The Smoky Mountains STEM Collaborative is a STEM learning ecosystem in rural western North Carolina and has been a NASA Science Activation partner since 2016. We have over a decade of combined experience in assisting educators in utilizing NASA resources through a local lens in their classroom and out-of-school-time programs. As a rural region, we are familiar with the difficulty that comes with reaching disenfranchised learners that may struggle with broadband access. Participants will be introduced to a number of resources and hands-on activities they can utilize in low or no-bandwidth areas, as well as partners they can collaborate with in order to broaden and deepen their impact in their classroom and community. We will conduct a few example activities tailored for middle school educators, with suggestions to be scalable for learners in high school, post-secondary, and informal settings.

TAKEAWAYS:
After engaging in some hands-on activities, attendees will leave with access to a digital library of resources as well as personal connections to bring NASA Science into their classrooms.

SPEAKERS:
Randi Neff (STEM Program Coordinator: Sylva, NC), Matthew Cass (Physics and Astronomy Instructor: Sylva, NC)

Participants in this session will learn about NASA’s Heliophysics Big Year (Oct 23-Dec 24), including an annual eclipse, a total eclipse, and the culmination of the Parker Solar Probe Project. Learn the basic mechanics of how and why eclipses occur while engaging in low-cost and hands-on activities such as Sun Paper, UV Beads and Solar Radiation, and how to make a cereal box viewer. Attendees will enjoy engaging activities while learning about the next total solar eclipse on April 8, 2024. A total solar eclipse happens when the Moon passes between the Sun and Earth and completely blocks the face of the Sun. Those in the path of totality will experience a total eclipse and the sky will become very dark as if it were dawn or dusk. If the skies are clear, people can even see the Sun’s outer atmosphere, the corona, with their own eyes. Learn about these solar eclipses as well as NASA’s Solar Eclipse Toolkit, including lesson plans, activities, safety guides, videos, and so much more!

TAKEAWAYS:
Attendees will learn about the upcoming solar eclipse, explore resources within NASA STEM’s Solar Eclipse Toolkit, learn how to view the eclipse safely with their students, and walk away with standards-aligned hands-on activities that can be shared with students in both formal and informal settings.

SPEAKERS:
Dr. Sagirah Wheeler (NASA Education Specialist: No City, No State), Monica Uribe (NASA Education Specialist)

The EYE curriculum unit was co-created by middle school science teachers and architectural studies and science education faculty with the goal of improving students’ energy literacy and energy conservation practices. It consists of four modules that span six weeks of classroom instruction. The modules include investigations on energy and energy systems, natural and artificial lighting, building heating and cooling, and a capstone engineering project that guides students in designing a new classroom. The unit is place-based, using the local school building as a source of shared student experiences to connect to abstract energy concepts. Our workshop will overview the EYE unit structure and rationale and cover some of the key energy and architecture concepts embedded in the unit. We will provide hands-on experiences and a venue tour to model how building features can be leveraged to teach fundamental energy concepts in a real-world context for improved student engagement and learning.

TAKEAWAYS:
Our workshop venue will allow us to model how the EYE unit leverages tangible building features to enhance students’ understanding of abstract energy concepts. Attendees will receive a link to EYE’s classroom-ready materials, including engineering game cards, a budget spreadsheet, and slide decks.

SPEAKERS:
Meera Sood (Smithton Middle School: Columbia, MO), Suzy Otto (University of Missouri)

Sponsoring Company: Edvotek

There’s a break-in at the lab. Your students become forensic scientists as they walk into a crime scene. Analyze samples for blood and then catch the criminal with DNA fingerprinting. This exciting workshop will include ways to incorporate biotechnology and gel electrophoresis into your classroom.

SPEAKERS:
Danielle Snowflack, PhD (Edvotek Inc.: Washington, DC), Tom Cynkar (Edvotek Inc.: Washington, DC)

Sponsoring Company: Edvotek

The gene-editing tool CRISPR is one of the most exciting biotechnology breakthroughs of the past decade. In fact, this technique won the Nobel Prize in 2020! In this hands-on workshop, we’ll explore CRISPR biology using fast, easy experiments that model the development of a cure for Cystic Fibrosis.

SPEAKERS:
Danielle Snowflack, PhD (Edvotek Inc.: Washington, DC), Tom Cynkar (Edvotek Inc.: Washington, DC)

Sponsoring Company: miniPCR bio

Link physical science concepts like circuits and charged particles to the essential biotech method, gel electrophoresis. Build a reusable gel electrophoresis system with the Bandit STEM Electrophoresis Kit, and use it to separate colorful dyes. Also, add the A to STEAM with creative pipetting art!

SPEAKERS:
Kristin Hennessy-McDonald, PhD (miniPCR: Cambridge, MA)

Incorporating social studies and history into STEM education doesn’t have to be difficult. Situations and events from the past can be used to present phenomena to students. Explore how you can use real world events and situations from World War II to engage your students with observable phenomena. In this workshop session led by an educator from The National WWII Museum, educators will explore how to incorporate a story, situation, or event from WWII into a phenomenon that meets NGSS standards. All of the activities also have a reading to accompany them for an added literacy component. The stories and activities will all come from our free curriculums: Little Engineers and Real World Science. Attendees will receive a hard copy of each curriculum. During this workshop, the activities demonstrated will feature Victory Gardens (parts of plants, growing seeds) and Earn Your Wings (engineering challenge with paper airplanes) activities.

