Using inquiry-based activities, we will investigate how our lives are connected to the ocean and how we impact it through climate change, pollution, and overfishing.

TAKEAWAYS:
1. Learn how to introduce phenomena-based activities about climate science to students, including global warming, ocean acidification, coral bleaching, and plastic pollution; 2. Increase ocean awareness and inspire community involvement that leads to changes in the status quo; and 3. Suggest ideas for preparing students as future leaders to think globally about the ocean as it impacts food supplies, jobs, and populations on the move to escape sea level rise and crop failure.

SPEAKERS:
Patricia Newman (Children's Book Author & Speaker: Carmichael, CA)

Discover how to engage students in science using three-dimensional learning with engineering projects and computational thinking. Free access to grades 3–5 lessons.

TAKEAWAYS:
1. Explore real-world phenomena to motivate students and guide learning; 2. Learn practical tips for reaching all three dimensions of the science standards; and 3. Understand how to guide students in conducting online research and analyzing authentic data.

SPEAKERS:
Brittany Pike (CYBER.ORG: Bossier City, LA), Laurie Salvail (CYBER.ORG: Bossier City, LA)

Across the globe, dogs snoop on poop to save endangered species. By studying the stories in scat, students learn mapping, literacy and data interpretation skills.

TAKEAWAYS:
1. The science of scat and the detection dog methodology offer engrossing strategies to engage students with STEM; 2. Scientific fields depend on scientists from diverse backgrounds with diverse skill sets; and 3. Strategies and visuals help students understand, collect, map, and interpret data responsibly.

SPEAKERS:
Heather Montgomery (Science Author: Ardmore, TN)

In this session, we will illustrate how educators created integrated STEM activities through real-world sustainability design challenges.

TAKEAWAYS:
1. Sustainability issues engage students with real-world local and global problems; 2. Adapting a "Shark Tank-like" format into a "Rethink Tank" provides key questions and criteria to help students use entrepreneurial thinking to create innovative solutions to problems; and 3. Sustainability topics allow for not only STEM integration, but connections to English Language Arts, Social Studies, Career Education, and the Arts.

SPEAKERS:
Deborah Kozdras (University of South Florida: Tampa, FL), Christine Angel Danger (Hillsborough County Public Schools: Tampa, FL)

Learn how to use your existing science kit materials to support your students with NGSS, based on experiences from the Elementary Science Olympiad program.

TAKEAWAYS:
Attendees will learn: 1. how to modify "instructional kits" available to them to allow for authentic student inquiry; 2. how to structure instruction to allow for cycles of failure and feedback; and 3. how hands-on science supports implementation of the NGSS.

SPEAKERS:
John Loehr (Science Olympiad: Oakbrook Terrace, IL), Shari Haug (: Elmhurst, IL)

STEAM-integrated activities are for all learners, including those in an early childhood setting. Participate in a series of play-based STEAM activities that promote three-dimensional learning.

TAKEAWAYS:
1. Early childhood students will engage in scientific investigation and inquiry through student-centered activities that promote curiosity, creativity, and innovation; 2. Kindergarten Readiness Math skills are developed through STEAM-integrated investigations highlighting number sense, measurement, and data; and 3. Activities will develop executive functioning skills through play and open exploration.

SPEAKERS:
Lindsey Herlehy (Illinois Mathematics and Science Academy: Aurora, IL), Cassandra Armstrong (Illinois Mathematics and Science Academy: Aurora, IL)

Follow a storyline through early childhood explorations, looking at the needs of living things—space, water, sunlight, soil. Then engineer a garden designed to integrate all areas, supported by great literature.

TAKEAWAYS:
1. STEM Explorations need to be authentic and progressive, focusing on big ideas; 2. STEM Exploration leads to agency and equity in all areas of a child's life; and 3. Communication among all of the guides in early childhood, formal, informal, mentors, and family is the key to success.

SPEAKERS:
Ruth Ruud (Cleveland State University: Cleveland, OH), Juliana Texley (Lesley University: Cambridge, MA)

Learn how to engage preK–2 students in light and shadow concepts as they engineer light sources, materials, and screens to produce a desired effect.

