# data[].attributes.headline
Teacher Session 1: Building the Groundwork for a STEM Culture

# data[].attributes.subject
Teacher Session 1: Building the Groundwork for a STEM Culture

# data[].attributes.body
Learning Targets:

I CAN explain how the Five Essential Elements of STEM contribute to a STEM culture and frame experiences for future-ready learners.

I CAN navigate Discovery Education’s Digital Resources to utilize in a lesson.

I CAN share one learning experience with a colleague before the next session.

# data[].attributes.headline
Teacher Session 2: STEM Culture: Collaborating and Communicating

# data[].attributes.subject
Teacher Session 2: STEM Culture: Collaborating and Communicating

# data[].attributes.body
Learning Targets:

I CAN use resources within Discovery Education to promote communication and collaboration.

I CAN create a lesson grounded in STEM Connect, infusing
communication and/or collaboration to facilitate a learning experience in my classroom.

I CAN share my classroom and STEM teaching and learning best practices with a colleague.

# data[].attributes.headline
Teacher Session 3: STEM Culture: Creativity and Critical Thinking

# data[].attributes.subject
Teacher Session 3: STEM Culture: Creativity and Critical Thinking

# data[].attributes.body
Learning Targets:

I CAN use resources within Discovery Education to promote creativity and critical thinking.

I CAN create a lesson grounded in STEM Connect, infusing creativity and critical thinking, to facilitate a learning experience in my classroom.

I CAN explain describe the difference between an effective teacher and a teacher leader .

# data[].attributes.headline
Admin Session 2: Leading to Build a STEM Culture: Fueling the Five Essential Elements of STEM

# data[].attributes.subject
Admin Session 2: Leading to Build a STEM Culture: Fueling the Five Essential Elements of STEM

# data[].attributes.body
Learning Targets:

I CAN explain how the Five Essential Elements of STEM contribute to a STEM culture and frame experiences for future-ready learners.

I CAN support teacher leaders in utilizing DE digital resources to build a STEM culture in my school.

# data[].attributes.headline
Raymond - Learn a variety of SOS strategies and modify them for first grade, in order to implement them within the classroom.

# data[].attributes.subject
Raymond - Learn a variety of SOS strategies and modify them for first grade, in order to implement them within the classroom.

# data[].attributes.headline
Building communication and collaboration in our classroom.  Students had pictures of needs or wants taped to their backs. They had to discover what need or want they were through yes or no questions of peers. Then sort into the need or want spot in the classroom.

# data[].attributes.subject
Building communication and collaboration in our classroom.  Students had pictures of needs or wants taped to their backs. They had to discover what need or want they were through yes or no questions of peers. Then sort into the need or want spot in the classroom.

# data[].attributes.body
We used it in a fun way for a Halloween activity to teach the concept, and then applied it for Weathering and Erosion. Students did not have to draw, but I know some will remember this activity even more with their drawings.

# data[].attributes.headline
Hopkins- Learn a variety of SOS strategies that I can use  through out multiple subjects to engage students and create a critical thinking environment

# data[].attributes.subject
Hopkins- Learn a variety of SOS strategies that I can use  through out multiple subjects to engage students and create a critical thinking environment

# data[].attributes.body
Learn different SOS and apply them to the area of Language Arts. I want to find different ones to encourage confidence, critical thinking, and engagement in that subject area specifically [typically a low-interest subject].

# data[].attributes.body
I write weekly emails spotlighting one of the SOS. I include ways to use it in all classrooms and attach the document/pdf from the DiscoveryEd website.

# data[].attributes.body
We did this as a get to know you activity. Students wrote down three things about themselves and one lie. We took turns guessing which one was the lie.

# data[].attributes.body
We took this activity and used it in health class. We did make a change...rather than a tweet, students created a texting conversation between two kids. After reading the lesson, students had to create a conversation showing an example of peer pressure and positive ways to refuse.

# data[].attributes.body
Implement SOS across curricular areas and use them to encourage critical thinking, collaboration, communication, etc.

