The Model-Based Argument Critique Tool facilitates perspective-taking by prompting students to agree/disagree with peers' conceptual claims about phenomena using evidence, to encourage engagement with different interpretations. Furthermore, the tool directs students to analyze visual representations designed by peers, specifically focusing on how they depict unseen objects or processes. By requiring critiques of varied representations within models, students must consider alternative ways of visualizing abstract concepts and evaluate their effectiveness in communicating scientific ideas. Evaluating others' representations helps students identify strengths, weaknesses, and diverse approaches, broadening their understanding of representational choices and the limitations inherent in visualizing the unseen. This structured peer feedback fosters meta-representational competence, enabling students to appreciate multiple perspectives on the phenomenon and how it can be visually communicated.

TAKEAWAYS:
Viewers will examine the layout of the critique tool, which separates conceptual claims from visual representations. The poster displays examples of preservice teachers' written critiques and drawings of different phenomena, illustrating how their feedback on peer models evolved.

SPEAKERS:
Jaclyn Murray

This poster leads participants through a minds-on experience that challenges them to consider how sound data can be used to monitor the human impacts on bat populations in North America. The lessons displayed aim to increase learners' knowledge of biodiversity and provide insight into sampling methods for assessing ecosystem health, thus providing data to identify high-priority areas for conservation—the activities center learners' lived experiences to illustrate how sound can give valuable insights into ecosystem health and help mitigate human impacts. Learners are encouraged to incorporate their unique perspectives and newfound knowledge to develop and revise models using bioacoustic data. Visitors to the poster will receive access to all materials, sound files, and data to support successful classroom implementation.

TAKEAWAYS:
The phenomenon of bioacoustics applies physics concepts to identify and measure human impact on biodiversity using bats as an indicator species.

SPEAKERS:
Jocelyn Miller

Through a pre-post survey and empathy and semi-structured interviews, this dissertation in practice examined identity development using classroom observations, note taking, looking at student work, and interviews to gain a deeper understanding of science identity development.

TAKEAWAYS:
Attendees will learn how teachers can prioritize culturally sustaining pedagogy within the science classroom to help Black girls develop a positive science identity.

SPEAKERS:
Tasha Jordan

The National Earth Science Teachers Association (NESTA) is partnering with NOAA to provide educator resources for formal and informal education audiences to build environmental literacy. Learn about a wide array of resources to help middle and high school teachers use data-rich resources for investigations in the physical, Earth and biological sciences, providing pathways for students to become informed planetary citizens. Find out how to engage your students in discovering the natural world and make informed decisions regarding environmental issues. Learn about virtual reality simulations, resources that use archived and real data and student tutorials in sea level rise, coral reefs, GPS, tides, ocean currents and estuaries.

TAKEAWAYS:
Attendees will receive a wide variety of resources with links to online resources.

SPEAKERS:
Peggy Steffen

Creating culturally relevant STEM activities for elementary learners that truly integrate Science, Engineering, and Mathematics is challenging. In an elementary STEM Methods course, we engage preservice elementary teachers in developing discovery boxes, kits designed to integrate a science activity, a math activity, and an engineering activity all aimed to address a culturally relevant problem. Through discovery box creation, preservice teachers develop a deeper understanding of NGSS Science and Engineering Disciplinary Core Ideas and Practices and CCSS Mathematical Practices while building from elementary students’ funds of knowledge. Recent projects include problems such as re-designing an unsafe intersection, protecting deer from roads, and repairing the lights on a bridge. In this session, attendees will have the opportunity to explore several discovery boxes and learn more about the parameters of the project.

TAKEAWAYS:
Attendees will learn how to use discovery boxes to integrate elementary science, math, and engineering learning around a culturally relevant problem. We will examine discovery boxes created by preservice teachers to engage with the components and gain insight into how to implement similar projects.

SPEAKERS:
Stephanie Purington

Experience a small-scale demo of the Watershed Game, where students become community leaders solving real-world environmental challenges. This transdisciplinary tool engages learners in systems thinking by integrating science, social studies, math, and civics as they tackle water quality, land use, and flood resilience. Aligned with NGSS and state standards, the game promotes collaboration, equity, and local problem-solving. Participants will explore how students use data, policy, and engineering strategies to develop innovative, community-based solutions. Free to borrow, with lesson plans and teacher support included.

TAKEAWAYS:
Inspire student action with a game that connects environmental science, policy, and community planning.

SPEAKERS:
Maggie Karschnia

I am incorporating the assessment "Better Bioreactors" to a unit called "What is killing life in the Gulf?" Students are determining what is causing dead zones and then adding bioreactors will help students to think about solutions to the problem. This gathers student thinking and ends with students modeling their learning and thoughts. I will compare their final thoughts with their initial answer to the question. I think this fits into several of the strands, however I chose climate science and sustainability because it specifically looks at an environmental issue that is impacted by human choices. I am hoping to see my students thinking grow and develop around this issue as I scaffold the learning. I will highlight the student models and their evidence journaling.

TAKEAWAYS:
Educators will discover that having students investigate the phenomenon by scaffolding with real-world problems leads to higher engagement and deeper thinking for the students.

SPEAKERS:
Julio Villa

The Nomination Committee will be seeking nominations and applications for new leadership positions within the Board and Leadership Council in the 2026 elections. This session will allow members to learn more about the open positions, the roles and responsibilities within each, and provide guidance for the application process. We would like to increase our recruitment efforts and this session would provide personal interaction for members with the committee and potentially with some of the current board and council members.

TAKEAWAYS:
Attendees will learn about opportunities for leadership in NSTA and how they can apply to be involved.

SPEAKERS:
Michelle Butler

There are many issues that farmers and ranchers face that the typical high school students may not be aware of. We rely on them for our food but there is a lot to learn regarding how they support the world’s food needs. There are many things to consider as a farmer/rancher that includes production, land use, and environmental concerns to name a few. I will use the lesson: "Monday, Tuesday, Happy Gazing" is a lesson where students analyze data regarding cattle continuously grazing in one pasture and rotational grazing in several pastures. Students will not only look at production and cost but also impact on the biodiversity of the area. Within the lesson we will explore the different career paths that are available to help support the work of putting food on our table.

