Hurricanes, flash floods, and wildfires. Climate change brings more extreme weather, and the results can be catastrophic to our communities. As the weather becomes more severe, there is an increased need for shelters that can be easily transported and assembled to provide relief shelter for families who have been displaced from their homes. In this session, attendees will engage in an authentic STEM inquiry implemented in third and fourth-grade classrooms. The inquiry was designed so that students would be able to explore homelessness caused by natural disasters and design a tiny house prototype for a family in need. Participants will learn about planning and implementing a place-based and integrated STEM inquiry during this session. A major focus will be on planning and sensemaking as students learn through authentic opportunities and real-world mathematics and science. The presenter will share experiences using the Design Thinking Framework and place-based methodology as a guide for implementing and designing integrated STEM inquiries. In addition, the presenter will give specific strategies for developing problem statements to engage students in empathetic responses within STEM inquiries. The presenter will also share specific strategies for developing empathy during STEM inquiries for elementary-aged students. Participants will have the opportunity to experience key parts of the inquiry and view student examples.

TAKEAWAYS:
1. Engage participants in NGSS-based engineering design challenge where participants are required to design a solution for homelessness caused by natural disasters (hurricane, floods, wildfire); 2. Learn the role of empathy in authentic STEM inquiries by using Design Thinking principles; and 3. Outline possible place-based strategies for implementing STEM inquiries in upper elementary classrooms that engage all learners in STEM.

SPEAKERS:
Jennifer Williams (Isidore Newman School: New Orleans, LA)

From cartoon strips to mini documentaries, students can create digital works that show their science understanding. Having an all in one tool like the iPad allows students to show growth in their understanding with exciting, creative projects. Capturing videos, sounds and photos begins the student journey in learning. This session will begin with the why and move into the how. Sharing free apps for creation, the presenter will demonstrate the power of student creation. We will also highlight the various ways to assess and publish these student projects.

TAKEAWAYS:
Attendees will leave this session with ready to go ideas for digital creation using iPad in the science classroom. Student samples from an 8th grade science classroom will be shared.

SPEAKERS:
Leah LaCrosse (McCormick Junior High School: Huron, OH)

This session focuses on improved outcomes for students’ written science explanations when including data description prompts and instructional facilitation to adapt the CER framework.

TAKEAWAYS:
Learn about the importance of a preliminary step of incorporating data descriptions when utilizing the CER framework to guide students’ written explanations and reasoning of data visualization.

SPEAKERS:
Andrea Drewes (Rider University: Lawrenceville, NJ)

Participants will begin in the role of a student as the instructor models how picture books are often used ineffectively in the sequence of a 5Es lesson. This will be followed by a presentation of when and how different types of picture books are most effectively integrated into an NGSS-aligned lesson plan. Participants will play a game to apply what they have just learned by identifying where within a lesson specific picture book examples (both fiction and nonfiction) would be most effectively integrated. Next, participants will be introduced to picture book questioning “cheat sheets” for each of the seven crosscutting concepts. These sheets are filled with question examples and stems for each of the CCC. The instructor will model how to use these “cheat sheets” to prepare for and conduct a read aloud that emphasizes a specific CCC. Then, participants will be invited to choose a picture book from one of over 100 3-5 NGSS-aligned books found throughout the room in seven CCC “stations” and to use the “cheat sheet” to prepare for their own read aloud. Participants will then “Pair and Share” a portion of their read alouds. Finally, the instructor will briefly discuss how to use CCC graphic organizers (a link to organizers will be shared) to encourage students to independently identify CCCs in picture books. The session will wrap up with a final Q&A. Note: Specific examples of picture books that promote diversity will be discussed as well as the importance of representation in children’s literature. Methodologies demonstrated are based on research by Dr. Yen Verhoeven of Qi Learning (used with permission) and the text “Sharing Books Talking Science” by Valerie Bang-Jensen and Mark Lubkowitz.

TAKEAWAYS:
Through instructor modeling and active participation, participants will learn when they should (and shouldn't!) include picture books in their 3-5NGSS lesson plans well as how to use picture books to explore each of the seven crosscutting concepts with their students.

SPEAKERS:
Emily Starr (STEM Specialist: Clinton, IA)

Get your students talking in ways that increase student understanding and literacy in science! Come learn about why academic dialogue is so important. Explore current and effective strategies to encourage and improve academic dialogue in the science classroom.

TAKEAWAYS:
Attendees will understand why academic dialogue is important to scientific literacy and explore ways to encourage and improve academic dialogue in the science classroom through the use of current and effective strategies resulting in higher student engagement.

SPEAKERS:
Erica Baker (North Washington School: Frankfort, KY)

In this session, attendees will extend their understanding of learning design for the NGSS specifically focused on developing scientific literacy in the elementary grades. Participants will learn about selecting instructional phenomena and/or problems that can effectively anchor student learning experiences and create authentic needs for students to engage deeply with other content areas to make sense of phenomena and design solutions to problems, thus supporting meaningful integration of science with other STEM and content areas. Attendees will explore ways to design for elementary learning that meets at the intersection of three-dimensional standards, phenomena/problem driven learning, sensemaking, and integration. Participants will also be connected to a variety of Open Education Resources (OERs) and other freely available resources that support integrated elementary learning design.

TAKEAWAYS:
Attendees will learn how anchoring learning in phenomena and problems and leveraging integrated content as sensemaking resources for students supports scientific literacy development in grades K-5.

SPEAKERS:
Kimberley Astle (Washington Office of Superintendent of Public Instruction: Olympia, WA)

Go behind the scenes of a crash-test center and use award-winning videos, paper car crashes, and egg drop cushions to teach motion and energy. Everything free at classroom.iihs.org.