TAKEAWAYS:
Incorporating social studies and history into STEM education doesn’t have to be difficult; situations and events from the past can be used to present phenomena to students.

SPEAKERS:
Kelly Goodner (Assistant Director of K-12 Programs: New Orleans, LA)

University of Illinois STEM educators have created classroom activities that allow students to conceptually explore topics in electricity. The workshop activities include assembling a breakout board that models a simplified power system for a small neighborhood. The circuit prototype responds to an outage and redirects the flow of power. Participants explore the components and characteristics of simple circuits, logic gates, and relays. They also engage in an energy delivery themed, escape room style activity developed by educators at the University of Illinois Urbana-Champaign with support from the US Department of Energy. This virtual environment presents a fictional, but based on real events, cascading blackout scenario and challenges players to find the cause. Participants analyze data from the blackout, determine what went wrong, and propose strategies to prevent another such event in the future. Time will be allotted for debriefing and sharing ideas for classroom implementation.

TAKEAWAYS:
The US power grid is the system of producers and consumers of electricity. It includes power generators, switches, substations, miles of power lines, and millions of transformers. The power grid is continually evolving as we integrate alternative power resources and invent technologies.

SPEAKERS:
Lara Hebert (Assistant Director, Engineering Public Engagement: Urbana, IL), Jana Sebestik (University of Illinois at Urbana-Champaign: Champaign, IL)

This session consists of a student facing experience in which participants will engage in a sample lab activity followed by a collaborative debrief about the intentional decision making process behind the experience. Participants will leave with an understanding of how they can replicate experiences like this in their classroom, even in the absence of a designated space such as the STEAM Lab. Fairport Central School District has implemented STEAM Labs in each of its elementary schools. The vision is to support, challenge, and prepare all Fairport students to be Future Ready. By engaging with curricular and extracurricular projects and inquiries, students will utilize their innate creativity to actively construct knowledge. Students are at the center of the learning and are seen and valued for who they are. The Labs provide opportunities for students to tinker with ideas and collaborate with each other, to support the social-emotional and academic development of all learners.

TAKEAWAYS:
Participants will learn how the use of criteria and constraints increase student engagement and creativity in the problem-solving process.

SPEAKERS:
Travis Wood (Fairport Central School District: No City, No State), Kristin Larsen (Honeoye Falls- Lima CSD: Honeoye Falls, NY)

Problem based learning uses observable events and processes that occur in the world. It is important to provide students with sensemaking opportunities that require them to combine their knowledge about multiple, cross-disciplinary DCIs, science and engineering practices, and cross cutting concepts, and ELA, math, and social studies, to design solutions to a real-world problem. The purpose of this session is to model the intentional combination of multiple disciplines to design a solution to the impact farming can have on the environment. During the session, participants will engage in designing a windmill that will help them reduce the impact of farming on the environment. We will explore the transdisciplinary nature of designing windmills and work in engineering teams to create the most efficient windmill. This presentation provides access to an NGSS Design Badge 5th grade unit, and strategies for combining multiple disciplines to design solutions to real-world problems.

TAKEAWAYS:
The audience will walk away with access to an NGSS Design Badge 5th grade unit that exemplifies strategies for engaging students in real-world problem-solving using multiple disciplines.

SPEAKERS:
Christi Sanderson (mySci Instructional Specialist: University City, MO), Lauren Ashman (Washington University in St. Louis Institute for School Partnership: Saint Louis, MO)

Too frequently, teachers wait until Black History Month to incorporate diversity topics into their curriculum. For this workshop, I will be sharing how to incorporate diversity and equity topics year-round into a STEM program for both lower and middle school students. We will examine different science topics, including my second grade engineering unit, that can seamlessly be included in the science classroom. I will be showcasing some of the work my second, fourth, and sixth grade students have completed. In addition, I will be discussing the latest addition to the sixth grade weather and climate unit: Hurricane Relief and Environmental Racism. Finally, we will be examining the stories that different cultures have composed about the origin of constellations. Participants will have an opportunity to develop their own constellations and to write a story that explains the origin of their star pattern.

TAKEAWAYS:
After this workshop, participants will see how to incorporate diversity and equity topics into their STEM classroom. Teachers will experience some of the lessons my students have experienced and will discover how easily it can be to adapt lessons to celebrate the contributions of many cultures.

SPEAKERS:
Joan Gillman (The Browning School: New York, NY)

As the Clean Air Partners’ Education Program Manager, I will introduce the Clean Air Partners organization, our On the Air © curriculum, and how to navigate and implement the curriculum in science classrooms. There are five modules: 1) Our Lungs, Our Air, Our Health; 2) What’s the Forecast; 3) Air Pollution in the Community; 4) Air and the Chesapeake Bay; and 5) Air and Climate Change. I will explain how modules and lessons are formatted for faster navigation and facilitation. I will also share how to access the lessons for free on our website. Teachers will engage in very brief activities from five selected lessons, one from each module. I will highlight best science teaching practices, such as CER, anchor charts, KWL charts, and other visual thinking routines embedded in lessons. Teachers will have paper copies of the student-facing documents for each lesson and will be encouraged to work together during the session to complete lesson activities.