TAKEAWAYS:
A STEM lesson that highlights the real-world complexity of agriculture and ranching fields, “Monday, Tuesday, Happy Grazing” was used in my Earth Science class. Attendees will leave with ideas for incorporating career exploration tied to agriculture, environmental science, and sustainable land use.

SPEAKERS:
Brenda Walsh

High school students embrace leadership guiding elementary scientific inquiry sparked by leveled storybooks. Using the Science Process through the Magic of Literacy (SPML) approach, the Centennial Science Club teaches science concepts through exploration while reinforcing reading, writing, and math standards. This program brings science back into the elementary classroom, fostering student leadership and helping teachers confidently integrate science into their daily lessons. Topics covered to date are thermal energy, motion, kinetic energy, energy transfer, biomimicry in engineering, and density. The littles are guided to ask questions from reading a storybook followed by collaborative development of a hypothesis and a procedure followed by data collection and analysis. The group ends with a conversation of errors and extensions. Come see the excitement, ask questions, and discover how literacy can be a powerful launchpad to provide autonomous scientific thinking at your school.

TAKEAWAYS:
High school students guide elementary scientific inquiry sparked by storybooks, reinforcing cross-curricular skills. This encourages student leadership, boosts teacher confidence, and fosters independent scientific thinking, demonstrating how literacy can be a powerful tool for hands-on learning.

SPEAKERS:
CHERYL FARRER

This study explored how Project-Based Learning (PBL) could improve student interest and engagement in 7th grade science. It looked at how hands-on and collaborative projects affected students’ attitudes and academic performance. Data was gathered through pre- and post-surveys and tests. The goal was to see if PBL made science more meaningful and helped students better understand and enjoy what they were learning. Results will help determine how PBL can improve science teaching and support student learning in real-world ways.

TAKEAWAYS:
A key takeaway from the study is Project-Based Learning allows students to explore science in meaningful ways by making real-world connections and applying what they learn to practical, everyday situations.

SPEAKERS:
Rosario Arellano, Jennifer Kopec

This session will showcase literacy integration examples from ML-PBL Science Classrooms. Handouts will provide links to the FREE OER ML-PBL units of instruction, lesson overviews, and literacy integration affordances. Examples of trade books included in the units will be shared.

TAKEAWAYS:
Attendees will peruse plans for integrating science and literacy, and for extending science ideas throughout the school day as shared by ML-PBL Elementary Teachers. Access FREE OER Elementary Science Units.

SPEAKERS:
Susan Codere

Reform-based science instruction, as outlined in the Framework for K-12 Science Education (NRC, 2012) integrates science content, practices and concepts. This paradigm shift requires professional development (PD) for teachers. Since "systems" can be used as a unifying framework, we hypothesize that longitudinal PD rooted in systems will allow teachers to revamp and align their existing instructional units with the purpose of The Framework. Further, we propose that longitudinal professional learning cohorts will support teacher implementation of these changes. We ask: What challenges do high school biology teachers experience in using a systems-based lens to transform existing instructional units into units aligned with The Framework?

TAKEAWAYS:
Systems-centered professional development changed teachers lesson design and planning and empowered teachers to move to content parsimony.

SPEAKERS:
Steve Bennett, Sara Wyse

The OSF STEAM Medical Career Immersion Program offered high school seniors a unique, hands-on introduction to diverse health care careers through mentorship, real-world experiences, and direct collaboration with professionals. Students explored clinical and innovation roles, deepened their understanding of medical pathways, and built confidence in their future career choices. By combining education with immersive practice, the program helped bridge gaps in exposure and access—empowering students from all backgrounds to envision and pursue meaningful roles in health care. This model serves as a scalable blueprint for cultivating future scientists and health leaders.

TAKEAWAYS:
The OSF STEAM Medical Career Immersion Program gave high school seniors hands-on experience, mentorship, and exposure to diverse health careers—building confidence and creating a scalable model for inspiring future health leaders and innovators.

SPEAKERS:
Shannon Egli, Katherine Smith

This poster presentation will highlight a National Science Foundation Noyce Track 3 project that aims to cultivate STEM teacher leadership by leveraging makerspace technology within the context of developing Justice-Centered STEM Curricula. Two of the project’s Master Teacher Fellows will describe and highlight lessons they created and implemented in their elementary and high school STEM courses. Both will detail how makerspace technology was leveraged in the lessons and how the lessons required transdisciplinary approaches that aimed to solve or address social justice STEM issues within their local context.

TAKEAWAYS:
One main takeaway from this presentation is how makerspace technology and social justice STEM issues can pique students' interests and set the stage for STEM learning.

SPEAKERS:
Benora Mccain, ANGELA WHITAKER, Vanessa Dodo Seriki

Given the persistent lack of STEM teachers who have sufficient knowledge of engineering and the design process to teach an integrative transdisciplinary approach to STEM that addresses today’s increasing technologies and digital innovations, this NSF Noyce Project, Mechatronics Integrated into STEM Teaching for Transformative Inclusive Communities (MISTTIC) supports 20 district Master Teaching Fellows (MTFs) to implement convergence mechatronics learning by creating innovative solutions in K-12 settings that are steeped in real-world, socially-relevant context that draws on knowledge across multiple disciplines to address the technological demands within society, acknowledging that early exposure to mechatronics can impact students’ decision to pursue STEM career pathways.

TAKEAWAYS:
MISTTIC has prepared teachers to catalyze change and advance the integration of mechatronics within their curriculum, including experiential education activities to enhance inclusivity and broaden the pipeline to bridge the school to STEM field workforce for a larger group of students.

SPEAKERS:
Nicole Holman, Dodi Cline, Stephanie Arthur

The NSTA Urban Science Education Advisory Board's charge is to advise, guide, and provide input on the Association’s efforts to address the distinct challenges faced by urban science educators, and to develop strategies to support NSTA members in urban areas. Stop by our poster session to share resources, build community with other urban science educators, and complete our survey to share your needs as an urban science educator. Your voice can help us better elevate the needs of urban science educators across the country!

TAKEAWAYS:
Attendees will be provided with resources supporting urban science educators, as well as an opportunity to take the Urban Science Education Advisory Board's needs assessment survey to help guide our efforts in supporting urban science education.