TAKEAWAYS:
1. Identify meaningful contexts for exploring light and shadow phenomena that already exist in the young child's world; 2. Engage in strategies that enable young learners to explore how properties of materials interact with light, and then use their understanding of light and properties of materials to engineer effects on a screen to communicate with peers; and 3. Recognize multiple paths to conceptual understanding contingent on each child's unique backgrounds and experiences.

SPEAKERS:
Beth Dykstra VanMeeteren (University of Northern Iowa: Cedar Falls, IA)

Using quality children's literature and the 5E, ideas for integrated STEM lessons will be shared with corresponding hands-on activities. Handouts and resources provided.

TAKEAWAYS:
1. Using quality children's literature can access students' thoughts and prior knowledge; 2. Children's literature used with engaging hands-on activities can help move students toward understanding of science concepts ; and 3. The 5E model of instruction can be used to instruct students in a three-dimensional way of thinking.

SPEAKERS:
Jim McDonald (Central Michigan University: Mount Pleasant, MI)

Join me for a hands-on, engaging, meaningful engineering project that can be immediately applied in any classroom, whether it be remote or in-person.

TAKEAWAYS:
1. This session will give attendees the confidence and desire to teach engineering in their classrooms; 2. Participants will understand that teaching engineering does not require purchasing expensive materials, and a quality project can even be done in a remote setting; and 3. Everyone will leave the session with a ready-to-go project that can be implemented immediately.

SPEAKERS:
Danielle King (Barstow Unified School District: Bartsow, CA)

An Out Teach instructional coach gives teachers the information, inspiration, and practical everyday tips they need to head outdoors to lead hands-on real-world cross-curricular experiences proven to build science skills and get students deeply engaged in science practice. Presenters will provide specific strategies for elementary teachers to engage students in science and engineering practices anchored in outdoor phenomena—whether students are remote or in-person.

TAKEAWAYS:
1. To put equitable outcomes at the center of all we do, students need opportunities to make decisions about their own learning and space to bring their own experiences and background to the classroom in ways that connect meaningfully to content. This highly sought after, student-centered approach can be kick-started through outdoor experiential learning in Science; 2. Many teachers struggle with 3-D science instruction, which requires that we not only teach students content but give them ample opportunities to think and work like scientists. The outdoor classroom is a powerful instructional tool for authentic scientific practice, developing a scientific mindset and a love of learning; and 3. Outdoor experiences are a great equalizer, improving student-directed learning, SEL, and 21st-century skills during remote, hybrid, and in-person instruction.

SPEAKERS:
Wendy Kelly (Out Teach: Dallas, TX), Allie Graybeal (Out Teach: Fort Worth, TX)

Let’s make a foldable solar system scroll. Come learn how to apply ratios to create a scale model of the planets based on your height.

TAKEAWAYS:
1. With a properly scaled solar system scroll, participants will identify inner and outer planets and readily SEE why they are named as such; 2. Understanding the concept of rations and fractions, part-to-whole, participants will leave being able to create a proportional solar system in their classroom, on a football field, or across their state; and 3. This activity can be used at any grade level.

SPEAKERS:
Barbie Buckner (NASA Goddard Space Flight Center: Greenbelt, MD)

If we treat content areas as silos, we will never find time for science! Discover how to create authentic, cross-curricular learning experiences that increase engagement and thinking.

TAKEAWAYS:
1. Determine characteristics of authentic learning experiences; 2. Explore two projects, lesson by lesson, making connections to your science content; and 3. Discover a process for creating your own project-based learning units.

SPEAKERS:
Terra Tarango (Van Andel Education Institute: Grand Rapids, MI)

Need a simple and creative way to engage students? Create a green screen area in your classroom. This workshop will demonstrate a simple way to make creative videos with a green screen.

TAKEAWAYS:
1. How to use a chroma key with different apps and programs; 2. Simple video editing techniques; and 3. Using different objects for green screen props.

SPEAKERS:
Jennifer Crane (Randolph Academy: No City, No State)

This interactive session will guide you through a process of identifying community “grand challenges” and using multicultural children’s literature to create empowering STEM learning experiences.

TAKEAWAYS:
Participants will: 1. learn to guide students through the process of identifying and defining relevant, investigable issues in their communities; 2. recognize the power of children's literature for promoting equitable access to STEM learning opportunities for diverse students; and 3. leave with a framework for empowering students to use STEM skills and knowledge to enact meaningful change in their community.

