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)

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)