The Elementary Extravaganza has been a very popular mainstay of the NSTA national conferences for eight years. This year it includes a rapid-fire series of presentations that provide preK–6 teachers with opportunities to impact their science teaching and learning. Each session will focus on specific topics that relate to the needs of preschool and elementary teachers.

After an energy-filled series of six presentations, a question and answer session will be held with presenters to provide time to discuss ideas. Six presenters in each room will provide ideas using a modified Pecha Kucha strategy.

The presenters are leaders in elementary science education and award-winning teachers. This session's presenters are members of the NAEYC Early Childhood Science Interest Forum. Three additional Elementary Extravaganza sessions will be scheduled throughout Elementary Week.

The presentations included in this session are:

Sea Turtle Exploration
Presenter: Anne Lowry

Spring into Science: Capillary Action Flowers
Presenter: Janna Doherty

Animal Architects
Presenter: Julie Travaglini

Make Way Raceway: Ramps and Balls
Presenter: Juelie Perry

Moderator: Julie Travaglini

Note: This session involves Breakout Rooms. In order to participate, you must have the latest version of Zoom downloaded to your computer. Before accessing our Zoom platform, please visit Zoom.us/download, click on Download, and then click on Execute file to initialize.

SPEAKERS:
Juelie Perry (Inspire to Impact Consulting: Vero Beach, FL), Anne Lowry (Aleph Academy: Reno, NV), Janna Doherty (STEMSpark LLC: Cambridge, MA), Julie Travaglini (Allegheny Land Trust: Canonsburg, PA)

Challenge and assess 21st-century learners through coding! We’ll explore code-based assessment or extension options related to a variety of NGSS Practices and Core Ideas.

TAKEAWAYS:
1. Challenging students to think critically and creatively through science-based coding projects builds competency in 21st-century skills while providing an innovative assessment opportunity; 2. Science practices and core ideas can be assessed through projects requiring varying levels of coding proficiency; and 3. Allowing students to creatively express their understanding of ideas can promote equity in access to computer science, enhance motivation and achievement, and provide another avenue for students to recognize their strengths.

SPEAKERS:
Ashley Townsend (Oak Grove Primary School: Prairieville, LA)

The authors of the Picture-Perfect STEM series will share how  picture books can make STEM come alive for your students!

TAKEAWAYS:
1. Strategies for integrating STEM and literacy in K–5; 2. Suggested picture books that integrate STEM and literacy; and 3. A STEM lesson you can use right away.

SPEAKERS:
Emily Morgan (Picture-Perfect Science: West Chester, OH), Karen Ansberry (Picture-Perfect Science: Lebanon, OH)

Experience the interdisciplinary approach of the FoodPrints Curriculum with a Science and ELA focus to teach nine major garden and food education themes.

TAKEAWAYS:
1. Engage in three different lessons (Edible Plant Parts, Seed Dispersal, and the Garden Ecosystem) for grades 1–3 that can be used in the classroom, and adapted for virtual instruction using literacy-based approaches aligned to Common Core ELA and hands-on science investigations aligned to NGSS; 2. Learn methods for teaching vocabulary in the garden, using visual literacy as a tool for teaching science content, addressing speaking and listening standards, using creative approaches to early writing, and using read alouds to support instruction; and 3. Explore the FoodPrints Curriculum’s interdisciplinary approach to teaching elementary science lessons with garden and food education themes and gain free access to our lessons and resources for preK–5.

SPEAKERS:
Susan Bandler (FRESHFARM FoodPrints: Washington, DC), Jennifer Ramsey (FRESHFARM FoodPrints: Annapolis, MD)

Join us to experience an elementary NSTA lesson plan containing the assets that contemporary research shows are needed to support ALL students, particularly those from underserved communities and those traditionally marginalized in science classrooms. Reflect on the teacher guidance provided that empowers students, targets current standards, and creates a classroom community of learners.

TAKEAWAYS:
1. Gain strategies designed to shift instruction to create engagement and scientific literacy for ALL students that leverage the assets students bring to the table; 2. Explore a high-quality NSTA lesson plan; and 3. Understand what sensemaking is and how to create opportunities for sensemaking.

SPEAKERS:
Kate Soriano (NSTA: Jersey City, NJ), Tricia Shelton (NSTA: Clarksville, TN)

Investigate using inquiry-based learning and the SEPs to deepen students’ understanding of both science concepts and literacy strategies remotely or in the classroom.

TAKEAWAYS:
Participants will: 1. l eave with a toolkit of hands-on, inquiry science investigations inspired and enhanced by literature; 2. l earn about distance-learning tools that support integrating the Science and Engineering Practices with literacy strategies to engage students in real-world science; and 3. identify strategies and resources for using books, productive talk, and science writing to integrate science, literacy, and discussion in ways that foster critical thinking, academic language, and meaning making.

SPEAKERS:
Sandra Ryack-Bell (Wade Institute for Science Education: Dartmouth, MA), Kathy Renfrew (Wade Institute for Science Education: Milford, MA)

Learn how students in grades 3–5 can explore issues of racial equity while investigating the COVID-19 pandemic, supported by family engagement and social-emotional learning.

TAKEAWAYS:
Participants will learn that: 1. students’ own questions about COVID-19 and its disproportionate impact motivate them to authentically engage in NGSS Science and Engineering Practices and other connected multidisciplinary standards; 2. students can be supported in their exploration of the COVID-19 pandemic and inequities it has amplified by inviting families to be partners and incorporating social-emotional learning; and 3. students use the science they learn to explore ways their own decisions can help them care for themselves, their families, and their communities.