SPEAKERS:
Sara Donaldson (Wheaton College: Norton, MA)

Explore the NASA Elementary GLOBE storybook the “Scoop on Soils.” Engage students with a dynamic experiment on soil permeability.

TAKEAWAYS:
1. NASA Elementary GLOBE has free storybooks with three or more STEM activities each integrating the Core Standards with the Science standards. The materials are translated into five languages; 2. All students will relate to the climate issues of the availability of fresh water and soil needed to grow food; and 3. Exploring the environment with backyard soils engages students in real-world problem solving.

SPEAKERS:
Susan Kohler (NASA Glenn Research Center: Cleveland, OH)

The Sensing Science project has developed and researched a curriculum to support learning about states of matter and its phase changes at the kindergarten level.

TAKEAWAYS:
1. Free apps for use in your classroom; 2. Models that assist students in the understanding of why the three states of matter are different; and 3. Free interactive stories introducing phase changes to students.

SPEAKERS:
Carolyn Staudt (The Concord Consortium: Concord, MA), Nathan Kimball (Curriculum Developer: Newton, MA), Jamie Broadhead (Videatives, Inc.: Amherst, MA)

This session presents interactive “Cricket Challenges” to engage students in nature-based activities designed to encourage curiosity and to make cross-curricular STEM connections to literature.

TAKEAWAYS:
1. Innovative ways to engage readers to use fiction as a springboard to explore their natural world and make text-to-real-world connections; 2. Handouts including instructions for activities such as “An Outdoor Challenge for Every Season," ”Creating a Nature Wonder Hour,” “Nature Scavenger Hunts,” “Creating a Nature Journal from the Point of View of the Main Character in the Book You’re Studying,” and “Bloom Bingo”; and 3. Writing prompts educators can use to encourage students to analyze and explore their natural world.

SPEAKERS:
Jo Watson Hackl (Author: Asheville, NC)

Learn to teach observation investigations with young learners that integrate geology, art, and math. Participants will receive hands-on materials and lessons to use with students.

TAKEAWAYS:
Participants will learn how to; 1. do three-dimensional investigations with young learners; 2. integrate teaching of art and math concepts with geology; and 3. teach young students to observe and collect geological data.

SPEAKERS:
Laura Schneider (Father Andrew White School: Leonardtown, MD)

Experience an engineering design challenge that engages all students in the design process,  building critical mindsets around collaboration, perseverance, and critical thinking. Take away facilitation resources for implementing NGSS-connected, real-world challenges in one session or over several months.

TAKEAWAYS:
By the end of this session, participants will come away with: 1. a clear understanding of the Engineering Design Process and strategies for integrating this process into their instruction; 2. confidence to engage all learners as they implement design challenges in their learning settings; and 3. knowledge of the connections between design challenges and NGSS K–12 engineering progression.

SPEAKERS:
Erica Barrueto (The Bowers Institute at The Tech: San Jose, CA), Amy Bucher (The Tech Interactive: San Jose, CA)

Learn about ways to reach elementary students and increase interest in computer science with engaging contexts and multiple entry points.

TAKEAWAYS:
1. Recruiting elementary students to CS is a strategy for increasing the diversity of students in advanced CS classes in the future; 2. The context of CS activities is important for student interest and engagement; and 3. Confidence in implementing strategies that broaden the context for CS learning.

SPEAKERS:
Lorri Coates (Museum of Science, Boston: Boston, MA), Brianna Wilkinson (Museum of Science, Boston: Boston, MA)

Join us on your STEM journey and learn how to incorporate STEM and PBL into your K–5 curriculum. Receive ideas for program development, grants and funding, and inexpensive or free field trips. Teaching STEM digitally with coding and computer programming apps.

TAKEAWAYS:
1. Incorporating STEM curriculum and PBL's into the K–5 curriculum requirements and incorporating Digital Coding and computer programs to use with virtual teaching; 2. Finding and scheduling in-house free and inexpensive field trips, guest speakers, and virtual experiences for all students at your school; and 3. Funding and grant writing information and sources to fund your STEM program.

