Good evening everyone. On behalf by empowering our students to lead and serve lead for change is changing lives, transforming communities and improving our world. Learn more, check out the research and access free leadership curriculum now at leadforchange.org. Good evening everyone. I'll try this again. On behalf of the American Federation of Teachers, I'd like to welcome everyone to today's webinar on examining the science behind disasters. With the Library of Congress. Primary sources. My name is Marge Brown and I am an associate director here at FT and I will be your moderator. Before we begin, I'd like to thank today's virtual conference sponsor lead for Change, which is celebrating its 10th year. Leave for change is a free leadership curriculum for grades six through 12 with a community service framework that is easily integrated into any class, club or setting. Lead for change is the nation's fastest growing, privately funded student leadership program with more than 15,000 educators and nearly two million students give you a class, club or school. A chance to win up to $10,000 in the lead for change challenge. You can learn more about lead for change by clicking on their logo on the right side of your screen. We truly appreciate your support. Now let's watch a short video on how our webinars work. Hello everyone, welcome to our 2022 share my lesson virtual conference. My name is Kelly Booze, director of the American Federation of Teachers. Share my lesson before we begin. We'll go over a few housekeeping items. For those of you who have joined us many times before, you know that we make our webinars as engaging as we possibly can. So to get us started, please open up that group chat box and tell us where you are from and why you are joining us today and what interests you about this particular topic. In addition to the group chat, if you're joining us live, you will be able to provide some different reactions throughout the webinar today, so let us know what you're thinking and throughout the webinar, whatever reaction you want to give, share it with us and share it with your fellow participants. At the end of this webinar, we will be facilitating a question and answer session. Use that Q&A widget to submit any questions that you want us to ask the presenter. If you have any technical issues, please also use a Q&A widget and one of our share. My lesson team members is there and ready to respond to you. If you would like a copy of the slide deck or any of the related materials, you can find those in the resource widget. For those of you who want professional development credit, you will be able to download a PDF certificate at the conclusion of this web and are verifying your participation today. You do need to answer the poll questions that you will see throughout the webinar to access that certificate now, let's turn it back over to your moderator who will put up a sample poll question for you to try. The poll question is located directly in the slides. You can answer your question. And then hit submit. From all of us at share my lesson. Thank you for joining us today. Enjoy your webinar. OK, so here is your first poll question. What type of Zoomer are you? The one walking around the one who accidentally unmutes the one without the camera on one who always talks and the one who says can you hear me? Take a minute to answer the question and then be sure to hit your submit button once you've chosen your answer. And once you submit, tell us in the group chat why you chose that answer. I'm the one who accidentally unmute or mute. Another 10 seconds. OK. Oh, the one we got the camera on wind. Guilty also of that one. Thank you for doing that poll. We're going to jump into our presentation now. It's my pleasure to introduce our presenters Peter De Crane and Leslie Anderson from the Library of Congress. You can read their BIOS on the right right hand side of your screen. Thank you for joining us today and welcome. Leslie and Peter, it's all yours. Peter, you need to unmute. Yeah, that's the poll question that I was answering. Sorry, I'm Peter Ukraine. I'm an Albert Einstein distinguished educator fellow at the Library of Congress, the Albert Einstein Distinguished Educator fellow program is run through the Department of Energy, and it brings STEM teachers to Washington DC to serve in various capacities. And two of us are the Library of Congress this year I've been teaching math and computer science from 5th grade through 12th grade for about 30 years and I'm really happy to be here with you all today. Leslie, you introduce yourself. Sure, thank you so much Peter. Hi, good to meet everyone. I'm a science and math teacher from San Diego, CA for the last 10 years and I'll talk a little bit more about my particular science specialty a little bit later in the webinar. Thanks our objectives. Here are really threefold. We want to be able to show you how we can analyze historic primary sources with the stem lens and what that means. Also to reflect on how can such an analysis unlock fresh insights, context and understandings of scientific phenomenon and then also connect primary sources to lab experiences, we part of our charge as fellows at the Library of Congress is to help the Library of Congress understand how their collections can help science and math and stem teachers, and we want to help science and math and STEM teachers figure out how to use primary sources in the in their classes. So we're going to start with just a very basic protocol, and we'd like you to just answer the question. What do you notice anytime we're going to analyze primary sources, we start by just observing them. See what's there? The QR code