SPEAKERS:
Megan Bang (Northwestern University: Evanston, IL), Jamie Noll (BSCS Science Learning: Evanston, IL), Sara Ivory (The Ogden International School of Chicago, East Campus: Chicago, IL), Gail Housman (Northwestern University: Brookfield, IL), Tyler Scaletta (Alcott Elementary School: Chicago, IL), Dan Voss (Northwestern University: Minneapolis, MN), Carrie Tzou (University of Washington Bothell: Seattle, WA), Katy Fattaleh (The Nora Project: La Grange Highlands, IL), Ashley Stanley (Dewey Elementary School: Evanston, IL)

The Elementary Extravaganza has been a very popular mainstay of the NSTA national conferences for eight years. This year it includes a rapid-fire series of presentations that provide preK–6 teachers with opportunities to impact their science teaching and learning. Each session will focus on specific topics that relate to the needs of preschool and elementary teachers.

After an energy-filled series of six presentations, a question and answer session will be held with presenters to provide time to discuss ideas. Six presenters in each room will provide ideas using a modified Pecha Kucha strategy.

The presenters are leaders in elementary science education and award-winning teachers. This session's presenters are members of the NSTA Committee on Preschool–Elementary Science Teaching. Three additional Elementary Extravaganza sessions will be scheduled throughout Elementary Week.

The presentations included in this session are:

Science Discoveries in PreK Town Planning
Presenter: Anne Lowry

Making Sense of the Moon and its Phases with Models
Presenter: Judith Boyle

Stop-Motion Science
Presenter: Ashley Townsend

Green Architects: The Wall Is Alive
Presenter: Annette Venegas

Teaching the Engineering Design Process in a Virtual Classroom
Presenter: Jennifer Williams

Creating Science Authors: Making Books About the Moon
Presenter: Wendi Laurence

Moderator: Judith Boyle

Note: This session involves Breakout Rooms. In order to participate, you must have the latest version of Zoom downloaded to your computer. Before accessing our Zoom platform, please visit Zoom.us/download, click on Download, and then click on Execute file to initialize.

SPEAKERS:
Anne Lowry (Aleph Academy: Reno, NV), Judith Boyle (Retired Educator: Whitehall, MT), Ashley Townsend (Oak Grove Primary School: Prairieville, LA), Annette Venegas (retired: Gig Harbor, WA), Jennifer Williams (Isidore Newman School: Belle Chasse, LA), Wendi Laurence (Education Specialist: Park City, UT)

STEAM activities are for early childhood students, too! Connect STEAM and literature with three-dimensional learning in a series of culturally relevant, play-based activities exploring simple machines.

TAKEAWAYS:
1. Literature and visual texts provide opportunities for students to experience STEAM in a context that is familiar and meaningful to them; 2. STEAM-integrated activities, such as those presented in this unit of study, promote 3-D learning through scientific inquiry and investigation, mathematical exploration, and initial development of executive functioning skills; and 3. There is a need to engage in literature-connected, STEAM-integrated activities in the early childhood years. In formal and informal educational environments, young children are curious, inquisitive, and eager to explore STEAM concepts.

SPEAKERS:
Lindsey Herlehy (Illinois Mathematics and Science Academy: Aurora, IL), Cassandra Armstrong (Illinois Mathematics and Science Academy: Aurora, IL)

Join us to experience an elementary NSTA lesson plan containing the assets that contemporary research shows are needed to support ALL students, particularly those from underserved communities and those traditionally marginalized in science classrooms. Reflect on the teacher guidance provided that empowers students, targets current standards, and creates a classroom community of learners.

TAKEAWAYS:
1. Gain strategies designed to shift instruction to create engagement and scientific literacy for ALL students that leverage the assets students bring to the table; 2. Explore a high-quality NSTA lesson plan; and 3. Understand what sensemaking is and how to create opportunities for sensemaking.

SPEAKERS:
Tricia Shelton (NSTA: Clarksville, TN), Kate Soriano (NSTA: Jersey City, NJ)

Join the author of Notable Notebooks and Exemplary Evidence to discuss effective notebooking practices. Get a preview of her upcoming book about elementary science notebooks!

TAKEAWAYS:
1. Science notebooks are an essential component of 3-D student-centered classrooms; 2. While there are a variety of notebook models in use, a flexible, hybrid approach is best to meet the needs of elementary students; and 3. Notebooks can be a rich source of formative and summative assessment data.

SPEAKERS:
Jessica Fries-Gaither (Columbus School for Girls: Hilliard, OH)

Teachers will explore how to break down this controversial topic, teach it across disciplines, make it culturally relevant, and motivate students to develop climate change solutions.

TAKEAWAYS:
Elementary teachers will: 1. walk away with peer- and science-reviewed lessons they can immediately put to use in their teaching; 2. walk away with a variety of strategies and resources that will help integrate climate science into their classrooms; and 3. learn how to break down the complex and controversial subject of climate change.

SPEAKERS:
Tiffany Boyd (Classrooms for Climate Action: Louisville, CO), Alicia Christensen (Cooperative Institute for Research in Environmental Sciences: Boulder, CO), Rae Han (EarthGen: Seattle, WA)

Discover free age-appropriate "Cooped Up Kids" activities that connect kids to the outdoors and exciting science content whether in school, remote, or blended.

