Use each stage of the Engineering Design Process to complete a team challenge of building and launching a satellite while making connections to NASA missions.

TAKEAWAYS:
Participants will learn about and use the engineering design process to build and perform a drop test of a satellite using NASA’s BEST activities. Educators will learn how to integrate the process skills of measuring, calculating, designing and evaluating while teaching the engineering design process. Make real-life connections to how NASA engineers use the engineering design process and work as teams to accomplish their mission goals.

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

Participants will dissect completed three-dimensional lessons written to NGSS standards for grades 6–8 in order to identify and apply each of the dimensions.

TAKEAWAYS:
1. NGSS Performance Expectations can serve as a helpful guide and tool when developing 3D lessons 2. By exploring completed 3D lessons we can build competency in developing our own 3. Inquiry based learning is an excellent way to ensure we are utilizing NGSS 3D Standards

SPEAKERS:
Rebecca Ellis (Argyle Middle School: Silver Spring, MD), Amy Levine (Silver Spring International Middle School: Silver Spring, MD)

Leverage the power of smartphone sensors in today’s physics classroom so that all students get experience in experimental science. Class-ready materials provided.

TAKEAWAYS:
Phone physics increases equitable access to experimental science in the classroom or at home as a flipped lab or distance learning. Phone sensors match or improve upon precision and accuracy of classic physics equipment. Phone physics has a low floor/high ceiling and is appropriate for all levels.

SPEAKERS:
Michael Tobler (Moreau Catholic High School: Hayward, CA)

Looking for ways to connect what students learn at school with their home learning environment? This session will provide participants with many overarching hands-on science lessons that integrate the science and engineering practices and can easily be completed at home or school. Materials are cheap and easily accessible for parents/teachers.

TAKEAWAYS:
1. Overarching science concepts at each grade band; 2. Connecting hands-on science activities to at-home learning; and 3. Creating at-home lesson templates.

SPEAKERS:
Amber Cobb (Guy Fenter Education Service Cooperative: Branch, AR)

We are awash in assessment data, but often it’s overwhelming to make sense of it. Come learn tips and strategies for wrangling data.

TAKEAWAYS:
1. Explore new ways to organize data collection and raw data to aid in exploring the data for stories after it is collected; 2. Acquire skills in tying questions, data types, and data visualizations to enhance your ability to make sense of the assessment data; and 3. Identify next steps to better utilize and leverage your assessment data to help you measure students’ success and know what steps to consider next.

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC)

Engage with Research Quest, free, online, NGSS-focused, phenomenon-based investigations that use authentic museum objects and research to build students' literacy, critical-thinking, collaboration, and communication skills.

TAKEAWAYS:
Teachers will: 1. experience an exemplar set of free resources that successfully integrate NGSS and ELA standards to provide students with meaningful, self-directed learning; 2. recognize that providing students with opportunities to research phenomenon-based problems professional scientists devote their careers to using the collections and data they build new knowledge from can empower students to better understand the enterprise of science, the natural world, and the natural history of our world—while building their literacy and critical-thinking skills; and 3. understand that creating opportunities to make critical thinking visible is an essential scaffold necessary to support student efficacy with problem-finding and problem-solving.

SPEAKERS:
Madlyn Larson (Natural History Museum of Utah: Salt Lake City, UT)

Argument-Driven Inquiry is an instructional model that gives students an opportunity to learn how to use DCIs, CCs, and SEPs to explain natural phenomena and creates a learning environment where students are able to talk, read, and write in the service of sensemaking.

TAKEAWAYS:
• How to use this instructional model, or way of teaching, to give students an opportunity to learn how to use the DCIs, CCs, and SEPs to make sense of natural phenomena. • How to give students an opportunity to use their own ideas and ways of communicating to talk, read, and write in the service of sense-making • How to give students more opportunities to decide what counts as valid and acceptable and develop new criteria for what counts evidence in science.

SPEAKERS:
Todd Hutner (The University of Alabama: Austin, TX)

Grades K–8 teachers—please join us for this hands-on workshop using biomimicry to design a system to land payloads safely to the surface of Mars.

TAKEAWAYS:
Participants will: 1. integrate data using pocketlab sensors; 2. learn about modifications to this lesson that can help increase equity for all learners; and 3. see examples of formative assessments that can be used to assess student learning.

SPEAKERS:
Lisa Pitts (Oakdale School: Edmond, OK), Sheryl McCarthy (The Good Shepherd Catholic Montessori: Cincinnati, OH)

This workshop focuses on how high-quality instructional materials designed for the NGSS provide for language skills to be developed by all students, including emerging multilingual students, by engaging in Science and Engineering Practices.