SPEAKERS:
Joseph Seabloom

How could cow burps be influencing change? Media Mayhem- Module 2- Lesson 9 with Formative Assessment In Lesson 9, students were asked to revisit models developed in Lesson 7 and incorporate information accumulated in Lesson 8’s three simulations and graphs to reflect the new evidence surrounding greenhouse gases and how the Earth’s temperature rises (MOD-H3). Students identify missing components. Carbon dioxide and its role have been added to the “burping cow” model (ESS2.D-H3). Energy flow into and within the Earth’s system would also need to be updated (EM-H2) to give a more complete model. The revised student models provide a formative assessment opportunity. The lesson plan provides a rubric referencing the NGSS standards to look for. The class then develops a class consensus model. New questions are identified and added to the driving question board. Questions to look for are outlined in the Lesson plan.

TAKEAWAYS:
Media Mayhem Lessons 7-9, supported by Fields of STEM, were incorporated into the curriculum with little effort. Lesson 9 is an example of student growth. The HQIM materials include: lesson plans (cross-referenced to NGSS), student handouts (with keys), and links to videos, images, and sims.

SPEAKERS:
Deanna Keeney

Modeling is a powerful strategy to promote student sensemaking in science. NGSS emphasizes the importance of students using models to explain and predict phenomena. When students take ownership of creating and revising models, understanding is deeper. This work demonstrates modeling is a process of making thinking visible and revisable. When used intentionally, it helps students connect knowledge to new evidence, engage with core ideas, and develop science and engineering practices. A high-quality instructional assessment task, More Cheese, Please (HS), is used with an epigenetics unit to help increase student sensemaking about how enzymes work in our digestive system. A progression of using whiteboards to model this process is used to increase understanding of what happens in the intestines of a lactose intolerant person. This poster illustrates how students develop, revise, and use multiple models to deepen their understanding of how lactose intolerance affects the digestive system.

TAKEAWAYS:
Modeling transforms learning from passive observation to active sensemaking. This illustrates how intentional modeling helps students connect knowledge to new evidence, revise thinking, and construct deeper understanding of complex phenomena.

SPEAKERS:
Jill Francis

This poster details a ready-to-implement curriculum and comprehensive teacher guide that empowers middle school students to be scientists. Students are introduced to moths (Lepidoptera) and, through a scaffolded process, develop their own original scientific questions about moths in their local habitats. They then design and build moth traps, collect authentic field data, and analyze their results to answer their research questions. The MothEd experience can be implemented fully offline using printable, paper-based lessons, or enhanced through an online platform called CLUE (Collaborative Learning User Environment). All materials are linked to NGSS performance expectations. The MothEd experience was co-developed with teachers and tested over four years across multiple states. This curriculum offers a low-cost, high-impact way to engage students in real-world ecological science.

TAKEAWAYS:
Teachers can easily implement a curriculum that empowers students to ask authentic scientific questions about their local environments—and to experience the full process of being scientists, from discovery to data analysis.

SPEAKERS:
Peter White

Are you tired of the same three students raising their hands while others seem to sit back and let them carry the discussion? Do you not feel quite right about the anxiety your students feel around popsicle sticks? Then we’ve got a routine for you: Silent Counts. Silent counts are incredibly effective at giving students time to think of responses before sharing with a partner. They are extremely effective regardless of the age of the students you teach. Come learn about the Silent Count routine and its uses. The Silent Count begins by having students put their fists to their chest and then raise one finger on the fist when they have one idea and other fingers as they have different ideas. The students turn and talk once the teacher sees everyone has at least one finger raised. We will then share some ways the Silent Count can be valuable for launching Initial Ideas, Building Understanding, and Consensus-Type Discussions. The Silent Count is particularly effective for questions.

TAKEAWAYS:
You can use the Silent Count Routine to engage ALL your learners in thinking and talking scientifically. You’ll experience the routine, explore why this routine matters, understand how to introduce the routine, and find ways to incorporate this routine into your sensemaking discussions.

SPEAKERS:
Joel Donna

OpenSciEd’s 3-dimensional Middle School Science + Computer Science units help students concurrently figure out science ideas and computer science in the context of explaining phenomena. The first of these upcoming, free units, 8.1, focuses on collisions between objects. This poster emphasizes the unique pedagogical approach that leverages hardware (micro:bits and sensors) and software (Makecode block coding) to help students explain collisions and develop force measurement solutions for a wide variety of applications. The presenter can also share more information about the other upcoming CS-integrated units (6.3 Weather, Climate & Water Cycling; 6.5 Natural Hazards; 7.6 Earth's Resources & Human Impact; and 8.2 Sound Waves).

TAKEAWAYS:
Computer science can be used as a tool to help explain science phenomena and develop engineering solutions, with computer science learning integrated with science learning in true STEM fashion.

SPEAKERS:
Dan Voss

Inquiry-based life science can flourish in the many facets of a pollinator garden. Pollinator gardens become the gateway to student engagement. The Dakota Science Center has been using citizen science to encourage students and families to take their curiosity outdoors. Pollinator gardens are used as a launching pad by sharing multiple avenues of investigation from the leaf litter to the weather above. Blending mobile phone applications with paper handouts allows everyone to be an investigating scientist. GLOBE offers both formal and informal curriculum. National Geographic Society offers software for species identification and a BioBlitz program. NASA has a suite of environmental education applications. Citizen science applications provide an additional layer of inquiry which encourages students to participate in environmental education beyond the classroom.

TAKEAWAYS:
Inquiry-based life science can flourish in the many facets of a pollinator garden. Citizen science applications provide an additional layer of inquiry which encourages students to participate in environmental education beyond the classroom.

SPEAKERS:
Douglas Munski, Laura Munski

How does shifting from teacher-led instruction to student-driven "figuring out" impact student engagement, attitudes, and content knowledge relevance? This poster illustrates the implementation of high-quality instructional materials (HQIM's) as a way to revamp a lackluster unit on macromolecules. Students utilized components of a Food and Ag unit called “Postgame Analysis,” where they discovered how milk can be used as a workout recovery beverage. Students work to figure out the components of milk and how their human bodies utilize those components to build new cells. This poster highlights strategies for transforming a teacher-driven unit into an authentic sensemaking experience for students.