TAKEAWAYS:
1. Discover free hands-on lessons that are tied to the NGSS and Common Core Standards and discuss how to implement them whether learners are at home or in school; 2. Describe the socio-emotional benefits of place-based outdoor experiences for diverse K–8 students; and 3. Learn how to access a variety of free educational interactives, online multimedia resources, and citizen science projects scaffolded by lessons that are perfect for K–8 settings.

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

Learn how Culturally Responsive Teaching strategies engage elementary students in inquiry and modeling while fostering student agency and developing 21st-century skills.

TAKEAWAYS:
Participants will: 1. learn Culturally Responsive Teaching strategies that increase student participation and engage them in learning around the NGSS; 2. learn how collaboration to model phenomena can support English Learners by providing equitable opportunities in science education while helping students develop their voice and fostering student agency while fostering 21st-century skills; and 3. be invited to reflect on how to develop student agency whether teaching in-person or in distant learning.

SPEAKERS:
Jennifer Trochez MacLean (Gates Street Elementary School: Los Angeles, CA)

The Elementary Extravaganza has been a very popular mainstay of the NSTA national conferences for eight years. This year it includes a rapid-fire series of presentations that provide preK–6 teachers with opportunities to impact their science teaching and learning. Each session will focus on specific topics that relate to the needs of preschool and elementary teachers.

After an energy-filled series of six presentations, a question and answer session will be held with presenters to provide time to discuss ideas. Six presenters in each room will provide ideas using a modified Pecha Kucha strategy.

The presenters are leaders in elementary science education and award-winning teachers. This session's presenters are Science & Children authors and reviewers. Three additional Elementary Extravaganza sessions will be scheduled throughout Elementary Week.

The presentations included in this session are:

STEAM Across Elementary Grade Levels: Engineering Design, Bridges Across the World, and the Art Element of Line
Presenter: Kathleen Tate

Drawing Like a Scientist
Presenter: Christine Preston

Schoolyard Investigations: Outdoor Science with Primary Learners
Presenter: Laura Schneider

Creative Connections: Expanding Access to STEM and Literacy at the Elementary Level
Presenter: Sara Nelson and Rachel Shannon

STREAMing Engineering
Presenters: Lauren Burrow and Chrissy Cross

Shape, Bake, and Grow: Taking to the Outdoors in Urban Settings Encourages Plant Knowledge and Healthy Lifestyles
Presenter: Shelly Counsell, Mary Palmer, and Felicia Peat

Moderator: Elizabeth Barrett-Zahn

Note: This session involves Breakout Rooms. In order to participate, you must have the latest version of Zoom downloaded to your computer. Before accessing our Zoom platform, please visit Zoom.us/download, click on Download, and then click on Execute file to initialize.

SPEAKERS:
Kathleen Tate (American Public University System: Lakeway, TX), Christine Preston (The University of Sydney: Hornsby, Australia), Laura Schneider (Father Andrew White School: Hollywood, MD), Sara Nelson (Iowa State University: Ames, IA), Lauren Burrow (Stephen F. Austin State University: Nacogdoches, TX), Chrissy Cross (Stephen F. Austin State University: Nacogdoches, TX), Shelly Counsell (Self Employed Consultant: Buffalo, NY), Mary Palmer (Southwest Tennessee Community College, Macon Cove Campus: Memphis, TN), Felicia Peat (WKNO: Cordova, TN), Rachel Shannon (Iowa 4-H Youth Development: Ames, IA)

Discover research-based approaches on how to build a strong makerspace community that taps into foundational scientific literacy skills. Participate in a makerspace project-based literacy challenge.

TAKEAWAYS:
1. Improve culturally responsive teaching in an informal makerspace environment through the development of makerspace pop-up activities and training approaches following a makerspace project-based literacy process; 2. Increase scientific literacy achievement through informal literacy hands-on makerspace pop-up activities focused on STEM real-world activities; and 3. Describe opportunities and hands-on mobile approaches to build capacity of existing informal makerspace learning of remote communities, diverse learners, and STEM professionals serving underrepresented minority populations.

SPEAKERS:
Jennifer Miller (Sul Ross State University: Alpine, TX), Thomas Tomas (Little Singer Community School: Flagstaff, AZ)

Inclusive approaches to teaching and learning include probing questions that all students can relate to, that provide multiple entry points for engagement, and that create a desire to want to figure it out. Learn how to use the Uncovering Student Ideas probes and strategies to support a classroom where all students' ideas matter!

TAKEAWAYS:
1. Learn about a resource for formative assessment; 2. Explore key points from research on learning that support using formative assessment probes; and 3. Gain new strategies for eliciting all students' ideas and building a classroom culture where everyone's ideas matter.

SPEAKERS:
Page Keeley (NSTA Past President: Fort Myers, FL)

The Elementary Extravaganza has been a very popular mainstay of the NSTA national conferences for eight years. This year it includes a rapid-fire series of presentations that provide preK–6 teachers with opportunities to impact their science teaching and learning. Each session will focus on specific topics that relate to the needs of preschool and elementary teachers.

After an energy-filled series of six presentations, a question and answer session will be held with presenters to provide time to discuss ideas. Six presenters in each room will provide ideas using a modified Pecha Kucha strategy.