TAKEAWAYS:
Attendees will learn how to access and teach the free On the Air © curriculum resources to explore air pollution issues and solutions.

SPEAKERS:
Elizabeth Spike (Clean Air Partners)

Participants will learn about forms of energy and their transformations by experimenting through six stations. Stations cover potential and kinetic energy, endothermic and exothermic processes, radiant energy, thermal and motion energy, chemical energy, and electrical energy. Within each, there are multiple activities to showcase the energy transformations occurring. The stations will be set up with materials needed, a hypothesis prompt, procedure list, and a station guide for recording data. For example, a yo-yo stores gravitational potential energy when it is in your hand until it drops. When it drops, the yo-yo transforms the potential energy into motion. At the end of experimenting, participants will review a “What’s Happening” sheet that explains what form of energy and energy transformation occurred in that station, as well as how it’s tied to the real-world applications. NEED activities are free and easily differentiated at the elementary, intermediate, and secondary level.

TAKEAWAYS:
How to help students master forms of energy and their transformations and how it can be visualized in the world around them.

SPEAKERS:
Don Pruett, Jr. (Washington Science Teachers Association: Everett, WA)

What started as a silly experiment in a hotel parking lot Parking Lot Science has become a staple in K-6 exploration at John Thomas School of Discovery. Teachers who attend this session will participate in a cooperative, hands-on learning experience that will help showcase the importance of science in elementary education. The session will involve hands-on exploration and simple phenomena to implement in your everyday teaching. The session will then look at how creating a culture of science leads to a larger picture of student exploration and learning. Participants will have an open discussion about the state of science in their schools and the hurdles they face. We will brainstorm ways participants can create a “wonder” week or showcase of science at their school to highlight student learning throughout the year. The session will have singing, dancing, science, wonder, and a whole lot of laughter. Come join in on the learning experience and see what we can do with the power of wonder!

TAKEAWAYS:
Teachers will learn different unique ways to expose students to wonder, receive ideas to create a culture of learning within their classroom, and participate in hands-on explorations that can be used all year long.

SPEAKERS:
Ryan Mahn (John Thomas School of Discovery Partner School: Nixa, MO), Joe Shaughnessy (John Thomas School of Discovery Partner School: Nixa, MO)

“Raising the Green Roof” is a 4-week interdisciplinary STEM unit developed by university architectural studies and science education faculty working with elementary educators. In the unit, students use place-based strategies to explore how human-built structures impact the environment and then learn that green roof designs can help restore the natural water cycle. Water cycle basics (evaporation, condensation, precipitation) are emphasized as students explore stormwater runoff, test water retention in various soils, model roof design features, and discover the role that plants play in water management. The unit culminates in an engineering design challenge with students building their own miniature doghouses, green roofs included. Our workshop introduces teachers to our unit’s structure and the science and sustainability concepts behind it. Teachers will also have an opportunity to practice several hands-on investigations and modelling activities from the unit’s lesson plans.

TAKEAWAYS:
This hands-on workshop provides an overview of Green Roof lessons and gives participants a chance to practice modelling and engineering investigations from the unit. Educators will learn architectural content knowledge and receive a link to classroom-ready curriculum and teacher support materials.

SPEAKERS:
Laura Zangori (University of Missouri: Columbia, MO), Suzy Otto (University of Missouri)

To analyze data from space and ground-based telescopes, scientists rely on computers, not only to do calculations, but also to change numbers into images. Scientists and programmers go through painstaking calibration and validation processes to ensure that computers produce technically correct images. Visual representation of X-ray data, and radio, infrared, ultraviolet, visible, and gamma, involves the use of representative color techniques where colors in the image represent intensity, energy, temperature, or another property of the radiation. This activity creates models from numerical data. Each model will be unique, depending upon how the photon intensity and energy data was processed – binned and assigned color values – and then analyzed. Artistic representations of this data will be made "by hand" and also by using web-based js9 imaging and analysis software. This is one step in allowing students to do their own astronomy research using real data sets.

TAKEAWAYS:
Scientists learn about astronomical objects from the light they produce. Colors in images are based on data from this light and are used to highlight different features.

SPEAKERS:
Pamela Perry (Lewiston High School: Lewiston, ME)

This lesson focuses on radio astronomy data collected with a $50 student-built telescope. The telescope is not needed to do the lesson. Students collect information on the locations of neutral hydrogen. Easy to do and a primary focus of radio astronomy. The data collected can be used in the classroom to teach lessons on the Doppler Effect, Wave behavior, galactic velocity curves, and effects of gravity as well as other science topics. Many physics concepts can be taught in a highly engaging way by studying the concepts found in astronomy. Doppler effect, rotational motion, wave behavior, the EM spectrum are examples. The challenges to doing such lessons is the high cost of the telescopes and the challenges of collecting astronomy data during daylight hours. Plans for building and operating the radio telescope will be provided. Lesson plans for teaching the Doppler Effect via Red Shift/Blue Shift and for teaching how to work with galactic velocity curves will be included.

TAKEAWAYS:
Radio astronomy is done during class time as radio wave detection is not affected by daylight. Students will learn about the unique nature of galactic rotational behavior as compared to circular motion and planetary motion under Kepler’s Laws.