TAKEAWAYS:
Participants will learn how to use inquiry-based, NGSS-focused activities and video-supported engineering design experiences integrating STEM concepts with vehicle crashworthiness and crash avoidance technologies to promote students' safer decision-making when riding in or driving a vehicle.

SPEAKERS:
Griff Jones (University of Florida: No City, No State), Pini Kalnite (Insurance Institute for Highway Safety Highway Loss Data Institute: Arlington, VA)

Participants will begin in the role of a student as the instructor models how picture books are often used ineffectively in the sequence of a 5Es lesson. This will be followed by a presentation of when and how different types of picture books are most effectively integrated into an NGSS-aligned lesson plan. Participants will play a game to apply what they have just learned by identifying where within a lesson specific picture book examples (both fiction and nonfiction) would be most effectively integrated. Next, participants will be introduced to picture book questioning “cheat sheets” for each of the seven crosscutting concepts. These sheets are filled with question examples and stems for each of the CCC. The instructor will model how to use these “cheat sheets” to prepare for and conduct a read aloud that emphasizes a specific CCC. Then, participants will be invited to choose a picture book from one of over 100 K-2 NGSS-aligned books found throughout the room in seven CCC “stations” and to use the “cheat sheet” to prepare for their own read aloud. Participants will then “Pair and Share” a portion of their read alouds. Finally, the instructor will briefly discuss how to use CCC graphic organizers (a link to organizers will be shared) to encourage students to independently identify CCCs in picture books. The session will wrap up with a final Q&A. Note: Specific examples of picture books that promote diversity will be discussed as well as the importance of representation in children’s literature. Methodologies demonstrated are based on research by Dr. Yen Verhoeven of Qi Learning (used with permission) and the text “Sharing Books Talking Science” by Valerie Bang-Jensen and Mark Lubkowitz.

TAKEAWAYS:
Through instructor modeling and active participation, participants will learn when they should (and shouldn't!) include picture books in their NGSS lesson plans well as how to use picture books to explore each of the seven crosscutting concepts with their students.

SPEAKERS:
Emily Starr (STEM Specialist: Clinton, IA)

Participants will begin by playing a game in which they discover the research regarding the impact of effective science instruction in elementary school on students’ future STEM career choices. Research on the importance of diversity and representation in children’s literature will also be included. Next, participants will be introduced to a picture book questioning “cheat sheet” for the science and engineering practices. This sheet is filled with question examples and stems for each of the S&EPs. The instructor will model how to use this “cheat sheet” to prepare for and conduct a read aloud that emphasizes specific S&EPs. Then, participants will be invited to choose a picture book from one of over 100 K-5 NGSS STEM Career focused picture books found throughout the room in six grade level “stations” that have been aligned to NGSS performance expectations. Participants will be asked to use the “cheat sheet” to prepare for their own read aloud. Participants will then “Pair and Share” a portion of their read alouds. Finally, the instructor will briefly discuss how to use S&EP graphic organizers (a link to organizers will be shared) to encourage students to independently identify S&EPs in picture books. The session will wrap up with a final Q&A.

TAKEAWAYS:
Through instructor modeling and active participation, participants will learn how to develop read aloud questions that effectively highlight the science and engineering practices in texts that feature STEM Careers.

SPEAKERS:
Emily Starr (STEM Specialist: Clinton, IA)

Picture books often pique a child’s interest in a STEM topic, igniting their interest in learning more about it. Once they’re ready to dig deeper, how do they find books to let them do so? The difference between STEM picture books and longer-form ones isn’t just the number of words. How can teachers help students transition from reading books where so much of the information is in the illustrations to ones where the text carries most of the content. For many students, this involves learning a new skill set. And what about older students who aren’t quite ready yet to tackle a longer book? How do they find STEM picture books that are appropriate for their age and reading level? In this talk, we’ll gives examples of two books on the same topic. First, we’ll pair picture books for younger and older readers. Second, we connect picture books with related long-form books. Either way, this gives students a way to continue their curiosity.

TAKEAWAYS:
How to transition students from reading picture books to longer-form books.

SPEAKERS:
Laurie Wallmark (Author: Ringoes, NJ), Jennifer Swanson (Author/Teacher: Jacksonville, FL)

Our master teacher video case studies are used to facilitate discussion about the science practices of Asking Questions and Modeling with inservice and preservice teachers.

TAKEAWAYS:
1. Using classroom video as a focus of discussion can provide teachers with an avenue for substantive conversations about their teaching practice; 2. Our case studies present real classroom settings where the teachers are having their students work on the practice of questioning and/ or modeling; and 3. Participants will view the videos and reflect on how the teachers are facilitating the use of science practices in their classrooms.

SPEAKERS:
David Henry (SUNY Buffalo State College: Buffalo, NY), Alayla Ende (University at Buffalo, SUNY: Buffalo, NY), Lisa Brosnick (SUNY Buffalo State College: Buffalo, NY), Alan Baczkiewicz (Sweet Home Middle School: Amherst, NY)

It is important to share your instructional needs in science specifically so that the media specialist can support identifying and evaluating three-dimensional text resources with you. In this session we will share ways that you can help your media specialist support your need for science instructional resources to make your instruction more effective for all students.

TAKEAWAYS:
Science learning should lead literacy, this can happen (in part) through read alouds which should focus on 3D learning.

SPEAKERS:
Mary Starr (Michigan Mathematics and Science Leadership Network: No City, No State), Katherine Pfeiffer (Discovery Middle School: Orlando, FL)