The presenters are leaders in elementary science education and award-winning teachers. This session's presenters are Society of Elementary Presidential Awardees. Three additional Elementary Extravaganza sessions will be scheduled throughout Elementary Week.

The presentations included in this session are:

The Power of a Punch Card
Presenter: Crystal Brown

Old Enough to Save the Planet and Pretty Tricky
Presenter: Delene Hoffner

Darwin’s Rival: Alfred Russel Wallace and the Search for Evolution
Presenter: Christine Anne Royce

Busy Bird Nest Builders
Presenter: Nancy Smith

A Special Place Early Childhood STEM
Presenter: Juliana Texley

Explore the World with Technology, Movement, and Citizen Science
Presenter: Natalie Harr Ylizarde

Moderator: Conni Crittenden

Note: This session involves Breakout Rooms. In order to participate, you must have the latest version of Zoom downloaded to your computer. Before accessing our Zoom platform, please visit Zoom.us/download, click on Download, and then click on Execute file to initialize.

SPEAKERS:
Crystal Brown (Hunter Elementary School: Dexter, MI), DeLene Hoffner (Retired & eleSTEMary: Colorado Springs, CO), Christine Anne Royce (Shippensburg University: Newburg, PA), Nancy Smith (Heatherstone Elementary School: Olathe, KS), Juliana Texley (Lesley University: Boca Raton, FL), Natalie Harr Ylizarde (University of Maryland: Oakton, VA), Conni Crittenden (Retired Multiage Teacher: East Lansing, MI)

Join NASA Aeronautics and author Kirsten Larson for hands-on STEAM learning, and find exciting ways to stimulate creativity and design thinking in younger students.

TAKEAWAYS:
1. Effective STEM learning strategies for younger students focused on storytelling, real-life applications, and engaging hands-on learning; 2. The use of authentic and engaging children's literature that will provide a context for STEM topics, engage students, and support reading, writing, and critical-thinking skills; and 3. Introduction to NASA’s STEM resources that provide high-quality learning resources, instructional support, and opportunities to join in on new missions and events.

SPEAKERS:
Kirsten Larson (Author: Lancaster, CA), April Lanotte (NASA Headquarters: Monument, CO), Lisa Wininger (LMI: Portage, MI)

Using COVID data and multimedia sources, teachers can elevate students’ understandings of science as a human endeavor, and explore diverse contributions and other nature of science themes.

TAKEAWAYS:
Attendees will: 1. acquire multiple classroom resources for COVID data, updates, and multimedia; 2. examine connections among pandemic examples and grade level nature of science (NOS) themes in the Next Generation Science Standards (NGSS); and 3. explore opportunities to enhance science lessons with key NGSS NOS themes such as science as a human endeavor, diverse contributions and cultures, using a variety of methods, and knowledge open to revision in light of new evidence.

SPEAKERS:
Daniel Bergman (Wichita State University: Newton, KS)

Want your students to read and write science more effectively? Join the author of the Once Upon A Science Book series for lessons from her newest book integrating literacy and physical science content.

TAKEAWAYS:
1. There are three main impediments to students becoming confident science readers: they do not expect what they are reading to make sense, they lack the background knowledge assumed in the text, and they have found shortcuts around doing classroom reading; 2. Using a literacy learning cycle (exploration, reading, writing) makes reading science easier; and 3. Participants will also try out a literacy learning cycle that they can use with their classes (so they will learn a new lesson plan).

SPEAKERS:
Jodi Wheeler-Toppen (Author/ Staff Development: Atlanta, GA), Karen Kraus (Retired Teacher: Goodyear, AZ), Matthew Hackett (Delta Woods Middle School: Blue Springs, MO)

Join us as we outline and present classroom applications of a four-part framework for equitable science instruction incorporating issues of identity, diversity, justice, and action.

TAKEAWAYS:
1. How to use the four-part framework (identity, diversity, justice, action) to incorporate issues of social justice into classroom practices or science curricula; 2. How the four domains of social justice meet the call for equitable instruction outlined by the NGSS appendix “All Standards, All Students”; and 3. How to empower students to explore scientific issues and their personal identities within the scientific community.

SPEAKERS:
Sarah Redick (Ohio Department of Education and Workforce: Powell, OH), Laura Blue (The Ohio State University: Hilliard, OH)

Teachers will learn to integrate bias recognition as part of the normal science curriculum.

TAKEAWAYS:
1. Recognizing bias requires practice; 2. Recognizing bias requires critical thinking; and 3. Recognizing bias can be integrated as part of the normal learning process.

SPEAKERS:
Bailey O'Reilly (Academie Da Vinci Charter School for the Arts and Technology: Dunedin, FL)

Explore a set of in-person and distance learning instructional strategies to support multilingual students' sensemaking through science and engineering practices.

TAKEAWAYS:
1. To support equitable science instruction, all students must have their voice heard and be provided opportunities for rich sensemaking through science and engineering practices; 2. Multilingual students are a diverse group of students with a wealth of knowledge that need to be leveraged in the science classroom; and 3. In real-time, teachers can utilize a set of instructional routines for distance and in-person learning to support their multilingual students' sensemaking through science and engineering practices.