that's on your screen will take you to the image you want to get it on your phone. I'll put the image up on the slide in a moment. Would you please look closely at the image on the next slide and type what you think into the chat but don't hit submit yet. I want everybody to chat. You have a chance to look at it first, and then we'll do a chatter fall. I'll say hit submit and everybody submits at the same time. Hopefully that's clear. If you wanna get a picture with your QR code, I can. I'll wait just a moment and all we're going to do is observe and you're going to say what you see. What do you notice? So what do you notice? OK, I imagine that everybody got everything typed in, but let's give it a shot. Click submit and let's see what you all notice about this picture. And if you're still typing, go ahead and type. I'm going to wait just a moment more if anybody wants to type something else in. Thank you Joanne. Good evening Niagara Falls a tree in a window. Thank you, Kathy. Rain tree is that it's uprooted. Two tanks leaning. It's very strange. Wreckage that's located in Niagara Falls. Thank you. Possibly a tornado? I am curious. Someone said back at the beginning that there was a flood. How do you know it was a flood? What makes you think that? In Regina, I see you thinking it's a war zone. Beth and and. I'm sorry I'm going to miss pronounce your name all over the place. I'm Hayes the you you said it's a tornado. What makes you think it's a tornado? So debit sounds. Do you have more information about this then? You just said Johnston, does that mean you know something about that particular location? Thank you, Barbara. A tank, not a tornado. Kathy, what makes you think there's a tank? Thank you Deb. Doing this with students, they often also ask me is this some? Is this one of those find the difference in the pictures picture because there's two that are that look alike. Thank you, Kathy. That looks like an artillery tank, interesting. Thank you Joanne. So let's let's look at this a little bit more. So we're talking about what we observe and you notice that along the way, some of you made some reflections at what you think some of you thought it was a tornado. Some of you think it was there was a tank or a flood. Some of you are using prior knowledge about about the particular location, all sorts of things happening in there. So those are claims. And as as science teachers we we would like to have evidence for those claims. As you notice that as we were going along. The I asked you how do you know that? And so what's your evidence? And then state what you see in the picture and how that relates to it. That's a little bit hard to do in the chat like this, but it's certainly something that I I work on in the classroom with my students. Thank you Pamela. So the next thing is. What do you wonder? And again, the QR code for the picture if you want it is there and I'm going to switch to the picture again. And just type in the chat. You wonder about this. Thank you Celia. Thank you, Kathy. Thank you Pamela. Good question, Lisa, thank you. What time of day would it smells like? Yeah, there's all sorts of things to think about in there. I would like to know what the PRR means on there. What's going on with that? Celia, thank you for that question. OK so. What we've just gone through is a protocol called observe, reflect, question where we observe the primary source. We reflect on what we're seeing and provide some evidence for why we think those ways. And then we ask questions. We want to make sure that the students get a chance to express their own curiosity and their own wonder about something. Anytime we look at something on the Library of Congress page, though, there is also. Item record for that. So this is part of the item record and the QR code there will take you to the item record on this. Title comes from the picture. The Johnstown Calamity is slightly damaged house. I always find that particularly amusing that it's just a slightly damaged hose, and then the summary. Sometimes there's a summary in the item record to tell you a little bit about what's going on. In this case, it's a stereo graph showing Johnstown PA after the flood house lies in its side in a pile of rubble with a huge tree through the window. So there's a hole and it was taken in 1889, just shortly after the flood happened. And it turns out that the the the whole incident around the flood leads to all sorts of stem and science and engineering questions and things. Thinking for example, just what's a stereographs? What did that do? How does that work? And so there's a little bit of engineering going on there. The other part of this is. The whole history behind the damn John Sound was completely wiped out because a dam failed upriver when there was really heavy rain, but there was some concern that the dam failed because of some folks who had modified it to make sure they have a really nice lake to have their summer homes on. So there's a whole social aspect to this as well. But a good jumping off point for having conversations about the engineering around dams, the effects of floods, and also what was going on with the railroad at the time. There's some history in here as well. That paper is actually the Pennsylvania Railroad. A railroad trestle was completely wiped out along with the town. Leslie, so anything you want to add this conversation? No Peter, I think you've done a great job. That's perfect. OK, thank you. Any other comments or questions before we go on. Steel yes I I wonder what a very damaged house would look like as well. Thank you. Alright, so when I'm doing this with students. I'm sorry if someone is. I'm sorry is one of the participants