TAKEAWAYS:
(1) By engaging with content first before learning science-specific vocabulary, students of varying language proficiencies are provided with an opportunity to express their ideas using the language they have. (2) Implementing meaningful student discourse in the science classroom can shift the focus on science and engineering practices and away from academic vocabulary. (3) Strategies that support emerging multilingual learners actually support all learners in developing proficiency in the science and engineering practices.

SPEAKERS:
Neelo Soltanzadeh (WestEd: San Francisco, CA)

Explore IRIS’s new web-based interactive earthquake lab! Have your students learn and practice earthquake location and analysis techniques with real seismic data! Bring a laptop/tablet!

TAKEAWAYS:
1. Analyze and interpret data to help explain how patterns in seismic data allow earthquakes to be located; 2. Construct an explanation of how models of Earth structure are used in conjunction with recordings of seismic waves to calculate earthquake locations; and 3. Investigate how different methods can be applied to the same dataset to calculate earthquake locations using an online toolkit.

SPEAKERS:
John Taber (IRIS | Earthscope Consortium: Chevy Chase, MD), Wendy Bohon (IRIS | Earthscope Consortium: Washington, DC)

Attendees will actively engage with innovative, technology-rich tools and learning strategies to teach data collection and analysis, engineering design processes, coding, and robotics. Come learn engaging ways to apply coding to make devices “work,” adding rigor and complexity as learners gain skills and understanding.

TAKEAWAYS:
Attendees will learn how to: 1. design accessible, equitable hands-on learning experiences, in which ALL students actively participate and engage with innovative technology tools, helping students learn essential science concepts, engineering processes, and learn how to collaborate with peers to increase understanding; 2. teach authentic data collection and analysis, so that students can learn how to explore and test variables and measure and analyze their effects; and 3. use programmable technology tools and devices as effective teaching tools, helping students learn how to input code to achieve a desirable outcome, and how to analyze, diagnose, and correct the code when the device doesn’t perform as intended.

SPEAKERS:
Donna Knoell (Educational and Technology Consultant: Prairie Village, KS)

Historical inquiry allows students to develop understanding by using scientific practices to trace the experiments that led to foundational core ideas.

TAKEAWAYS:
--How to design experiences that allow students to trace the thinking that led to foundational scientific ideas --How to create performance-based assessments that allow students to transfer the scientific practices they have learned to novel situations --How to use historical inquiry to demonstrate that our understanding of science is evidence-based, and with different evidence, our conclusions must be different

SPEAKERS:
Josh Goodstein (Greene Street Friends School: Philadelphia, PA)

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. Emphasis will be placed 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 (Whittier Elementary: Kansas City, KS)

Join me for an overview of thermoset versus thermoplastic polymers and hands-on activities to be done in the classroom, including predictive design, calculations, and environmental impact discussion.

TAKEAWAYS:
1. Different ways of categorizing polymers; 2. Difficulties with recycling certain polymer materials; and 3. Design and environmental challenges for students.

SPEAKERS:
Scott Spohler (Global Impact STEM Academy: Springfield, OH), Briana Richardson (Washington High School: Washington Court House, OH)

We use data to do science; data literacy is its own set of skills. Young learners benefit when we integrate data, literacy, and science together.

TAKEAWAYS:
1. Identify how data literacy is a critical aspect of literacy and science literacy in the 21st century; 2. Explore strategies and resources to use to authentically integrate data into K–5 science instruction; and 3. Develop a plan for next steps to elevate data as an aspect of meaningful connections between literacy and science.

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC)

Connect your school with local colleges and STEM employers using relevant, standards-based, hands-on activities that spark interest in science and STEM careers. Sample activity included.

TAKEAWAYS:
How to identify and reach out to potential community and industry partners How to build a program or event that meets the needs of all stakeholders Developing authentic learning experiences to impact student perspectives of locally available STEM careers

SPEAKERS:
Bethany Kenyon (BioNetwork: Greenville, NC)

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: Voorhees, NJ), Stacy Thibodeaux (Southside High School: Youngsville, LA)

This session introduces a way to create learning experiences that give students opportunities to talk, read, and write in the service of sensemaking as they use the DCIs, CCs, and SEPs to explain natural phenomena.

TAKEAWAYS:
Takeaways: • How to ensure students have access to science by designing investigations that promote and supports the use of literacy skills • How literacy can be used to be used in the service of sense-making. • How to embed formative assessment of science practices and literacy skills into an investigation in a meaningful and informative way.

SPEAKERS:
Todd Hutner (The University of Alabama: Austin, TX)

Use your smartphone to see geomagnetism through a 3-D immersive experience and explore how planetary magnetic fields are used in space science.