SPEAKERS:
Samuel Lee (Boston College: Brighton, MA), Natividad Mendez (The University of Texas at Austin: Austin, TX), Sage Andersen (The University of Texas at Austin: Buda, TX), María González-Howard (The University of Texas at Austin: Austin, TX)

Based on three-dimensional learning and field-tested in high school classes, Virtual Field Labs can be used synchronously, asynchronously, or in hybrid classrooms.

TAKEAWAYS:
1. Hands-on virtual tool for teaching climate change concepts; 2. Student-generated data activities led by climate change scientists; and 3. Generate, graph, and analyze data on the way to making claims supported by evidence related to the investigation.

SPEAKERS:
Louise Huffman (U.S. Ice Drilling Program: Rotonda West, FL), William Grosser (Curriculum Designer: Auburn, CA)

An informal discussion with former eCYBERMISSION Team Advisors about how to find success with student competitions.

TAKEAWAYS:
How to: 1. engage students in STEM competitions; 2. take part in STEM competitions with limited time; and 3. help students find success in STEM competitions.

SPEAKERS:
Matthew Hartman (BrainPOP: Pittsburgh, PA), Sarah Rahman (Cabrillo Middle School: Santa Clara, CA), Debra Las (John Adams Middle School: Rochester, MN), Andi Suter (Serrano Intermediate School: Lake Forest, CA), Vonda Fruhwirth (Kings Junior High School: Kings Mills, OH)

The fascinating phenomena of Earth and space science take on heightened relevance in learners’ lives when presented through the frameworks of geoheritage and place-based education.

TAKEAWAYS:
1. There are practical approaches for accentuating the excitement of Earth and space sciences as they are shown to intersect with human life, history, and culture; 2. The connection of geoscience with human history and culture—what is increasingly known as geoheritage—has great potential in education as a reference framework that encourages learning as well as promoting conservation of significant natural features; and 3. The dimensions of the NGSS, the big ideas of geoheritage, and the design principles of place-based education are mutually supportive—which together lead to strategies for meaningful learning in Earth and space science.

SPEAKERS:
Aida Awad (Education Consultant/ Adjunct: Ormond Beach, FL), Margaret Holzer (none: Somerset, NJ), Rebecca Dodge (Midwestern State University: Wichita Falls, TX), Eric Pyle (James Madison University: Harrisonburg, VA), Dawna Cerney (Youngstown State University: Youngstown, OH), Dianna Gielstra (Prescott College Online Graduate Degree Program: Austin, TX), Ed Robeck (American Geosciences Institute: Salisbury, MD)

Explore how to use argumentation and explanations supported with the CER framework and the KLEWS chart to engage in the science and engineering practices in the science classroom—both virtually and in person. These ideas will support students to actively participate in inquiry-based, phenomenon-centered activities.

TAKEAWAYS:
1. Students need a scaffolding of supports to fully participate and grow in their ability to use the SEPs; 2. Teachers can use many different supports, in different ways for varied learners, to help all students be successful in science. ALL students can be successful!; and 3. These supports can be tailored to all topics in science.

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

Inclusive approaches to teaching and learning include probing questions that all students can relate to, that provide multiple entry points for engagement, and that create a desire to want to figure it out. Learn how to use the Uncovering Student Ideas probes and strategies to support a classroom where all students' ideas matter!

TAKEAWAYS:
1. Learn about an NSTA Press resource for formative assessment; 2. Explore key points from research on learning that support using formative assessment probes; and 3. Gain new strategies for eliciting all students' ideas and building a classroom culture where everyone's ideas matter.

SPEAKERS:
Page Keeley (NSTA Past President: Fort Myers, FL)

Discover lesson plans and teaching resources to better integrate science and engineering practices in our food system.

TAKEAWAYS:
1. Engage in the practice of phenomena-based learning through the phenomena of photoperiodism; 2. Improve critical thinking while investigating food production systems; and 3. Integrate STEM concepts through design thinking.

SPEAKERS:
Andrea Gardner (Utah State University: Enterprise, UT), Tessa Matuszak (National Agriculture in the Classroom Organization: Palm Coast, FL)

Help students create compelling stories about climate change and environmental justice. Classroom-ready resources will help students communicate scientific information with narrative structure across various media.

TAKEAWAYS:
1. In an analytical discipline like science, there is still a case to be made for storytelling; 2. The And-But-Therefore narrative structure technique to summarize scientific information or craft original science communication; and 3. Science storytelling can enhance student projects by improving conceptual understanding and allowing choice and voice to engage students as activists for environmental justice.

SPEAKERS:
Susan Tate (Whitehall Middle School: Montague, MI), Cristina Veresan (The Nueva School: El Granada, CA)

It is a challenge to work with at-risk youth. Our discussion will center on successful strategies for motivating, assessing, and nurturing the science mind of students.

TAKEAWAYS:
1. Strategies for motivating at-risk youth in the science classroom; 2. Examples of adaptations of assignments for at-risk youth; and 3. Aligning building relationships with building a growth mindset with at-risk youth.

SPEAKERS:
Nadene Klein (Daniel C. Oakes High School: Elizabeth, CO)

Up-to-date scientific climate research will be explored as the basis for supporting NGSS performance expectation MS-ESS3-5 concerning the current rise in global temperature.

TAKEAWAYS:
1. There are many factors that affect changes in global temperature, both natural and human-caused; 2. The current rapid rise in global temperature is primarily the result of the human combustion of fossil fuels; and 3. There are many engaging sources of data and activities for students to use in investigating this NGSS performance expectation.

