Experiment with the “sugar-blocking” tea Gymnema sylvestre and model cellular communication pathways in the tongue and the gut before evaluating possible mechanisms of action.

TAKEAWAYS:
Participants will learn: 1. how to model the physiology of sweet taste perception; 2. how the systems that detect sugar can be disrupted; and 3. how to evaluate three proposed mechanisms of action.

SPEAKERS:
Joan Griswold (University of Washington: Seattle, WA)

Learn about the chemical properties of copper using appropriate technology in this hands-on activity.

TAKEAWAYS:
Participants will; 1. learn to research and design an inquiry experiment; 2. use technology to gather and analyze data from the inquiry; and 3. visualize what occurs on the submicroscopic level by employing particulate drawings.

SPEAKERS:
Gregory Dodd (Retired Chemistry Teacher: Pennsboro, WV)

Discussion centers on tools to properly analyze Black students’ scientific work to determine if the misconceptions and misunderstandings are a learning issue or language issue. This workshop focuses on the use of language to reduce the ethnic achievement gap in science.

TAKEAWAYS:
1. Analyzing students’ work from a linguistic lens; 2. Recognizing biases when it comes to student language; and 3. Pushing Black students academically forward without making them feel torn between two language worlds.

SPEAKERS:
Jonte' Lee (Calvin Coolidge Senior High School: Washington, DC)

Explore caloric and nutritional values of NASA's space food. Discover a menu of inquiry activities/resources to integrate into the classroom to satisfy your STEM appetite.

TAKEAWAYS:
1. Explore NASA STEM activities that investigate space food and nutrition for astronauts living on the Space Station; 2. Construct sample space food menus to develop a better understanding of nutrition for human space exploration; and 3. Make connections between math, science, nutrition, and exercise while exploring the impact of living in space and in our gravity-filled environment here on Earth.

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

Choose which of these free resources for equitable science instruction are most relevant to your work. Then read, discuss, and plan!

TAKEAWAYS:
1. Science learning is culturally rooted, and strong instruction should take an asset-based approach to young peoples’ ways of thinking and knowing; 2. Developing more inclusive classrooms is a constant process. There are always steps educators can take to support equity, no matter where they are in their journey; and 3. These resources offer tangible next steps educators can take toward equity in their classroom, from identifying meaningful anchor phenomena (stemteachingtools.org/brief/42) to teaching biology in more gender-inclusive ways (stemteachingtools.org/brief/76) to fostering more student talk (stemteachingtools.org/brief/35).

SPEAKERS:
Deb Morrison (Educator and Learning Scientist: Seattle, WA), Abby Rhinehart (University of Washington: Seattle, WA)

Join us as we explore how NSTA’s three-dimensional resources can be utilized to enhance your teaching. Walk away with effective strategies for science teaching and learning and hear from educators as they provide tips for using these resources.

TAKEAWAYS:
1. Hear from classroom teachers about how they are using NSTA Press publications; and 2. Leave with top-notch teaching tips and innovative lesson plan ideas that promote imaginative learning and student engagement.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Wendy Binder (NSTA: Arlington, VA)

Dissect the differences between flashy engagers and phenomena to identify essential components of effective phenomenon-based teaching. Critically consider phenomena with personal relevance for your students.

TAKEAWAYS:
1. Build a deeper understanding of the differences between “hooks” and phenomena, 2. Consider and identify the benefits of using contextual, locally inspired phenomena to support all students, and 3. Identify potential local phenomena for their own classrooms to support more inclusive learning

SPEAKERS:
Martha Inouye (University of Wyoming: Laramie, WY), Ana Houseal (University of Wyoming: Laramie, WY)

Explore how to take advantage of NSTA’s vast resources and pathways, including both asynchronous and synchronous options, to create personalized professional learning.

TAKEAWAYS:
1. Discover the value of being a School or District NSTA Partner; 2. Explore how to maximize online professional learning for all teachers; and 3. Discover how to utilize NSTA's online learning resources to support in-person professional learning.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Wendy Binder (NSTA: Arlington, VA)

Explore NSTA’s NEWProfessional Learning Units. Discover these bite-sized asynchronous professional learning experiences that support student sensemaking to earn credit to submit to your school or district.

