You’ve used blood glucose regulation to teach homeostasis. Extend those lessons with classroom-ready strategies that address how policy and place contribute to Type 2 Diabetes.

TAKEAWAYS:
Participants will: 1. become familiar with a research-based storyline that disassociates genetics from health outcomes; 2. learn that type 2 diabetes is a complex condition that is heavily influenced by environmental factors such as access to resources, personal choice, product marketing, public policy, socio-economic status, and stress; and 3. learn that environmental factors can both increase and decrease a person’s risk for type 2 diabetes.

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

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:
Teachers will: 1. learn how to use articles to make their content more applicable to the lives of 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 (Whittier Elementary: Kansas City, KS)

Learn how to leverage the power of the sensors nearly every student has in today’s physics classroom so that all students get experience in experimental science.

TAKEAWAYS:
1. Phone physics increases equitable access to experimental science in the classroom or at home as a flipped lab or distance learning; 2. Phone sensors match or improve upon precision and accuracy of classic physics equipment; and 3. Phone physics has a low floor/high ceiling and is appropriate for all levels.

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

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

TAKEAWAYS:
1. 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; 2. How to give students an opportunity to use their own ideas and ways of communicating to talk, read, and write in the service of sensemaking; and 3. 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:
Victor Sampson (The University of Texas at Austin: Austin, TX)

Explore free NGSS-focused activities from the USGS and partners on earthquakes, shake intensity, and how the ShakeAlert system works.

TAKEAWAYS:
After this session, participants will be able to: 1. find and use free activities and animations available at the ShakeAlert Education and Training Materials Website; 2. describe how P- and S-waves are critical to how the ShakeAlert Earthquake Early Warning system works and how ShakeAlert improves earthquake preparedness; and 3. use USGS ShakeMaps to describe the factors that affect the intensity of earthquake shaking (Magnitude versus Shake Intensity activity).

SPEAKERS:
Jenny Crayne (Oregon Museum of Science and Industry (OMSI): Portland, OR)

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)

I will showcase and demonstrate hands-on, low-cost activities using amateur radio, including speaking with astronauts on the ISS, and tracking transmitters that orbit Earth.

TAKEAWAYS:
1. What amateur radio truly is (and isn’t); 2. Ways to use amateur radio in the classroom; and 3. Hands-on activities using radio, regardless of if you have a radio license .

SPEAKERS:
Joanne Michael (Wiseburn Unified School District: El Segundo, CA)

Use STEM web-based analysis software and real data to determine the rate of a supernova remnant expansion and its uniformity.

TAKEAWAYS:
1. Astronomical observations with the same parameters separated by time can be used to study the dynamics of a supernova remnant; 2. Expansion velocity of a supernova remnant can be used to determine its age and perhaps connect it to historical observations of such; and 3. Js9 web-based software provides students with real opportunities to do astronomical research.

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

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. llearn ways to overcome student misconceptions about equilibrium; and 3. learn to use appropriate technology to facilitate data collection and analysis for an Inquiry lab.

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

Experience how the Anchored Inquiry Learning instructional model creates learning experiences that motivate students to engage with significant, real-world phenomena and problems in biology!

TAKEAWAYS:
1. Develop an understanding of the Anchored Inquiry Learning (AIL) instructional model, the research that underpins the approach, and how it integrates elements of the 5E, NGSS Storylines, and other instructional models; 2. Consider the role of instructional coherence and real-world phenomena or design problems as an anchor for multiple cycles of inquiry in effective teaching and learning; and 3. Consider the role of an anchoring phenomenon and culminating task in providing equitable access and motivation for all learners.

SPEAKERS:
Kim Parfitt (3D Molecular Designs: Milwaukee, WI)

Join museum educators and classroom teachers to learn how data collection and analysis can help students make meaningful connections with content and with each other.

TAKEAWAYS:
Participants will learn: 1. how to create a unit of study around authentic data collection and analysis; 2. data collection and analysis can connect teachers (or students) who can't connect in person; and 3. about tools for data collection and analysis.

SPEAKERS:
Shannon Baldioli (Smithsonian National Air and Space Museum: Washington, DC), Kate Kogge (AFOSR: No City, No State), Michelle Rahn (Will Rogers Junior High School: Claremore, OK)

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. hHow the systems that detect sugar can be disrupted; and 3. how to evaluate three proposed mechanisms of action.