SPEAKERS:
John Clark (Volusia Online Learning: Port Orange, FL)

Opportunities abound for young people to learn about science, technology, engineering, and mathematics (STEM) in a range of settings outside of the classroom. They can engage with STEM in summer camps, after-school programs, Boys & Girls Clubs, and even trendy birthday parties. Numerous studies document the benefits of effective out-of-school STEM learning—e.g., increased interest in STEM, enriched knowledge of STEM ideas, enhanced confidence, and a sense of accomplishment. Given the benefits of out-of-school STEM learning and to increase access to high-quality STEM experiences for our middle schoolers, we developed an after-school program for them to enjoy STEM in engaging, authentic, and relevant ways. We will (1) share the framework/commitments that guided the design of our “Out-of-School and Into STEM” club, (2) model an abbreviated club session, and (3) provide resources for participants that may be helpful in designing their own out-of-school STEM experiences for students.

TAKEAWAYS:
Attendees will be provided with a framework and resources to guide the design of an out-of-school STEM Club and participate in a design-based club activity.

SPEAKERS:
Raven Brzeszkiewicz (Student: , IN), Jared Simoneaux (Science Teacher: , IN), Megan Johnson (Science Teacher), Lynn Bryan (Purdue University: West Lafayette, IN)

This will give information that will enable participants to replicate a STEM outreach event with various theme ideas. The activities are all low-cost and adaptable across student ages and generations of family members. The activities are meant to provide opportunities for students and families to experience success in a fun and enriching way while engaging with STEM concepts from the NRC K-12 Framework. We will also discuss how we used this event as a way for our preservice teachers to experience and practice implementing informal education strategies. This event was hosted at our local STEM Center, but we will also discuss ways that it can be implemented at school STEM nights, at community events, or even as neighborhood "pop-up" events to reach diverse learners in equitable ways.

TAKEAWAYS:
STEM Outreach events can be a way to engage students and families in equitable STEM learning to encourage and support all learners. This will provide information on how to replicate a STEM outreach event we hosted at our local STEM Center along with ideas about implementing it in different formats.

SPEAKERS:
Kelly Moore (Tennessee Tech: Cookeville, TN)

Seaworthy STEM in a Box activities were developed through collaborative efforts between STEM education specialists at the Naval Surface Warfare Center Carderock Division and master teachers participating in the U.S. Department of Energy’s Albert Einstein Distinguished Education Fellowship Program. Seaworthy STEM endeavors to inspire and prepare the next generation of STEM professionals by supporting teachers’ efforts to engage students – from early childhood through high school – in more hand-on science inquiry and engineering design. Activities are organized around grade bands with Naval-relevant themes and involve simple phenomena that support student sensemaking around key science and engineering concepts. Our workshop will allow teachers to practice several hands-on activities from the Seaworth STEM suite and will provide strategies for classroom integration, including content selection, standards alignment, materials acquisition, and tips for classroom implementation.

TAKEAWAYS:
In this hands-on workshop, teachers will explore several Seaworthy STEM in a Box activities and receive teacher background information on NGSS standards alignment, career connections, and relevant Naval and physical science concepts. Links to classroom-ready lesson materials will also be provided.

SPEAKERS:
Stephanie Klixbull (Penn State University: No City, No State), Tom Jenkins (Greenon Junior/Senior High School: Enon, OH), Melissa Thompson (Albert Einstein Distinguished Educator Fellowship: No City, No State), Suzy Otto (University of Missouri)

Participants will use light curve graphs and image analysis software tools located on the web to investigate stellar objects at the centers of supernova remnants, and determine if the objects are white dwarfs or neutron stars. Two sets of data from the Chandra X-Ray public archive will be used to plot brightness versus time to determine the rate of rotation of the object. Centripetal acceleration and Newton's Universal Law of gravitation calculations will then be applied. This activity is designed for physics and/or astronomy classes and integrates STEM analysis tools with the crosscutting concepts, physical science core disciplinary content and engineering concepts embodied by NGSS. Students may also use tools learned in this activity to use js9 to do further research projects using publicly available astronomy data sets.

TAKEAWAYS:
Light curves generated from web-based js9 image analysis software can be used to determine the period of rotation and identify objects as white dwarfs or pulsars using Newton’s Universal Law of gravitation and centripetal acceleration calculations.

SPEAKERS:
Pamela Perry (Lewiston High School: Lewiston, ME)

Human activities have caused changes in global temperature and weather patterns. This generation of students will need to understand climate science in order to adapt to this changing environment. In this session, participants will explore a project in which students incorporate engineering and basic coding - no experience necessary. We will use micro:bit technology to connect basic coding commands to collect authentic data using embedded sensors. Participants will use this collected data to modify design solutions based on human vulnerabilities to severe weather. Participants will find ways to expose their students to the engineering capabilities needed to solve problems. This project allows students to compare design solutions to identify which is best for the problem at hand and to experience the interactive process of evaluating solutions. This project allows for the authentic integration of technology, mathematics, crosscutting concepts, science practices, and easy implementation

TAKEAWAYS:
Use technology to expose students to coding and engineering design solutions for severe weather.