# data[].attributes.headline
Examples of weathering and erosion in nature.

# data[].attributes.subject
Examples of weathering and erosion in nature.

# data[].attributes.body
Students focused on the summarizing of main idea and details in Reading/LA EnvisionIt! clip and then also did the same strategy in Science for an Earthquake clip.

# data[].attributes.body
We did this virtual field trip to mars and my kids loved it! They were really engaged. We also did SOS- six word story to sum up the field trip. It was awesome to see how much the kids took away from the video.

# data[].attributes.body
We have been using the decimals and fraction videos on Discovery Education to take math notes.

# data[].attributes.body
At last meeting with Mark, he helped me brainstorm fun ideas for teaching prepositions. He came up with a drawing with descriptions partner activity, 4 corners game with a different preposition in each of the corners---ask questions and have students go to correct corner, I Spy game using prepositions as clues, and Simon Says with prepositions as part of the command. Today, we did Simon Says....the kids were quite puzzled as to why we were starting class with this---but they LOVED it! Definitely more engaged starting class with that versus a notes sheet. Thanks! * Pic below*

# data[].attributes.body
We are going to be starting our unit of adding and subtracting fractions with like denominators! I will be using this model lesson!

# data[].attributes.body
Students used DE Studio to work in small groups on a formative assessment for Health. Each student had the opportunity to work on their portion of the project from the plans they made as a group. They were fully engaged and this was a great way for them to be creative while showing what they learned.

# data[].attributes.body
In Science, we were focusing on substances. We used an example of a mixed substance to make trail mix. We were also learning about fractions and ratios in math, so it was a great cross curricular activity. They had to measure out the materials they needed and also compute what would be needed by the entire class.

# data[].attributes.headline
Admin Session 3: Leading to Build the STEM Culture: Reflection of Growth

# data[].attributes.subject
Admin Session 3: Leading to Build the STEM Culture: Reflection of Growth

# data[].attributes.body
Learning Targets:

I CAN explain how opportunities for students to demonstrate future readiness based on evidence are necessary to build the STEM culture.

I CAN describe how to use assessment strategies to support a STEM culture.

WE CAN identify successes and challenges as we create a STEM culture in our schools.

# data[].attributes.body
We used Nearpod to navigate and collaborate on some clues about our new social studies topic: Geography.

# data[].attributes.body
We completed placemats about our big ideas in social studies to prepare for our final project. Students worked collaborated to add details to their posters.

# data[].attributes.body
Although not an SOS strategy, we incorporated robotics into our classroom to meet our Physical Science objective about motion. Students programmed the robots to move based on their vocabulary words and also created unique sequences to demonstrate their understanding. Students worked both collaboratively and independently on this project.

# data[].attributes.body
We use reading rainbow videos to connect our reading and social studies or healthy curriculum. When watching our reading rainbow videos, we complete a 3-2-1 as a whole group to answer questions that pertain to both subject areas and tie the literature in with the social studies.

# data[].attributes.body
Students used this strategy to note take on the 5 senses. Each group wrote and drew ways that we use our 5 senses and then the students shared their posters with the group.

# data[].attributes.body
We incorporated the STEM connect unit about the way we move into our geography unit. One of our lessons is about the way our geography can affect our travel, food, clothing, etc. We focused on the other things that can affect travel as well.

# data[].attributes.body
We shared our Robotics skills with kindergarten students. We had a great time and it was fun to see all of the students engaged!

# data[].attributes.body
We spent time with our Kindergarten buddies showing them how to code Sphero Bolts and Minis. The students had the opportunity to share how to make the robots move, change colors, change directions, speak, etc. Many students seem to be very intuitive with technology and it's great to see them teaching the next group of learners!

# data[].attributes.body
We used spheros to accomplish multiple challenges!

# data[].attributes.body
In science we are learning about rocks and minerals! We need to find the depth and circumference of the rocks. We needed to use equations from math to determine those so this was a great cross curricular activity.

# data[].attributes.body
We were able to use a breakout in math that I created on on studio in Discovery Ed. The breakout was all about addition subtraction multiplication and division! The kids had a blast and it was a great review!