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

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. Push Black students academically forward without making them feel torn between two language worlds.

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

Participants will work in cooperative teams to explore how POGIL supports CRT to help close the achievement gap for culturally and linguistically diverse learners.

TAKEAWAYS:
I can: 1. describe how the three stages of learning in Zaretta Hammond’s book Culturally Responsive Teaching (CRT) and the Brain (2015) relate to the learning cycle used in POGIL activities; 2. describe how team roles contribute to improved learning in small cooperative teams; and 3. share the three guided inquiry activities (Roles, CRT and POGIL, and a middle school science activity) with my peers and students.

SPEAKERS:
Mare Sullivan (Seattle Pacific University: Seattle, WA), Lori Stanton (Canyon Park Middle School: Bothell, WA)

Multiple lessons were learned with remote instruction that can be transitioned into the face-to-face classroom and support blended science instruction. Examples, tools, and strategies provided.

TAKEAWAYS:
1. Discuss the lessons learned during remote instruction that have the staying power and should be part of blended instruction; 2. Identify positive instructional strategies that maximize technology and digital tools and determine the best way to transition those tools into the blended classroom; and 3. Engage in example activities where connections between digital tools and strategies for use in student engagement are made.

SPEAKERS:
Christine Anne Royce (Shippensburg University: Shippensburg, PA)

Learn how to break down standards, incorporate book clubs, and implement workshops to intentionally teach literacy skills that transfer to all aspects of life.

TAKEAWAYS:
Learners will: 1. learn how to intentionally break down the science standards to focus on the literacy skill to teach the science content; 2. practice breaking down their own science standards into literacy activities that can be run in a workshop classroom; and 3. learn how to use book clubs to support literacy through the workshop method within the science classroom.

SPEAKERS:
Katerina Flanders (Lambert High School: Suwanee, GA), Kelli Schuyler (Lambert High School: Suwanee, GA), Desmond Jackson (Lambert High School: Suwanee, GA)

Engage in three-dimensional learning with hands-on activities to explore human population, biodiversity, climate change, land and natural resource use, and paths to sustainability.

TAKEAWAYS:
Participants will: 1. learn ways to incorporate 3-D learning strategies into hands-on activities around the NGSS topic of Human Sustainability; 2. come away with ideas and lessons to supplement their coursework in High School Biology and Environmental Science (General and AP) with experiential activities for in-person and virtual classrooms; and 3. be able to identify how the presented hands-on activities meet the NGSS Disciplinary Core Ideas, Crosscutting Concepts, and Science & Engineering Practices; and how the activities can be used to reach all kinds of learners, for an inclusive classroom.

SPEAKERS:
Brennan Brockbank (Portland Public Schools: Portland, CT)

We will use Google Forms and Google Sheets to propose and evaluate hypotheses based on research conducted in Wisconsin's Apostle Islands. Bring your laptop!

TAKEAWAYS:
1. Choosing appropriate independent variables is an important science practice; 2. Patterns of data points indicate the strength of correlation between dependent and independent variables; and 3. Strong correlations indicate a greater likelihood that an independent variable has an important influence on a dependent variable.

SPEAKERS:
Charles Collis (Clayton High School: Clayton, MO)

Elementary teachers can become comfortable teaching science without "adding to their plate." Our training sessions have led to a natural approach to cross-curricular instruction.

TAKEAWAYS:
Participants will learn: 1. an approach to decrease the load or stress for elementary teachers to help them feel more comfortable implementing inquiry; 2. how literacy is foundational to a robust cross-curricular science inquiry approach; and 3. an approach to help students "think like a scientist."

SPEAKERS:
Douglas Hunnings (Elkhart Community Schools: Elkhart, IN), John Taylor (Marvin Ridge High School: No City, No State)

Come experience how embedding literacy supports for reading, writing, and academic discourse in three-dimensional, phenomenon-focused biology units promotes science understanding for ALL learners!

TAKEAWAYS:
1. Develop an understanding of how embedding literacy supports for reading, writing, and academic discourse in three-dimensional units of instruction creates an equitable learning environment for all students; 2. Consider the role of literacy supports in conjunction with science and engineering practices and crosscutting concepts to promote students in figuring out key science ideas; and 3. Consider the role of literacy supports in formative and performance assessments that equitably allow students to demonstrate their learning.