TAKEAWAYS:
Learn how to transform teacher-led activities into sensemaking experiences for your students where students’ curiosity and questions are authentically driving their learning.

SPEAKERS:
Ally Bowers

We will share the 2.0 version of the project-based learning that helps students design, implement and scale a passion project for community impact. Participants will receive our ready-to-implement toolkit and see various student projects. Our student projects highlight how our students take on the most challenging and complex issues that exist in our community and make a positive impact through interdisciplinary research and project-based learning.

TAKEAWAYS:
Participants will learn how students use STEM knowledge and skills such as analyzing big data, creating computer applications, building 3-D models and developing computer simulations to predict trends for tackling systemic inequities.

SPEAKERS:
Jim Birdsong, Sushma Bana, Kavita Gupta

Attendants are briefed on methods used by the UWA Black Belt STEM Education Institute to increase STEM awareness throughout an underserved geographic region in Alabama. In the rural regions of Alabama’s Black Belt, educators and communities face unique challenges to delivering high-quality STEM education. Through relationship-building, hands-on activities, and high-quality professional development opportunities, the UWA BBSEI is changing the way school leaders, teachers, and students approach STEM in the state of Alabama.

TAKEAWAYS:
Participants will explore the strategic framework behind the collective impact approach, understand its measurable outcomes on student achievement and engagement, and discuss strategies for replicating similar partnership-driven models in their regions. Attendees will leave equipped with actionable insights and resources to foster collaborative STEM ecosystems in underserved communities.

SPEAKERS:
Dr. Reggie Holifield, Chester Nicklas, Jr.

I am planning on implementing the high school formative assessment "More Cheese, Please." I will be addressing the problem of practice of supporting learning for English Language Learners, as there is a high ELL population at the high school I work at. I will be adapting the assessment for ELLs at WLHS in the community of Little Village, Chicago. The adaptations and modifications I am planning to implement will hopefully help my students relate more to the topics they are learning about and make it more relevant for them, as it will connect to their community. I plan on implementing and modifying the assessment to support 3D teaching and learning of ELLs. Through my implementation of the modified & adapted formative assessment, I plan to increase my students' interest in the material & to make it more impactful for them by increasing the relevance of the material to their lives & community. I anticipate highlighting student work samples as evidence of their engagement and learning.

TAKEAWAYS:
A main takeaway that I would like attendees to be able to walk away with is increased knowledge of strategies that can be utilized to help improve the engagement and learning of English Language Learners.

SPEAKERS:
Jamilah Hassan

Concerns for water quality of lakes, rivers & groundwater are increasing. Water testing & monitoring is costly. Studies are always trying to find reliable & accurate procedures that will reduce monitoring costs. Common duckweed (Lemna minor) is a possible candidate for being a pollution indicator species - a plant or animal that responds to a specific condition. When animals or plants are used to test toxicity, it is called a bioassay. Duckweed doesn't identify or measure the amount of contaminant, it just indicates that a pollutant has affected the water. It tells scientists that water quality tests need to be done. Duckweed, because of its broad range of sensitivity, can be used as an indicator species to test water quality. Using the scientific method, complete a bioassay using duckweed as the indicator organism and a substance that may affect the duckweed. You will work individually but compare data with your class.

TAKEAWAYS:
Participants will walk away with a lesson plan ready to implement in their classroom along with a grading rubric.

SPEAKERS:
Jenny Janssen

From Undies to Understanding: The Intriguing Role of Soil in Education Immerse yourself in a unique intersection where soil health and science education collide in an unexpected way designed to pique your curiosity! This approach reveals the unexpected connection between healthy soil and the mysterious vanishing act of cotton undies. Tailored to reflect our local culture and community’s socioeconomic issues, this perspective on how soil’s magic can engage students by empowering them to grow their own food. We are not only sowing seeds of belonging but also fostering a passion for STEM. Embark on this thrilling adventure to see how these local twists spark curiosity and transform classrooms, seamlessly weaving cultural charm with scientific sleuthing!

TAKEAWAYS:
Walk away with key insights that soil health is a fundamental driver of plant growth and environmental sustainability, and it can be creatively assessed through innovative methods, such as the "cotton underwear" test. Empower individuals to make informed decisions in their environmental stewardship.

SPEAKERS:
Melanie Hansel

Explore how a single STEM lesson can be used to connect different elements of student interest, life experiences, career paths. Showcase multiple career paths and hands-on activities through visuals. Show that sense-making is a way to help our students connect with what they are learning and use that knowledge in other areas of their lives outside of the classroom.

TAKEAWAYS:
By connecting this lesson directly to students' activities and career opportunities, students will help direct their own learning and be invested in the outcome in a deeper way than they are with much of their education. Sensemaking, real-world situations, and career paths are all brought together.

SPEAKERS:
Catrina Butler

There is a critical shortage of professionals in the healthcare industry. This shortage has increased efforts to educate and attract students to the field. With this presentation, we share exemplar lessons and encourage teachers’ involvement in a professional development program aimed at cultivating the next generation of cancer researchers.

TAKEAWAYS:
This session provides attendees with in-depth content and engaging pedagogy related to inquiry-based biomedical career education. This is conveyed through exemplar classroom-ready, hands-on lessons for the middle school classroom that align with actual cancer research and the Next Generation Science Standards.

SPEAKERS:
Gayle Buck

This presentation explores equity in STEM education, focusing on the underrepresentation of African American scholars in STEM fields. It highlights the importance of identity development in shaping their educational trajectory. Research shows that culturally responsive teaching in STEM helps African American scholars connect with content and see how STEM disciplines address real-world problems. Historically, these scholars have underperformed on standardized tests due to marginalization in the classroom and lack of representation. This presentation offers practical solutions to foster a positive STEM identity, including addressing teacher perceptions, incorporating literature that reflects African American experiences in STEM, and using performance-based tasks to encourage inquiry and creativity.

TAKEAWAYS:
Attendees will explore how to foster STEM identity in underrepresented scholars, especially African Americans. By building a positive STEM identity, teachers can empower scholars to drive change in their communities, helping break cycles of systemic oppression and engaging them beyond the classroom.