unmuted at the moment I'm hearing a lot of keyboard clicking and I'm not sure if that's one of us or what's going on there. Sorry about that. So when I'm doing this with students I want to give all of the students in my Class A chance to participate because everybody can notice something that's a really low threshold for getting students involved in something everybody can question. Everybody can think about what they're seeing, so it's it's one of these tasks that provides a very. Easy entry point for students at all levels. But then there's a lot of ways we can go with this. There's a very high ceiling on the types of things we can work with, so. One of the ways that I do that is to have some sort of way for students to record their thinking. The library has something called a primary source analysis tool, which you can use. It has a column for observations, a column for reflections, and a column for questions, and very often. Things come up jumbled, for example, I asked you at the beginning what do you observe and we got some reflections in there too. I think it was a tornado. I think that's a tank and so we want to be able to have students write in any of the columns. When I do this with a class, typically I will ask everybody, just quietly write down something they notice on their own 1st, and then in small groups I have them to talk about what they've. What they what they've noticed so that they can continue to see each other and react to each other, and then I'll go around the room and ask each group what is something you noticed or what is something you think and I'll ask for some evidence and reasoning behind some of those as well. Uhm? And then we'll do the same with the questions, because I want everybody to feel like they've got a voice and not everybody wants to talk out loud, but usually in a small group I can get everybody involved in the in the conversation. Once that's over, we've got this all filled out, either on a form like this or on posters around the room is what I typically do, and we talk about some of these. So, for example, in the observed column, one of the observations that somebody made is that it was a spot the difference puzzle. And we realize it's not really an observation that's reflection, because they have to provide evidence why they think it's that. So we drew an arrow to show that that goes in the reflection column. And then also in the reflection column, we're looking for evidence and reasoning about why they make those claims. So the tornado came through is in the reflection column, but then we draw arrows back to the observation and say, what's the evidence that you're seeing to go with that idea that the tornado came through? And then the questions can provide all sorts of opportunities for us to jump into conversations about the content and about what the students are thinking about. So it's not just about what I, the teacher, have to have done. We can bring the students into the conversation a little bit more and make the science the math a little bit more group welcoming. So we'll do our first poll. And I'm wondering, according to the Library of Congress, primary sources are the raw materials of history, original documents and objects that were created. At the time under study, I use primary sources in my classroom a all the time, be sometimes see every once in a while. D rarely eat. I've never used them before. We're taking them to fill out the pole and Kathy, thank you for the link in the chat. Just about 10 more seconds. Everybody if you want to get your whole answer in, let's get that done. And then we'll we'll see what the results are. OK. So I use primary sources in my classroom. Sometimes about half use it at sometimes. And number of use them all the time. That's great for those of you who use them sometimes and all the time. Where do you find your primary sources? If you want to add something to the chat. I imagine there are a lot of places where people can get things. Nat Geo is a great one. Thank you Regina research for your own library. Thank you. Sonia, yes. I'd like to show you some places that you can find these resources online at the Library of Congress, 'cause the Library of Congress has many things to take a look at. So if you go to look Gov which is the library's homepage, their website, you get a screen like this and at the bottom of it. Under the picture, there's a link for teachers. We actually have an entire section of justice dedicated for teachers teaching with primary sources. Pam, thank you. Love the library of congressnewspaper.com. Yeah we have lots of Newspapers Online. Those are great resources. If you click on the teachers link we get to the teachers page and there's several things to highlight here. One of them is getting started with primary sources. This will take you to a page that's just got some introductory material. Including the teachers guide and analysis tool. So that's something we looked at already. The primary source analysis tool is the one that we looked at with the observe, reflect and question columns on it. But there's also some of those tools with some prompt questions on them. We've got four of the possibilities here on the screen. The one that I've highlighted is the one analyzing charts and graphs so that particular tool has questions you can use to prompt student thinking as you go along. And there's a number of different kinds of tools there for you to take a look at back on the teachers page. There's also classroom materials, so we've curated some things for you to use in your classrooms that you don't have to go searching through. The entire archive. That is the Library of Congress online. So one of the things