Literacy has used “text to” connections to help students make authentic connections. Integrating picture books helps expand text to investigation connections in the science classroom.

This session is targeted for novice/intermediate attendees.

Materials needed:

• Children's book (related to science) of your choice
• shallow plastic tub with water (similar to plastic shoeboxes)
• variety of different objects that can be placed in water—some that sink and some that float
• tin foil
• common objects for weight to be used in tin foil boat such as pennies, marbles, similar sized legos, etc.

TAKEAWAYS:
Participants will: 1. explore how to expand a common literacy strategy of “text to” connections when using picture books in the elementary science classroom; 2. engage in investigations that model the use of “text to” connections that help students connect their own authentic experiences and help students understand and make sense; and 3. consider criteria for the selection of books, identification of phenomena, and how the selection of investigations can be a powerful experience for students.

SPEAKERS:
Christine Anne Royce (Shippensburg University: Newburg, PA)

STEM in early childhood is challenging…and more so in a hybrid environment. Come play and explore a progressive series of STEM experiences.

To best enjoy this session, have the following items ready:

• an eye dropper
• water in two small cups
• wax paper or sheet protector
• some dark flower petals
• a little vinegar and baking soda solution
• a regular water bottle
• a teaspoon of dirt

TAKEAWAYS:
1. STEM habits of mind are the goal in early childhood; 2. A great STEM curriculum is progressive and fun; and 3. STEM experiences can be shared using hybrid technologies.

SPEAKERS:
Juliana Texley (Lesley University: Boca Raton, FL), Ruth Ruud (Cleveland State University: Venice, FL)

Learn to access hundreds of free hands-on engineering design activities that exemplify the interconnected three-dimensional elements of K–5 science learning.

For this beginner-level hands-on activity, each participant will need: 

• 4–6 Lifesaver® mints
• 4–6 plastic straws (with diameters smaller than the Lifesaver® mint’s hole diameter)
• 2–4 popsicle sticks
• 1–2 index cards (or thin cardboard or poster board scraps)
• tape (duct or masking)
• scissors
• paper
• pencil
• ramp (made from sturdy poster board or rigid cardboard)
• meter stick
• 10–30 pennies

TAKEAWAYS:
Participants will: 1. engage in a hands-on NGSS engineering design–aligned activity for elementary students from the FREE TeachEngineering digital library; 2. experience the integration of design and design thinking through 3-D learning while exploring a fun way to ignite student creativity; and 3. experience the interconnectivity of 3-D learning while strengthening their own ability to implement 3-D teaching and learning practices in their classrooms.

SPEAKERS:
Dua Chaker (Teach Engineering: No City, No State), Michael Soltys (TeachEngineering: Boulder, CO), Jennifer Kracha (Teach Engineering)

Attendees will participate in a hands-on experience as they construct an understanding of the best practices for presenting hands-on activities remotely.

This session is targeted for novice attendees.

Materials needed:

• scissors
• several paperclips
• sheet of scrap paper

TAKEAWAYS:
1. Discover tips, techniques, and strategies for the successful facilitation of online activities; 2. Discover new activities appropriate for online delivery, including virtual field trips; and 3. Participate in an online activity to experience (as a student) what works and what doesn't.

SPEAKERS:
Michael DiSpezio (Master Educator, Presenter, and Author: North Falmouth, MA)

Experience a contact tracing activity and explore how a storyline unit supports SEL during the pandemic while emphasizing health equity. Print http://bit.ly/MSContactTracing ahead of time.

TAKEAWAYS:
Participants will: 1. learn how discussions of a pandemic can be attentive to students’ social-emotional needs; 2. consider how COVID-19-focused learning can and should provoke students' thinking about how their actions affect others and can help end pandemics; and 3. experience a contact-tracing activity that supports students’ thinking about issues of trust in public health.

SPEAKERS:
Dan Voss (Northwestern University: Minneapolis, MN), Dawn Novak (Northwestern University: Grayslake, IL)

My NASA Data shares scientifically interesting stories and other resources that can be implemented for Earth Day.

Click here for a list of materials needed and activity instructions.

TAKEAWAYS:
Participants will: 1. gain access to data stories that can be used on Earth Day; 2. learn of interactive models that incorporate NASA Earth data; and 3. walk away with access to NASA resources for their Earth science classrooms that can be linked directly to their learning management systems.

SPEAKERS:
Angela Rizzi (NASA Langley Research Center/ADNET: Newport News, VA), Elizabeth Joyner (NASA Langley Research Center: Suffolk, VA)

Attendees will participate in a hands-on experience as they construct an understanding of the best practices for presenting hands-on activities remotely.

This session is targeted for novice attendees.

