Co-teaching or have lots of mainstreamed SPED students? Pick up some useful strategies and clever tools to help bridge the anxiety gap here!

TAKEAWAYS:
1. Co-teaching best practices; 2. Mainstreaming with SPED students made more comprehensible and easier to do; and 3. Online teaching, grading for SPED students and more addressed.

SPEAKERS:
Julie A. Smith (Lennox Middle School: Lennox, CA)

The Dallas Arboretum and Carrollton-Farmers Branch ISD will share the process and results of their collaborative STEM hydroponics program.

TAKEAWAYS:
Attendees will: 1. explore the development process of the hydroponics collaborative; 2. view sample before-and-after lesson plans as a result of the curriculum redesign; and 3. learn about lessons learned and opportunities for growth, including adjustments due to distance learning.

SPEAKERS:
Dustin Miller (Dallas Arboretum and Botanical Garden: Dallas, TX), Christy McClain (Carrollton-Farmers Branch ISD: Carrollton, TX)

Learn about an innovative teacher PD model employing free youth summer camps to support elementary grade teachers’ authentic understanding of NGSS principles and pedagogy.

TAKEAWAYS:
Attendees will learn: 1. about a new practicum-based professional development model that pairs NGSS PD with informal (summer) youth learning; 2. approaches to measure the effectiveness of NGSS teacher professional development; and 3. how district-level PD needs can be addressed through university-district partnerships.

SPEAKERS:
Michael Kennedy (Northwestern University: Evanston, IL), Emily Mathews (NSTA: McLean, VA), Jessica Mahon (Burroughs II Elementary School: Chicago, IL)

What do young learners know about how the brain works? Brain-based research and mindfulness can have a profound impact on young learners. Foster a growth mindset in your young students. Join me as I share research and curriculum guides to plan a similar unit in your classroom.

TAKEAWAYS:
1. What do young learners know about how the brain works?; 2. How can brain-based research help us understand and teach growth mindset?; and 3. Learning about the brain in lower school supports lifelong achievement and development.

SPEAKERS:
Rebecca Kurson (Collegiate School: New York, NY)

Come along as a kindergarten class explores the world of nature, experiences the seasons, and engages in STEM activities with Joe the Ginkgo Tree as its guide.

TAKEAWAYS:
1. Promote inquiry-based learning through the lens of a schoolyard tree; 2. Learn how to design a yearlong, child-centered STEM project; and 3. Connect students with the natural world both inside the classroom and outdoors with hands-on STEM and art-based activities and experiments.

SPEAKERS:
Amie Petronis Plumley (Grace-St. Luke's Episcopal School: Memphis, TN)

In this session we'll explore the ways that forest walks are catalysts for discussing emergent science concepts, connections, and curiosities in an outdoor preschool.

TAKEAWAYS:
1. Unplanned experiences can provide a variety of opportunities to capitalize on children's interest and both assess and extend knowledge; 2. Using tools such as nature journals and floorbooks are powerful ways to chronicle experiences and document ongoing learning; and 3. With the right lens, urban forests and green spaces have all of the resources necessary for a robust experience of the natural world.

SPEAKERS:
Ron Grady (NOLA Nature School: New Orleans, LA)

This past year has demonstrated the need for diverse tools, resources, and support to teach students in dynamic K–12 learning environments. This session will focus on strategies to integrate project-based learning in diverse learning environments.

TAKEAWAYS:
1. Learn strategies to engage students in science and engineering concepts; 2. Obtain tools to foster a learning environment and classroom culture grounded in the habit of reflection and reasoning; and 3. Gain practical resources and tools to apply project-based learning in a diverse K–12 learning environment that you can begin implementing in your classroom this fall.

SPEAKERS:
Acacia McKenna (NSTA: Arlington, VA)

Learn how teachers link sixth-grade math concepts and science processes through decoding mechanisms in computer models.

TAKEAWAYS:
1. Decoding is a powerful way to link math and science processes through coded mechanisms in computer models; 2. Teachers have developed pedagogical moves to teach decoding without having to explicitly teach computer programming; and 3. Decoding mechanisms in math class benefit students by enabling them to understand scientific processes encoded in computer models during science class.

