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Teacher Session 1: Building the Groundwork for a STEM Culture

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Teacher Session 1: Building the Groundwork for a STEM Culture

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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.

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As a STEM leader team we shared the Discover Ed website to our staff at our September Professional Development Day. We focused mostly on showing them the videos and channels available to them as well as the teaching strategies they could use in the classroom. We used the AEIOU strategy at the end of the presentation to have teachers summarize their learning.

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I was able to use the Snowball Fight strategy in my math class. Throughout the snowball fight students wrote a problem, solved a problem then corrected a problem. I loved how engaged the students were throughout the activity and checking each other's work was a harder skill for them then I thought it would be.

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Learning Target #1 - to create Multiplication games and stations to increase multiplication fluency.

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I found various videos to use in my lessons with ISEC. I later shared my ideas with the ISEC teacher, and she created similar lessons to use with her students once a week.

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I used the Post-It Strategy in my reading class to show what they learned about Penguins. Students were given 3 sticky notes. 1 for what they learned, 1 for what they already knew, and 1 for a question they might still have. The sticky notes were then put on the board and I shared them out to the class.

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I used the Post-It Strategy in my reading class to show what they learned about Penguins. Students were given 3 sticky notes. 1 for what they learned, 1 for what they already knew, and 1 for a question they might still have. The sticky notes were then put on the board and I shared them out to the class.

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Create a Digital Break-In to use with my students in the library.

Teach a STEM Connect lesson to 6th grade students in the library.

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I used the In the Bag strategy to introduce our unit on Fall. I showed each item in the box and the students told me what it was and how the items were connected. They discovered the items are all from nature and we see them in the Fall. The students are now going to create their own Fall box.

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I created a studio board for other kindergarten teachers in the district. The board has resources to help teach our Science Essential Objective 2.

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Teacher Session 2: STEM Culture: Collaborating and Communicating

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Teacher Session 2: STEM Culture: Collaborating and Communicating

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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.

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Goals - Lynn                  One of my goals is build and push out a Studio Board for my students to use on a unit of study in Science and/or Social Studies.

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Goals - Lynn                  One of my goals is build and push out a Studio Board for my students to use on a unit of study in Science and/or Social Studies.

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- I started, created a board for this but the website was not cooperating the day we needed it, so we did the project a different way, and used the board as a resource for their research.

Goal 2 - To utilize and inform others of SOS strategies.

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1. Use a new SOS strategy each month to improve student engagement and learning in the classroom.

2. Do a STEM Connect lesson during my STEM lab rotation to encourage critical thinking and problem solving.

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Goal 1- Create boards in studio with resources to support our kindergarten essential objectives. I plan to share the boards with other K teachers in the district.

Goal 2- I plan to use instructional strategies from Discovery in my classroom to improve student engagement and participation.

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During our November PD day we did a Bridges and Barriers building activity. Teachers shared about various barriers that keep them from doing STEAM with their students. We shared how our focus should be on the 4Cs - communication, collaboration, creativity, and critical thinking.
We also shared ideas on how to use the Spheros and Merge Cubes that the district recently purchased. We gave the teachers time to practice using the technology.

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I used the SOS strategy, Table Top Texting as we were learning about the Oregon Trail in Social Studies. I really like how it turned out and the students really seemed to enjoy it. It was a great way for them to pause after different points in our learning and summarize what they learned. It took them quite awhile to get the hang of it so the activity took much longer then expected but the extra time was worth it. I'm hoping to use this strategy more often in the classroom.

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We have set up a STEM lab to encourage classrooms to get comfortable with the concept of STEM that promotes hands on learning, creativity, teamwork and planning.  

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We have set up a STEM lab to encourage classrooms to get comfortable with the concept of STEM that promotes hands on learning, creativity, teamwork and planning.  

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Teachers interacted with various STEM equipment during professional learning in November.  Our goal is for teachers to feel comfortable in facilitating learning and allowing students to take the materials and technology and create, collaborate and communicate.

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Teachers interacted with various STEM equipment during professional learning in November.  Our goal is for teachers to feel comfortable in facilitating learning and allowing students to take the materials and technology and create, collaborate and communicate.

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5th graders using Keva planks in a small group.

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Early Childhood Code and Go Robot Sets

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Kindergarten Students creating with PlayDoh

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Kindergarten Students creating with PlayDoh

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I used Studio to create a digital library breakout. Students had to solve three puzzles using digital and print library resources.

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In 6th grade we are working on how to improve our classroom communication skills using accountable talk. I created a list of accountable talk stems that we are using to discuss our read-alouds and research.

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Teacher Session 3: STEM Culture: Creativity and Critical Thinking

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Teacher Session 3: STEM Culture: Creativity and Critical Thinking

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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 .