in the classroom materials are these primary source sets. We've curated a number of things, usually about 18 different images that you can use in your classes. There are things like set of just charts and graphs for you to look at and use. There's a section on the Wright brothers. There's one on scientific data. And another understanding the cosmos changing models of the solar system and the universe. And that's just a sample of what we've got. There are a lot of different primary source sets. There's one on women in science or women in STEM. And then there's also primary source set for each state, which I know. The social studies teachers tend to enjoy a great deal. Back to the teachers page. A couple other things to keep in mind. We do offer professional development if you're interested. I'm coming up at the end of April in the beginning of March. We have some webinars on using primary sources with STEM in particular. And then there's also summer workshops. Those kinds of things only happen a few times a year, so we also have a blog teaching with the Library of Congress. And that comes about about two or three times a week, and there's often other ideas and other sources that you can use there. So I'd like to pass it over to Leslie and she'll walk us through another activity we can use. Thank you so much Peter. I really appreciate that. So we're going to build on the primary source analysis skill that Peter just taught us, and we're going to tie this directly to the science classroom. So I am a secondary math and science teacher, and this next primary source is something that can be used in a chemistry, biology, environmental science class. But aspects of this activity are also accessible to younger grade levels as well, so the activity is called zoom in, zoom out. And we're going to just share certain parts of the primary source at one time, so that students can focus on more specific details. This is also a great way to model scientific thinking, since students can continually revise their thinking when they receive new information. So we're going to take a look at our primary source right now. So I want you to take 30 seconds to look at this primary source. I'm going to mute myself and I will set a timer for 30 seconds. You really have time to engage with the primary source. In the chat box, use the sentence stem to respond to what you think that you're looking at, so you're going to say I think I'm looking at blank because blank. Sentence stems are a great way to help students get their thinking onto paper. Sometimes students can verbally articulate their thoughts, but they have a hard time writing down their ideas so the sentence stem is a way to help structure their thinking really emphasizing the why. So be sure to tell me in your response why you think it is that you're looking at what you're looking at. Thank you Kathy. So hurricane flood damage zone in a coastal area. And why do you think you are looking at that? Regina thinks they're looking at an oil spill. Is the deep red the concentration? What a great question. Thank you for asking that. What makes you think that you're looking at an oil spill, Regina? Thinking, looking at a map of. Gulf oil spill. What are the context clues that make you think that? Coastal communities political boundaries interesting. Why do you think political boundaries? What makes you think that we're looking at an ocean? Interesting, so Joanne seeing there's a difference in color. Sometimes color might be associated with coastal regions with an ocean region. Awesome, thank you Sonia for finding the label Deepwater Horizon. That's at the very top. If you weren't able to catch that just yet. Awesome title patterns. Hurricane political because of dark red. Interesting so thinking about political affiliations because we've seen maps in the past with different colors. I love that you're all bringing in your prior knowledge and looking through this map. I'm going to give you some more information right now. So the dark boxes of covered information have been removed and I've blown up the legend on the right hand side so you can see the information more clearly if you'd like to zoom in further to interact with the primary source, feel free to use the QR code on the image of the bottom left hand side of the screen. I'm going to give you an additional 30 seconds to observe the new information I've just given you. So with your students you could direct them to complete the new sentence stem. I used to think now I think because. And it's really important to emphasize that last section, because students can really start to practice their reasoning skills. And again, this is a wonderful way to reinforce scientific thinking, since students will need to revise their initial observations. So if you've got some new ideas, feel free to add those into the chat. But we're going to move on to some science connections right now. So we're going to tie this into a chemistry classroom 1st, and when I say chemistry, this is a demo that's accessible from high school all the way down. Oh, go ahead. Can you hear me? I'm sorry I just want to interrupt for just a moment. I'm not. Yeah, yes I can hear you. I just want I just wanted to interrupt just a moment because the some of the chat is indicating that they didn't see the title all the way. I'm not sure if that was because of the size, so if you wanna go back and just explain what it is we're looking at before we get into the chemistry. Great question. Are you talking about on this slide, Peter? Sorry I'm missing I'm missing some of this in the chat, I apologize. Could it be the red tide? So no, this is not a red tide. We're looking at the Deepwater Horizon