Students will love launching their own aircraft to study flight! Receive three types of flying models and everything you need for teaching with them. Lessons and activities are suitable for a wide range of ages and include flight dynamics, control surfaces, Newton’s laws, potential/kinetic energy, center of gravity, speed, weight/lift, thrust/drag, and centripetal force.

TAKEAWAYS:
1. Experience for yourself how model aircraft provide a hands-on, engaging and memorable way to learn about STEM concepts including basic flight dynamics, potential and kinetic energy, center of gravity and more. 2. Learn specific strategies for incorporating these activities into your classroom, making this STEM learning experience both successful and fun for you and your students. 3. Go back to your classroom feeling prepared with a free kit that includes three types of aircraft plus curriculum, directions for student activities, hand-outs and instructions on receiving post-workshop support.

SPEAKERS:
Rick Crosslin (MSD of Wayne Township: Indianapolis, IN)

Join in for an introduction to the brain and mindfulness for the youngest learners. In this kindergarten unit, students learn the basics of how the brain works, as well as a few parts of the brain and the meaning of growth mindset. This unit includes a “brainy” engineering project.

TAKEAWAYS:
Students can learn how the parts of the brain work Students can learn how to use mindfulness Students will learn about growth mindset

SPEAKERS:
Rebecca Kurson (Collegiate School: New York, NY)

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)

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)

Tinker with how to use the work of Rube Goldberg to develop engineering skills in upper elementary students. Participants will find out how to create their own Rube Goldberg device and develop a skill set to create innovative and engaging STEM/STEAM activities for girls at their respective schools.

TAKEAWAYS:
Teachers will have the opportunity to learn about the WISE (Women in Science and Engineering) program that I run at my school, providing the girls an opportunity to develop their STEM skills, with a focus on spatial awareness. Teachers will learn how to incorporate the work of Rube Goldberg into STEAM lessons. Teachers will be able to develop their own STEAM lessons, utilizing what they have learned in their workshop to engage girls in science.

SPEAKERS:
Katie Diaz (Horace Mann School Lower Division: Bronx, NY)

Build student understanding and ability to look for patterns, analyze data, and use their own mathematical rules in the context of a photo finish they orchestrate.

TAKEAWAYS:
Build positive mathematical identity by using math to describe their situation. Create a richer understanding of the mathematics they do when they create rules (functions) to describe the movement of their object. Collaborate and problem solve with others to create an collective experience connecting mathematics and science.

SPEAKERS:
Katelyn Barnes (Riverside High School: Leesburg, VA), David Barnes (National Council of Teachers of Mathematics: Reston, 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)

This integrative STEM approach with a focus on mathematics uses student mathematical thinking to create a robust mathematical picture of solar batteries and solar houses.

TAKEAWAYS:
1. Application of algebra and pre-calculus concepts in the creation of models of solar batteries. 2. Small group work is coordinated and combined with others to support a collective mathematical analysis of the context and properties of interest. 3. Students use their mathematics and engineering tools and principles as they further develop their identity as a doer in these spaces.

SPEAKERS:
David Barnes (National Council of Teachers of Mathematics: Reston, VA), Katelyn Barnes (Riverside High School: Leesburg, VA)

Big data analytics and aerospace are two courses developed at Concordia International School Shanghai to empower students, develop STEM skills, and build community partnerships.

TAKEAWAYS:
Understand two STEM collaboration projects between schools, corporations, and outside organizations. Understand that STEM ecosystems vary from one school to another, there is no one recipe, but there are guiding principles. Gain hands-on experience in building and testing balsa wood planes.

SPEAKERS:
Peter Tong (Concordia International School Shanghai: Shanghai, China), Craig Gingerich (American School of Doha: Doha, 0)

Learn more about the inclusive new NSF-funded introductory high school engineering course called Engineering For Us All (E4USA). We'll share one of our hands-on design activities!

TAKEAWAYS:
Participants will be able to describe the E4USA program and its objectives and know how to participate in the future. Participants will learn to recognize engineering around them. Participants will leave with a hands-on activity that they can use in their classroom—the redesign of a shoe.

SPEAKERS:
Stacy Klein-Gardner (Vanderbilt University: Nashville, TN)

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)