Part of an NIH Initiative, participants will engage in an interdisciplinary, phenomenon-based high school science unit composed of six 3-D lessons. Aligned with the NGSS, the lessons focus on viruses, wastewater, and public health, and aims to support students in making informed decisions about science.

TAKEAWAYS:
Engage in a series of interdisciplinary 3-D lessons on science, technology, and public health using relevant phenomena like COVID-19, water quality, & wastewater treatment. All supporting documents and activities will be shared with the participants. Examples of student artifacts will be showcased.

SPEAKERS:
Sahar Alameh (University of Kentucky: Lexington, KY)

Engineers, architects, and builders design ways to make structures more durable, accessible, safer, and better. How can you build a better future? 1. Brainstorm: Use your imagination to design a structure for one of these scenarios. (K-2-ETS1-1) (3-5-ETS1-1) • Environmentally friendly design (K-ESS3-3) (5-ESS3-1) • Durable design to withstand a natural disaster (3-ESS3-1) (4-ESS3-2) • Improve an existing place to be more accessible. 2. Design: Draw a picture of your solution to the challenge. (K-2-ETS1-2) 3. Create: Build a model to represent your solution using only the pieces provided. (2-PS1-3) 4. Share: Think about your answers to these questions. Record your responses or share your answers. (3-5-ETS1-1) (3-5 ETS1-2) • What problem did you solve? • Explain how your solution solved the challenge. • What constraints did you have to follow in this activity? • If you could choose any materials, how would you modify and improve your design? • Brainstorm solutions for the other sc

TAKEAWAYS:
You will do a STEM challenge that uses the engineering design process in an easy and fun way with just a small bag of LEGO elements. You will receive a NGSS-aligned student challenge activity card as a takeaway, as well as a bag of LEGO elements!

SPEAKERS:
Tammy Pankey (Director of Education)

Simple machines are historically a difficult subject to teach due in part to limited integration with other content. The Clean Cut unit is suitable for upper elementary students and combines the concept of the wedge and the engineering design process. The goal is not only to introduce students to simple machines but also to introduce them to the nature of engineering design. Throughout the unit, students learn that one perfect solution does not exist; instead, they learn to tolerate and learn from failures. The students learn why simple machines are used in everyday life and design a solution to a problem while learning about and using an engineering design process. The students refine their design to fit within the constraints and criteria set by a client. Students test the design and collect qualitative data to refine their design. The unit includes a summative assessment in the form of a letter to the client describing what was learned about simple machines and engineering design.

TAKEAWAYS:
The context of the lesson is designing a tool to split soap for use by people who have been through a natural disaster. Participants will learn about the integrated approach using engineering design and simple machines, experience part of the unit, and receive the handouts for use in the classroom.

SPEAKERS:
William Walker (Assistant Director, CATALYST: No City, No State), Sopheak Seng (Mr.: Lafayette, IN)

This session will showcase how artificial intelligence (AI) can be integrated within STEM-based design challenges to enhance student engagement and the 'improve' step of the engineering design process. Teachers usually stop design challenges after students test their designs. The presenter will walk participants through how to develop AI prompts, engage students in reflecting upon the AI responses, building/creating and testing the AI provided solution, and ultimately, guiding students through the reflection and optimization process. The students are challenged to "beat the computer" by utilizing data collected through the test phase to create an optimized solution that will be tested against the AI-generated solution. The presentation will take the form of demonstration, discussion, and provision of examples.

TAKEAWAYS:
Participants will learn how to leverage artificial intelligence (AI) within STEM-focused design challenges to engage in the test and improve/optimize steps of the engineering design process.

SPEAKERS:
Dennis Dagounis (Berkeley Heights Public Schools: Berkeley Heights, NJ)

This presentation will provide teachers with a ready-to-teach Unit designed to help their students experience several Physical Science, Earth-Space Science, and Engineering NGSS standards. The unit addresses global weather patterns and the impacts of potential pattern changes. It also addresses thermal energy and its applications in building design. All middle school science teachers; whether new to profession, new to phenomena based learning, or seasoned veterans will find something new and exciting to bring back to their classrooms. This Unit combines my understanding of the middle school science classroom with expertise of curriculum writers at Pacific Education Institute. Teachers will receive help planning lessons, activities, and discussions. They will also take the role of a student to have first hand experience with labs and activities. Teachers will receive a digital copy of all of the instructional materials including grading rubrics.

TAKEAWAYS:
Teachers will learn how to teach and assess a dynamic 3-D unit addressing Physical Science and Earth Space Science NGSS Standards. Teachers will leave with editable access to all Unit materials. Teachers will get time and guidance on how to adapt the Unit to their classroom and student needs.

SPEAKERS:
Kat Chamberlain (Ridgetop Middle School: No City, No State)

Birds provide an accessible context for student science investigations and creative engineering design projects. From building a bird feeder from recyclables, to building nest boxes for specific species, to thinking critically about bird adaptations, using citizen-science projects to inspire authentic questions and original scientific studies… we aim to help creative students engage in STEM! During this workshop, I will provide free resources to help teachers develop students’ science and engineering practices—while also supporting a connection to the local environment. During this time, teachers will: • Work to create a bird feeder and chat about the factors that make a successful design • Design a well-adapated bird that can survive in a challenging habitat

SPEAKERS:
Susan Licher (Cornell Lab of Ornithology: Ithaca, NY)

During this session, participants will discover how our school utilizes all resources to make PBL a learning experience like no other! Learn how our school collaborates with experts and stakeholders throughout the community to bring experiential learning to our students in the classroom.

TAKEAWAYS:
Educators will learn how our school implements PBL through cross-curricular concepts using art, technology, and research integration as well as bringing in community experts to make for an immersive learning experience.

SPEAKERS:
Tyler Lappe (Instructional Coach: Cape Girardeau, MO)

This Share-A-Thon stop will include information and free teacher materials from the USPTO's Office of Education presented by a Master Teacher of Invention Education & Intellectual Property. There will also be an opportunity for further networking with other fellow elementary teachers.

TAKEAWAYS:
You will walk away with free materials from the US Patent & Trade Office created specifically for elementary teachers, along with an invitation to explore further with a Master Teacher of Invention Education & IP.

SPEAKERS:
Kathy Hoppe (STEMisED, Inc)