SPEAKERS:
Michael Wysession (Washington University in St. Louis: Saint Louis, MO)

Discover research-based approaches on how to build a strong makerspace community that taps into foundational scientific literacy skills. Participate in a makerspace project-based literacy challenge.

TAKEAWAYS:
1. Improve culturally responsive teaching in an informal makerspace environment through the development of makerspace pop-up activities and training approaches following a makerspace project-based literacy process; 2. Increase scientific literacy achievement through informal literacy hands-on makerspace pop-up activities focused on STEM real-world activities; and 3. Describe opportunities and hands-on mobile approaches to build capacity of existing informal makerspace learning of remote communities, diverse learners, and STEM professionals serving underrepresented minority populations.

SPEAKERS:
Jennifer Miller (Sul Ross State University: Alpine, TX), Thomas Tomas (Little Singer Community School: Flagstaff, AZ)

Join us to experience a middle school NSTA lesson plan containing the assets that contemporary research shows are needed to support ALL students, particularly those from underserved communities and those traditionally marginalized in science classrooms. Reflect on the teacher guidance provided that empowers students, targets current standards, and creates a classroom community of learners.

TAKEAWAYS:
1. Gain strategies designed to shift instruction to create engagement and scientific literacy for ALL students that leverage the assets students bring to the table; 2. Explore a high-quality NSTA lesson plan; and 3. Understand what sensemaking is and how to create opportunities for sensemaking .

SPEAKERS:
Tricia Shelton (NSTA: Clarksville, TN), Kate Soriano (NSTA: Jersey City, NJ)

This session presents an eesmarts activity using the popular “escape room” format in which students solve clues using science knowledge to complete the challenge.

TAKEAWAYS:
1. Using an escape room to explore the concepts of energy transformation and its environmental impact; 2. Ideas to enhance distance learning through competitive activities/ gamification; and 3. Suggestions for using adapting escape room format with eesmarts or your existing curriculum.

SPEAKERS:
Rebecca Tonkinson (eesmarts: West Hartford, CT), Kathleen Brooks (CREC: Westbrook, CT), Sharyon Holness (eesmarts: North Granby, CT)

Join us to experience a middle school NSTA lesson plan containing the assets that contemporary research shows are needed to support ALL students, particularly those from underserved communities and those traditionally marginalized in science classrooms. Reflect on the teacher guidance provided that empowers students, targets current standards, and creates a classroom community of learners.

TAKEAWAYS:
1. Gain strategies designed to shift instruction to create engagement and scientific literacy for ALL students that leverage the assets students bring to the table; 2. Explore a high-quality NSTA lesson plan; and 3. Understand what sensemaking is and how to create opportunities for sensemaking.

SPEAKERS:
Tricia Shelton (NSTA: Clarksville, TN), Kate Soriano (NSTA: Jersey City, NJ)

Unsure how to address disability in biology? Learn models of disability, identify ableism, and learn how to accept disability as a natural form of variation.

TAKEAWAYS:
Attendees will: 1. be able to identify and remedy common examples of ableism, while learning about the beliefs and practices of the ability-inclusive mindset to promote an inclusive classroom and school environment; 2. be provided a set of slides that teach how disability is a natural form of human variation, the other above concepts in the context of a biology lesson on the natural sources of variation (meiosis, mutation, sexual reproduction); and 3. learn about the positives and negatives of the social, medical, inspirational, and social justice models of disability.

SPEAKERS:
John Gensic (Penn High School: Granger, IN), Katy Fattaleh (The Nora Project: La Grange Highlands, IL), Lainey Bristow (Penn High School: Minneapolis, MN)

Discover lesson plans and teaching resources to better integrate science and engineering practices in our food system.

TAKEAWAYS:
1. Engage in the practice of phenomena-based learning through the phenomena of photoperiodism; 2. Improve critical thinking while investigating food production systems; and 3. Integrate STEM concepts through design thinking.

SPEAKERS:
Tessa Matuszak (National Agriculture in the Classroom Organization: Palm Coast, FL), Andrea Gardner (Utah State University: Enterprise, UT)

How did the Environmental Justice movement begin? Come discover how science inquiry and justice-oriented practices support teachers and students as changemakers in their communities.

TAKEAWAYS:
Attendees will learn: 1. that research supports connecting science content and opportunities for students to serve their communities as an essential facet of culturally relevant science instruction; 2. how to support students’ and teachers’ understanding of systemic inequities through science practices; and 3. how to create a critical inquiry instructional case study for students engaged in virtual or face-to-face instruction.

SPEAKERS:
Lenora Crabtree (The University of North Carolina at Charlotte: Durham, NC)

Learn strategies to be more culturally responsive from an equity framework to not only retain but spread Black girl magic in STEM in school settings!

TAKEAWAYS:
1. The school-based and classroom-based factors that are contributing to Black girls starting off with the highest interest in STEM but resulting in the lowest retention of STEM; 2. The seven elements of the ICUCARE equity framework in the classroom; and 3. Three to five strategies (to then develop and apply) for providing learning experiences in the school setting that empower our Black girls to remain in STEM.

SPEAKERS:
Princess Francois (Math, Engineering, and Science Academy: Brooklyn, NY)

An informal discussion with former eCYBERMISSION Team Advisors about how to find success with student competitions.

TAKEAWAYS:
How to: 1. engage students in STEM competitions; 2. take part in STEM competitions with limited time; and 3. help students find success in STEM competitions.