SPEAKERS:
Johanna Disney (McKendree Elementary School: Lawrenceville, GA), Julie Wilkerson (McKendree Elementary School: Lawrenceville, GA)

Get ready for STEM and the NGSS by sequencing instruction to promote your students’ long-lasting understanding with a simple yet powerful approach: Explore-Before-Explain.

TAKEAWAYS:
Attendees will: 1. participate in two explore-before-explain STEM activities; 2. identify the benefits of guiding students to construct explanations based on personal observations and data analysis; and 3. collaboratively brainstorm ways they can tweak one of their existing STEM activities following the explore-before-explain instructional strategy to meet the vision of the NGSS.

SPEAKERS:
Anne Fayen (Dallas Arboretum and Botanical Garden: Dallas, TX), Patrick Brown (Fort Zumwalt School District R-II: O'Fallon, MO)

This interactive session provides experiences that model how anchoring phenomena and engaging scenarios help students develop an understanding of three-dimensional learning.

TAKEAWAYS:
Participants will: 1. understand the importance of anchoring phenomena tied to scenarios to drive student learning; 2. leave with example STEM units aligned to industries and careers that can be implemented in the classroom; and 3. share a model template for creating their own STEM units.

SPEAKERS:
Jo Anne Vasquez (NSTA President 96-97: , AZ), Michael Comer (Consultant: Paramus, NJ)

Historical issues create rich opportunities to utilize Science, Social Studies, and ELA disciplinary skills—through STEM—to increase student engagement and a deep understanding of complex problems.

TAKEAWAYS:
Session attendees will learn both pedagogical concepts and history as they work to understand and solve perplexing problems that faced Japanese-Americans interned at Topaz. Using the Topaz Japanese internment camp as the backdrop, session participants will: 1. learn how to pair both fiction and informational texts (including primary source documents); 2. discover ways to integrate NGSS standards, Social Studies, ELA, and STEM through lessons and problem-solving activities; and 3. focus on the 5Es and 3-D learning.

SPEAKERS:
Julie Siebach (Retired Teacher: Cedar Hills, UT), Deborah Draper (Cedar Ridge Elementary School: Cedar Hills, UT)

Learn about Argument-Driven Engineering and how to give students opportunities to use core ideas and practices from science, engineering, and math to figure out solutions.

TAKEAWAYS:
1. How to use the ADE instructional model, or way of teaching, to give students an opportunity to learn how to use core ideas and practices from science, engineering, and mathematics to design a solution to an authentic and meaningful problem that will make the world a better place; 2. How to give students an opportunity to talk, read, and write in the service of sensemaking; and 3. Ways to support ongoing changes in student thinking as they learn to use core ideas and practices from science, engineering, and mathematics to figure out solutions to problems.

SPEAKERS:
Victor Sampson (The University of Texas at Austin: Austin, TX)

Explore strategies to get your students involved in designing and implementing an investigation of surface temperature and the urban heat island effect.

TAKEAWAYS:
Attendees will be able to: 1. analyze how urban heat islands develop both around and within cities, with certain neighborhoods heating up more than others on sunny days, through an exploration of the role of infrared radiation and albedo; 2. evaluate strategies through which students create and carry out investigations that contribute in a meaningful way to the scientific understanding of the urban heat island effect; and 3. apply an enhanced understanding of the urban heat island effect in their neighborhood in order to support students in the design and implementation of useful mitigation strategies that can have a long-term benefit to the health and resilience of their community.

SPEAKERS:
Sarah Slack (I.S. 223 Montauk Intermediate School: Brooklyn, NY), Debra Amoroso (Myra S. Barnes Intermediate School 24: Staten Island, NY)

Humans use water, often in inequitable ways. Our online tools, which include a calculator and NGSS-focused lesson plans, help educators learn how to teach beyond the water cycle.

TAKEAWAYS:
Participants will: 1. understand how we use water and what a water footprint is; 2. understand how water is connected to the global systems that create our food, energy, and consumer goods; and 3. learn about our free virtual tools and content that help them teach students about their water use as a part of their overall environmental impact.

SPEAKERS:
Robin Madel (Grace Communications Foundation: New York, NY), Kai Olson-Sawyer (Grace Communications Foundation: New York, NY)

Roadkill is a phenomena to engage every student. Teachers integrate STEM and English, challenging students to design, build, and sell a wildlife crossing to City Council.

