Learn about and experience teacher-created and phenomena-driven hands-on Chemistry and Physics courses designed for ALL students. Walk away with scope and sequences for both!

TAKEAWAYS:
1. A process for creating NGSS-focused lessons and instructional units; 2. A guide and example for creating phenomena-based models; and 3. How to access complete scope and sequences for the Chemistry and Physics courses we have developed.

SPEAKERS:
Zachary Sawhill (Oak Harbor High School: Oak Harbor, WA), Mackenzie Neal (Oak Harbor High School: Oak Harbor, WA), Malia Turner (Oak Harbor High School: Oak Harbor, WA), Jonathan Frostad (Washington Science Teachers Association), Michael Crebbin (Oak Harbor High School: Oak Harbor, WA), Gary Thayer (Oak Harbor High School: Oak Harbor, WA)

Participants will learn about the successful and varied informal and formal science partnerships developed by members of the NSELA leadership community.

TAKEAWAYS:
1. Successful partnerships between formal and informal science institutions increase student and community engagement in STEM education; 2. Success stories include STEM ecosystems; and 3. The NSELA Learning Center provides resources and support for ongoing learning about formal and informal science partnerships.

SPEAKERS:
Linda Cook (The University of Texas at Dallas: Richardson, TX)

Learn how ungrading works in a science classroom as feedback and reflection replace points to increase student autonomy and connection to learning.

TAKEAWAYS:
1. Connect deep 3-D learning with the tenets of ungrading to see how they work together; 2. Explore concrete ways of tracking student progress and feedback while devaluing points and centering learning; and 3. Leave with access to resources that support ungrading in STEM classrooms.

SPEAKERS:
Johanna Brown (Washington State OSPI)

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)

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)

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)

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)

We share inclusive approaches to science and engineering “flipped labs” that enabled hundreds of high school students to connect STEM with home and families.

TAKEAWAYS:
1. Design guidelines for affordable and accessible STEM design activities that can expand from classroom to home and allow students to engage in inquiry and engineering exploration; 2. Example case studies, from high schools with diverse demographics, of integrated science and engineering “flipped lab” design projects that bridged the classroom to home; and 3. Suggestions for improving flipped labs into full 3-D learning experiences.

SPEAKERS:
Mihir Ravel (Visiting Scholar: Portland, OR), Stephen Scannell (Gresham High School: Gresham, OR), Dan Robinette (Clackamas High School: Clackamas, OR), Cary Sneider (Portland State University: Portland, OR)

Participants will learn about how some districts around the country are using an asset approach to post-COVID learning and will collaboratively share ideas with others.

TAKEAWAYS:
1. Some districts around the country are focusing on an acceleration rather than a remediation post-COVID approach to learning; 2. An asset approach to learning and learners supports social and emotional well-being; and 3. The NSELA Learning Center provides resources for continued learning about asset versus deficit approaches to learning.

SPEAKERS:
Linda Cook (The University of Texas at Dallas: Richardson, TX)

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 provide 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)

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)

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:
Christina Bowers (Meridian School: Round Rock, TX)

In this session, a teacher new to project-based learning, cognitive skills assessment, and virtual school shares her learning from SY20–21!

TAKEAWAYS:
We CAN: 1. create authentic engineering design experiences using online tools!; 2. assess student learning based on the application of cognitive skills AND content knowledge!; and 3. support the development of Science and Engineering Practices in virtual school!

SPEAKERS:
Ayla Wilk (Summit Atlas High School: Seattle, WA)

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 start-up 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)

EdReports is expanding into high school instructional materials reviews. Learn about the High School Learning and Listening Tour, provide feedback on our current thinking, and hear about opportunities to become a reviewer.

TAKEAWAYS:
1. Build an understanding of the challenges educators face in finding quality materials and how EdReports aims to address those challenges; 2. Learn about the expansion into High School science and develop an understanding of the findings from our High School Learning and Listening tour, characteristics of alignment to the NGSS and usability, and discuss smart adoption processes; and 3. Hear about opportunities to engage as an EdReports reviewer in upcoming reviews, which includes NGSS training, an extended learning community, and a paid stipend.

SPEAKERS:
Sam Shaw (EdReports.org)

Sponsoring Company: Pitsco Education

The framework of our STEM PBL units includes a meaningful STEM challenge, authentic inquiry, student choice, applied development, and public engagement.

TAKEAWAYS:
1. Elements of a STEM PBL unit; 2. Ways to incorporate hands-on STEM learning into an open-ended STEM PBL unit; and 3. Leave with the right tools and confidence to integrate a STEM PBL unit into your learning environment.

SPEAKERS:
Molly Underwood (Pitsco Education: Pittsburg, KS), Mohit Abraham (Pitsco Education: Pittsburg, KS)

NITARP (NASA/IPAC Teacher Archive Research Program) gets teachers involved in authentic astronomical research. Small groups of mostly high school educators work with professional astronomers for an original research project.

TAKEAWAYS:
1. A clear understanding of the application process to apply for a NITARP opportunity; 2. An idea of the research experience of a participant involved in this astronomy experience; and 3. An awareness of the vast astronomy resources (images and astronomy programs) available for free to educators and their students.

SPEAKERS:
John Taylor (Marvin Ridge High School: No City, No State)

Learn practical strategies to build a more inclusive class culture in this NGSS-aligned session. Find out how to leverage student experience to promote learning.

TAKEAWAYS:
1. Three-dimensional and phenomena-based teaching routines build classroom equity and inclusion; 2. Developing clear norms together is key to helping students find their voice; and 3. Productive student talk requires planning, but student and teacher tools are available.

SPEAKERS:
Steven Babcock (Louisiana State University Laboratory School: Baton Rouge, LA)

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)

This session is for teachers new to and experienced with Patterns Physics, a 3-D, student centered curriculum that meaningfully integrates across the STEM disciplines. Participants will engage with several phenomena across multiple storylines and walk away an overview of a yearlong curriculum.

TAKEAWAYS:
1. Model guide step aside; 2. Exposure practice mastery; and 3. When students talk, students learn.

SPEAKERS:
Connie Robbins (Crane Union High School: Crane, OR), Bradford Hill (Mountainside High School: Beaverton, OR), Matt McCollum (Mountainside High School: Beaverton, OR)

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)

Participants will learn how to create a culturally relevant science lesson using an Earth science unit on conflict minerals in electronic devices as an example.

TAKEAWAYS:
Participants will: 1. learn how to identify concepts that readily lend themselves to connecting and engaging students in culturally relevant content; 2. brainstorm science content that can lead to social activism; and 3. learn how to connect the NGSS crosscutting concepts and science and engineering practices.

SPEAKERS:
Lesley Urasky (Saratoga Middle/High School: Saratoga, WY)