Materials needed:

• scissors
• several paperclips
• sheet of scrap paper

TAKEAWAYS:
1. Discover tips, techniques, and strategies for the successful facilitation of online activities; 2. Discover new activities appropriate for online delivery, including virtual field trips; and 3. Participate in an online activity to experience (as a student) what works and what doesn't.

SPEAKERS:
Michael DiSpezio (Master Educator, Presenter, and Author: North Falmouth, MA)

Visualization is difficult for many students. Join me for a discussion and demonstration of several modeling activities you can use in your chemistry class. This session is targeted for novice/intermediate attendees.

Materials needed:

• magnets
• paper templates (https://airtable.com/shrNVEvxmPZuJHWvA)

TAKEAWAYS:
1. What modeling looks like in a classroom; 2. Modeling resources to use with students; and 3. Shortcomings of models.

SPEAKERS:
Emily Abbott (American Chemical Society: Lake Worth, FL)

Dr. Czajkowski, lead scientist on urban heat islands, engages students to study their local environments by studying the surface temperatures of their neighborhoods. Learn how to integrate this into your classrooms by using My NASA Data’s story map and NASA satellite data.

Materials required:

• physical device (phone, iPhone, tablet) to download the GLOBE Observer App

In the session, each participant will download the Globe Observer App (presenters will help with any technical problems participants' may have).

The participants will be asked to go outside and looks at the clouds in their area. The clouds' data is tied to the Urban Heat Island Effect.

This session is targeted for novice attendees.

TAKEAWAYS:
1. Engage students in studying the heat islands in their neighborhoods; 2. Access, download, and compare their data to NASA satellite data; and 3. Interact with My NASA Data Urban Heat Island Story Map, which can be imported to their Google classrooms.

SPEAKERS:
Janet Struble (: Fenton, MO), Kevin Czajkowski (The University of Toledo: Toledo, OH)

Experience tools and data sources that help learners connect climate science content to local and global phenomena.

Note: Attendees will need the ability to stay in the virtual session while exploring new tools online simultaneously, so split-screens or multiple monitors would be helpful but are not required. Presenters will not have the ability to correct internet issues or the inability of attendees to access resources presented that might arise due to time limitation. So please keep in mind firewalls and administrative privileges before the session.

TAKEAWAYS:
Participants will: 1. walk away with peer- and science-reviewed resources they can immediately integrate into their teaching; 2. walk away with strategies for engaging students in collaborative explorations of climate data; and 3. experience materials as learners that help make thinking visible.

SPEAKERS:
Lin Andrews (Independent Contractor: Wichita, KS), Jessica Bean (University of California, Berkeley: Seattle, WA), Mark Chandler (Columbia University: Madison, WI), Louise Huffman (U.S. Ice Drilling Program: Rotonda West, FL), Cory Forbes (University of Texas at Arlington: Lincoln, NE)

Come learn from your peers and discover how you can help contribute to and curate tools and resources for teaching elementary science methods. Participants are asked to bring an idea, activity, assignment, or resource to share with colleagues.

Participants will work with technology tools only during this workshop (jamboards, etc.).

TAKEAWAYS:
1. Meet/network with other science teacher educators; 2. Learn new ideas, activities, or strategies from peers; and 3. Be able to access additional information and contribute to the 'Method for Methods' collection online.

SPEAKERS:
Debi Hanuscin (Western Washington University: Bellingham, WA), Tina Vo (University of Nevada, Las Vegas: Las Vegas, NV), Dr. Dieuwertje Kast (USC Joint Educational Project: Chino, CA), Sumreen Asim (Indiana University Southeast: Prospect, KY), Nazan Bautista (Miami University: Oxford, OH)

This session will bring together science teacher educators to share strategies and resources to support the professional development of preservice middle and high school teachers.

During this workshop, participants will discuss and share ideas, syllabi, digital tools, or lessons about how to teach secondary science teacher preparation methods classes.

This session is for college faculty who prepare teachers or mentor secondary science teachers who work with preservice teachers in clinical experiences.

TAKEAWAYS:
1. Perspectives on balancing science content, pedagogical content knowledge, and methods in courses for preservice science teachers; 2. Strategies for addressing issues of social justice, diversity, equity, and inclusion in preservice science education courses; and 3. Ideas for adapting these content and practices for face-to-face, hybrid, and online delivery in courses.

SPEAKERS:
Ryan Summers (University of North Dakota: Grand Forks, ND), Xinying Yin (California State University, San Bernardino: San Bernardino, CA), Lauren Angelone (Xavier University: Mason, OH), Stephanie Philipp (The University of Tennessee at Chattanooga: Signal Mountain, TN)