SPEAKERS:
Kim Parfitt (3D Molecular Designs: Milwaukee, WI)

Connect to nature, explore biodiversity data, and build science practices with eBird citizen science. Use free apps to discover birds and beyond, wherever you are.

TAKEAWAYS:
Participants will be able to: 1. use the Merlin Bird ID app to identify birds and create a list of the most 10 common birds in their area, and to use the eBird citizen science app to submit a checklist of birds; 2. define citizen science and describe how it can help students develop data literacy, deepen understanding of biodiversity, uncover real-world patterns and trends, and support conservation efforts; and 3. name and access at least three freely available resources (such as apps, online interactives, videos, lesson plans, data visualizations, and projects) that are suitable to use in their classroom to diverse learners in citizen science.

SPEAKERS:
Jennifer Fee (The Cornell Lab of Ornithology: Ithaca, NY)

Join us to strengthen STEM in your classroom by STEMifying a Daily Do lesson plan.

TAKEAWAYS:
1. Sensemaking in your classroom using NSTA Daily Do's; 2. How Daily Do's and other lessons can be modified to include more STEM; and 3. How to design for equity in STEM/Science classrooms.

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

Explore a new unit about cancer inequities, designed by Northwest science educators and the Science Education Partnership at the Fred Hutchinson Cancer Research Center.

TAKEAWAYS:
Participants will: 1. critically examine cancer data and explore the question, "Is Cancer an Equity Issue?"; 2. analyze patient case studies; and 3. experience an overview of the other unit lessons.

SPEAKERS:
Amy Lindahl (Multnomah Education Service District: Portland, OR), Renee Agatsuma (Mount Rainier High School: Seattle, WA), Hanako Osuga (Fred Hutchinson Cancer Center: No City, No State)

Learn how to integrate the cultural resources your students bring to class with your science teaching and learning. Come explore equity-based cultural formative assessments.

TAKEAWAYS:
1. Resources for instructional leaders and educators to support and create meaningful connections between classroom science concepts and the application of those ideas in everyday situations; 2. -Discuss the implementation of these tools and resources in dynamic school environments; and 3. The strategies presented in this workshop can be used with any curricula, at any grade level, and in all subjects of science and engineering.

SPEAKERS:
Lauren Thompson Allen (D.C. Office of the State Superintendent of Education: Washington, DC), Philip Bell (University of Washington: Seattle, WA)

Use the Engineering Design Process to build and test a Mars Rover that will carry equipment and astronauts while learning about current NASA missions.

TAKEAWAYS:
1. Learn about the Engineering Design Process; 2. Gain in-depth knowledge of NASA's BEST Curriculum; and 3. Attendees will design, build, and test a Mars rover.

SPEAKERS:
Vemitra White (NASA Marshall Space Flight Center: Huntsville, AL), Jamel Alexander (Missile and Space Intelligence Center: Huntsville, AL)

The focus of this presentation is to equip teachers with the pedagogical and technological skills needed to drive three- dimensional NGSS-focused instruction using phenomena.

TAKEAWAYS:
1. Help teachers develop and use thought-provoking phenomena to enable students to make connections between the science concept and real-life situations; 2. This session provides participating teachers opportunities to experience lessons in the same manner as students; and 3. Help teachers to use digital platforms for academic dialogue that would spike discontent in the students' understanding of the phenomena, driving them to use science practices to explore their curiosities further.

SPEAKERS:
Chidi Duru (Prince George's County Public Schools: Upper Marlboro, MD)

Learn what representations and data your students can use to bridge phenomena and mathematics, and how to assess kinematics understanding, as opposed to rote algebra skills.

TAKEAWAYS:
1. Using authentic data from real, open-access journal articles to model motion; 2. Students using multiple representations to shift back and forth from pictures, graphs, and math; and 3. Assessing students' understanding through their performance using real data.

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

Identify elements in the spectra of supernova remnants to determine the properties of collapsed and exploded stars using web-based NASA X-ray data and image analysis tools.

TAKEAWAYS:
1. Js9 web-based software can be used to analyze NASA data sets to determine the type of supernova; 2. Js9 provides students with real opportunities to do astronomical research; and 3. Energy spectra from NASA data are used to determine the elements in a supernova remnant.

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

Get ready for the 2023 and 2024 solar eclipses. See how learning activities about Earth, the Moon, and Sun provide three-dimensional learning experiences to connect to these events that will be more spectacular than the 2017 eclipse.