SPEAKERS:
Matthew Hartman (BrainPOP: Pittsburgh, PA), Lora Gibbons (Utah Education Network: Stansbury Park, UT), Mary Clarke (St. Paul Catholic High School: Bristol, CT), Michael Lake (Half Hollow Hills High School East: Dix Hills, NY)

Case studies highlight serendipitous discoveries that integrate engineering and science. Cases rooted in history capture students’ imaginations and can be used with online, remote instruction.

TAKEAWAYS:
1. Attendees will explore the historical background that case studies provide to teach science; 2. Attendees will apply scientific practices with the engineering design process.; and 3. Using case studies, attendees will work in small groups and will learn how to use cases to challenge students to use their imaginations and creative skills to ideate new products or applications of current products.

SPEAKERS:
M. Gail Jones (North Carolina State University: Cary, NC), Rebecca Hite (Texas Tech University: Lubbock, TX), Megan Ennes (University of Florida: Gainesville, FL), Gina Childers (Texas Tech University: Lubbock, TX), Elysa Corin (Institute for Learning Innovation: Chapel Hill, NC), Emily Cayton (Campbell University: Four Oaks, NC)

Help students create compelling stories about climate change and environmental justice. Classroom-ready resources will help students communicate scientific information with narrative structure across various media.

TAKEAWAYS:
1. In an analytical discipline like science, there is still a case to be made for storytelling; 2. The And-But-Therefore narrative structure technique to summarize scientific information or craft original science communication; and 3. Science storytelling can enhance student projects by improving conceptual understanding and allowing choice and voice to engage students as activists for environmental justice.

SPEAKERS:
Susan Tate (Whitehall Middle School: Montague, MI), Cristina Veresan (The Nueva School: El Granada, CA)

The fascinating phenomena of Earth and space science take on heightened relevance in learners’ lives when presented through the frameworks of geoheritage and place-based education.

TAKEAWAYS:
1. There are practical approaches for accentuating the excitement of Earth and space sciences as they are shown to intersect with human life, history, and culture; 2. The connection of geoscience with human history and culture—what is increasingly known as geoheritage—has great potential in education as a reference framework that encourages learning as well as promoting conservation of significant natural features; and 3. The dimensions of the NGSS, the big ideas of geoheritage, and the design principles of place-based education are mutually supportive—which together lead to strategies for meaningful learning in Earth and space science.

SPEAKERS:
Margaret Holzer (none: Somerset, NJ), Aida Awad (Education Consultant/ Adjunct: Ormond Beach, FL), Eric Pyle (James Madison University: Harrisonburg, VA), Dawna Cerney (Youngstown State University: Youngstown, OH), Rebecca Dodge (Midwestern State University: Wichita Falls, TX), Ed Robeck (American Geosciences Institute: Salisbury, MD), Dianna Gielstra (Prescott College Online Graduate Degree Program: Austin, TX)

Based on three-dimensional learning and field-tested in high school classes, Virtual Field Labs can be used synchronously, asynchronously, or in hybrid classrooms.

TAKEAWAYS:
1. Hands-on virtual tool for teaching climate change concepts; 2. Student-generated data activities led by climate change scientists; and 3. Generate, graph, and analyze data on the way to making claims supported by evidence related to the investigation.

SPEAKERS:
Louise Huffman (U.S. Ice Drilling Program: Rotonda West, FL), William Grosser (Curriculum Designer: Auburn, CA)

NSTA High School Committee members will discuss the strategies that they will bring forward from COVID teaching.

TAKEAWAYS:
1. Teaching for student engagement; 2. Distance, hybrid, in-person techniques; and 3. Time for questions and discussion between the presenters and particpants.

SPEAKERS:
Demetrice Smith-Mutegi (Old Dominion University: Suffolk, VA), Ruth Hutson (3D Molecular Designs: Westmoreland, KS), Johanna Brown (Washington State OSPI: Pullman, WA), Brenda Walsh (Eden Prairie High School: Chanhasssen, MN)

Critical examination of public social and scientific data resources will provoke awareness of the legacy of bias, as well as identify mitigation and reparation activities.

TAKEAWAYS:
1. Due to legacy of bias, as reflected in the redlining of urban communities in the early 20th century, extreme heat events associated with climate change have a disproportionate impact on low-income and marginalized urban communities; 2. This legacy can be integrated into NGSS ESS activities thanks to publicly available digital social and scientific data; and 3. Science knowledge coupled with a value for justice can orient and inform students and teachers to make decisions and identify mitigation (e.g. changing surface material and/or color) and reparation activities (orienting efforts toward low-income and marginalized communities). A virtual national network of NSTA members can advance this work.

SPEAKERS:
Susan Meabh Kelly (University of Connecticut: Bridgewater, CT), Michelle Ellis (Hunter Huss High School: Gastonia, NC)

Join us to experience a high school NSTA lesson plan containing the assets that contemporary research shows are needed to support ALL students, particularly those from underserved communities and those traditionally marginalized in science classrooms. Reflect on the teacher guidance provided that empowers students, targets current standards, and creates a classroom community of learners.

TAKEAWAYS:
1. Gain strategies designed to shift instruction to create engagement and scientific literacy for ALL students that leverage the assets students bring to the table; 2. Explore a high-quality NSTA lesson plan; and 3. Understand what sensemaking is and how to create opportunities for sensemaking .