SPEAKERS:
Stacy Thibodeaux (Southside High School: Youngsville, LA), Jessica Kohout (Educational Consultant: Ellicott City, MD)

Working in teams, students take a short analog message and convert it to binary code for cell phone transmission. Students then send those zero’s and one over a carrier wave using a form of amplitude modulation to another team. At the other end the message is decoded and rewritten in analog form. which message was first? How close was it? A discussion of challenges the students’ faced in acting like a DSP (digital signal processor) lets student see some of the challenges of the original binary code and how subsequent forms of coding came about to address some of those challenges. Students discover the binary code they used was Morse code. Students then code and send a different message using the original 5-digit computer code. After racing to send their messages, students are guided through a follow-up discussion on the pros and cons of the new (Baudot) computer code used.

TAKEAWAYS:
Students will understand some of the challenges faced in digital signal processing as sending digital information evolved by completing a lab activity where they will code and decode messages into a digital format for transmission and receiving, similar to how cell phones work.

SPEAKERS:
John Clark (Volusia Online Learning: Port Orange, FL)

“Rockets Away '' curriculum revealed that the predominantly female staff was uneasy and hesitant to use launching equipment. A “Science Squad” assisted the teachers with the physics knowledge, building, and launching of the rockets. Then the creation of videos to show the proper techniques for rocketry and voice overlay ppt to ensure the accuracy of the physics concepts. Teachers became certified in Rocketry. Many 3rd-grade teachers provided inquiry science in the form of dioramas for their life science unit. The introduction of “Chickquest” was essential to providing inquiry-based learning. Early on, a “Science Squad” dressed in white coats, funny chick glasses, and hats assisted the teachers in the classroom with setting-up incubators, candling eggs, and troubleshooting student questions to WebCams for students to witness the live hatching 24/7. These STEM activities evolved into humanity lessons such as students reading to the chicks and sharing their hatches with each other.

TAKEAWAYS:
How to leverage technology & personnel for elementary teachers to engage students in authentic science and engineering concepts.

SPEAKERS:
Johnna O'Neal (Instructional Specialist: No City, No State), Katrina Halasa (Akron Public Schools: Akron, OH)

Sponsoring Company: Carolina Biological Supply Co.

Apply creative problem-solving skills and engineering practices to chemistry and physical science challenges. Experience how Carolina makes it easy to incorporate STEM into your classroom. Launch a chemical reaction rocket and race a car powered by a balloon.

SPEAKERS:
Patricia Kopkau

Sponsoring Company: Carolina Biological Supply Co.

Discover new ways to help students think & work like scientists and engineers. We will model instruction and resources that support 3-dimensional teaching and learning including teacher instructional slides, student friendly materials, simulations, and student investigation sheets.

SPEAKERS:
Hoover Herrera (Carolina Biological Supply Co.: Burlington, NC)

Sponsoring Company: Edvotek

Creating colorful bacteria with transformation is a memorable way to teach the central dogma of molecular biology. Take it a step further and have your students create art with the colorful cells! In this workshop, we’ll share tips for transformation success and create bio-art with microbial paint!

SPEAKERS:
Danielle Snowflack, PhD (Edvotek Inc.: Washington, DC), Tom Cynkar (Edvotek Inc.: Washington, DC)

Sponsoring Company: miniPCR bio

Discover a new way to study DNA and enzymes! Use fluorescence to see changes to DNA structure and enzyme activity with your own eyes. Explore how temperature, pH, and genetic sequence affect DNA base pairing. Then, see inhibitors, concentration, temperature, and pH affect enzymatic reaction rates.

SPEAKERS:
Allison Nishitani, PhD (miniPCR: Cambridge, MA)

Participants will build their own digital slid whistle. They will experiment with a motion sensor and use that data to convert to sound frequency by creating a regression equation. This activity is a simple one to two day activity that can be completed in the classroom as an enrichment or as a stand alone activity that can be developed over several class sessions.

TAKEAWAYS:
Attendees will leave with a simple STEM project that will engage students and can lead to incredible enrichment discussions!

SPEAKERS:
Brad Posnanski (Comsewogue High School: Port Jefferson Station, NY)

In this session educators will be presented with several research-based STEM equity moves that can be used in their classroom. These equity moves fall under the following categories: (1) Equity and NGSS, (2) Inclusive Ed Tech, (3) Culturally Responsive and Sustaining STEM, (4) Anti-Racist STEM. Educators will select an equity move and engage in a Remix Protocol to modify the equity moves to fit their classroom and context, and may even modify an activity, lesson, and/or assessment for their own class. Educators will share their ideas and hear the amazing ideas that their peers developed. All the work will be shared in a Padlet that will be available after the workshop to keep the conversation going! The session is designed in a way that educators will engage in some of the equity moves with a learner lens as they are exploring the equity moves. We will unpack this additional layer when we reflect on the learning activities.

TAKEAWAYS:
Educators will leave this session with tangible ideas to increase STEM belonging in their classroom or district.

SPEAKERS:
Kelly Houston (STEM Ed Innovators: Saratoga, CA)

Learn about free NSTA resources that support integrating learning in Life Science, Computer Science, and Artificial Intelligence. Experience programming your own Artificial Intelligence device on your laptop. Discover the free professional learning available to support implementing the lessons.

TAKEAWAYS:
Learn code to program a simple dialogue with an AI Device. Discover how NSTAs free lessons authentically integrate Life Science, Computer Science, and AI. Learn about free professional learning that supports the lesson materials.