oil spill incident in the Gulf. I think there's a delay. Sorry, Peter, we're looking at a Deepwater Horizon oil spill in the ghost in the Gulf Coast of Mexico so we can see the blue color. Here is the ocean and we've got land that's here in the tan color, and this region that's right here and we can look again on this. The legend it's indicating that the forecasted trajectory of where the oil spill prediction mapping is going to be. And so we're going to talk a little bit more about how this particular map was created and how do we know? How do we forecast the predictions of of really important oil spill indications in the Gulf of Mexico? Thanks for the the pause on that Peter. I appreciate it. So going back to to talking about connecting this to a chemistry classroom. So we're going to talk about how this can be accessible all the way from high school downtown elementary school, really, just by modifying the academic vocabulary that you introduce. It's the concept that's what's really important for students to grasp. So if you have a glass with a jar and a lid. Water, oil, food coloring and soap. You can easily demonstrate for students the physical chemistry concepts that make oil spills so harmful to ocean wildlife. I really like to do this demo because it's a really simple way to model scientific phenomenon and it can also be done with kitchen chemistry supplies. So first you'll fill the jar up 2/3 of the way full half with water and food coloring, and the other half with cooking oil. Then close the jar and shake it and after 30 seconds have the students observe what happens. Students will be able to watch how the oil in the water separate because of the polar and nonpolar nature of the molecules in water and oil. In elementary school you can describe mixtures and how certain substances don't mix together. Ask students to know which layer sits on which of the two layers. Sit on top, the oil or the water. This can have huge implications for wildlife species in the area, particularly for species that become coated in oil at the surface, like birds and sea mammals. In the second half of the demo, students will add soap to the jar and then seal it and shake it again. This time they observe the solution, meaning remaining mixed for longer and it takes more time for the oil and water to separate. That's because soap is acting as an emulsifying agent and enables the oil and water molecules to interact to clean off what's happening on the inside. So in younger grades this concept can be used to demonstrate why soap and water are so important to use when washing hands and then relating this back to our primary source, students might consider how dish soap can be used to save wildlife species from oil spills in the projected map region. So I'm curious to know if this is allowing you to consider other connections to more content areas, so feel free to put those those ideas that are coming up for you in the chat. But I'd like to share with you one more example of a demo that you could use in your class to help solidify the concept of ocean circulation and the impact that this has on oil spill projection mapping. In an oceanography or bio geography class, students can use this demonstration to dive into understanding jirs and ocean circulation. Elementary school students could use us to understand scientific phenomena of wind and ocean currents. Taking a glass bowl filled halfway with water, you'll sprinkle pepper flakes along the surface using a straw blow on the water surface, not in the water, but on top of the water to simulate wind. As the pepper flakes move around the surface of the water in different patterns. Encourage students to consider what the patterns mean for the ocean environment that's in the bowl. Encourage close looking at both the top and bottom layers of the water to see if there are any differences. Tying this back to the primary source, students can begin to have conversations about how mapmakers were able to predict the spread of oil along the surface surface of the ocean, based on known currents that are in that area. So this is a great opportunity to discuss the different colors in the primary source map and describe how mapmakers use color to indicate more information about what is potentially happening below the surface of the ocean. So we're going to pause here for a poll question and see if you have any questions or any other connections that you have to other concepts and other topics related to oil spills. In our poll question, which statement best describes your current thinking about using primary sources? Am excited to use primary sources in my classroom. BI can see how primary sources connect to what I'm teaching. See, I like how primary sources can be used to put ideas in a broader context or DI need to spend more time exploring to figure out how to use primary sources. Go ahead and submit your poll questions and if you have any other connections that you're making to other topics and other content areas, feel free to put those in the trap. Take about another 10 seconds to make sure you fill out your poll questions. Alright Peter, I'll pass it back on over to you. Oh, first will review. Sorry will review. I'm excited to use primary source in my classroom. Wonderful. I'm so happy to hear that. And I'm excited to hear and hopefully one more of these primary source analysis tools will be useful so that you can figure out if you're in in section D, how to potentially use some of these in your classroom next. So now I'll pass it over to you, Peter. Thanks Lizzie, so sometimes using one primary source provides 1. Perspective on a particular phenomena. So if we use parallel primary sources, two of