TAKEAWAYS:
1. Innovative instructional sequences rooted in an everyday phenomena students care about; 2. Lessons that integrate science skills, critical reading, and meaningful design practices; and 3. Grade-appropriate resources (data, images, texts) for engaging students, regardless of culture or background, with authentic citizens science.

SPEAKERS:
Heather Montgomery (Science Author: Ardmore, TN), Lauren Avant (Richmond Hill Middle School: Richmond Hill, GA), Ann Vitello (Richmond Hill Middle School: Richmond Hill, GA)

Explore how to build studies that put phenomena first and engage students in discovery through initial investigations designed to spark questions and curiosity. Discover how to be responsive to student interests as you decide "where to go from here."

TAKEAWAYS:
1. Transform your approach to planning by putting phenomena first; 2. Find out how to embed content and practices into hands-on learning activities that allow students to discover science ideas; and 3. Learn a simple process to identify "where to go from here" based on students' interests, questions, needs, and your curricular demands.

SPEAKERS:
Nicole VanTassel (iExploreScience LLC: Erie, PA)

Dive into an engaging hands-on design challenge! Walk away with more than 60 lessons and strategies for implementation as well as diversity, equity, and inclusion.

TAKEAWAYS:
Participants will: 1. create a design-based learning artifact; 2. receive a virtual toolkit of 60+ STEM activities; and 3. co-examine the strategies we have used to update our lessons to amplify the culturally relevant and anti-racist stances in our activities.

SPEAKERS:
Antoineta Meekins (ExpandED Schools: New York, NY), Fran Agnone (ExpandED Schools: New York, NY)

Learn how to use the Secret Coders graphic novel series by Yang and Holmes to integrate the elements of computational thinking (abstraction, algorithmic thinking, decomposition, generalization, and debugging). Weave in both computer science and ELA practices for an interdisciplinary adventure!

TAKEAWAYS:
1. Graphic novels provide an unplugged way for students to learn about computational thinking; 2. Computational thinking can be integrated into language arts classes; and 3. Interdisciplinary lessons can enhance both language literacy and computational thinking literacy.

SPEAKERS:
Rachelle Haroldson (University of Wisconsin-River Falls: River Falls, WI)

The WATERS curriculum allows students to analyze real-world problems using models to explore and evaluate the condition of their local watershed using real data.

TAKEAWAYS:
1. Connect to the NGSS Earth and Space Science standards using models and data; 2. Make connections to our Earth system using real-world data and modeling; and 3. Provide multiple representations for the scientific terms with photos, movies, and Spanish translations with additional embedded Universal Design for Learning (UDL).

SPEAKERS:
Carolyn Staudt (The Concord Consortium: Concord, MA), Jerry Valadez (Fresno State and SAM Academy CSW)

Learn about Argument-Driven Engineering and how to give students opportunities to use core ideas and practices from science, engineering, and math to design solutions.

TAKEAWAYS:
1. How to use this instructional model, or way of teaching, to give students an opportunity to learn how to use core ideas and practices from science, engineering, and mathematics to design a solution to an authentic problem that will help make the world a better place; 2. How to give students an opportunity to talk, read, and write in the service of sensemaking; and 3. Ways to support students as they learn to use core ideas and practices from multiple disciplines so design challenges are more than just tinkering until something works.

SPEAKERS:
Victor Sampson (The University of Texas at Austin: Austin, TX)

In this session you'll practice using a storytelling model and creating your own short film so you can use similar techniques in your teaching.

TAKEAWAYS:
Attendees will: 1. develop experience using the story spine framework within a science classroom; 2. learn basic filmmaking techniques, including shot-blocking and the 180 rule; and 3. develop additional confidence and understanding of how they can use storytelling and filmmaking within their own science classroom.

SPEAKERS:
Eugene Cordero (San Jose State University: San Jose, CA), Noah Canton (Hillcrest School: Oakland, CA)

Investigate ways to incorporate STEM topics into the hunt for disease. Case studies to MICROBITs help engage students in tracking the transmission of disease.