TAKEAWAYS:
1. Discover how NSTA can provide asynchronous and bite-sized continuing education credit options (2 hours per PLU); 2. Explore how each PLU contains reflections or tasks connected to the classroom that are submitted to NSTA for review or feedback; and 3. Explore how we can support professional learning for individuals or schools/districts including the flexible options available for Professional Learning Unit topics, and how these fit into our Professional Learning pathways.

SPEAKERS:
Elizabeth Allan (University of Central Oklahoma: Edmond, OK), Tricia Shelton (NSTA: Arlington, VA)

Our students are already impacted by climate change. How can we teach about it in ways that help them all thrive on a damaged planet?

TAKEAWAYS:
1. Justice-centered climate science instruction is possible and needed throughout the grade span, and intersects with a variety of other ecological topics; 2. Our young people are already aware of and experiencing the effects of climate change, and educators are in a unique position to help them better understand and process this new reality; and 3. There are many resources already available to support educators in this work, even if it may sound daunting at first.

SPEAKERS:
Deb Morrison (Educator and Learning Scientist: Seattle, WA), Abby Rhinehart (University of Washington: Seattle, WA)

Learning science means engaging in DCIs, SEPs, and CCCs. Come explore how to generate authentic prompts that integrate all three dimensions to drive student learning.

TAKEAWAYS:
1. Practice creating 3-D prompts that explicitly promote the three dimensions and drive more integrated student learning and assessment; 2. Learn how to adapt your own questions and prompts to better target specific dimensions; and 3. Consider how framing of activities, through questions and prompts, can support specific DCIs, SEPs, and CCCs.

SPEAKERS:
Ana Houseal (University of Wyoming: Laramie, WY), Martha Inouye (University of Wyoming: Laramie, WY), Jessica Stephens (Rock Springs Junior High School: Rock Springs, WY)

Come discover a multidisciplinary, open-ended investigation that incorporates absolute and relative dating, anomalies, historical context, volcanoes, solar proton events, energy cycles, Earth systems, terrestrial events, and supernovas.

TAKEAWAYS:
1. Students will have a better understanding of the process of constructing knowledge; 2. Students will have to analyze and defend their results; and 3. Sometimes there is no answer key, only possible solutions from constructing and analyzing data from several sources that cross traditional disciplines.

SPEAKERS:
Donna Young (NASA/NSO/UoL Program Manager: Laughlin, NV)

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 in a marine biology course.

TAKEAWAYS:
Teahers 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.

SPEAKERS:
Jonte' Lee (Calvin Coolidge Senior High School: Washington, DC)

Model stellar evolution processes using NASA images, plotting H-R diagram transitions, and determining the chemistry and physics of supernovas using NASA STEM image analysis tools.

TAKEAWAYS:
1. Knowledge of the process of how stars form and change over time ending in catastrophic events, providing conditions for the formation of planets; 2. Students will understand that all knowledge of celestial events is determined by analyzing the light from these events and providing possibilities—not definitive answers, as the data can be interpreted differently; and 3. Image analysis software tools allow scientists to gain detailed information of stellar physical and chemical processes and constantly refine our evolving models of stellar evolution.

SPEAKERS:
Donna Young (NASA/NSO/UoL Program Manager: Laughlin, NV)

Learn how the structure of your inquiry activities can produce roadblocks for emergent bilinguals, and how shifts based on student strengths increase engagement and success.

TAKEAWAYS:
1. Good science modeling uses words and picture to make meaning. Working through multiple representations of phenomena shares similarities to translanguaging among bilinguals, resulting in a resource as opposed to a deficit approach to learning; 2. Student collaborations centered around representations, as opposed to language, are more inclusive and improve understanding for all students; and 3. Generative frameworks through chunking steps and heuristics allow for organization of understanding and context transfer.

SPEAKERS:
Christopher Moore (University of Nebraska Omaha: Omaha, NE)

Sponsoring Company: Beyond Labz

Built on a platform developed over 20 years, Beyond Labz creates an open-ended environment providing students the opportunity to experiment, practice, fail, discover, and learn.

