After learning about computational thinking, participants will apply the framework to determine where students engage in computational thinking within the activity. Participants will engage in activities where students engineer as part of the investigations. Participants will be able to use a pre-programmed microcontroller (loaned by the presenters) to experience 3 different short investigations each tied to a different phenomenon. 1) Does angle matter? How does the angle of the collector affect how warm it is? Using the microcontroller and lamps participants will collect data to build a model that explains why the tilt of the Earth creates different seasons. 2) Transparent, Translucent, and Opaque. When working in a greenhouse, different materials can be used to cover the greenhouse. Which is the best material for your area? Using the light level sensor on the microcontroller, participants test different materials to recommend their uses when designing a greenhouse. 3) Making an alarm - using the microcontroller accelerometer sensor, participants arm an alarm and see how the accelerometer works in three dimensions. Participants will be provided printed copies of the lesson plans and how to engage students with using the microcontrollers. Note that no knowledge of coding or any equipment brought is necessary to participate in this workshop.

TAKEAWAYS:
Attendees will learn (1) Microcontrollers are small computers that come with several integrated sensors. Their functionality makes them useful for both investigations and engineering projects. Some of the basic functionality of different microcontrollers (2) One definition of computation thinking is how to use computers to solve problems. Computational thinking activities that connect students to everyday phenomena. The development of algorithms or the decomposition of problems into simple steps are just two examples of processes associated with computation thinking. It is a powerful problem-solving technique that is used in the modern world (3) How engineering tasks provide opportunities for student sensemaking

SPEAKERS:
Susan German (Hallsville Middle School: Hallsville, MO), G. Michael Bowen (Mount Saint Vincent University: Halifax, NS)

Participants will learn about the framework for computational thinking and then learn to apply it to science inquiry investigations using Block Coding (used with students in elementary and middle school in many jurisdictions) and how it can be used to improve the conduct of science investigations (and be more like the investigations conducted by scientists).   Participants will apply the computational thinking framework to creating/modifying/using simple programs (either using a free online programming tool OR with a simple, inexpensive microcontroller that will be loaned by the presenters) that can be used in science inquiry investigations either for conducting the investigation (e.g., a random number generator) or for collecting data (e.g., a counter and a timer). Investigations where these can be used will be discussed and demonstrated. The use of the microcontrollers and/or a free online programming tool to develop a simple measurement tool provides participants (and their students) an opportunity to experience a simulated situation a scientist or engineer would face as they use computing tools to develop automated measuring responses.   Finally, as an example of what is known as “physical computing”, participants will learn to build (and will build if time allows) a physical interface (to use with a computer or Chromebook) that allows them to interact with a program they have either written or downloaded.   Participants will be provided printed copies of example lesson plans and instruction sheets on how to engage students with using the Scratch program and the microcontrollers). Note that no knowledge of coding or any equipment is necessary to participate in this workshop. 

TAKEAWAYS:
Attendees will learn how computational thinking (applied to simple block coding examples and simple micro-controllers) can be used in science classrooms to help students conduct better inquiry investigations and better experience “authentic” science practices.

SPEAKERS:
G. Michael Bowen (Mount Saint Vincent University: Halifax, NS), Susan German (Hallsville Middle School: Hallsville, MO)

Butterfly Gardening Using Native Plants workshop is a very exciting educational experience! This session will guide participants through exposure to native North American plants that are host plants for butterfly caterpillars as well as nectar plants to attract adults. We will participate in an assortment of hands-on activities which include creating a "Life Cycle Plate" and singing the "Metamorphosis Song". A main focus of this session is to provide participants with strategies to enable them to create and sustain their own schoolyard habitat. A roadmap to success will be shared, along with a question and answer session for potential challenges! . Beyond the workshop, continued implementation support will be shared with a comprehensive digital data collection and email contact information provided to participants. They will also receive contact information for the North American Butterfly Association, and The Native Plant Society for their local area. Resources will be shared focusing on the importance of organic gardening in relationship to a successful butterfly garden. Finally, an assortment of grant opportunities will be shared in order to assist teachers in getting funding for their projects. Upon completion of this time together, butterfly enthusiasts will be dispatched throughout the country. Once implemented, students and parents will be captivated by the beauty of the garden, and will sustain life lessons on the vital connection we share with our environment.

TAKEAWAYS:
Participates will leave with the knowledge to go back to their schools/classroom equipped with the knowledge to set up an area to attract an assortment of native butterflies.

SPEAKERS:
Nancy Sale (Lillie C. Evans K-8 Center: Miami, FL)

Learning through place-based, student-centered, teacher-facilitated STEM inquiry increases student engagement in and ownership of learning and promotes student growth in science and engineering practices, disciplinary core ideas, and crosscutting concepts. Using a unit plan I developed for exploring local microclimates, participants will engage in activities and discussion of techniques for cultivating students as collaborators in the learning process. The unit is designed to encourage growth in asking questions, designing and conducting investigations, collecting data, making sense of data, communicating findings, and identifying local problems and designing solutions to a student-identified problem. Participants will use NASA infrared images of surface temperatures captured during an ISS mission to observe the urban heat island phenomenon. They will explore Google Earth to spark questions about surface heating that can be answered through investigation of the local neighborhood or school campus. Given a list of equipment that students used during the unit, participants will collaboratively design an investigation to collect place-based data. Discussion includes extension activities that facilitate student understanding of surface heating and cooling. Discussion also includes how revision and reflection can be used to monitor individual student growth and promote ownership of learning by students. Emphasis is on facilitation techniques.

TAKEAWAYS:
Learning through place-based, student-centered, teacher-facilitated STEM inquiry increases student engagement in and ownership of learning and promotes student growth in science and engineering practices, disciplinary core ideas, and crosscutting concepts.

SPEAKERS:
Loris Chen (Science Education Consultant: Fair Lawn, NJ)