# data[].attributes.body
Students had to create a new animal species only using line segments lines and rays!

# data[].attributes.body
We use this strategy a lot to incorporate collaboration!

# data[].attributes.body
Teachers having time to explore Tech - Robots Sphero/Dash

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
Adding communication to our math class by discussing 3D figures, what's similar/different comparing and contrasting different shapes...

# data[].attributes.body
Students coding the different robots to do different things. This student chose to code the Dash to create his own song using the Xylophone attachment.

# data[].attributes.headline
Students helping other students with the Robots at Leonard Lawrence

# data[].attributes.subject
Students helping other students with the Robots at Leonard Lawrence

# data[].attributes.headline
LL Students trying the Sphero Challenge Cards.    5th Grade  

# data[].attributes.subject
LL Students trying the Sphero Challenge Cards.    5th Grade  

# data[].attributes.body
On our professional development day yesterday, Chad had us speak to the staff about things teachers can access on Discovery Ed site. We talked about break outs, STEM connect, strategies, and kits.

# data[].attributes.headline
Students working together using Quizlet to review SS vocab

# data[].attributes.subject
Students working together using Quizlet to review SS vocab

# data[].attributes.headline
STEM Connect: From sledges to spacecrafts

# data[].attributes.subject
STEM Connect: From sledges to spacecrafts

# data[].attributes.body
Students took time to design patches, brainstorm ideas for their spacecrafts, draw and build spacecrafts, and test their work out on the playground.

# data[].attributes.body
4th and 5th grade classes collaborated on the STEM project. Each group of 4/5 students was given a goal, a list of supplies, and budget. They designed, built, and set out their traps for a visit from the leprechauns over Spring Break.

# data[].attributes.headline
Teacher Session 1: Problem-Driven Learning: Revisiting the Real World Challenges of STEM

# data[].attributes.subject
Teacher Session 1: Problem-Driven Learning: Revisiting the Real World Challenges of STEM

# data[].attributes.body
Learning Targets:

I CAN explain how interdisciplinary teaching and learning contributes to the STEM culture in my classroom.

I CAN describe how STEM Connect's problem-driven approach supports interdisciplinary teaching and learning.

I can determine a problem-driven question to drive interdisciplinary teaching and learning in my classroom.

# data[].attributes.body
We introduced six word story [LOVE that they have instructional videos for these for students now!]. I showed them the intro video, we discussed examples, and then I showed them a 5 minute video clip over the Nile River [Egypt-Social Studies unit]. Then they created their story and posted to our Discussion board on Schoology. The kids had a fun time and some struggled to make it exactly six words. It will be fun to see it progress over the year!

# data[].attributes.body
I want to continue to find ways to implement DiscoveryEd and the SOS throughout multiple subject areas. I also want to teach an entire STEMConnect unit in its entirety this year.

# data[].attributes.body
We did the ENGAGE activity for Egypt on the Social Studies section of DiscoveryEducation. The students had a good time reading the story, discussing scenarios, and watching a video clip about the Nile River.

# data[].attributes.body
My year 2 goal is to focus on interdisciplinary activities/units. As well as continue to incorporate SOS strategies throughout my lessons.

# data[].attributes.body
Making Light bulbs light up!

# data[].attributes.body
My goal for year 2 is to continue to implement Discovery Education resources into content areas other than science.

# data[].attributes.body
My year 2 goal is to teach a STEM Connect unit and continue to use DiscoveryEd resources in multiple subject areas. I also want to share it with my grade level partner.

# data[].attributes.headline
Teacher Session 2: Problem-Driven Learning: Designing Interdisciplinary STEM Instructional Cycles

# data[].attributes.subject
Teacher Session 2: Problem-Driven Learning: Designing Interdisciplinary STEM Instructional Cycles

# data[].attributes.body
Learning Targets:

I CAN explain how an instructional cycle supports problem-driven, interdisciplinary learning.

I CAN describe how the Challenge-Design-Solve framework contributes to students’ interdisciplinary learning.

I CAN begin creating components of a STEM instructional cycle that use an interdisciplinary approach to help students solve a problem.

