. Challenge 3 - Provide evidence from the Gizmo that is consistent with your observations from the car crash challenge on the role velocity plays in affecting the motion of an object (Lego figurine/car passengers/roller coaster physics egg).

23. (develop a scoring tool or rubric, performance assessment, produce a product, journal entry, portfolio, etc.)

24. Evaluate (develop a scoring tool or Rubric, performance assessment, produce a product, journal entry, portfolio, etc.)

26. RST.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST.4 Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific or technical context RST.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms RST.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually. RST.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. RST.10Comprehend science/technical texts in the text complexity band independently and proficiently.

27. WHST.1 Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

28. The Student Will: 1.Make sense of problems and persevere in solving them 2.Reason abstractly and quantitatively 3.Construct viable arguments. 4.Model with mathematics 5.Use appropriate tools strategically 6.Attend to precision 7.Look for and make use of structure 8.Look for and express regularity in repeated reasoning

29. DEBRIEF From this session, what are some of your biggest “take-aways” or “ah-ha” moments? Content Pedagogy

30. DEBRIEF How will using Gizmos change your instructional strategies to support Math, Science, or ELA standards? Content Pedagogy

32. http://undsci.berkeley.edu/article/scienceflowchart