1. Understanding Science and Engineering Practices

2. Minute Challenge Please Draw a Smiley Face on a sheet of paper. If you drew a circle, please note which direction: clockwise or counter-clockwise. Please note with which hand you drew: right or left.

3. INTEGRATION OF STEM CONTENT WITH OTHER CURRICULUM Science Math Language Arts

4. VTS: Visual Thinking Strategies

6. VTS Questions 1.What is going on in this picture? 2.What do you see that makes you say that? 3. What more can we find? http://www.vtshome.org

7. Science Talk

8. Scientists Ask Questions Make Claims to answer questions Use Evidence to support claims Use Reasoning to explain

9. Secondary Data Investigation Using Smiley Faces

10. Code your Smiley Face “C” if you drew the circle clockwise and “CC” if you drew the circle counter-clockwise (anticlockwise.) Code your Smiley Face “R” if you drew with your right hand and “L” if you drew with your left hand. Right HandLeft Hand Clockwise Counter-Clockwise

11. 25 American Adults Samples 1-25Right HandLeft Hand Clockwise22 Counter Clockwise 171 No Circle30

12. Smiley Face Claim: Left-handedness is apparently revealed by those who draw their circles anti-clockwise. Researcher Theodore Blau* Samples 1-79Right HandLeft Hand Clockwise 145 Counter Clockwise / Anti -clockwise 494 No Circle 52 * Your Vital Statistics Gyles Brandreth 1986 pg. 85

13. Talk About This What part of the bean plant appears first? Field Study Investigations

14. Talk About This What do bean seeds need to sprout? What do bean plants need to grow?

15. A Framework for K – 12 Science Education Taking Science to School Curriculum, Instruction and Assessment Update on Massachusetts

16. Scientific and Engineering Practices Asking Questions and defining problems Developing and Using Models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information Crosscutting Concepts Patterns Cause and effect: Mechanism and explanation Scale, proportion and quantity Systems and system models Energy and matter: Flows, cycles and conservation Structure and functions Stability and change Disciplinary Core Ideas Physical Sciences PS1: Matter and its Interaction PS2: Motion and stability: Forces & Interactions PS3: Energy PS4: Waves and their applications Life Sciences LS1: From Molecules to organisms: Structures & Processes LS2: Ecosystems: Interactions, energy & interactions LS3: Heredity: Inheritance & variation of traits LS4: Biological evolution: Unity & Diversity Earth and Space Sciences ESS1: Earth’s place in the universe ESS2: Earth’s systems ESS3: Earth and human activity Engineering, Technology & the Application of Science ETS1: Engineering Design ETS2: Links among engineering, technology, science and society MA-ETS2: Materials, Tools & Manufacturing MA-ETS3: Technological Systems MA-ETS4: Energy & Power Technologies Based on A Framework for K-12 Science Education – National Research Council Understanding the Framework for K-12 Science Education (MA) Disciplinary Core Ideas Have broad importance Are key for understanding complex ideas Are relevant to students Are learnable over multiple Grades Disciplinary Core Ideas Have broad importance Are key for understanding complex ideas Are relevant to students Are learnable over multiple Grades

17. Practices for K-12 Classrooms excerpted from A Framework for K-12 Science Education Ask a Question or Define a Problem Develop and Use Models Plan and Carry Out an Investigation, a Design, or a Test Analyze and Interpret Data Use Mathematics and Computational Thinking Construct Explanations or Design Solutions Using Evidence Engage in Argument Using Evidence Obtain, Evaluate, and Communicate Information

19. In Engineering is Elementary, we define technology as: Anything human-made that is used to solve a problem or fulfill a desire. Technology can be an object, a system or a process. http://www.eie.org

20. The Engineering Design Process ASK IMAGINE PLAN CREATE IMPROVE THE GOAL To solve a problem by developing or improving a technology Criteria Constraints Sci. info Brainstorming No evaluation Get specific with one idea And test

21. Types of Science Research Projects Controlled Investigation (Primary Research) Students manipulate the variable being studied. Field Investigation (Primary Research) Students study natural or man-made environments or behavior of an organism. Design Investigation (Primary Research) Students use their understanding of scientific principles to design and construct a product that meets an identified need. Secondary Research Investigation Students use data obtained by others to answer a question. Adapted From Project-Based Learning: Inspiring Middle School Students to Engage in Deep and Active Learning – NYC Department of Education

22. STEM in a Public Library: Fayetteville Free Library, NY “Fab Lab” opened in 2013 During regular library hours, visitors can access: – 3D printers – Sewing Machines – Laser Cutters – Vinyl Cutters

23. Libraries as Makerspaces Access to tools and equipment Community lead programming “Checkout” system for: – STEM learning kits – Sewing/knitting tools – Gardening tools – Cake pans Fosters social and family learning opportunities – Young learner opportunities – Continuing education programs

24. Exclusive benefits for K-12 classroom teachers Join Today for Free! Gain access to all of the Museum’s educator resources, and enjoy special discounts on workshops, store purchases, and more. Teacher Partner Program http://www.mos.org/teachers

25. ContactContact Educator Resource Center Team Library@mos.orgLibrary@mos.org 617-589-0174 Jeff Mehigan, Teacher Educator jmehigan@mos.orgjmehigan@mos.org 617-589-3171 http://www.mos.org/