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This presentation highlights the experiences of 18 preservice teachers who designed and carried out linguistically and culturally appropriate science and engineering activities for 81 multilingual K–8 pupils over a summer program. It addresses the advantages of using translanguaging in engineering education and discusses the opportunities and difficulties of advancing engineering literacy. 

Georgia's K-8 science education follows a well-defined 3D learning framework, unlike the less standardized engineering methodology. This presentation introduces a modified 7-step engineering methodology integrating 3D learning to enhance problem-solving and prototype testing. It includes examples of preservice teachers' lesson plans and student engagement from a summer program, inviting questions on theory, methodology, and implementation. 

As part of Next Generation of Science Standards (NGSS), in-service and pre-service teachers must become familiar with and learn to plan and implement engineering activities using one of the available engineering design models. In addition, pre-service teachers must teach this content to a growing multilingual students in elementary grades in the US. In this presentation, we describe how pre-service teachers use a modified 7-step engineering model to teach about sound to a group of rising 4th grade emergent bilingual students in a summer program in English and Spanish. Using the process of territorialization from assemblage theory, we explore how three pre-service teachers implemented engineering activities using culturally and linguistically sustaining pedagogies. We conclude with a series of recommendations to facilitate the process of territorialization for pre-service teachers in science/engineering education. 

In this workshop, we show activities developed and implemented as part of a National Science Foundation project (Award #2121351) based on how to use a modified engineering model to teach about the properties of sound in elementary grades. We cover 4th grade physical science related to forces (Georgia standard, S4P2; NGSS standard 4-PS4-1) and the cross cutting concept of cause and effect. Using translanguaging practices and technology, participants will learn about a modified 7-step engineering method and will participate in building a small guitar. This activity is highly engaging for students and a very effective approach to teach the engineering design process. 

In this workshop, we show activities developed and implemented as part of a National Science Foundation project (Award #2121351) based on how to use a modified engineering model to teach about the properties of sound in elementary grades. We cover 4th grade physical science related to forces (Georgia standard, S4P2; NGSS standard 4-PS4-1) and the cross cutting concept of cause and effect. Using translanguaging practices and technology, participants will learn about a modified 7-step engineering method and will participate in building a small guitar. This activity is highly engaging for students and a very effective approach to teach the engineering design process. 

In this workshop, we show activities developed and implemented as part of a National Science Foundation project (Award #2121351) based on how to use a modified engineering model to teach about Newton’s laws in middle grades. We cover 8th grade physical science related to forces (Georgia standard, S8P3; NGSS standard MS-PS2-2) and the cross cutting concept of cause and effect. Using translanguaging practices and technology, participants will learn about a modified 7-step engineering method and will participate in designing a prototype to test Newton’s laws. This activity is highly engaging for students and a very effective approach to teach the engineering design process. 

In this workshop, we show activities developed and implemented as part of a National Science Foundation project (Award #2121351) based on how to use a modified engineering model to teach about Newton’s laws in middle grades. We cover 8th grade physical science related to forces (Georgia standard, S8P3; NGSS standard MS-PS2-2) and the cross cutting concept of cause and effect. Using translanguaging practices and technology, participants will learn about a modified 7-step engineering method and will participate in designing a prototype to test Newton’s laws. This activity is highly engaging for students and a very effective approach to teach the engineering design process. 

In this workshop you will work in small teams to build a bridge using spaghettis and test it using different masses. We will explain how the building structure is affected by forces using science concepts (balanced/unbalanced forces). In addition, we will connect this engineering activity to children’s literature for the engage section. 

In this presentation, we will do a longitudinal comparison of science lesson plan implementations from a group of preservice teachers’ experiences during a STEM-based summer program to their experiences during their Fall semester in their practice in regular elementary and middle schools. On the one hand, their summer experiences consisted of learning and implementing science and engineering lesson plans using culturally and linguistically sustaining pedagogies, which was an intensive and guided opportunity led by university faculty on one of the university campuses. In this experience, preservice teachers collaborated with peers for 15 days to implement and evaluate their teaching of science activities in a flexible environment. On the other hand, preservice teachers have their required practice in schools during senior year to implement lesson plans and become familiar with the regular tasks of an in-service teacher. This comparison is part of the research conducted by the Culturally Sustaining Pedagogies in Science for English Language Learners project funded by the National Science Foundation and focuses on providing the necessary pedagogical tools to teach STEM to multilingual students (in our case, from Latin American countries). We conclude with a series of recommendations for preservice teachers and in-service teachers who have multilingual and emerging bilingual learners in their classrooms. 

In this presentation, we will analyze and explain how three university faculty designed an intensive 12-day science methods course for preservice teachers to learn about science. The course, which is part of the Culturally Sustaining Pedagogies in Science for English Language Learners project funded by the National Science Foundation, is focused on differentiating science and engineering content for emerging bilingual students (English/Spanish). After the course, teacher educators then implement this content with 4th - 8th grade students in the STEM Summer Scholars Institute, a 15-day academic enrichment program for emerging bilingual students. Not only will we explain how this differentiation toolkit is helping preservice teachers to build more inclusive and supporting environments in science in their current practice, but we also explore how other content, such asco-teaching models and science and engineering methodologies, shaped their teaching skills. The differentiation toolkit consists of the use of technology, hands-on materials, and multimodalities, and we examine how the preservice teacher-students interactions are structured following a culturally and linguistically relevant methodology for the classroom. Project faculty and teacher educators will discuss our experiences in implementing these methodologies (science and culturally and linguistically relevant practices) including areas of growth.