# data[].attributes.headline
Teacher Session 3: Problem-Driven Learning: Designing Interdisciplinary STEM Instructional Cycles

# data[].attributes.subject
Teacher Session 3: Problem-Driven Learning: Designing Interdisciplinary STEM Instructional Cycles

# data[].attributes.body
Learning Targets:

I CAN explain how an instructional cycle supports problem-driven, interdisciplinary learning.

I CAN describe how the Challenge-Design-Solve framework contributes to students’ interdisciplinary learning.

I CAN begin creating components of a STEM instructional cycle that use an interdisciplinary approach to help students solve a problem.

# data[].attributes.body
We use Classkick often for Math. In this instance, students were able to work "together" from their own iPad to complete a Math activity. Covid has adjusted how we can collaborate!

# data[].attributes.body
Students completed a STEM challenge to make the tallest free standing Christmas tree with only 100 toothpicks and DOTS candies. Students worked through the challenge, design, and solve stages for our future ready learners.

# data[].attributes.headline
Admin Session 1: Supporting Problem-Driven Learning with Discovery Education and STEM

# data[].attributes.subject
Admin Session 1: Supporting Problem-Driven Learning with Discovery Education and STEM

# data[].attributes.body
Learning Targets:

I CAN support teachers in generating inquiry, through an instructional cycle, that creates problem-driven, interdisciplinary learning.

I can identify problem-driven, interdisciplinary classroom “look-fors”.

I can support interdisciplinary teaching and learning in order to foster a STEM culture.

# data[].attributes.headline
Admin Session 2: Sustaining the STEM Culture with Discovery Education and STEM

# data[].attributes.subject
Admin Session 2: Sustaining the STEM Culture with Discovery Education and STEM

# data[].attributes.body
Learning Targets:

I CAN implement steps to support teachers engaging in the Engineering Design Process.

I CAN identify how Discovery Education resources promote real-world experiences with STEM interdisciplinary teaching and learning.

I CAN refine an action item I need to take in order to continue supporting teachers in sustaining the STEM Culture through interdisciplinary teaching and learning.

# data[].attributes.body
We FINALLY were able to schedule some mystery hangouts with other schools! Each student had a "job/task" and we asked the other class yes or no questions only. The object of the game is to guess the location of the other class FIRST! So far we have connected with New Jersey, Colorado, and North Dakota. The kids use a lot of logical reasoning, critical thinking, communicating, and collaboration skills.

# data[].attributes.headline
I have added a science/social studies nonfiction lesson to each reading unit so students have an opportunity to engage in nonfiction text and connect LA to science or social studies. 

# data[].attributes.subject
I have added a science/social studies nonfiction lesson to each reading unit so students have an opportunity to engage in nonfiction text and connect LA to science or social studies. 

# data[].attributes.body
One week, our text was about Temple Grandin. Our science tie-in was different scientists and their achievements. Then the students designed themselves as scientists and wrote about which scientist they connected with the most.

# data[].attributes.body
I’ve been including more strategies in daily lessons and the students have been gaining more meaning from the media they interact with.

# data[].attributes.body
I have found that DE has these things called lesson starters that come when I search certain subjects. We used the Veteran’s day lesson starter to compare/contrast the holiday around the world. We also used the economics lesson starter to listen to the sounds of economics and connect them to our learning after the lesson. I plan to share this feature with the staff because I think it will really help give them ideas on where to start.

# data[].attributes.body
The students coded their BeeBots to retell a story. They did so well communicating with one another about what the best path would be and which buttons would need to be pushed to achieve their goal.

# data[].attributes.body
We have added 4 Cs posters to our classroom and whenever possible we discuss the ones we might be using any time we are working in the classroom.

# data[].attributes.body
How can you send a message using light and no sound?

# data[].attributes.body
Mr. Zavala, our librarian Mrs. Hinman, our instructional coach Mrs. Lustgraaf, and myself are trying to coordinate a STEM month. We are tentatively planning on the month of February. Students are going to utilize some of their library time to learn basic coding commands [block coding] via hourofcode.org and other coding apps. Once they become somewhat familiar in the basics of block coding, they will be using SPHERO BOLTS to complete simple tasks [moving to more challenging as they can] in library sessions during February. We are hoping students will be able to use and learn about coding and the SpheroEDU app. In March, we will send out ideas for teachers to use Spheros in their classrooms. We are hoping if students already are familiar with them, teachers will be less intimidated to bring them into specific curricular areas in the classroom!!! Fingers crossed!

