STEM
Leadership
1-07-14
Welcome!
• As you arrive, please form groups of 6
people.
• Help yourself to snacks and drinks.
• Sign in and grab your name tent or
• 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.
Announcements
• Welcome!
• Dates for STEM Leadership: 2/4/14, 3/4/14, 4/8/14, 5/6/14 &
6/3/14 all in the duet or the quad
• NGSS Leadership Team—Meets on January 23rd
• I-Check grading “party” January 9th, 15th & 16th , register on the
PD calendar.
• Grades 3-5 teachers will need to administer, code, and enter IChecks into Performance Plus for pre-tests by January 17th.
• Helping Students Succeed on the Science MSP– Jan 22 & Feb 24
• Educators Night at the Museum of Flight – Feb 13th , 5-8:00 PM
(See flier for details to register)
Thank you!
• Thank you to Colette Babson and Angela Salo
for providing snacks!
Learning Targets
• I can describe, explain, and teach
characteristics of a scientific
explanation in my classroom.
• I can design a lesson that introduces
scientific explanation components to
my students.
Promoting
Pausing
Norms
a Spirit of inquiry
Paraphrasing—revoiceing
Probing
Putting
ideas on the table
Paying Attention to self and others
Presuming positive intentions
Last Time. . . .
Four
Corners
Developing a Claims, Evidence and
Reasoning Model
Need Groups of 6 at each table
At your table there are 3 zip-lock bags words.
One yellow (claim), one blue (evidence) and one
orange (reasoning)
With a partner use the words in your bag to
create a definition for your word. Write out your
definition on the paper that matches your word
As a group . . .
On a piece of chart paper,
Create a model that represents the relationships
between Claims, Evidence, and Reasoning.
--How do these ideas work together in helping
students develop scientific explanations?
--Include at least one example and non-example
for each—claims, evidence and reasoning.
Carousel/Chalk Talk
Use the markers at your table to add thoughts,
ideas and ahaas about the C-E-R model you are
looking at.
Claims-Evidence-Reasoning Video
Clip Protocol
• Preview Questions 1-6
• Number off in groups of 6—connect your number
with the number question on the sheet. As you
watch the video be prepared to share with your
group.
• #6 is the facilitator—each person gets 1 minute
• Take a minute to answer your question and
prepare for discussion
3rd Grade teacher who has been introducing the components
of the scientific explanation model/framework to her students.
This is the midway point of the year and the unit is on simple
machines. Students have been writing claims and evidence
for several months.
Take a minute to answer your
question and prepare for the
table discussion.
#6 is the facilitator—each
person gets 1 minute to share
their thoughts about their
question.
Whip Around
What strategies did Ms.
Hershberger use to help
students develop a
scientific explanation?
Take a Break!
During the break
move into gradelevel groups with 3-4
people in a group.
Planning a Lesson to Introduce the Scientific
Explanation Model
(Claims-Evidence-Reasoning)
1. Move into Grade Level Groups with 3-4 people
in a group.
2. As a group, create a lesson during an upcoming
module, that introduces the Scientific
Explanation Model (C-E-R).
3. May want to introduce the terms; claims,
evidence and reasoning as part of the lesson.
4. Plan a lesson that you will be able to teach
before February 4th (next STEM Leadership.)
In designing the lesson . . .
• Be sure to record your groups’ ideas on chart paper
and in your notebook.
• Include which variation from Handout 4 your lesson
will include.
• Develop a question that students will respond to that
requires evidence and is rooted in a scientific
principle.
• Develop examples of ideal student responses with
claims and evidence (and if applicable reasoning).
• Description of any strategies (visual representations,
graphic organizers, everyday examples, etc.)
Time to plan a lesson
Divide and Share
In your notebook . . .
Record anything you would like
to add, edit or change in your
introductory lesson.
What Do Effective Leaders Do?
1. Read individually.
2. Discuss various leadership roles that STEM
leaders could take within a school site.
3. In your notebook, write 1-2 leadership roles
you are willing to commit to for the 2013-14
school year around Science and STEM.
• What kind of work would be
helpful during our STEM
sessions?
• What would you like us to
accomplish?
Learning Targets
• I can describe, explain, and teach
characteristics of scientific explanation
framework in my classroom.
• I can design a lesson to introduce scientific
explanation framework to my students.
• I can describe how my actions contribute to
my effectiveness and success with those
whom I work with as a STEM Leader.
5 Dimensions
Think about the work we engaged in this
afternoon . . .
What were the
connections to 5-D?
Homework
Read Chapter 4 for
February 4th
+
Teach the introductory lesson
that you planned with your
group. Bring evidence to share
with the group—pictures, student
work, graphic organizer,
reflection, etc.
Exit Card:
1. What will you take back and use in your
classroom?
1. Knowing the challenges in your
classroom, how will one of the ideas
presented today support your students?