SPEAKERS:
Brittany Jones

The research examines the effects of inquiry-based learning (IBL) materials on educational outcomes and teaching strategies in Science 8. Physics concepts are complex which frequently results in student disengagement when educators rely on memorization-based teaching techniques. IBL moves student education from passive listening to active engagement through exploration and problem-solving activities that improve understanding and critical thinking capabilities. Practical application-based physics instruction inspires students to choose science and technology as their future career paths. The educational market does not have validated IBL materials that are adapted to the Science 8 curriculum. The research project focuses on creating IBL resources that match K-12 academic standards to boost both student performance and engagement levels. The instructional framework enables teachers to apply IBL while overcoming preparation and resource.

TAKEAWAYS:
The participants will examine ways inquiry-based learning materials boost Science 8 teaching through improved student participation and academic success. The session will demonstrate new physics IBL resources while discussing educational challenges and providing a detailed implementation approach.

SPEAKERS:
Princess Margaret Paz

I am incorporating the assessment "Better Bioreactors" to a unit called "What is killing life in the Gulf?" Students are determining what is causing dead zones and then adding bioreactors will help students to think about solutions to the problem. This gathers student thinking and ends with students modeling their learning and thoughts.

TAKEAWAYS:
Educators will discover that having students investigate the phenomenon by scaffolding with real-world problems leads to higher engagement and deeper thinking for the students.

SPEAKERS:
Katie Wiedrich

Explore the link between targeted vocabulary instruction and improved comprehension in STEM. Through practical examples, attendees will learn effective strategies and tools to enhance scientific literacy while maintaining content rigor and concept retention for all learners in their classes.

TAKEAWAYS:
Participants will learn how explicit vocabulary instruction enhances comprehension and concept retention in science. They'll gain effective strategies and tools to integrate vocabulary teaching into their lessons, ultimately improving student literacy while maintaining rigorous content instruction.

SPEAKERS:
Shana Pyatt-Buckner

This poster session highlights high-impact strategies for developing vocabulary and building background knowledge in upper elementary through secondary science classrooms to support student sense-making of science phenomena. Participants will explore how to select and teach Tier 2 and Tier 3 vocabulary aligned to science standards and how to embed those terms into reading, writing, and classroom discourse. The session features effective reading routines—such as morphology-based instruction, concept mapping, and close reading of informational texts—that help students access complex ideas and use scientific language accurately. Emphasis will be placed on practices that promote both conceptual understanding and language development. Attendees will leave with planning tools, word-learning templates, anchor chart examples, and instructional supports designed for immediate classroom application.

TAKEAWAYS:
Attendees will learn practical strategies for integrating vocabulary and knowledge-building routines into science instruction to support student sense-making of science phenomena through reading, writing, and discourse in upper elementary through secondary classrooms.

SPEAKERS:
Sarah Wenger, Wendy Towery-Stove

This poster will introduce the use of animals in modern biomedical research and will review a lesson plan on animal research useful for a range of grade levels. The lesson includes discussion of animal models, explanation of regulations and practice for research animal care, discussion of diverse careers in research animal care, and a simulated health assessment activity using inexpensive rodent models. Students are introduced to the core ideas of the use of animals in research, bioethics, and related bioscience careers, while engaging them in science practice and integrating cross cutting concepts.

TAKEAWAYS:
Attendees will learn about a lesson plan on animal models in biomedical research, developed by scientists and veterinarians at the University of Colorado Anschutz Medical Campus. The lesson plan includes a hands-on activity that engages students in exploration of simulated rodent models.

SPEAKERS:
Meredith Tennis

Explore a COP30 teaching guide designed to help educators bring real-world climate discussions into the classroom. Aligned with the UN’s 17 Sustainable Development Goals (SDGs), this guide features NGSS aligned science lessons and resources. Attendees can preview classroom-ready activities and scan QR codes to access the full lessons and complete guide.

TAKEAWAYS:
This poster introduces a COP30 teaching guide (still being developed) that connects real-world climate topics with NGSS and the UN’s Sustainable Development Goals, giving educators immediate access to engaging, standards-aligned lessons, resources, and teaching tips.

SPEAKERS:
Benjamin Charles

48% of bachelor’s and 69% of associate degree students who chose STEM programs left these fields before graduation. 81% of white women and students of color of both sexes report that poor instructional quality is an issue when they leave post-secondary STEM programs. We developed a modified Course-based Undergraduate Research Experience (CURE) at a community college that leverages culturally relevant teaching, place-based education, and science identity development. We will share how students learn how to search for and read primary literature, design/ask research questions about CO2 in their communities, plan and carry out investigations, analyze and interpret data, and communicate information by creating and sharing scientific posters. We saw statistically significant increases in students’ confidence in their ability to do science practices, their interest in STEM research, and in aspects related to their identity, such as feeling like they are part of the STEM community.

TAKEAWAYS:
In this poster, we will share how community college students developed science research practices that led to increases in their confidence in their ability to do science, their interest in science, and their identity as a scientist.

SPEAKERS:
Ann Murkowski, Kalyn Owens, Blakely Tsurusaki

This poster will illustrate how students in a high school marine science class investigated the effects of changing climate on local marine invertebrates in the kelp forest and sandy beach ecosystems by modeling projects conducted by scientists at the University of California - Santa Barbara. By experimenting with dietary preferences of the purple sea urchin and beach hopper, students developed explanations for how changing ocean temperatures could impact the survival of these organisms based on food availability, and considered the potential effects on the ecosystem if these food sources were to change. There are many challenges associated with bringing university research to the high school classroom; however, students learned to utilize a review of scientific literature to develop procedures, exercise creativity in the experimental design process, and collaborate with other student groups.

TAKEAWAYS:
Tips for modeling university-level research in the high school classroom: utilizing a review of scientific literature to develop procedures, cultivating student creativity in experimental design, and fostering collaboration between student groups and classes.

SPEAKERS:
Melissa Moore

As inquiry and data literacy become increasingly emphasized in K-12 science education, accessible, authentic research opportunities for students are critical. This session explores how to introduce students to the inquiry process via ecological investigations with arthropods and environmental factors. Teachers will learn how to leverage place-based ecological phenomena to guide students through creating testable questions, designing and carrying out experiments, and selecting appropriate analyses to process, visualize, and interpret data. Specifically, teachers will explore a lesson that opens with a reading from Braiding Sweetgrass by Robin Wall Kimmerer and continues with a “wonder wander” activity to spark curiosity and connect learning to place. Participants will also learn ways to support students with arthropod sampling and identification and data analysis tools and methods in order to link student-collected arthropod data to local environmental variables.

