Leverage technology to keep your students engaged. This session will showcase the use of augmented reality (AR) technology within the learning cycle framework in upper elementary classrooms.

TAKEAWAYS:
Participants will be: • Given a list resources that can be used for physical science, life science and earth/space science • Have a hands-on experience with a few different applications and resources for an immersive experience • Discuss how to accommodate a diverse set of learners and how to use proper scaffolding

SPEAKERS:
Sumreen Asim (Indiana University Southeast: New Albany, IN)

We created a unit to introduce students to STEAM concepts by using engineering as the backbone. All resources, including activities and assessments, will be shared.

TAKEAWAYS:
-Elementary students have common misconceptions about engineers and engineering. -The engineering design process is an effective tool for designing STEAM-based lessons and units. -There are four main types of engineering (civil, mechanical, chemical, and electrical), upon which all careers within engineering are based (eg. biomedical, mining, architectural, environmental, aerospace, geological, etc.)

SPEAKERS:
Jeffery Townsend (Eastern Kentucky University: Richmond, KY), Taylor Cobb (Preservice Teacher: Waco, KY)

Find out how you can integrate STEM into various subjects across the preK–5 curriculum. Leave with the ability to recreate several hands-on activities incorporating reading, social studies, science, and math.

TAKEAWAYS:
Attendees will gain ideas for lessons in the areas of reading, social studies, science and math. Attendees will receive a list of curated books to use in the classroom and receive handouts of ready-to-use lessons. Attendees will be able to take materials with them from the activities.

SPEAKERS:
Angela Henderson (Southside Christian School: Simpsonville, SC)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks) Strategies for ensuring students are part of a rich learning community (science is social) - remote or classroom - and how being part of that community supports sensemaking Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Kate Soriano (NSTA: Arlington, VA), Tricia Shelton (NSTA: Arlington, VA)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks) Strategies for ensuring students are part of a rich learning community (science is social) - remote or classroom - and how being part of that community supports sensemaking Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

The Lewis and Clark expedition offers a rich opportunity to bridge STEM, social studies, and ELA using three-dimensional learning as the foundation.

TAKEAWAYS:
Attendees will learn how to use picture books, historical fiction, as well as primary sources to engage students in STEM/Social Studies learning. Attendees will be work to solve STEM problems that simulate problems encountered by Lewis and Clark expedition. Attendees may choose to grapple with/solve problems involving either Life Science, Physical Science, or Earth and Space Science as they work through a lesson built on the 5E model. Attendees will learn to see the connections between NGSS, CCSS, and NCSS standards so they, too, can build lessons integrating all three areas.

SPEAKERS:
Julie Siebach (Retired Teacher: Cedar Hills, UT), Deborah Draper (Cedar Ridge Elementary School: Cedar Hills, UT)

Use dance and movement to teach science and engineering concepts to better meet the needs of kinesthetic learners. Explore how to integrate dance and science to construct a Human Machine based on simple machine movements and the engineering design process.

TAKEAWAYS:
Participants will be able to integrate dance and movement as a way to teach science and engineering concepts to better meet the needs of kinesthetic learners. Using dance to learn science in a nontraditional learning environment will allow for a variety of access points for the participants. Academic vocabulary in both disciplines will be built on during the presentation that is accessible for both a novice or more advanced-level practitioner.

SPEAKERS:
Dawn Dyson (The Music Center: Los Angeles, CA)

We will explore a STEAM inquiry designed to engage upper elementary students in the creation of tiny homes as a solution to homelessness. 

TAKEAWAYS:
1) Engage around a mathematics rich tried and tested STEAM inquiry 2) Learn the role of empathy in authentic STEAM inquires 3) Outline possible strategies for implementing STEAM inquiries in upper elementary classrooms

SPEAKERS:
Sarah Bush (University of Central Florida: Orlando, FL), Daniel Edelen (University of Central Florida: Orlando, FL)

If you’re new to coding, come get up to speed! By combining coding and hands-on activities, you can learn how to program a robotic vehicle to perform different challenges.

TAKEAWAYS:
Bring coding and hands-on science learning together; Learn creative ways to use the engineering design process to teach science; Write simple code to use a Rover to explore the relationship between speed, distance, and time.

SPEAKERS:
Karlheinz Haas (Science/Math Instructor, Retired: Tequesta, FL)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks). Strategies for ensuring students are part of a rich learning community (science is social)—remote or classroom—and how being part of that community supports sensemaking. Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

Find out how Cobb County Schools, the Cobb County Fire Department, and Underwriters Laboratories are creating an authentic STEM learning experience for physical science students.

TAKEAWAYS:
1. Experience quality STEM-infused learning through UL Xplorlabs: Fire Forensics (free curriculum) 2. Learn about the Community Partnerships of Cobb County Schools, Cobb County Fire Department, and Underwriter Laboratories 3. Identify potential for building similar STEM ecosystems

SPEAKERS:
Sally Creel (Cobb County School District: Marietta, GA), Amy Gilbert (Griffin Middle School: Smyrna, GA)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks). Strategies for ensuring students are part of a rich learning community (science is social)—remote or classroom—and how being part of that community supports sensemaking. Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks) Strategies for ensuring students are part of a rich learning community (science is social) - remote or classroom - and how being part of that community supports sensemaking Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks) Strategies for ensuring students are part of a rich learning community (science is social) - remote or classroom - and how being part of that community supports sensemaking Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

Add new learning that increases student engagement in analysis and evaluation of real data. Engage students of different ability levels in mathematical models with measurements not previously accessible in the classroom.

TAKEAWAYS:
* Combine graphing calculators with handheld sensors to maximize class time; * Use real data to develop mathematical models; * Learn how to test your hypothesis by doing an experiment and analyze your results;

SPEAKERS:
Karlheinz Haas (Science/Math Instructor, Retired: Tequesta, FL)