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Admin Session 2: Leading to Build a STEM Culture: Fueling the Five Essential Elements of STEM

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Admin Session 2: Leading to Build a STEM Culture: Fueling the Five Essential Elements of STEM

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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.

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Admin Session 3: Leading to Build the STEM Culture: Reflection of Growth

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Admin Session 3: Leading to Build the STEM Culture: Reflection of Growth

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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.

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Our 4th graders designed a covered wagon that would be pulled by a Sphero. They coded the Spheros to follow the Oregon Trail path. It was a project that required critical thinking and creativity. The students enjoyed doing it!

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I had the students work in small groups to create a poster about one of their vocabulary words. After they made the poster we did a gallery walk. After each rotation in the gallery walk a new "word master" was chosen to present the poster. I really liked how the activity turned out. The students did well working together and explaining their learning.

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In math we did the SOS strategy "Line em' Up" with decimals. The students started with a partner and had to put their decimals in order from least to greatest. After they completed that task with a partner, they joined another group, mixed up their decimals and put the two sets of decimals in order then they joined one more group and did the same activity. This was a great activity for math. The students were able to start with a small amount of decimals and then increase. They were all very involved in the activity and had great conversations about numbers.

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I created a digital breakout for a math review for our Summative test.  The students had 12 locks they had to unlock.  All of the students were able to break out!  Some of the groups took longer than others but I enjoyed seeing them work together collaboratively together.  The breakout forced them to slow down and really think about how to solve the math problems.  The link below is the digital breakout I created.

Summative 2 Digital Breakout

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We practiced our math facts with a snowball fight. The kids had a blast! After throwing the snowballs, they opened one up and figured out the answer. They compared to their problems with other who had the same answer.

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To use an SOS strategy to teach cause and effect.
For this lesson I used Table texting. The students chose from a list of "causes" to write in a text bubble/sticky. Then they rotated to the other colored sticky notes within their groups to write an "effect" on the "reply" bubble/sticky.

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I used the Vocabulary Stepping Stone SOS to review some of our vocabulary we were learning in our Animals of Antarctica unit. We first watched a short video on DE about the tundra. After watching we discussed some of the vocabulary we learned that was in the video. I had the words written on cards. Tundra

Adapt

Migrate

Blubber

habitat
We then watched the video again and had the students stand up when they heard one of the words. We stopped the video and discussed the meaning of the word and put them in order.

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I used the color poster writing with my reading classes. Each group had a piece of chart paper, and each student in that group had a different color marker or colored pencil.
They listened to our reading story, the 2nd time around, and in their color marker, they wrote out things they learned or had questions about. After everyone was finished, they discussed in their groups what they had learned. They also shared out their questions. We used these questions as research questions that we all looked up the answers for as an extension to our story, Penguin Chick.

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We learned about George Washington by reading books and watching a video on DE about his life. I displayed the Washington Monument image on DE and the students created the monument out of play-doh and pasta. I shared the idea with colleagues.

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For this lesson we had kids make shapes, using line segments of tape on the hallway walls (the best they could). The students were then given a recording sheet, a partner, and a clipboard. They worked together to find the area and perimeter of the shapes. Afterwards they were to identify the shapes that had the same area, or the same perimeter, to emphasize the idea that different shapes can have the same area or perimeter.

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Active STEM activities at Two Springs...

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Active STEM activities at Two Springs...

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Professional Learning Day Jan. 17th Agenda. Staff will walk away with 3 new SOS ideas, and have time to interact with new equipment.

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Professional Learning Day Jan. 17th Agenda. Staff will walk away with 3 new SOS ideas, and have time to interact with new equipment.

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Students will use the SOS strategy Paper Slide to create a slide for the steps of the Scientific Inquiry process. Students will use words and pictures to describe their step of the process. The group will then record their slides on their iPad to create a "presentation" that will be AirPlayed to the class.

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We practiced building compound words using the SOS, Who has your Back? We first reviewed the compound words we were building, I put a card on their backs and they had to ask their classmates for a clue about their word. Once they figured out their word they had to find a partner to build a compound word.

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We introduced our space unit using the SOS Make it Concrete. I showed a short 1 minute video about space. I then asked the kids to draw and label a picture of one thing that was in space. We talked about each picture. It gave me an idea of how much the students already know about space and what misconceptions they have about space.

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We used toothpicks and marshmallows to make star constellations we learned about.

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Students are in the beginning stages of a STEM connect about water. Students have been introduced to the problem and have done math, language arts, and social studies connections. The following screenshot shows student reactions to the STEM Connect. I was excited to see students involved in the problem and that they are making real-world connections.

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Teachers practice the SOS strategy during our February PD day. We taught, modeled, and practiced 3 SOS strategies.