TAKEAWAYS:
This session will explore fostering inquiry and data literacy in secondary life science education through authentic, ecological investigations using arthropods and environmental factors.

SPEAKERS:
Matthew Retterath

Teachers have expressed a desire to incorporate authentic climate data into their curricula, but struggle to find accessible and meaningful datasets that can be easily integrated into modern teaching practices. In response to this problem, climate scientists and instructional specialists from the University of Colorado Boulder have collaborated to create "Data Puzzles", a free resource that utilizes instructional practices as outlined by Ambitious Science Teaching (AST) to engage students in data analysis in the context of important scientific research. Data Puzzles challenge students to analyze and interpret climate datasets to construct explanatory models for important questions like, "What is causing the megadrought in the Colorado River Basin?” and "Why might the Arctic be warming faster than. the rest of the world?".

TAKEAWAYS:
Participants will be introduced with AST practices and authentic climate datasets in the context of the Data Puzzle resources.

SPEAKERS:
Jonathan Griffith

his session explores how educators can harness AI tools to create high-quality, three-dimensional science lessons in half the time. Participants will learn how AI can support the integration of science and engineering practices, crosscutting concepts, and disciplinary core ideas, making instruction more engaging and NGSS-aligned. From generating inquiry-based activities to visualizing complex phenomena, AI offers practical, time-saving solutions that elevate lesson design and student understanding. Join us to discover strategies, tools, and examples that bring science learning to life through the power of AI.

TAKEAWAYS:
AI helps teachers quickly create engaging, three-dimensional science lessons. Participants will walk away with a practical framework for using AI to design, structure, and build NGSS-aligned lessons with greater ease and creativity.

SPEAKERS:
Kimberly Morton

This poster presentation will focus on how to deliver captivating science via zoom and maintain student engagement. We will share our lessons, our experiences and our successes as we navigate this novel form of science instruction with very young students. Lessons are delivered via Zoom for 30 minutes, once per week. Our sample lessons will show an age-appropriate mix of visual and audio media as well as substantial time spent in hands-on activities. Assessment is informal with students reporting what they learned to the on-site school director and other adults, and formal with the presentation by a panel of “expert” students whose knowledge is documented via video and shared within the School Community.

TAKEAWAYS:
Visitors to our presentation will take away the steps we followed to create this successful science curriculum for 4K students.

SPEAKERS:
Cindy Trinker-Peot, Susan (Cee Cee) Cohen

Methane is a potent greenhouse gas that increases global warming. Agriculture is the top source of methane emissions, and enteric methane production from livestock accounts for a significant amount of agricultural methane. The objective of this study is to identify plants that could be added as feed additives in a cow’s diet to reduce enteric methane emissions. There is an effect on methane emissions with plants containing compounds like lipids, polyphenols, and tannins. One part of the study was running in vitro trials to determine how much total gas and methane is produced. The other part was running sequential fibers to determine the digestibility of these plants. We found that some plants reduce methane production, and others do not. White willow and peanut skins were the most effective in reducing enteric methane. With further testing and trials, the most effective plants in this in vitro study could be used as dietary supplements and help reduce methane emissions from dairy.

TAKEAWAYS:
The aim of this presentation is to discuss the issue of methane emissions from enteric fermentation process of dairy animals and discuss ways to reduce them through dietary supplements and feed additives made from locally available plant sources. These supplements also help keep the animals healthy.

SPEAKERS:
Ivanka Sonkusare

Teachers will: 1. learn how to use articles to make their content more applicable to the lives of the students; 2. receive strategies on how to get students to read more scientific articles; and 3. receive resources on selecting grade-appropriate scientific articles.

TAKEAWAYS:
Reading should not be limited to English courses. Leave with strategies on how to motivate students to explore science through scientific novels. Review three years of qualitative data on how novels increased literacy, scientific fluency, scientific connectivity, and college preparation.

SPEAKERS:
Jonte' Lee

Graphs are central to scientific thinking, yet many students lack the skills to interpret them accurately. This poster equips grades 6-12 science educators with a visually engaging, classroom-ready resource that teaches students how to read, analyze, and make sense of scientific graphs. Featuring common graph types, annotated examples, and student-friendly question prompts, it helps build data literacy through clear strategies tied to NGSS and Common Core Math Standards. Educators will gain practical tools to help students identify variables, interpret trends, evaluate claims, and avoid common pitfalls. By integrating graph analysis into daily instruction, teachers can support students in thinking critically with data and making evidence-based conclusions across all science disciplines.

TAKEAWAYS:
Teachers will leave with a standards-aligned, visually engaging tool to help students confidently interpret scientific graphs, strengthening data literacy and critical thinking across all areas of science.

SPEAKERS:
Wendy Towery-Stove

This poster presents a framework of seven guideposts for effectively integrating agricultural concepts across K-12 science education. Agriculture provides an ideal context for teaching core scientific concepts through tangible, relevant experiences that connect directly to standards. The seven guideposts—agriculture's evolution, modern agricultural systems, seeds, soil health, food access, ecological connections, and technological innovations—offer science teachers practical entry points for incorporating agricultural literacy without adding separate courses. Each guidepost maps to multiple science standards while cultivating knowledge crucial for addressing sustainability challenges. Garden-based learning approaches further enhance this framework, providing hands-on experiences that deepen understanding of scientific processes from DNA to ecosystems. Research shows students engaged in agricultural contexts demonstrate improved science performance and environmental stewardship attitude

TAKEAWAYS:
Attendees will learn a practical seven-guidepost framework for integrating agriculture into science teaching, providing tangible contexts that enhance student understanding while building agricultural literacy for addressing sustainability challenges.

SPEAKERS:
Kim Rillero, Peter Rillero

Ready to ignite real change in your school and community? This energizing session will show you how to design and host an Environmental Literacy and Sustainability Summit that unites educators, administrators, and local partners around a shared mission. From initial planning and promotion to hands-on sessions and lasting partnerships, you’ll get the full blueprint, plus practical tools like timelines, templates, and outreach strategies. Discover how this powerful event can boost curriculum, meet environmental literacy standards, and inspire action. Walk away ready to launch a summit that’s engaging, impactful, and unforgettable.