TAKEAWAYS:
Participants will learn how to: 1. integrate discipline-specific literacy case studies and technology as strategies for engaging students in problem solving around a current topic; 2. construct opportunities to engage in the SEPs around content as they determine who is patient zero; and 3. demonstrate how integrative STEM uses exploration and sensemaking to come together to help solve a world pandemic.

SPEAKERS:
G. Michael Bowen (Mount Saint Vincent University: Halifax, NS), Christine Anne Royce (Shippensburg University: Shippensburg, PA), Susan German (Hallsville Middle School: Hallsville, MO), Beverly DeVore-Wedding (Nebraska Indian Community College: Meeker, CO)

Explore NASA STEM Engineering Design resources to engage students in building a rocket race car to demonstrate Newton’s Third Law.

TAKEAWAYS:
1. NASA astronauts on board the International Space Station provide STEMonstrations with activities in simple video format; 2. NASA’s free STEM educator guides provide detailed information to implement STEM in the classroom; and 3. Investigate Newton’s Third Law of Motion by designing and constructing rocket-powered racing cars.

SPEAKERS:
Susan Kohler (NASA Glenn Research Center: Cleveland, OH)

This workshop explores the connection between the NGSS, STEM identity, and project-based learning (PBL) through a series of culturally responsive activities for virtual learning environments.

TAKEAWAYS:
Participants will: 1. critically consider their own STEM identity and the STEM identities of their students to inform PBL in online and in-class learning environments; 2. respond to students’ needs and interests to plan PBL that develops their STEM identities; and 3. learn instructional strategies that engage students in PBL and the Scientific and Engineering Practices within the Next Generation Science Standards.

SPEAKERS:
Alicia Lane (University of the District of Columbia: Washington, DC)

Use web-based image and analysis software to examine and compare the Cartwheel Galaxy in optical and X-ray bands, which can help determine the sources of the ultra- and hyperluminous X-rays (U/HLXs) in this galaxy.

TAKEAWAYS:
1. Astrophysicists use light in all bands of the electromagnetic spectrum to determine the nature of an object; 2. Web-based software will be used (the same tools used by scientists); and 3. This software can be used by students to do their own investigations in astronomy with real data sets.

SPEAKERS:
Pamela Perry (Lewiston High School: Lewiston, ME)

Increase student engagement in analysis and evaluation of real data. Engage students of different ability levels in mathematical models with measurements not previously accessible in the classroom.

TAKEAWAYS:
1. Combine graphing calculators with handheld sensors to maximize class time; 2. Use real data to develop mathematical models; and 3. Learn how to test your hypothesis by doing an experiment and analyze your results.

SPEAKERS:
Karlheinz Haas (Science/Math Instructor, Retired: Tequesta, FL)

There is a need to introduce engineering to high school students but there are not a lot of resources available. Through this session, educators will learn how to engage their students in building instrumentation to observe their environment, including a weather station and water quality sensor following student-created design manuals.

TAKEAWAYS:
1. Assembly manuals for weather station and water sensor; 2. Opportunities for students to build one of the models; and 3. Communicate with engineering professors and students and provide engineering students feedback on their manuals.

SPEAKERS:
Janet Struble (: Toledo, OH), Kevin Czajkowski (The University of Toledo: Toledo, OH), Caleb Farny (Boston University: Boston, MA), Glenn Lipscomb (The University of Toledo: Toledo, OH)

Keep your pets safe from being left in hot cars by using automatic sensors to design an alarm that could save their lives.

TAKEAWAYS:
1. Solve a real-work problem with coding and engineering design, no prior experience needed; 2. Learn about inputs from sensors (temperature) and if-then-else decision logic to control an output (sound or color LED) based on the sensor readings; and 3. Gain exposure to possible STEM careers in automobile design features.

SPEAKERS:
Jessica Kohout (Educational Consultant: Ellicott City, MD), Stacy Thibodeaux (Southside High School: Youngsville, LA)

This workshop introduces strategies and digital tools to help students develop high-quality STEM presentations and posters in online and in-class learning environments.

TAKEAWAYS:
Participants will: 1. embody the role of a student conducting a scientific/engineering investigation leading to a STEM presentation; 2. be able to create a digital STEM visual using presentation applications; and 3. learn instructional strategies that engage students in developing high-quality presentations and Scientific and Engineering Practices within the Next Generation Science Standards.