SPEAKERS:
Emma Anderson (MIT Scheller Teacher Education Program: Cambridge, MA), Aditi Wagh (Massachusetts Institute of Technology: Cambridge, MA), Fritzie Culi (James H. Rodriguez Elementary School: Espanola, NM), Eric Prileson (Andrews Middle School: Medford, MA)

We will use Micro:bits, programming, and sensors to empower student learning and accelerate conceptual model development. Participants will simulate this online.

TAKEAWAYS:
1. Sensors can accelerate the learning process and empower students when used correctly; 2. Computational thinking is catalyzed by block-based programming languages; and 3. Conceptual model development and inquiry are intricately linked.

SPEAKERS:
Jared Carter (University of Florida: Gainesville, FL)

Participants experience how to offer students opportunities for choosing virtual design challenges in various science domains by utilizing provided videos and data sets.

TAKEAWAYS:
Participants will engage in a design challenge to test: 1. efficiency of wind turbine blades; 2. the strength of electromagnets; and 3. the greenhouse effect in an area of a specific land surface (e.g.,ocean, lake, arctic, desert).

SPEAKERS:
Kathleen Brooks (CREC: No City, No State), Rebecca Tonkinson (eesmarts: Hartford, CT), Sharyon Holness (eesmarts: No City, No State)

The objective truths found in science and mathematics can serve to bridge the subjective realities of diverse communities represented among students and teachers.

TAKEAWAYS:
1. The diverse cultural, religious, ethnic, and racial realities among students and teachers create stovepipes and inequity of learning that require consistent checks on biases brought to the classroom; 2. The impact of teacher and student bias in the classroom can be alleviated through common bonds that transcend cultural, religious, ethnic, and racial realities; and 3. The objective truths discovered among science and math serve as a bridge connecting the subjective experiences of a diverse student and teacher community.

SPEAKERS:
Justin Ivy (W.E.B. DuBois Academy: Louisville, KY), Jessica Ivy (Bellarmine University: Louisville, KY)

Bring the world to your urban classroom with Global Science / Citizen Science. Experts will share their work and provide details on how to actively involve students in real-world science.

TAKEAWAYS:
1. Engage with educators who have led their school systems to meet various challenges; 2. Learn from successful programs; and 3. Discuss relevant issues related to urban science educators.

SPEAKERS:
Pat Shane (UNC-Chapel Hill Emerita: , NC), Mary Beth Berrien (Greenfield Commonwealth Virtual School: Greenfield, MA), Michelle Ellis (Hunter Huss High School: Gastonia, NC), LeeAnne Jimenez (Wilson Teaching and Learning Academy: Tulsa, OK), Acacia McKenna (NSTA: Arlington, VA), Susan Meabh Kelly (University of Connecticut: Storrs Mansfield, CT), Brad Rhew (Guilford County Schools: No City, No State)

Discover how to make the STEM learning-to-application process more fun by replicating Michigan Tech’s story-based Unboxed challenges approach.

TAKEAWAYS:
Attendees will: 1. learn about a nontraditional educational outreach program model in which teams of students apply STEM knowledge through hands-on challenges; 2. learn best practices for creating their own nontraditional challenges for students to supplement curriculum concepts; and 3. discover free resources and puzzles they can incorporate into their own challenges.

SPEAKERS:
Jannah Tumey (Michigan Technological University: Houghton, MI)

Have you wanted to get involved with NSTA contests, but were unsure how to start? This project incorporates STEM in a virtual or traditional classroom.

TAKEAWAYS:
1. Use NSTA contests as a springboard to STEM-based practices; 2. Learn how grants can enrich STEM experiences; and 3. Discover tools to facilitate team-based learning.

SPEAKERS:
Carrie Jones (Dillard Drive Magnet Middle School)

This session will explore the genetic basis behind hybrid flower production on the video game Animal Crossing New Horizons and how you can use this popular game to gain student interest in genetics.

TAKEAWAYS:
1. Many traits are influenced by multiple genes; 2. The video game Animal Crossing New Horizons uses Mendelian genetics to determine the offspring of a flower; and 3. Student interest can be enhanced when you use popular video games as a frame of reference for activities, and their virtual experiences can be used in sensemaking.

SPEAKERS:
Kelly Moore (Tennessee Tech: Cookeville, TN), Leslie Suters (Tennessee Tech: Cookeville, TN)

The objective of this study was to assess informal science engagement using social media and examine changes due to the COVID-19 pandemic.