them to be used in conjunction, it allows us to observe, reflect and question two related primary sources about the same subject or phenomena, but from a different time, place or perspective. And it allows us to look at things from different angles, how they change overtime. You can do a compare and contrast or cause and effect discussion with these, and these are all ideas that are really important to students and particularly STEM students. So we're not going to go through the entire observe, reflect, question protocol, but I want to show you this first. Primary source will look at another one in a moment. This is about looking at something from different perspectives, so I'm like I'm not gonna go through the entire protocol where I want you to. Type in your observations and reflections and questions. Take a moment right now. Just type in whatever you comes to mind as you're looking at this, and then we'll look at the second one and do some more discussion. What do you notice? What do you think and what do you wonder? Thank you Deb. Thank you Lisa. An Easter egg hunt at the White House. Thank you. Hail in front of the Capitol. Thank you, Beth. Flower buds are hailed. Thank you, Kathy. Thank you Kathleen. Cherry Blossom is the capital. It's certainly that time of year right now. And again, you can go through the same process of asking students to explain their thinking a little bit. What makes them think these that it is capital? Why? Why might they think it's it's cherry blossoms? That sort of thing. Let's look at the next picture that goes with this one. This is the second image. It's the same phenomenon the same year, but it different location. So again. What are your observations, reflections and questions? And perhaps it's just about this picture, perhaps. Perhaps it's about the pair of them and we'll look at the pair of them in a few minutes. Thank you Phyllis. Thank you, Kathy. Thank you Joanne Lisa. Kathy, thank you, Maureen. So one of the reasons that I like doing the parallel primary sources is because now that I've told the students that it's the same phenomenon. How do you? How can you reconcile in your mind this image that some of you think has to do with the Dust Bowl with the previous image where some guy is holding flower petals or Easter eggs or something in his hand? Why? What does that mean about the phenomenon here? And I always find that asking students to make these kinds of predictions gets them thinking. Raises their curiosity and their own sense of wonder as well as their buy in to the lesson, because now they're a little bit invested in it. They think I wanna know the answer is that this. Am I right? And that's often why I save the item record for later because it gives more clues into it. Sometimes I do show the item record with with the the picture itself, just to make sure there's enough context clues for the students to start making predictions. But let's take a look at the two item records next to each other. The picture on the left is from April of 1938 and that's Representative Patrick Boland of Pennsylvania. The House whip inspecting the hail storm on the Capitol steps or just outside the Capitol building, and the one on the right is a picture from May of 1938, just less than a month later. It's a Missouri cornfield in New Madrid county. After the Hail Storm and so. Now we have something to talk about, hail that has produces these white balls. Why does it look like that? How is he'll even produced and why is it so damaging to crops and where did it go? So there's a lot of ways that we can talk about now weather and the weather phenomenon of hail just by using these two pictures and getting students to buy in by thinking about how could these possibly go together? So I enjoy that part of having these conversations with students also. So as we examine the science behind disasters. We can use strategies for using primary sources. The three we've looked at are observed reflect question, just a straightforward wave student focusing students to look at something. Think about what they're looking at, and then ask questions about it. We looked at a zoom in and zoom out and with sentence stems where we show a part of a picture and then zoom out to show more of the picture so that the students are focused in on a certain set of details and then parallel primary source that allows students to compare and contrast and draw conclusions from two different primary sources. Rate ways of getting students to buy in. And this helps develop students observation skills, their reasoning skills and their curiosity and wonder. You know if we're doing STEM classes, we talk about claims, evidence, and reasoning. That's great, but we want the students to realize that it's not just about this static thing. There is this wonder, and this curiosity that we want to raise in them, and so giving them the opportunity to ask the questions and get the buy in to find out what's going on is really important. Leslie, is there anything you wanted to add before we go on to the last poll? Sure, I just was going to share 2 from a science perspective. One of the really important things about that. The reasoning and observation skills, and a lot of science teachers typically use claim evidence and reasoning in order to discuss scientific phenomenon. But I think one thing that's missing from a a typical cerd claim evidence reasoning is that that wondering and the opportunity for students to put down their questions and their next steps, and so if there's opportunities to do interdisciplinary collaboration where you can both. Do the analysis of the primary source and do a see think, wonder and then route it in some sort of