SPEAKERS:
Alicia Lane (University of the District of Columbia: Washington, DC)

Use STEM web-based analysis software and basic physics gravitation and centripetal acceleration equations to determine if a stellar core is a white dwarf or neutron star.

TAKEAWAYS:
1. Light curves generated from image analysis software can be used to determine the period of rotation of some white dwarfs and pulsars; 2. Newton’s Universal Law of gravitation and centripetal acceleration calculations can be used as evidence for determining the type of star; and 3. Js9 web-based software provides students with real opportunities to do astronomical research.

SPEAKERS:
Pamela Perry (Lewiston High School: Lewiston, ME)

Have you been asking whether you should trust loud claims of advertising? How could false positives in medical testing affect you? Or do you simply want to know what a penny is made of?

TAKEAWAYS:
1/ Explore cross-disciplinary aspects by linking the science content to the mathematical models; 2. Understand the importance of simple sampling for product quality control; and 3.Explore the use of technology for simulations to evaluate statistical claims.

SPEAKERS:
Karlheinz Haas (Science/Math Instructor, Retired: Tequesta, FL)

This session focuses on the role CubeSats are playing as a disruptive technology in our space program and how to introduce precollege students to these future opportunities.

TAKEAWAYS:
1. Design a relatively inexpensive CubeSat; 2. Build a CubeSat data collection device; and 3. Learn how NASA is using CubeSats.

SPEAKERS:
Michael Jabot (SUNY Fredonia: Fredonia, NY), Kevin Czajkowski (The University of Toledo: Toledo, OH), John Moore (Executive Director: Laurel Springs, NJ), Maxwell Friedman (Burlington County Institute of Technology: Palmyra, NJ)

Interprofessional collaboration is essential for students' success in their selected program and postgraduate life. These types of experiences have been shown to improve students’ interprofessional competences—communication skills, teamwork abilities, ethical practices, and understanding other team members’ roles and responsibilities—as well as their theoretical knowledge and increase student achievement within their discipline. We developed and tested a unique pedagogical idea—interprofessional case learning project (ICLP)—that encompassed a multidisciplinary approach involving chemistry, biology, and public health. The goal was to provide students and faculty with the opportunity to experience interprofessional collaborative practices that would encourage questioning, discredit misconception, connect concepts and make inferences, generate new ideas, and encourage shared decision making.

TAKEAWAYS:
1. Promote multidisciplinary approach involving chemistry, biology, and public health; 2. Foster team building and collaboration; and 3. Change misconceptions about a discipline.

SPEAKERS:
Michelle Young (Massachusetts College of Pharmacy and Health Sciences: Boston, MA), Nalini Broadbelt (Massachusetts College of Pharmacy and Health Sciences: Boston, MA)

Research is relevant as it plays a key role in transitioning from concepts in basic science into practical application. Basic science research drives progress in clinical and pharmaceutically industries. It is therefore essential that our health care students gain exposure in this arena and expand the analytical, collaborative, and technical skills that will enable them to succeed in their future careers. To assist the students, projects are devised around the students' interest in an area of the selected faculty specialty. The projects culminates with the students presenting their findings at a research symposium.

TAKEAWAYS:
1. Establish a method that will get the student interested in driving the project; 2. Be clear about the time frame and commitment to project; and 3. Assist in making the research manageable.

SPEAKERS:
Nalini Broadbelt (Massachusetts College of Pharmacy and Health Sciences: Boston, MA), Michelle Young (Massachusetts College of Pharmacy and Health Sciences: Boston, MA)

This session will explore the ways educators can expand STEM affinity among diverse populations by using placed-based lessons through the cultural lens of lessons on weather and climate.

TAKEAWAYS:
1. Theme one is that community-based learning has been shown to positively impact indigenous science and STEM learners. Central to this theme is the belief that to promote science and STEM affinity, pedagogies and curricula should leverage diversity, languages, culture, practices, and epistemologies. (Gutierrez, Baquedano‐López, & Tejeda, 1999); 2. Theme two is a predicate of community orientation. This presentation will posit that STEM fluency is dependent on cultural relevant initiatives and will show significant promise in closing achievement gaps and improving science academic performance (Brayboy & Castagno 2008); and 3. Theme three is that culturally relevant curricula and pedagogies help to embody and mobilize community leaders and STEM advocates with in-school and after-school programs.