TAKEAWAYS:
1. Social media engagement in regards to science-related topics was robust pre-COVID-9 pandemic; 2. During the pandemic, the total number of posts remained at a similar level while post reactions increased over time; and 3. Social media remains an effective platform for informal science engagement even during the COVID-19 pandemic.

SPEAKERS:
Robert Pyatt (Kean University: Union, NJ), Maya Briskin (Kean University: Union, NJ), Esther Choi (Kean University: Union, NJ)

NSTA’s Committee on Postsecondary Science Teaching will examine best practices and the challenges in designing authentic assessments that not only measure learning outcomes, but remain inclusive to all students. A special emphasis will be placed on underserved populations and underprepared students.

TAKEAWAYS:
Participants will be able to: 1. explain the principles of Inclusive Authentic Assessment; 2. describe how underprepared and underserved students benefit from Inclusive Authentic Assessment; and 3. identify the challenges of using Inclusive Authentic Assessment in higher education.

SPEAKERS:
Brian Ogle (Brevard Zoo: Melbourne, FL), David Wojnowski (Georgia State University: Atlanta, GA), Esperanza Zenon (River Parishes Community College: Gonzales, LA)

The purpose of our research is to investigate how teacher candidates’ experiences in STEM field studies with community partners can inform our work with an integrated practicum semester based on a curriculum of place. Place-based education is an approach to teaching that is grounded in the context of community and environment and seeks to help participants in solving community problems. Many Indigenous scholars are replacing the term place with land and argue that land-based pedagogies promote the decolonization of education by recognizing the intimate relationship that Indigenous peoples have with the land. One challenge with land-based pedagogies is the role non-Indigenous peoples have in this approach to the decolonization of education. Our research, in a western Canadian context, explores this tension as we come to a deeper and shared understanding of our co-responsibility within Treaty 7 relationships. Our project considers varying perspectives of place as it informs STEM teacher education pedagogy.

TAKEAWAYS:
1. Land-based pedagogies;2. Indigenous ways of knowing; and 3. Integration of STEM curriculum and pedagogies.

SPEAKERS:
Kevin O'Connor (Mount Royal University: Calgary, AB)

Explore a holistic snow curriculum built through collaboration between an Iñupiaq community and university educators. Learn development processes and access free STEM lessons and videos.

TAKEAWAYS:
1. Explore the free and NGSS-focused Qanniksuq: It is Snowing resources targeting middle school; 2. Learn about an emerging research-based process for indigenous community-engaged STEM curriculum development applicable to K–12; and 3. Discover how curricula developed using this process impacted students, teachers, and community members in participating indigenous communities.

SPEAKERS:
Lori Schoening (Geophysical Institute: Fairbanks, AK), Lynda McGilvary (Geophysical Institute: Fairbanks, AK), Sean Asikluk Topkok (University of Alaska Fairbanks: Fairbanks, AK)

Do you impact your school and community with STEM? If you teach K–12, then come learn how to apply to win one of eight Shell-supported awards, and a teacher competition.

TAKEAWAYS:
1. Share your passion and practice by applying for one of eight awards, and a teacher competition; 2. Learn from past Shell awardees, finalists, and judging panel members’ important tips to apply for this award; and 3. Learn how to win a trip to the 2022 NSTA Houston National Conference, March 31–April 3, 2022.

SPEAKERS:
Ruth Ruud (Cleveland State University: Cleveland, OH), Amanda Upton (NSTA: Arlington, VA)

Students will see science concepts through the perspectives of characters in novels. Participants will leave with lists of book titles and ready-to-use reflective prompts.

TAKEAWAYS:
1. A list of literature that is categorized by grade level and science topics covered; 2. Examples of how to use literature in the science classroom to promote student engagement and meaning-making; and 3. Ways to connect social justice topics to a science curriculum.

SPEAKERS:
Nicole Prince (St. John's Prep: Danvers, MA)

The “quantum revolution” is on the horizon. What can we do today—through policies and programming—to ensure quantum computing education is accessible to all students?

TAKEAWAYS:
Participants will be able to: 1. explain why quantum computing is an important emerging technology and STEM discipline; 2. identify the barriers to accessible, widespread quantum education and describe actionable strategies to combat them; and 3. discuss ideas to increase diversity in quantum computing, starting at the K–12 level.

SPEAKERS:
Kiera Peltz (The Coding School: Studio City, CA)