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We used Flipgrid to look at an image of moon craters. Each student recorded their hypothesis about how there were created. The students were able to hear each others responses after they shared their own. After they made their hypothesis we read a Moon book to hear the real answer.

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After learning how moon craters were formed we used rocks and moon dough to create our own. We discovered the big rocks made big craters and the little rocks made little craters.

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Teacher Session 1: Problem-Driven Learning: Revisiting the Real World Challenges of STEM

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Teacher Session 1: Problem-Driven Learning: Revisiting the Real World Challenges of STEM

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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.

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To create a Digital Break out to use with my students in the area of Social Studies and/or math.

To teach parts of a STEM Connect lesson to my 3rd graders.

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I created a board for my students to use to learn about the Rube Goldberg machines.  I loved integrating videos and articles for the students to view and having them answer short reflections after each activity.  They really seemed to enjoy the activity and took great interests in the simple yet complex machines.  Looking forward to creating more boards and sharing them with students.

https://google.discoveryeducation.com/player/view/assetGuid/B68CE0C7-BFA4-4715-A20D-1B4CE8A35E86

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3rd graders created a new insect and also ways to catch them.  These are student drawings of new insects and labels. There is a camouflage insect below that blends into the rainforest.

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To use the STEM CONNECT, Can you grow a pizza lessons to reinforce our health and science standards.

To utilize the Instructional Inspiration ideas in my classroom.

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We used Robot Mouse to help use retell our story of the week. The students used retelling card and programed the mouse to move to each card as they retold the story.

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We read Corduroy and then used play-dough and buttons to try to build the tallest tower.

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The students created a road to retell the story of the week. They pushed a magnetic matchbox car with a magnetic wand down their road, stopping at each turn to retell an event that happened in the story.

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Students rolled the a dice to add branches to their apple tree (TP roll and popsicle sticks). They rolled again to add apples (pom poms). To add some fine motor skill practice they had to use tweezers to put on the branches and apples.

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Our class read This is the House that Jack built. The students used Keva planks to build their own houses. Each house needed a door and a window.

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This is a hybrid insect and the one below is a very large insect 12 inches x 3 inches!!

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Teacher Session 2: Problem-Driven Learning: Designing Interdisciplinary STEM Instructional Cycles

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Teacher Session 2: Problem-Driven Learning: Designing Interdisciplinary STEM Instructional Cycles

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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.

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Teacher Session 3: Problem-Driven Learning: Designing Interdisciplinary STEM Instructional Cycles

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Teacher Session 3: Problem-Driven Learning: Designing Interdisciplinary STEM Instructional Cycles

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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.

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Admin Session 1: Supporting Problem-Driven Learning with Discovery Education and STEM

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Admin Session 1: Supporting Problem-Driven Learning with Discovery Education and STEM

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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.

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Admin Session 2: Sustaining the STEM Culture with Discovery Education and STEM

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Admin Session 2: Sustaining the STEM Culture with Discovery Education and STEM

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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.

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We took a virtual field trip to prepare for the inauguration. As we watched, we used the AEIOU SOS strategy.

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I made a studio board for a 6th grade chapter book read aloud. After we were finished with the story, students used the board to watch clips, read articles, and see pictures of the historical aspects of the story. After exploring the board on their own, we used the SOS strategy XO Let's Go to share our learning with one another.

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We explored print encyclopedias using the SOS Strategy “Twenty-Five Things You Didn’t Know”. We shared our learning on Padlet so all students could have an equal voice.

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Teacher Session 4: Problem-Driven Learning: Linking the Interdisciplinary Approach

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Teacher Session 4: Problem-Driven Learning: Linking the Interdisciplinary Approach

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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.

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2nd Grade Houses Built Over a Cliff that will sustain

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2nd Grade Houses Built Over a Cliff that will sustain

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Cliff Houses

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Forces and Motion Skate Parks

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Using given supplies, design a spider web that held spiders.

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Table Text with Homophones

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Our class practiced counting to 100 by grouping marshmallows in groups of 10 and toothpicks in groups of 5 (used them as tally marks). After counting them out we used them to build buildings.

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2nd graders building a marble maze, collaborating with peers.

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Today I used the SOS 25 Things I didn't know in Science as we started our landforms unit. It was the perfect strategy to start a unit because the students were able to document new things they learned in the first day of our unit. It was an easy way to prepare the students for an open conversation in class as well as start some inquiry questions that lead into our week of learning.

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Today I used a Virtual Lab from Discovery Education with my students. We investigated how to slow down an erosion problem at a local park. The students enjoyed experimenting with all of the different variables and were able to grasp a strong understanding of causes of erosion and what we can do to slow down the negative effects of erosion.

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Doing LOTS of math and sketching to figure out possible plans for our irrigation system. Some students were surprised at how much math was involved in something like farming.