SPEAKERS:
Rob Wallace (: Kenner, LA), Michelle Phillips (NSTA: Arlington, VA)

Presenters will start by highlighting place based-learning and how to create experiences through hands-on learning using NGSS standards. Then, the presentation will focus heavily on open discussions to answer questions on how we have successfully created STEAM-based projects that integrate all learning areas. Participants will then start creating their own learning experiences for their classroom by focusing on the four major questions of a Professional Learning Community: What will students do? How will they do it? How will we know they've learned it? What will we do if they don't? Last, the focus on how to bridge the gap between passion and standards will help us move forward in the creation of STEAM-based units. Participants will walk away with gained knowledge in NGSS standards, unit creation/template, and a better understanding of place-based and STEAM-based projects.

TAKEAWAYS:
Attendees will collaborate with educators to form learning experiences they can apply in their classrooms, receive a unit template to help organize thoughts, and discuss ways to break out of the traditional mold of education.

SPEAKERS:
Joe Shaughnessy (John Thomas School of Discovery Partner School: Nixa, MO)

The presenters will share the development of an elementary science lesson that incorporates art into science as a meaningful tool, not a fun supplemental activity. Participants will then complete the example activity that involves developing a solution to a real-world problem using a combination of science and art knowledge and skills. At the conclusion of the example activity, the presenters will provide information on the development of the activity and participants will have the opportunity to begin developing their own science and art-infused lessons.

TAKEAWAYS:
Art does not have to only be a supplemental activity that is added after a science lesson, it can be an integral part of a STEAM lesson.

SPEAKERS:
Amber Mintert (Associate Professor of Art: Joplin, MO), Laura Schisler (Missouri Southern State University: Joplin, MO)

Presenters will be using resources used in their own classrooms created by the Master Teacher of Invention Education Program through the Office of Education at the United States Patent and Trademark Office. For engagement, participants will begin by playing a trademarks guessing game with other participants. Next the participants will then learn about the 4 different types of intellectual property (Copyright, Patent, Trademark, Trade Secret). From there, participants will learn and experience an invention "SCAMPER" strategy and finally tie it altogether with invention education. Active participation will be required for meaningful takeaways. Free resources from the United States Patent and Trade Office and MTIP teachers will be shared.

TAKEAWAYS:
Teachers will be instantly motivated to try invention education with their students. They will walk away with patent & trademark knowledge to teach their students, as well as materials/strategies from Master Teachers of Invention Education that can immediately be implemented in the classroom.

SPEAKERS:
Denise Henggeler (Northeast Nodaway), Juan Valentin (U.S. Patent and Trademark Office: Alexandria, VA)

California Northstate University College of Health Sciences offers several outreach programs supporting middle and high school students and teachers. Our outreach goals are to expand opportunities, interest, and awareness for students interested in pursuing careers in the STEM and health science professions and to increase and diversify the pipeline of students with access to these career opportunities. Currently, we have 3 active outreach programs engaging the regional communities: Biology Education to Careers, Institute for Chemistry and Physics for Middle School Science Teachers, and Student Powered Activities for Reach Knowledge. Over 400 students have participated in our various outreach programs, and we have added over 50 educators to our training network. Our regional community school affiliations have grown to over 30. By sharing our outreach experiences, we hope to inspire educators in engaging their regional communities about careers in STEM and health science professions.

TAKEAWAYS:
California Northstate University is dedicated to sharing insights gained from developing and implementing our outreach programs and to offer guidance for educators and institutions that seek to engage their local communities about careers in STEM and health sciences.

SPEAKERS:
Allan Ancheta (California Northstate University: Rancho Cordova, CA)

Sponsoring Company: Edvotek

Discover the awesome potential of the ELISA! This highly-sensitive assay allows for detection of low levels of antigens in biological samples, making it perfect to identify pathogens, allergens, and more. We'll also practice pipetting to improve accuracy and precision, ensuring experimental success.

SPEAKERS:
Danielle Snowflack, PhD (Edvotek Inc.: Washington, DC), Tom Cynkar (Edvotek Inc.: Washington, DC)

STEM educators often teach in traditional settings without exposure to innovative teaching methods. Traveling nationally or internationally can offer valuable insights into how other STEM educators use local experiences to teach. This session covers topics such as applying for national and international STEM professional development programs, benefits for educators and students, and strategies to broaden global perspectives through PBL. Participants will also learn how to apply for grants to fund classroom activities and potentially send students on the same experiences. The session provides practical examples and insights to empower participants to take action and apply their newfound knowledge in their communities. By attending, educators can enhance their teaching skills and create long-lasting lesson plans.

TAKEAWAYS:
Enhance teaching skills and knowledge in STEM subjects for better student learning outcomes with effective strategies and resources. Attend this session to discover the benefits of national and international educator study tours for professional development.

SPEAKERS:
Oktay Ince (Horizon Science Academy Columbus High School: Columbus, OH)

Participants will complete a short and sweet STEM design challenge. We will discuss the purpose and benefits of the Engineering Design process. Participants will walk away with ideas for implementing STEM right away in an elementary setting. The meat of this training will be sharing how to foster a STEM culture in your school by offering choices, engaging students in the design process, and promoting the 4C’s. Participants will understand how STEM prepares students for all career paths.