TAKEAWAYS:
1. Beyond Labz simplifies and reduces the cost and expertise needed to provide crucial laboratory experiences and practice for secondary and higher ed students; 2. Attendees will learn how the labs are used for pre- and post-lab experiences, credit recovery and lab make-up, student engagement in class, and meeting NGSS standards; and 3. Basic onboarding and startup instructions will be provided for drop-in solutions, and instructions for using some of the more sophisticated features will also be described.

SPEAKERS:
Brian Woodfield (Brigham Young University: Provo, UT)

Sponsoring Company: 3D Molecular Designs

Mitosis, meiosis, chromosome structure, and crossing over will be explored in this hands-on modeling event. Bring your student hat and be ready to engage.

TAKEAWAYS:
1. Model chromosome structure and anatomy; 2. Compare and contrast mitosis and meiosis; and 3. Model mechanisms that contribute to genetic variation.

SPEAKERS:
Keri Shingleton (Holland Hall: Tulsa, OK)

Join the UCLA Science Project as we explore structures and formats for science leaders looking to engage teachers around social justice in STEM classrooms.

TAKEAWAYS:
1. Co-construct a learning experience centered around inclusion and belonging within school site meetings; 2. Recognize how our identities and lived experiences impact our approaches to science education and leadership; and 3. Establish space and culture that sustains conversations around equity issues.

SPEAKERS:
Leticia Perez (UCLA Science Project: Los Angeles, CA), Zachary Cue (UCLA STEM+C3 and Science Project)

Discover how students may use their mobile devices to document “science in action,” anytime, anywhere, in this unique intersection between socratic questioning and place-based learning.

TAKEAWAYS:
How students may use their mobile devices: 1. to demonstrate their knowledge of scientific concepts in a real-world context; 2. connect this real-world context to crosscutting concepts; and 3. explore how this learning model may be used to support service learning in the science curriculum.

SPEAKERS:
Eric Walters (Marymount School of New York: New York, NY)

STEM classrooms should establish a welcoming environment in which all individuals can use their cultural knowledge and practices to make sense of the world.

TAKEAWAYS:
1. A shared understanding of equity and social justice in science classrooms and STEM communities; 2. Approaches to identify and honor student-lived experiences and cultures; and 3. Challenge conventional notions of what counts as science.

SPEAKERS:
Jon Kovach (UCLA Science Project: Los Angeles, CA)

Join this workshop and participate in a hands-on activity to help students overcome common chemical equilibrium misconceptions.

TAKEAWAYS:
Participants will: 1. take part in a hands-on inquiry activity with a chemical equilibrium having a large K value; 2. learn ways to overcome student misconceptions about equilibrium; and 3. llearn to use appropriate technology to facilitate data collection and analysis for an inquiry lab.

SPEAKERS:
Gregory Dodd (Retired Chemistry Teacher: Pennsboro, WV)

Empowering students to make science-based decisions requires acknowledgment and dialogue around the injustices marginalized communities have endured within scientific fields.

TAKEAWAYS:
1. Develop empathy through the exploration of historical events that have accumulated generational mistrust of STEM communities; 2. Create opportunities to acknowledge and validate personal experience even when it might contradict our personal experience or larger data sets; and 3. Explore the impact of the objectivity myth perpetuated within STEM educational spaces.

SPEAKERS:
Justin Betzelberger (UCLA Science Project: Los Angeles, CA), Zachary Cue (UCLA STEM+C3 and Science Project)

Start highlighting the practice of mathematics and computational thinking! We’ll utilize resources that allow students to engage in traditional and less traditional ways.

TAKEAWAYS:
1. Participants will engage as learners in different levels of mathematical representations, all of which emphasize how to make the practice more inclusive of all students; 2. Everyone will leave being able to demonstrate at least three different ways to mathematically represent authentic data; and 3. Participants will look critically at how to scaffold different graphical texts for student analysis.

SPEAKERS:
James Clark (Director: Pleasanton, CA), Samantha Johnson (Arroyo High School: San Lorenzo, CA)