2022 Chicago National Conference

July 21-23, 2022

All sessions added to My Agenda prior to this notice have been exported to the mobile app and will be visible in your account when the app launches. Any sessions added now, will also have to be added in the app.
Grade Level



Session Type


FILTERS APPLIED:PreK - 5, Presentation, Promoting Effective Assessments in the Science and STEM Classroom, Environmental Science


Rooms and times subject to change.
3 results
Save up to 50 sessions in your agenda.

Homes for the Hurricane Homeless: The Integration of STEM, Place-Based Learning, and Designing Thinking in the Elementary Classroom

Thursday, July 21 • 8:20 AM - 9:20 AM

McCormick Place - W180

STRAND: Developing Scientific Literacy in the Science and STEM Classroom

Show Details

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.

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.

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

Build a K–12 STEAM Pipeline Through Family STEAM Night

Thursday, July 21 • 5:10 PM - 5:40 PM

McCormick Place - W180

STRAND: Learn and Lead: Developing a Community for Expanded Participation in Science and STEM

Show Details

Engage students, families, and the community in STEAM through Family STEAM Nights in order to equitably build understanding and interest in STEAM.

Participants will learn how to create, recruit, and implement a Family STEAM Night to engage students, families, and the community in STEAM.

McKenna Serowka (Lake Zurich High School: Lake Zurich, IL)

A River Story: Designing STEM Learning Experiences in an Equitable Context for Young Learners with Diverse Backgrounds

Friday, July 22 • 3:40 PM - 4:40 PM

McCormick Place - W184b-c

STRAND: Students and Sensemaking: Promoting Science and STEM Teaching Strategies That Place Equity at the Center of Learning

Show Details

Dive into (equitable) three-dimensional learning and promote STEM teaching and sensemaking strategies that place equity at the center of learning, making science connections to local context.

Explore how placing equity at the center of STEM education changed teacher attitudes about science teaching and learning, developed supportive networks for formal and informal educators to advance science education, created opportunities for teachers to design three-dimensional learning experiences, and provided equitable opportunities for students and families in an urban high-needs district.

Elizabeth Nunez (New Brunswick Public Schools: New Brunswick, NJ), Sarah Sterling-Laldee (New Jersey Department of Education: No City, No State), Ashley Delgado-D'Amore (Lord Stirling Community School: New Brunswick, NJ), Grace Lugo (Boston College OEI: No City, No State)

Back to Top