TAKEAWAYS:
Learn how to plan and host an impactful EcoSummit that builds school-community partnerships, supports environmental literacy, and inspires action through hands-on learning and collaboration—all with ready-to-use tools and a step-by-step planning guide.

SPEAKERS:
Stacey Dickerson

The GISP2 H-Core was collected in 1992 adjacent to the Greenland Ice Sheet Project Two (GISP2) drill site. The GISP2-H 125.6-meter ice core is a record of 430 years of liquid electrical conductivity and nitrate concentrations. The liquid electrical conductivity sequence contains signals from a number of known volcanic eruptions that provide a dating system at specific locations along the core. The terrestrial and solar background nitrate records show seasonal and annual variations – as well as unique events. Several major nitrate anomalies within the record do not correspond to any known terrestrial or solar events, and there is compelling evidence that some nitrate anomalies within the GISP2 H-Core could possibly be a record of supernova events. The materials focus on NGSS scientific practices, crosscutting concepts and Earth/Space core disciplinary ideas – including analyzing and interpreting data, patterns, cycles of energy and matter, Earth systems and Earth and human activity.

TAKEAWAYS:
In constructing knowledge, there is no definitive answer, only plausible conclusions based on constructing, analyzing, and comparing data and research from multiple disciplines. This investigation provides a better understanding of the scientific process of developing models and defending results.

SPEAKERS:
Donna Young

OpenSciEd is an amazing curriculum that can be really challenging to introduce to students who have never done inquiry-based, low-lecture science instruction before. I've developed some strategies for implementing OSE 7.5 Ecosystem Dynamics unit in my 7th grade classroom that eased the transition into OSE-style learning, made my students excited to dig into the content, and ultimately led to a very successful grasp of ecology topics for my students.

TAKEAWAYS:
Learn how I integrated an OpenSciEd unit with more traditional classroom methods, lab activities, and ecological examples relevant to my students in their home environments.

SPEAKERS:
Anneliese Johnson

The NRC Framework and NGSS strongly emphasize teaching science practice – how scientific knowledge is created. Student engagement with research can be used to teach science practice and improve interest in STEM (Minocha et al., 2025). Examples in K-12 education include science fairs, journals for student-written research, or literature adapted to K-12 literacy (Koomen et al., 2016; Minocha et al., 2025). However, these activities alone cannot guarantee a comprehensive understanding of the sequential, iterative, and collaborative nature of research (Fankhauser et al., 2021). The K-12 “SPIRAL Lesson” (with assessment) is an educational proposal to meet this need. SPIRAL explains each step of the research process (scientific method, manuscript preparation, peer review, scholarly journals) and fosters a holistic understanding of science practice. SPIRAL is intended to increase readiness for college science, enhance representation in STEM, help students identify misinformation, and beyond.

TAKEAWAYS:
Attendees will view SPIRAL Lesson slides and assessment questions, accompanied by a discussion about how SPIRAL enhances current K-12 curricula on research education at a student level. Future directions will be discussed, such as testing SPIRAL in classrooms or developing an open-access resource.

SPEAKERS:
Madison Benson

The co-presenters of this poster are a team of an informal educator who focuses on grades 3 to 9 and a university faculty member who works with pre-service educators. These two people have are part of a four-person group from three locations across North Dakota who are working to diffuse the National Geographic Society and the Paul G. Allen Family Foundation program for enhancing grades 6-12 STEM education by implementing a glocal-type social media competition to present possible solutions to various environmental issues. The 13-to-18 year old participants create a 60-second video that explains the suggestions for dealing with a world issue within the context of their local community. The program in North Dakota only has been in existence since summer of 2023 and is two-thirds completed in the three-year statewide project. This consortium is under the umbrella of the North Dakota Water Resources Department, the North Dakota Envirothon, and the Dakota Science Center.

TAKEAWAYS:
This poster and the interaction with the co-presenters by attendees will help diffuse the NGS Slingshot Challenge program to a wider audience whose students may benefit significantly in participating in a such a social media oriented competition as a way to share tentative project solutions.

SPEAKERS:
Laura Munski, Douglas Munski

The student-centered activity engages learners in considering global conservation challenges through mathematical thinking and data analysis. It uses up-to-date, authentic data used by scientists, conservation organizations, and policymakers worldwide.. The activities empower learners to evaluate biodiversity distribution, protected areas, and human impacts and provide teachers with a detailed framework to guide student communication, consensus, and peer review. Learners will better understand the science that drives decision-making and appreciate how conservation targets, like Target 3 of the Kunming-Montreal Global Biodiversity Framework (GBF), can be monitored and measured. Visitors to the poster will receive access to all materials, online tools, and data to support successful classroom implementation.

TAKEAWAYS:
Data science is integral to studying, conserving, and managing ecosystems worldwide.

SPEAKERS:
Jocelyn Miller

Naturalists from Wolf Ridge Environmental Learning Center in Finland, Minnesota will be sharing their go-to resources and activities to either get educators started in outdoor learning or to help those that have already been incorporating outdoor learning some new skills. Wolf Ridge naturalists with expertise in pedagogy, botany, lichens, and the Lake Superior watershed will be ready to answer questions and help provide resources.

TAKEAWAYS:
To get started with outdoor learning in your classroom, you have to start somewhere. Wolf Ridge naturalists can help provide a starting point for new educators and new ideas for those already on their way.

SPEAKERS:
Charles Pavlisich, Joseph Walewski, Emily Pavlisich

Learn about an open-sourced, equity-focused, engineering project-based NGSS Physics and Earth Science curriculum that is used by nearly half of Oregon's high school students. Join us to discuss how empowering students as scientists and engineers can ignite engagement, drive meaningful learning, and build STEM identity.

TAKEAWAYS:
Learn about the course and get free, open-source access to the curriculum

SPEAKERS:
Bradford Hill

Planet Stewards provides educators with opportunities and resources to build up scientifically literate students and communities, as well as support their efforts to implement hands-on action-based projects that conserve, restore, and protect human communities and natural resources from environmental challenges. The National Earth Science Teachers Association (NESTA) is a nonprofit-educational organization that supports educators with professional development offerings, learning communities and classroom programs. NESTA is now providing stewardship project funding opportunities to formal and informal educators working with elementary through college-age students. Learn about how to apply for funding for a project that focuses on habitat conservation and restoration, marine debris and waste reduction, carbon footprint reduction or climate resilience.