TAKEAWAYS:
Participants will: 1. have a better understanding of what is meant by three-dimensional learning; 2. see how 3-D learning can lead to knowing what causes lunar phases and eclipses; and 3. be prepared to enjoy the solar eclipses in 2023 and 2024.

SPEAKERS:
Dennis Schatz (Institute for Learning Innovation: Beaverton, OR)

Bring your creativity and learn how to implement game-based learning in your science classroom. We will explore using hands-on techniques to make science fun.

TAKEAWAYS:
Participants will: 1. create a science-based game to use in their classroom; 2. develop an understanding of game-based learning; and 3. embed game-based learning in their current content/curriculum.

SPEAKERS:
Tammie Schrader (NorthEast Washington ESD 101: Spokane, WA)

This new framing of a popular forensics lab connects science topics such as DNA technology to mass incarceration by using real cases of wrongful convictions.

TAKEAWAYS:
1. How DNA technology can be used not only to identify criminals but to exonerate the innocent; 2. How DNA technology can be presented in the classroom in a social context that can open discussions about issues like mass incarceration and criminal justice; and 3. How science can be used in service of social justice.

SPEAKERS:
Jeanne Chowning (Fred Hutchinson Cancer Center: No City, No State), Hanako Osuga (Fred Hutchinson Cancer Center: No City, No State)

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 an at-home lessons template.

SPEAKERS:
Curtis Varnell (Guy Fenter Education Service Cooperative: Branch, AR)

Link computer science and SEL through computational thinking! Make a classroom procedure integrating CS and SEL through coding and leave with resources for classroom routines.

TAKEAWAYS:
1. A classroom-ready procedure integrating CS and SEL to immediately use with students; 2. An expanded knowledge of coding in Scratch and for those new to the tool, a baseline for its and other similar tools' uses and instructional integration; and 3. A model for coaching students through interpersonal communication using computational thinking concepts in social-emotional situations.

SPEAKERS:
Erin Lark (Kognity: Stockholm, 0), Katherine Livick (Educational Service District 112: Vancouver, WA)

Come discover a curriculum for biology educators that explores how racism, the construct of race, the history of science, and genetic variation intersect.

TAKEAWAYS:
1. Race is a socio-political construct with deep implications but race is not a good surrogate/proxy for biology; 2. Understanding human genetic variation can disrupt the idea of genetically meaningful “races”; and 3. Using the idea of “race” uncritically in science can reinforce racist ideas (such as the idea that race, rather than racism, underlies health inequities).

SPEAKERS:
Jeanne Chowning (Fred Hutchinson Cancer Center: No City, No State), Hanako Osuga (Fred Hutchinson Cancer Center: No City, No State)

Explore climate science and justice intersections in teaching and learning through practical examples and resources for classroom engagement.

TAKEAWAYS:
1. Explore learning activities and resources to build capacity to teach justice-oriented climate science; 2. Learn how to foster inquiry and civic practices for both educators and students; and 3. Share resources to help educational leaders navigate the implementation of climate justice learning.

SPEAKERS:
Ellen Ebert (Washington Office of Superintendent of Public Instruction: Olympia, WA), Philip Bell (University of Washington: Seattle, WA), Meredith Lohr (EarthGen: Seattle, WA)

As an extension of our Type 2 Diabetes curriculum, we developed an online game to learn about blood glucose metabolism and the impact of disease.

TAKEAWAYS:
1. How to use the web-based game Blood Glucose Balance to engage learners in the complex phenomenon of glucose metabolism and diabetes; 2. Blood glucose levels are regulated to stay within a healthy range. Type 2 diabetes is the result of chronic high blood glucose levels over time, as mechanisms for regulation fail; and 3. Type 2 diabetes is a complex condition that is heavily influenced by environmental factors such as access to resources, personal choice, product marketing, public policy, socio-economic status, and stress.

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

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)

Join me as I share eight short stories about the most significant fossil discoveries in Washington and Oregon combined with a hands-on experience that connects to each story.

TAKEAWAYS:
1. Use storytelling to engage students in the NGSS Earth Science Standards that include fossil evidence; 2. Utilize prehistoric animals as motivation to read and research about the place that you live; and 3. Make connections to the John Day Fossil Beds in Oregon and the Burke Museum and Stonerose fossils in Washington.