TAKEAWAYS:
We will discuss ways you can foster a STEM culture in your school by offering choices, engaging students in the design process, and promoting the 4C’s.

SPEAKERS:
Tosha Hoefert (Educational Consultant: No City, No State)

Even if educators understand the role of an engineer, they often do not know how to teach it at an elementary level. In this session, I will explain the components of the engineering design process, including ask, imagine, plan, create, test, and improve. A comparison will be made between the scientific and engineering design processes. A description of STEM will be presented that centers on the engineering design process. Participants will explore the alignment of the engineering design process and the next-generation science standards. A simple STEM project will be analyzed through the engineering design lens in order to identify potential adjustments to foster the inclusion of critical thinking of an engineer.

TAKEAWAYS:
What is engineering, and how can it be used to enhance my STEM teaching?

SPEAKERS:
Erika Neuman (University of Texas at San Antonio: No City, No State)

This session will engage attendees in answering the core question, "What is hydroponics?" After viewing phenomena-based video shorts and images of plants growing both in soil and hydroponically, attendees will work in small groups to model the phenomena, compare and contrast similarities and differences, and ultimately answer the questions: 1) What do plants need to grow? 2) How do plants grow through hydroponic farming? This workshop and corresponding lesson aligns with the NGS standards of MS-LS1-1, MS-LS1-3, MS-LS1-8, MS-LS2-1, & MS-LS2-3.

TAKEAWAYS:
Attendees will be able to compare and contrast the similarities and differences between growing food through hydroponic farming versus growing food in the soil. They will be able to explain how plants grow through hydroponic farming.

SPEAKERS:
Dr. Kim Kolasa (Assistant Vice-President, Partnership Development)

To get kids excited to come to school, we built a School Zoo with 113 small animals that is run by an Animal Science elective class and student zookeepers. The students learn and run everything, including tours to over 3,000 elementary students. We will discuss the zoo and how to replicate it.

TAKEAWAYS:
Create a classroom or school zoo where your students become advocates and leaders while they learn by solving practical STEM related daily issues that come up.

SPEAKERS:
Jennifer Szydlowski (Jefferson Middle School: Columbia, MO), Mike Szydlowski (Science Teachers of Missouri: Columbia, MO)

Participants learn hands-on how to engage students in a STEM design challenge. They discover the importance of research through experimentation while investigating 4 variables that affect a straw rocket’s flight. They’ll create a series of straw rockets, testing each variable through launching. Participants will learn strategies to teach students measurement and data collection skills with any experimental design process for any level; whether that is beginning measurement in Pre-K and K to the importance of significant figures in measurement with high school. Teachers will experience strategies for classroom data analysis and use this in their ultimate challenge: designing and engineering the ideal straw rocket to test in a distance competition. Teachers will learn strategies to differentiate this concept in any K-12 classroom and see testimonials on this from the Air Camp Programming and Teacher Air Camp alumni.

TAKEAWAYS:
Participants will learn hands-on strategies to help students develop measurement, data collection, and analysis skills they can apply in engineering design lessons. You will learn methods to differentiate this in any K-12 setting and leave with free resources for your classroom.

SPEAKERS:
Jennifer Stormer (3-6 STEM Teacher/ Elementary and Teacher Curriculum Specialist, Air Camp USA: Union, OH), Christina Davis (Air Camp USA, Inc.: Dayton, OH)

What student has not been amazed by the incredible bridges and buildings constructed by architects! How many of them have wanted to try and design their own structures? In this hands-on workshop, the participants will have an opportunity to view some of the creative buildings and bridges my second graders have constructed using mostly recyclable materials. They will hear about some of the record-breaking buildings that have been constructed around the world, and they will also have a chance to see a short video about some of the most unusual structures ever built. Before commencing any of the building, the participants will receive information on the different types of bridges built throughout the ages. These include the covered bridge, the truss, suspension, cantilever, beam, cable-stayed, and arch bridges. Once the participants have a general knowledge of the different types of bridges, they will then have an opportunity to work as a team to build a bridge or a building.

TAKEAWAYS:
In this session, participants will learn how to develop an engineering unit for elementary students where they design and build their own skyscrapers and bridges. Relevant videos will be shown and student work will be showcased.

SPEAKERS:
Joan Gillman (The Browning School: New York, NY)

This poster presentation will use the Krebs Cycle of Creativity as created by Dr. Neri Oxman as a framework for a new approach to interdisciplinary sciences. I will explore the intersectionality of art, science, engineering, and design. This will include how the synergy between these disciplines creates opportunities to study how art and design affect our behavior, how design and engineering impact utility, how engineering and science creates knowledge, and how science and art portrays information. I will use examples from my own classes to highlight how the Krebs Cycle of Creativity can provide a new lens to view interdisciplinary teaching in the science discipline. This will include examples of projects, teaching materials, and student samples. Visitors will leave with a tangible understanding of how their school can move away from the siloed STEAM approach and move towards a more holistic approach that connects the many different disciplines of science.

TAKEAWAYS:
Visitors will leave with a new lens to view interdisciplinary science teaching including examples of projects, teaching materials, student samples, and a tangible understanding of how their school can move away from the siloed STEAM approach and towards a more holistic take on teaching science.