TAKEAWAYS:
Attendees will learn how to apply for funding for the Planet Stewards project and how to be sucessful in obtaining funding for a local stewardship project.

SPEAKERS:
Peggy Steffen

Upon witnessing poverty in South Africa 14 years ago and wanting to make an impact, the idea of storing "Sunshine in a Jar" was developed. Currently, this solar lantern project is designed to cover the NGSS Physics Standards as well as the NRC Framework Standards for Matter, Energy, and Human Impacts while addressing the needs of those in energy poverty. These lanterns will continue to be developed with the aspiration of providing photovoltaics for underprivileged communities.

TAKEAWAYS:
Hear the story about the collective work of teachers, engineers, and social entrepreneurs working towards alleviating energy poverty, one lantern at a time.

SPEAKERS:
Pamela Ulicny

Imagining and working toward positive futures is vital for students' senses of wellbeing, community, and partnership between themselves and the natural world. This poster will present educators with research, resources, and real experiences of a high school science teacher who shifted their mindset from a problem-based mindset to one of optimism and engagement. The poster will feature snapshots of various approaches to education, such as constructive hope, joyful education, and appreciative inquiry, that can be incorporated into any science classroom. Additionally, links to projects, slideshows, and other resources will be shared with others so that they have jumping-off points for their own journey into climate optimism.

TAKEAWAYS:
This poster will leave educators feeling excited about instructional approaches that foster climate optimism, hope, and collaboration amongst students, and help them understand the importance of climate positivity for student engagement and wellbeing.

SPEAKERS:
Katie Torkelson-Regan

This session will demonstrate how to apply the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate) to create a complete, phenomena-based science lesson. Participants will explore visual images representing each phase of the lesson and see how it fosters student inquiry, critical thinking, and real-world connections. You’ll walk away with practical strategies and materials for integrating the 5E model into any science curriculum, encouraging inquiry-driven learning. Resources provided include lesson planning tools, a digital toolkit, and a variety of open-and-go 5E model sample lessons.

TAKEAWAYS:
The 5E model provides a clear, effective structure for designing phenomena-based science lessons that spark inquiry and deepen student understanding—supported by ready-to-use tools and resources.

SPEAKERS:
Ryan Kelly

There are many lessons and resources developed or supported by members of the National Earth Science Teachers Association (NESTA) and their affiliate partners that will be shared. While engaging in systems thinking, students participate in a community science project that includes collecting Globe data to explore the impacts of Earth Sciue. These resources exemplifies how NESTA leadership serves as mentors who support quality Earth and space science instruction in every classroom. Resources and activities that highlight and support educators as they shift to phenomena-based instruction as described by Moulding and Bybee (2017) and the framework of the Ambitious Science Teaching (AST) model (Windschitl, Thompson, & Braaten, 2018) will be shared.

TAKEAWAYS:
Dive into the resources available through the National Earth Science Teachers Association (NESTA) to help foster systems thinking and community science engagement in classrooms. Learn how NESTA cultivates vital connections, enhancing Earth and space science education

SPEAKERS:
Missie Olson

How can we introduce atoms and molecules to younger students? Using molecular models, what kinds of scientific thinking can students try? We will introduce specific lesson plans based on ongoing practice and research of the Hypothesis–Experiment Class (HEC) approach. Although HEC has been practiced extensively in Japan, it aligns with NGSS 3D learning strategies. It supports diverse learners in becoming familiar with the concepts of atoms and molecules and helps them build consistent scientific understanding throughout their lives. This poster updates one presented at NSTA Philly25. Attendees will learn a basic plan for younger students new to atoms and molecules, and for more advanced students who are fed up with reaction formulas. Visitors can view models assembled by students and class data from Year 1 to Year 12. They can also explore how molecular models deepen scientific understanding through photos, student work, and classroom records.

TAKEAWAYS:
Attendees will learn basic lesson plans in a fun way for adapting 3D learning using molecular models in the classroom. They will learn specific examples of lessons that enable students to enjoy imaging atoms and molecules, learning basic concepts, and participating in scientific discussions.

SPEAKERS:
Mariko Kobayashi, Koji Tsukamoto, Tomoko HASEGAWA, Haruhiko Funahashi, Momoko Sanada, Kumiko Matsudaira

This poster session shows an implementation of virtual reality experiences that connect middle school students with water challenges issues. The display features step-by-step guidance for classroom VR integration, including budget-friendly alternatives and essential setup requirements. Visual aids illustrate our curriculum alignment strategy, student safety protocols, and documented engagement outcomes. Attendees can collect ready-to-use resources, including lesson sequences, troubleshooting guides, and student reflection templates. The showcase includes pre-lesson preparation steps and post-VR activities reinforcing environmental stewardship concepts. Stop by to explore practical solutions for bringing immersive water conservation education to your classroom.

TAKEAWAYS:
Experience how virtual reality transforms middle school water conservation education by immersing students in applicable challenges, leading to deeper environmental understanding and actionable solutions—all with practical, budget-conscious implementation strategies.

SPEAKERS:
Yujiro Fujiwara, Constance Leung

Extensive research has been conducted by Indigenous scholars in science education that has provided foundational theoretical guidance for the inclusion of Indigenous knowledges into the science curriculum. Additionally, examples of curricula are written to meet Minnesota’s requirement of including Indigenous knowledges. These examples are found across content areas, particularly in English Language Arts and Social Studies, but are limited in science. The poster will report on the results of a coupled research process that integrated results from a literature review, review of existing curriculum, and the process a group of educators took to design a unit aligned with the Minnesota State Science Standards for high school Earth Science. The result is a framework that will inform educators interested in weaving Indigenous science knowledge into the curriculum. This poster will present a framework and the resulting unit for weaving Indigenous knowledges into secondary science curricula.

TAKEAWAYS:
Visitors to the poster will leave with a framework for creating lessons that incorporate Indigenous knowledge into the secondary science curriculum and access to an example unit.

SPEAKERS:
Stephanie Erickson