TAKEAWAYS:
Visualize the Earth's magnetic field, including dip angle (inclination) and declination. Describe the shape of a magnetic field around a simple dipole. Explain how magnetic field sensors are used by spacecraft to make conclusions about the nature of planets (including their suitability for life).

SPEAKERS:
Rebecca Vieyra (PhET Interactive Simulations, University of Colorado Boulder: Boulder, CO), Chrystian Vieyra (Vieyra Software: Washington, DC)

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)

If you’re new to coding, then come get up to speed! By combining coding and hands-on activities, you can learn how to program a robotic vehicle to perform different challenges.

TAKEAWAYS:
• Bring coding and hands-on science learning together; • Learn creative ways to use the engineering design process to teach science; • Write simple code to use a Rover to explore the relationship between speed, distance, and time.

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

This workshop explores a myriad of simple ways science classroom teachers can differentiate their lessons/units/curricula to meet the needs of highly able learners.

TAKEAWAYS:
Highly able leaners often require differentiation to achieve their full educational potential. There are simple strategies that can be employed to enrich the education of high achieving students without adding hours to a teacher’s workload. Using a variety of strategies, teachers can adapt their lessons, units, and projects to meet the needs of highly able learners.

SPEAKERS:
Rebecca Ellis (Argyle Middle School: Silver Spring, MD), Alaina Piek (Oklahoma Road Middle School: Sykesville, MD)

In this workshop, participants will discuss how NGSS-focused instructional materials can support an equitable classroom that empowers all students to design solutions to real-world problems.

TAKEAWAYS:
(1) In the NGSS, problems are defined as “situations somebody wants to change,” which is different from construction or design projects, where the ultimate goal is achieving a design or tinkering. (2) Problems that describe real-world situations grounded in compelling contexts that students care about can create intrinsic motivation for all students to learn science and engineering ideas. (3) The presence of an authentic and compelling problem in instructional materials is not enough; it also needs to be used in instruction in a way that will effectively support students’ learning and motivation.

SPEAKERS:
Neelo Soltanzadeh (WestEd: San Francisco, CA), Jenn Brown-Whale (Howard County Public School System: Ellicott City, MD)

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

TAKEAWAYS:
With a properly scaled solar system scroll, participants will identify inner and out planets and readily SEE why they are named as such (ESS1, ESS2). 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. This activity takes unique NASA content, places it in context within the curriculum, and makes applications beyond the solar system that include scientific inquiry and scientific discovery while using mathematics to show proportions and relate to the overall structure of our solar system (ETS2)

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

Discover how to implement three-dimensional learning into any science curriculum, all while engaging learners to become phenomenal!

TAKEAWAYS:
How to use SEPs to drive student instruction. Molecular level modeling of processes using data to support claim

SPEAKERS:
Stacy Thibodeaux (Southside High School: Youngsville, LA), Jessica Kohout (Educational Consultant: Voorhees, NJ)

Explore STEM with concrete, metal, and clay. Apply math concepts and pull in lots of real-world examples. Supplies are cheap and students love destructive testing.

TAKEAWAYS:
1. Basic properties of materials science categories—metals, ceramics, polymers, composites; 2. Affordable labs exploring these properties and ways to adapt these labs for specific classroom needs; and 3. Real-world applications for these materials and lab concepts, focusing on the iterative design process.

SPEAKERS:
Briana Richardson (Washington High School: Washington Court House, OH), Scott Spohler (Global Impact STEM Academy: Springfield, OH)

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

TAKEAWAYS:
Explore NASA STEM activities that investigate space food and nutrition for astronauts living on the Space Station. Construct sample space food menus to develop a better understanding of nutrition for human space exploration. 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)

Integrating literacy into science classrooms increases both literacy and STEM skills. Come see how NASA resources and easily implemented tools and techniques can transform any STEM learning environment.

TAKEAWAYS:
1. Learn about and practice implementing literacy techniques into hands-on STEM activities 2. Be introduced to free existing NASA materials that focus on and support STEM and literacy 3. Examine ways literacy in a STEM classroom enhances NGSS Science and Engineering Practices skills

SPEAKERS:
April Lanotte (NASA Headquarters: Washington, DC), Rachel Stagner (Templeton Academy: Washington, DC)

Join this workshop to 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)

The Atlas is a set of 62 maps of the elements of the core ideas, practices, crosscutting concepts, connections to nature of science, connections to engineering, and performance expectations described in NGSS and other standards based on the Framework for K–12 Science Education. See how elements of the dimensions relate to and build on each other. Come learn how to use this powerful tool for interpreting standards to support work in curriculum, instruction, and assessment.