# data[].attributes.body
I have finally run into a direct overlap of a STEM Connect unit and our new required science curriculum for BPS. Students are supposed to design their own solar cooker. The STEM Connect unit is in the 4-5 grade band, but asks students to take it one step further and MAKE the solar cooker/test it out/modify/etc. With the guidance of my coach, we have decided to take an extra week or two at the end of the individual required plan/test of the module to get students into groups and MAKE one. Groups will present their ideas to their group and then the group will decide to make ONE of the suggested designs [or a mix of a few]. Students will be given the chance to test out their design [weather pending], make modifications and discuss ideas to improve it, and then have a final test of their solar cooker. My coach suggested the website solarcooker.org to show students that this is a REAL WORLD issue that people are researching and coming up with ideas for. I'm excited to see what students will come up with!

# data[].attributes.body
Students collaborated and reflected on their winter break using the Padlet website.

# data[].attributes.body
While studying Earth systems (the four spheres), students took time to categorize cards into groups of their choice, using prior knowledge or any reasoning they chose.

# data[].attributes.headline
Teacher Session 4: Problem-Driven Learning: Linking the Interdisciplinary Approach

# data[].attributes.subject
Teacher Session 4: Problem-Driven Learning: Linking the Interdisciplinary Approach

# data[].attributes.body
Learning Targets:

I CAN support students in making connections within STEM interdisciplinary teaching and learning.

I CAN use Discovery Education resources to provide students with future-ready experiences that highlight STEM careers.

# data[].attributes.body
Students designed their own solar cooker and "pitched" it to a small group of peers. They had to list all materials needed and thoroughly explain WHY it would be successful (given their newly acquired knowledge of thermal energy). Once their "shark tank pitches" were over, the group decided which solar cooker to build (or which ideas to blend together to make the MOST successful cooker). Groups built their solar cooker and then we will test them using a marshmallow to make s'mores....when the weather gets (much) nicer. Lots of great discussions, collaboration, cooperation, etc.

# data[].attributes.body
Each Monday we participate in a 30 minute Zoom with the Durham Museum in Omaha, NE. They show artifacts, connect with people from other parts of the US, have new themes each week, and share their traveling exhibits. Each person sharing on the Zoom presents their information and shares about what their jobs are, including the weekly connection with a local meteorologist.

# data[].attributes.body
Planning our earthquake proof buildings

# data[].attributes.body
SOS two truths and a lie

Students researched information about volcanoes earthquakes and tsunamis. They had to find two truths and a lie about there topic and the Present it while their classmates guessed the lie

# data[].attributes.body
We used this strategy while watching a fictional movie about animals. The kids had to make connections about real animal behaviors as we watched.

# data[].attributes.body
We have been studying animals in science. So we incorporated it into writing nonfiction. This connected with nonfiction text features which we added into our writing. We also read a story about animals in reading and then connected that to our nonfiction animal information.

# data[].attributes.body
Students worked in small groups to write and draw their vocabulary words, definitions, example sentences, and pictures. The paper slide videos were recorded and uploaded to Seesaw to share with their classmates and families.

# data[].attributes.body
As part of our earth day activities, students brainstormed individually their own ideas of what they could do to help. From these ideas, they got in like groups and made plans for next steps.

# data[].attributes.body
Since the weather finally hit 85+ degrees this past Monday...we decided to test our solar cookers we made several weeks ago. I decided to have the students use marshmallows [hello s'mores!]...they measured their marshmallow's starting width and height. Then we put them on a graham cracker and placed them in their group's solar cooker. We left them in direct sunlight for 95 minutes....and when they came back inside, they had to re-measure and compare. Finally, students were given a piece of chocolate and a second piece of graham cracker to complete their s'more. The marshmallows got a little more gooey, but none of them truly "cooked". We reflected on changes they would have made if they could do it over and reasons why it may not have worked as successfully as they wanted this first time. It was a great afternoon of testing/reflecting/and of course, EATING!