SPEAKERS:
Adam Vorel (6th Grade Science Teacher: Webster Groves, MO)

Is there a correlation between the length of someone’s hand and shoe size? While this may seem like a silly question, we've developed a full research project called the "Foot-to-Hand Ratio." This research project uniquely exposes students to units of measurement, dimensional analysis, and research. Over a period of years, a class of 24 students completed this research project. Students measured the length of one hand, one foot, and their height. Then they calculated their Foot-to-Hand, Height-to-Foot, and Height-to-Hand ratios. Surprisingly, there was a direct correlation between the hand and foot length, and height and hand, or foot, length. In addition, students used statistics to dismiss "outliers" in the data.

TAKEAWAYS:
Attendees will have access to a new, simple research project that incorporates mathematics.

SPEAKERS:
Sharron Jenkins (Georgia Gwinnett College: Lawrenceville, GA)

Understanding environmental issues requires students to understand science and social factors. To improve student understanding of how different regions are impacted by, and seek solutions to, environmental issues, educators at three institutions connected students in General Education life science courses. Faculty from the participating institutions -- Eastern Iowa Community Colleges (EICC), Louisiana State University (LSU), and San José State University (SJSU) -- have created a semester-long project in which students met virtually in small groups to discuss specific environmental issues. Students research local environmental issues to share and compare with their peers in other locations and create communication tools (e.g., websites, podcasts, etc.). Data collected through student surveys indicates that students connected with peers in different locations have enhanced knowledge and understanding of how similar environmental issues impact people in different parts of the world.

TAKEAWAYS:
This poster will showcase how the project is organized from both the faculty and student perspectives. This includes the faculty having to coordinate instructions and due dates, policies to protect students' rights when communicating, and the use of common rubrics for assessing student work.

SPEAKERS:
Tracy Hmielowski (Assistant Profesor: Riverdale, IA)

Using a story, such as Fish in a Tree, that is already being used in the classroom as the structure and inspiration for STEM-related activities is one way to incorporate additional time into the week for STEM. Some of our school districts have 45 minutes every other week dedicated to Science, so the idea is to incorporate scientific thinking and activities into the Literacy and Math blocks through questioning strategies that are directly tied to the existing curriculum. Fish in a Tree is a perfect example of ways to incorporate science habits of mind from a non-science-specific book. In this poster session, we will look at the Mystery Boxes from Chapter 14 and look at ways students will discover, through observation, what is inside the box. I will provide some sample mystery boxes, as well as some questioning strategies to use if students get stuck and some ideas for things to contain within the mystery boxes for varied skill levels.

TAKEAWAYS:
Attendees will be able to use mystery boxes to model the theme of persistence; to discover through observations other than sight; to determine what is contained within the box. Mystery boxes can be used with a variety of ages and skill levels as a way to encourage creative thinking and problem-solving.

SPEAKERS:
Heather Summers (Project ECHO for Education)

Find out how engaging students with compelling and complex socio-scientific problems necessitates student learning in many disciplines to design solutions. Gain strategies to support students in transdisciplinary learning and apply that learning to problem-solving with shared resources and examples.

TAKEAWAYS:
Learn how to engage students in learning that centers on addressing pressing social challenges and be able to describe transdisciplinary approaches to education.

SPEAKERS:
Rob Wallace (: Kenner, LA)

In this session, participants will experience part of an NGSS-aligned unit on wastewater testing and COVID-19. This six-lesson unit utilizing the 5E learning approach was developed through the collaboration of educators, engineers, scientists, medical doctors, and public health experts within an NIH-funded project. Attendees will participate in the fourth lesson of the sequence, entitled “H-Two-Poo.” Participants will first test the quality of different water samples to answer the driving question “how do you know if water is safe to use?” Participants will then learn about sources of wastewater, methods of wastewater management, and the development of a wastewater testing protocol to detect the presence of COVID-19. The experiences of high school students and teachers who have participated in the implementation of this phenomenon-based unit will be shared, including data from student surveys and handouts, along with photos of field trips to the community wastewater treatment facility.

TAKEAWAYS:
Attendees will utilize science and engineering practices to collect and analyze water quality data. They will further learn how science and engineering have been used to develop wastewater testing techniques that inform public health decisions in our communities.

SPEAKERS:
Sahar Alameh (University of Kentucky: Lexington, KY), Jeff Chalfant (Ph.D. Candidate), Sagan Goodpaster (University of Kentucky: Lexington, KY)

STEM learning activities have been shown to increase student engagement (Fredricks et al., 2003) and learning (English, 2016). Because we are currently experiencing huge growth in STEM fields, we need to grow student interest in future STEM careers. STEM careers, which combine aspects of science, technology, engineering, and mathematics, are growing exponentially (American Association for the Advancement of Science, 2021; Ramaley et al., 2005; Scott-Parker & Barone-Nuget, 2019). To be globally competitive in a technologically diverse society, educators and policymakers aim to build scientific and mathematically literate students who are prepared for integrated STEM career fields. Employers not only need future employees to be literate in math and science, but they also need students to develop creativity and critical thinking skills; these are skills that cannot be replaced with computer or robotic technology. Development of student interest in STEM is critical for future generations.

TAKEAWAYS:
Teachers and administrators will see how the incorporation of STEM activities can be used to increase student engagement and excitement in the classroom. Lesson plans and connections to science and math standards are included.

SPEAKERS:
Leslie Sauder (Northern State University)