TAKEAWAYS:
How to read, analyze, and interpret an Atlas map How to use the maps and other resources in the Atlas to unpack, clarify, and interpret an element of the three dimensions How to use the maps and other resources in the Atlas to help with decision about sequencing of instruction

SPEAKERS:
Ted Willard (Discovery Education: Silver Spring, MD)

Participants will identify and interpret crosscutting concepts used in a variety of activities and apply each to their own science curriculum.

TAKEAWAYS:
Participants will understand the importance of crosscutting concepts in scientific inquiry. Participants will practice language shifts towards Science and Engineering Practices and Crosscutting Concepts. Participants will apply Crosscutting Concepts in daily lessons to develop student scientific universal language for expressing scientific concepts.

SPEAKERS:
Rebecca Ellis (Argyle Middle School: Silver Spring, MD), Amy Levine (Silver Spring International Middle School: Silver Spring, MD)

In this hands-on lesson, students will use an inexpensive student-built radio telescope to collect information about the rotation of the galaxy. This information will be used to determine galactic velocity.

TAKEAWAYS:
1. Students get to do real astronomy with a telescope they built; 2. Radio astronomy can be done during class time as radio wave detection is not affected by daylight; and 3. Students will learn about the unique nature of galactic rotational behavior.

SPEAKERS:
John Clark (Volusia Online Learning: Port Orange, FL)

Explore proven methods for developing collaborative relationships between students and professionals to utilize science and engineering practices to address authentic challenges.

TAKEAWAYS:
1. Attendees will be given clear examples of impactful collaboration between formal and informal educators and professionals through interactive activities; 2. Through a guided work burst, participants will use a framework to develop their own written products to use with their students to develop collaborative relationships with informal educators and professionals, which can be assessed by a single point rubric for their effectivenessl and 3. Attendees will participate in an open panel discussion with experts and seasoned educators to address challenges and concerns, and how to create learning opportunities.

SPEAKERS:
Lauren Milord (DreamUp, PBC: Washington, DC)

This session engages participants in the exploration of middle school–oriented, classroom-ready, interactive, online, data-driven, three-dimensional activities and visualizations that present how sea level rise is caused by climate change, how NOAA monitors and measures these changes, how U.S. coastal regions are dangerously impacted by it, and how teachers can get up to $5000 for their school to mitigate its impacts.

TAKEAWAYS:
1. Educators will explore a middle school oriented classroom-ready multimedia module, and use data-driven NOAA websites which explain and visualize how climate change is causing sea levels to rise globally, impacting all U.S. coastal areas, and straining community resiliency. 2. Educators will explore NOAA’s classroom-ready, Data in the Classroom modules: Investigating Sea Level Using Real Data, and learn how their students can use data from NOAA’s satellites and coastal stations, to do the analysis to see sea level changing, to understand the impacts on communities, and to learn how they can integrate its inquiry based resources into their classrooms today. 3. Educators will learn about NOAA Planet Stewards, a Federal program which offers educators up to $5000 to engage in hands-on stewardship activities to mitigate climate change and its impacts in their communities.

SPEAKERS:
Bruce Moravchik (NOAA National Ocean Service: Silver Spring, MD)

Educators who specialize in the teaching of students with dyslexia describe vocabulary modifications, schema development, kinesthetic activities, and methods to modify science content for students with language-based learning differences.

TAKEAWAYS:
Attendees will learn how to: 1. craft well written vocabulary definitions; 2. use kinesthetic activities to help students gain understanding of vocabulary and complex science concepts; and 3. create a structured word wall that supports students.

SPEAKERS:
Christine Zito (Miller School of Albemarle: Charlottesville, VA), Clinton Kittrell (The Summit School: Edgewater, MD)

Emphasis will be placed on five-minute daily strategies that will get students to become fluent in scientific vocabulary.

TAKEAWAYS:
1. Develop students’ critical-thinking skills through the use of scientific vocabulary words; 2. Provide teachers with five-minute daily strategies to strengthen students’ scientific vocabulary usage; and 3. Provide teachers with exercises that will help students recognize the difference between Tier 2 and Tier 3 vocabulary words.

SPEAKERS:
Jonte' Lee (Whittier Elementary: Kansas City, KS)

A hands-on beam lab produces graphs critical to understanding beam properties for engineering. We'll focus on making, interpreting, and teaching the graphs in a classroom.

TAKEAWAYS:
1. Cheap and effective beam and bridges labs; 2. Graph analysis and real-world applications; and 3. Iterative engineering design to improve results.

SPEAKERS:
Briana Richardson (Washington High School: Washington Court House, OH), Scott Spohler (Global Impact STEM Academy: Springfield, OH)