1. STEM Leadership Team March 18, 2013

2. Welcome! As you arrive, please form groups of 4-6 people. Help yourself to snacks and drinks. Make a name tent for yourself by folding a piece of paper in half, writing your name on both outside pieces, and writing your grade level and school on the inside.

3. Announcements Welcome! STEM Leadership: 4/9, 5/7, 6/4 Celebrations: Science Fairs—Downing, Pt. Defiance,.... Welcome to Joanna Croon and Linda Ikeda from Downing Science Kit Pick-up—thank you for your help! Cheryl and Jennifer attended the Upgraded FOSS sustainability training Need two pilot teachers (4 th & 5 th ) to pilot Slater Museum’s new Leaves of Change—let me know if you are interested Science and Literacy: 2 nd session will be Thursday, March 21 from 4:15-6:45 PM at the PDC, feel free to join the 2 nd sesssion Websites: Space Place http://spaceplace.nasa.gov and Design Squad http://pbskids.org/designsquad/video/package-designhttp://spaceplace.nasa.gov http://pbskids.org/designsquad/video/package-design Thank you: Tracy and Roy! Snacks—Barbara McPeak, Ron Stanley, Joel Isaacson Welcome to John Hayes from the Mt. Rainier Institute: focus groups

4. Norms / Promoting a Spirit of inquiry / Pausing / Paraphrasing—revoiceing / Probing / Putting ideas on the table / Paying Attention to self and others / Presuming positive intentions / Promoting a Spirit of inquiry / Pausing / Paraphrasing—revoiceing / Probing / Putting ideas on the table / Paying Attention to self and others / Presuming positive intentions

5. Learning Targets I can describe ways that science investigations are similar to and different from STEM projects. I can describe and explain a strategy to develop STEM projects that connect to the big science ideas in FOSS kits.

6. 1. Write a “great” idea that is working well around science instruction in your classroom and/or building on a 3 x 5 card. 2.Find someone in the room who is not at your table. Share your ideas. Paraphrase and inquire so you can share your partner’s card and information with another person. 3.At a signal, trade cards. 4.Locate a new partner and share your new card and information. 5.At a signal, return to table groups. Share what you learned. Debrief Give One Get One

7. How is a STEM Project the same and/or different from a science investigation? 1.Individually, write your ideas on the half- sheets at your table or in your notebook. 2.Draw a line of learning under your ideas. 3.Make contact with someone not at your table and share your ideas.

9. Read Shedding Light on Engineering to yourself. Mark any ideas parts that resonate, stick out, surprise you and/or make you think. In groups of 4: Go Around 1.Everyone shares one ideas without discussion. 2.After everyone has had a chance to share, discuss ideas.

10. Has your thinking changed? --Go back to your ideas before reading the article and record any new ideas under the line you drew

11. On your own, complete “Does it Have to Touch” and “Magnets in Water” Be sure to explain your thinking.

12. Magnetic Forces Centers 1.Does it Stick? 2.Magnetic Interactions 3.Magnetic Properties 4.Breaking the Force 5.Rollers

13. What are the BIG Science Ideas?

14. At your table, Discuss the BIG ideas about forces and magnetic force—what did you discover? Be ready to share--

15. Work in teams of 4 Consider the science content & complete the STEM project planning template Choose one of your ideas Use chart paper to draw and label one of your ideas—be sure to include how the science is included in your idea. Post and be ready to share.

16. Going back to the grade-level curriculum maps..... Are there additional places that STEM projects could fit on your grade level curriculum map? Move to grade-level groups and consider places that the science could support a STEM project.

17. As science teachers begin to take their first steps in moving toward the next generation science standards, we recommend integrating essential features when learning to teach science using the engineering design process. These features: 1.Motivate students through real-world situations and challenge them to chart their own course of action while applying science concepts and fostering a sense of curiosity, innovation and collaboration. 2.These features provide a useable framework for teachers to craft their own engineering design-based tasks, related assessments and cross-disciplinary activities.

18. 5 Dimensions Think about the work that we did tonight... On an index card:  2 connections to 5D  1 idea you will try in your classroom  1 idea you will share with a colleague

19. Take a Break!!