SPEAKERS:
Corydon Strawser (Lake Nona Middle School: Orlando, FL)

We will share justice-oriented pedagogical strategies and tools empirically co-developed through a partnership project involving educators and youth for teaching science and engineering practices in STEM programs at informal settings.

TAKEAWAYS:
1. This session provides participants with strategies and tools for justice-oriented instructional approaches for teaching SEPs, with attention on informal science programs. These justice-oriented practices, developed by educators, youth, and researchers, focus on supporting youth in having equitable opportunities to develop expertise in SEPs, and empowering youth to agentically enact practices toward investigating issues and questions that matter to them personally and socially; 2. We will engage participants in two activities: a) exploring justice-oriented pedagogical practices and b) designing instructional plans for STEM learning using the pedagogical practices; and 3. We will share tools and resources empirically produced from collaborations in multiple informal STEM programs, including a) practice briefs, b) design approaches for implementing pedagogical practices, and c) teaching and learning cases. These pedagogical practices and tools will be useful to informal STEM educators and school teachers who seek to use justice-oriented STEM projects with their students.

SPEAKERS:
Micaela Balzer (Impression 5 Science Center: Lansing, MI), Sinead Brien (Michigan State University: East Lansing, MI)

This workshop introduces participants to "Teacher Moments," a platform for digital clinical simulations to advance equitable, practice-based teacher education and professional development.

TAKEAWAYS:
Participants will: 1. be introduced to existing practice spaces published on the digital clinical simulation platform, “Teacher Moments,” and complete two–three simulations/practice spaces; 2. learn about simulations previously implemented in teacher education contexts, about simulation design, and how simulations support equity in distance learning; and 3. learn how to register for the free platform and create practice spaces customized to their context, e.g., instructional coaching, professional development, higher education, etc.

SPEAKERS:
Alicia Lane (University of the District of Columbia: Washington, DC)

Come experience how one California district is leveraging an opportunity to bring equitable STEM experiences to all preK–12 students.

TAKEAWAYS:
1. How one district approaches integrated STEM; 2. What an integrated STEM unit feels like; and 3. -How one district enacts and supports integrated STEM systemwide.

SPEAKERS:
Scott Reynolds (Community Training and Assistance Center (CTAC): Boston, MA), Vanessa Garcia (South West Park Elementary School: Tracy, CA), Debra Schneider (Tracy Unified School District: Tracy, CA)

Explore family engagement events that provide fun, hands-on experiences and an opportunity to teach parents strategies to support their children's academic vocabulary at home.

TAKEAWAYS:
1. Engage in both virtual and in-person family engagement events that expand classroom learning that families with members of all ages can participate in; 2. Learn strategies to support linguistically diverse students in the STEMSS (STEM + Social Studies with an emphasis on real-world, cross-curricular learning) classroom; and 3. Develop a plan to integrate these strategies into your family engagement events to help parents learn how to support academic vocabulary at home and to bridge the home-school connections to increase opportunities for language learners.

SPEAKERS:
Margarita Jimenez-Silva (University of California, Davis: Davis, CA), Karen Guerrero (Arizona State University: Tempe, AZ)

The global pandemic forced many educators to pivot to virtual or hybrid learning. In this session, you will learn tips and tricks to keep quality STEM education alive in any setting.

TAKEAWAYS:
Teachers will: 1. see an example of how an in-person, integrated STEM learning experience can be changed to work in a virtual or hybrid setting; 2. be provided with resources to promote inclusive and equitable practices that increase student collaboration and engagement in a virtual, hybrid or face-to-face setting; and 3. leave with an existing STEM unit that can be completed in their own classroom, whether it be virtual, in-person, or hybrid.

SPEAKERS:
Theresa Goltermann (Tabb Middle School: Yorktown, VA), Vonceil Anderson (Baltimore City Public Schools: Baltimore, MD), Laura Drager (Montgomery County Educational Service Center: Dayton, OH), Rebecca Stanley (DoD STEM/RTI International: Durham, NC)