SPEAKERS:
Mark Watrin (WSTA: Olympia, WA)

Come experience how leveraging complex culturally relevant societal challenges as phenomena in three-dimensional teaching and learning supports student motivation and development of agency.

TAKEAWAYS:
1. Develop an understanding of how complex societal issues can serve as anchoring phenomena and problems in three-dimensional units of instruction to motivate students and develop student agency in adressing these issues; 2. Consider the role of complex societal issues as an anchor for multiple cycles of inquiry in effective teaching and learning; and 3. Consider the role of culuminating tasks and performance assessments that equitably allow students to demonstrate their learning.

SPEAKERS:
Kim Parfitt (3D Molecular Designs: Milwaukee, WI)

Join us to learn what sensemaking is and how to use research-based resources to engage students in making sense of the world around them.

TAKEAWAYS:
1. Develop an understanding of what sensemaking is and how it can help build classrooms where students are able to make sense of the world around them; 2. Using a Daily Do, explore the four critical attributes of sensemaking: Phenomena; Science and Engineering Practices; Student Ideas; and Science Ideas; and 3. See what Professional Learning Units are and how they can help bring sensemaking to your classroom.

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

Join me for this FREE 3-D unit featuring progressive modeling supported by multimedia tools. A realistic and dynamic exploration of cells, cell systems, and disruption by pathogens. Visit https://teach.genetics.utah.edu/content/cells/ for more information.

TAKEAWAYS:
1. Where to access a new, free, NGSS-friendly middle school unit on cell structure and function, cell systems. and pathogens; 2. How to integrate realistic multimedia and paper-based modeling exercises to depict the dynamic inner workings of cells and tissues; and 3. Experience with cell models that can be carried through to cell systems and infection by pathogens.

SPEAKERS:
Molly Malone (The University of Utah: Salt Lake City, UT)

Students love sketchnoting in science! Come learn how visual notetaking leads to deep processing and retention of content. Editable templates will be provided.

TAKEAWAYS:
1. What are sketchnotes; 2. How to use sketchnotes in science; and 3. How to greatly increase student processing.

SPEAKERS:
Jennifer Weibert (Fresno County Office of Education: Fresno, CA)

Make student thinking come to life with notebooks! Increase the rigor of student work—learn new strategies for organizing content and how to use templates for any science class. Take home many current NGSS classroom examples to get you started.

TAKEAWAYS:
1. The how and why of science notebooks; 2. Engaging ALL students in science; and 3. Templates scaffold student learning for success.

SPEAKERS:
Jennifer Weibert (Fresno County Office of Education: Fresno, CA)

Find out why by studying the phenomenon of the urban heat islands using the GLOBE Urban Protocol Bundle and My NASA Data. Training and ongoing support offered virtually.

TAKEAWAYS:
1. Science content on heat islands, cloud formation, Earth’s energy budget, and NASA satellites collecting this data; 2. Face-to-Face interactions in collecting data (clouds, air, and surface temperature) using the GLOBE Observer App; and 3. Instructional materials from GLOBE and NASA to teach the science content and protocols aligned to NGSS.

SPEAKERS:
Kevin Czajkowski (The University of Toledo: Toledo, OH)

Let me introduce you to 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)

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)

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

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:
Tammy Bravo (IRIS | Earthscope Consortium: Vancouver, WA)

We’ll share free lesson resources that explore the immune system’s role in fighting cancer and how gene editing technologies hold the potential for new cures.

TAKEAWAYS:
1. Our immune system uses specialized cells to deal with various threats to the body, including pre-cancerous cells; 2. Genetic engineering is a powerful tool with the potential to develop cancer treatments like CAR T-cell therapy, but also holds the potential for misuse; and 3. There are numerous ethical considerations when carrying out clinical trials for cancer therapies.

SPEAKERS:
Regina Wu (Fred Hutchinson Cancer Center: Seattle, WA), Jeanne Chowning (Fred Hutchinson Cancer Center: No City, No State)

Draw students into science literacy through a science fiction project! We will cover the history of sci-fi, a PBL unit, and resources for your classroom.

TAKEAWAYS:
1. Science literacy is learned through formal and informal science learning; 2. Science fiction has historical value, current implications, and future applications ; and 3. Literary arts are made richer through scientific application.

SPEAKERS:
Erin Lark (Kognity: Stockholm, 0)