scientific phenomenon or engaging phenomenon. It can really help to concrete and cement those ideas in for students, so that's just the one thing I would say from the adding the scientific perspective in there. So here comes the last poll question. Which strategy or purpose for primary sources would you try with your students? A observe reflect wonder? Be zoom in, zoom out and sentence stems or see parallel primary sources. We'll take a minute just to see what you're thinking about using with your students. I'm glad some of you are really taking your time and thinking about this. But I'd like you to answer the poll question. And because you know everybody is going to be using primary sources now, you don't want to be left out. We'll take about 10 more seconds for you to complete the poll. So. Almost 2/3 of you said that there that the observer like wonder is something that you'd like to try. That's a great way to start. Part of it also is just getting used to the idea of having all of the kids make those observations and encouraging them to explain their reasoning on their reflections and then thinking about what questions they want to ask. I think that's a great way to start if you've never done this before. So are there any questions that you have for us? We're happy to talk about our experiences a little bit more and or explain. Something that was not quite clear as we went through. So I will say that that was a great presentation. Thank you very much for that. We do have a bit of a time for Q&A. If anyone else has acute, has a question for these presenters. We have a few minutes left. There are a couple in the Q&A box already. I'm going to ask this one. What's the best way to find STEM resources? Stem sources? I'm sorry on the library site. So the easiest way is to go to the teacher page and use some of those primary source sets. There's quite a few in there, and if you don't find the exact one you want, but one that seems like it might work if you Scroll down on the page that that one appears on, there's more like this at the bottom, and you can often find something else along those lines, but I think those primary source sets that we've already curated on the library's website are great ways to start. Thank you for the question. And I'll just add to that. Also, if you really like the natural disasters theme. And I was just going to add a few. If you're a fan of the the natural disasters theme, we are curating a primary source site on those coming soon. In the next few months you can tune back into the library and check those out. Thank you. Only has. Two questions and they are related. One of them is are there resources for preschool age children and are there resources for trainers? You said something earlier about professional development. Maybe that's what she's going at. So the library does provide professional development. There are summer workshops that are on site at the Library of Congress. Applications are going up soon if they're not there already. We have a couple more webinars coming up on using primary sources with STEM, and I think those registration pages are up on the teachers page right now under the professional development tag. What else was there merge? I'm sorry, I think I missed something on the question. The other question was about resources for preschool aged children. Ah. There's quite a few different things there on the library's webpage, and you would have to kind of think about what it is that you want to look at with the preschool kids, and then look at them and then find a picture that matches. I don't know that we have anything specifically designed for preschool children that there's no primary source set specifically for that, but each of the primary source sets has a variety of things to look at. Some of them would be appropriate for the younger kids. I think that preschool kids would find very different things in the Johnstown Flood photo then maybe older kids would do. It would probably find different things to look at that via via fun exercise. And one more question with limited time, how do I include these ideas in my class? Any ideas on that? Leslie or Peter? So I tend to use them as opening activities for some lessons, because as I said, it helps get the kids engaged and I know time is a really precious commodity. The. Kathy, I'm sorry just so I know from you and and I wasn't sure if you were jumping in here. Even though time is a precious commodity, I want to give the students a chance to invest themselves into the classroom. So I try to make time to make sure that they had. Their voices are heard and that their thinking is highlighted as we go along. It's really important that we do that. I also find that I spend less time trying to explain things later if I've got their attention right from the beginning. By using primary sources. Thank you and Speaking of time, we are at the end of hours. Thank you very much to our presenters. And thank you to the audience for joining us. We have one more short video before we close out. Be sure to download your certificates and enjoy the rest of your evening. We have one more video Carlo. There's your resources. I'm sorry, I didn't mean to. Jumped in there. Hi everyone. Kelly Booze rejoining you again. I hope you enjoyed today's webinar as much as I did. I want to go over a couple reminders and I have one big favor to ask of you. First, you should now be able to download that PDF certificate for your participation. Today you can access that PDF certificate using one of the widgets, the one with the checkbox. From here you should be able to open up that PDF certificate and download it. 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