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)

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)

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)

“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)

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)

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)

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)

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)

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)

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)

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)

The participants will follow a sequence of activities that align with a progression of the skills found in the PreK-2 engineering standards (NGSS). During the session, the participants will complete the hands-on activities in order to bring them back to their classrooms or modify them as they see fit. The first activity has the participants cut up a water cooler paper cup (cone shape) in order to maximize the “float time” after it was placed on a box fan pointed upwards. By watching the different designs, they will be encouraged to make a second design to test. The second activity has the participants making straw rockets using the following materials: plastic straw, clay, card stock. Using a straw rocket launcher, the participants will see how far their rocket goes. Last activity includes the designing and testing a sail for a car. Teaching materials will be provided, along with ways to encourage science fairs and family STEAM nights for elementary grades.

TAKEAWAYS:
During the session, the participants will complete hands-on STEAM activities that they can use or modify with their students the next day!!!

SPEAKERS:
Jeanine Doxsee (Franklin Early Childhood Center: Hewlett, NY), Brian Terry (Hewlett-Woodmere Public Schools: Woodmere, NY)

Participants will experience multiple hands-on playful learning activities that engage young children and their families. Participants will use plastic bricks that will help inspire ideas about STEM learning outcomes that can be achieved through play. This workshop will engage participants in a knowledge journey of playful learning, STEM inquiry, and modeling educator practices. The session will share best practices for engaging young children and families with STEM. Our program session will help the audience using knowledge to create relevance in programs to prepare student participants for lifelong STEM learning and inquiry. In the workshop they will have the opportunity to interact with others in the session, engaging in mutual inquiry, teamwork and building relationships.

TAKEAWAYS:
Participants will experience multiple hands-on playful learning activities that engage children and their families. Participants will use plastic bricks that will help inspire ideas about STEM learning outcomes that can be achieved through play.

SPEAKERS:
Kathryn Sample (Specialist, Education), Tammy Pankey (Director of Education)

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)

Do your students bring you the rocks they've found? Do they find the weather, volcanos, and fossils fascinating? This workshop will provide classroom-ready activities to teach elementary/middle school students earth science concepts and mineral/rock identification with inexpensive earth science labs. Participants will receive a comprehensive set of earth science activities designed especially for elementary/middle school teachers. All of these activities are tried-and-true to teach all the basics of earth science, from basic rock and mineral identification to volcanoes and why some blow up (and some don’t), from the water cycle and weather to climate and climate change in a way that young learners can grasp. Viscosity labs include peanut butter and syrup, orbital motion with marbles, string, lace curtains, and hula hoops. Everything is readily available, cheap, easy to set up and, most importantly, makes concepts easy to understand for your students. Human impact on the environment will be considered throughout.

TAKEAWAYS:
Teaching about the Earth can be cheap, easy, fun, and is the first step to helping your students become good stewards of our planet.

SPEAKERS:
Melanie Carden-Jessen (Missouri State University: Springfield, MO)

This engineering workshop for elementary teachers is designed to provide educators with a foundation in engineering practices that can be applied in the classroom. The workshop will be divided into three segments covering the following topics: 1. Introduction to Engineering: The workshop will start with an introduction to the Engineering Design Process and its applications in our daily lives. Workshop attendees will learn how to help young students make connections to their own lives. 2. Hands-on Activities: A hands-on activity (building a watering device) will be be included in the workshop to provide teachers with a first-hand experience of the engineering design process. Teachers will work in teams to brainstorm, design, build, test, and refine their prototypes, much like they will ask their students to do. 3. Curriculum Integration: A discussion and ideas on how to integrate engineering concepts into the elementary classroom curriculum.

TAKEAWAYS:
Attendees will learn the importance of incorporating the Engineering Design Practices in their elementary classrooms as well as ways to teach this to young learners in a way that is engaging, exciting, and memorable.

SPEAKERS:
Shawn O’Neill (Professor)

Presenters will be using resources created through the Master Teacher of Invention Program which is a program of the United States Patent and Trade Office. Participants will begin by looking at patents related to the telephone and putting them in chronological order. Next the participants will generate ideas about innovations regarding the telephone. The participants will then learn about the 4 different types of intellectual property (Copyright, Patent, Trademark, Trade Secret). From there, participants will experience the design process of identifying problems and finding solutions related to cell phone usage.This workshop will be taught as if participants are students experiencing the lesson; therefore, participants will be up and moving around. Resources from the United States Patent and Trade Office will be shared.

TAKEAWAYS:
Educators will walk away with a lesson focused on invention and intellectual property created by teachers in the Master Teacher of Invention and Intellectual Property Program that can immediately be implemented in the classroom.

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

In this workshop participants will explore their local agricultural commodities to determine which ones are a good fit with their grade level science standards. A year-long Farm-To-Plate unit will be shared, and participants will be active learners as they explore: • Crops (corn, wheat, sunflowers, sorghum): plant parts & needs, human and animal uses, baby vs adult, seed investigations, life cycle, and environmental concerns • Animals: human uses, life cycle, baby vs adult, needs, environmental concerns, characteristics • Technology: drones, ear tags, feeding/milking stalls, Tower Gardens, equipment • Agricultural Careers • Environment: bees, soil health • Nutrition: Farm-To-Plate process, fresh vs frozen, local Participants will play games, make projects, engage in partner work and group discussions, and explore these topics and their relationship with NGSS. When agricultural literacy and science standards are combined, students have a meaningful way to learn about their world.

TAKEAWAYS:
Participants will walk away with learning ideas that use agricultural phenomena and the Farm-to-Plate process to teach life and earth science standards to young learners. Participants will engage in games and projects that combine agricultural literacy and NGSS in a fun and meaningful way!

SPEAKERS:
Nancy Smith (Heatherstone Elementary School: Olathe, KS)

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)

In “Integrating Culturally Responsive Literacy Instructional Strategies with Science Teaching in K-3 Learning Spaces,” new science teachers will explore ways to implement the Three-Dimensional Science Teaching Framework and the tenets of Culturally Responsive Literacy Instruction (CRLI) to build equitable learning experiences for young learners. Participants will identify the tenets of the 3-D Science Framework and CRLI. Next, participants will explore the integration of literacy skills and science concepts. Finally, participants will create a lesson that incorporates the 3-D Science Framework and CRLI practices using K-3 learning objectives. This interactive workshop is designed to support participants in providing opportunities for learners to apply literacy skills while learning science concepts that relate to real world experiences.

TAKEAWAYS:
Participants will provide opportunities for young learners to apply literacy skills while learning science concepts that relate to real-world experiences.

SPEAKERS:
Cletis Allen (CLETIS Education Consulting LLC: No City, No State)

Looking for ways to integrate engineering in your science curriculum? Join us to become familiar with freely-available, high-quality instructional materials that create opportunities for students to apply science ideas to solve real-world problems, gain confidence and see themselves in STEM careers.

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)