SPEAKERS:
Tricia Shelton (NSTA: Clarksville, TN), Kate Soriano (NSTA: Jersey City, NJ)

Join us to experience a high school NSTA lesson plan containing the assets that contemporary research shows are needed to support ALL students, particularly those from underserved communities and those traditionally marginalized in science classrooms. Reflect on the teacher guidance provided that empowers students, targets current standards, and creates a classroom community of learners.

TAKEAWAYS:
1. Gain strategies designed to shift instruction to create engagement and scientific literacy for ALL students that leverage the assets students bring to the table; 2. Explore a high-quality NSTA lesson plan; and 3. Understand what sensemaking is and how to create opportunities for sensemaking .

SPEAKERS:
Tricia Shelton (NSTA: Clarksville, TN), Kate Soriano (NSTA: Jersey City, NJ)

We are currently in an epidemic of fake news and misinformation. This session will help teachers guide students (and themselves) to use critical-thinking tools and skills to evaluate sources of information.

TAKEAWAYS:
1. Misinformation and bias is on the rise, and we are consistently exposed to it through social media and other news sources; 2. There are great tools and resources to help students identify and avoid the traps of fake news and misinformation; and 3. By helping students become more critical consumers of information, teachers are helping create better informed citizens.

SPEAKERS:
Jason Carter (The Science House at NC State University: Candler, NC), Michelle Benigno (The Science House at North Carolina State University: Mills River, NC)

Engage in a lesson from NOAA’s Data in the Classroom to explore some effective engagement and assessment tools and technologies for the post-COVID classroom.

TAKEAWAYS:
1. Keep experimenting with EdTech inside and outside of your classrooms; 2. Utilize EdTech for assessment and engagement of all learners in the classroom; and 3. Access scientific data from NOAA to help students evaluate claims, construct arguments, and better understand the world around them.

SPEAKERS:
Amy Dean (Jewish Community High School of the Bay: San Francisco, CA)

“When the learning experience is fun and sometimes a challenge, that intrigues me.” Participants will engage with materials/activities that advance a scientifically and culturally responsive perspective that is affirming for racial, ethnic, and linguistically diverse high-achieving students.

TAKEAWAYS:
Participants will learn about: 1. science classroom cultures that are affirming and inclusive; and 2. hands-on STEM experiences that promote strong science identities.

SPEAKERS:
Jennifer Tripp (University at Buffalo, SUNY: Buffalo, NY), Noemi Waight (University at Buffalo, SUNY: Buffalo, NY)

Explore how to engage students in the science of climate change using the question., “How will we produce food in a changing climate?”

TAKEAWAYS:
1. Resources for students to understand that food is grown in climate-specific areas of the world; 2. Critical thinking regarding the environmental footprint of food production; and 3. Context for the carbon cycle.

SPEAKERS:
Andrea Gardner (Utah State University: Enterprise, UT)

Come meet the NSTA Presidents and discover how NSTA can help you on your path to becoming a teacher of science at all levels.

TAKEAWAYS:
1. Meet the NSTA Presidents; 2. Learn about how NSTA can help preservice teachers; and 3. Discover NSTA resources available to you as a preservice teacher.

SPEAKERS:
Elizabeth Allan (University of Central Oklahoma: Edmond, OK), Eric Pyle (James Madison University: Harrisonburg, VA), Dennis Schatz (Institute for Learning Innovation: Seattle, WA), Flavio Mendez (NSTA: Owings Mills, MD), Donna Governor (University of North Georgia: Pensacola, FL)

Community-engaged learning promotes “big picture” understanding and hands-on experiences. Through ongoing reflection, reciprocity, and dissemination, students delve deeper into content and impact local communities.

TAKEAWAYS:
Community engaged learning (CEL): 1. makes content relevant for students, providing a real-world application and big picture understanding; 2. provides hands-on experiences through which students apply course content and benefit a community partner; and 3. can be incorporated into traditional, hybrid, and online classrooms; session participants will learn best practices of CEL to ensure success within all STEM courses.

SPEAKERS:
Renee Clary (Mississippi State University: Mississippi State, MS)

Explore the placement of science literacy within the nature of scientific knowledge and the Next Generation Science Standards. Gain insights on implementing science literacy strategies.

TAKEAWAYS:
1. Exemplars with steps for implementing three or more literacy strategies; 2. Overview of how Science Literacy connects with the Nature of Scientific Knowledge; and 3. Overview of the position of Science Literacy within the NGSS.

SPEAKERS:
Christine Anne Royce (Shippensburg University: Newburg, PA), Omah Williams-Duncan (University of Houston-Clear Lake: Houston, TX)

During this session, participants will explore the use of controversial societal issues related to science to develop their students’ scientific literacy.

TAKEAWAYS:
1. Learn more about socioscientific issues; 2. Understand how socioscientific issues relate to scientific literacy; and 3. Learn how to address socioscientific issues in the classroom.

SPEAKERS:
Sami Kahn (Princeton University: Princeton, NJ)

Join us as we discuss strategies to provide ALL students opportunities for engaging in science and engineering practices individually from home and sensemaking collaboratively with their peers.

TAKEAWAYS:
1. Learn more about inequities that virtual learning has illuminated; 2. Strategize ways to make virtual learning more equitable; and 3. Learn more about NSTA resources to support that.

SPEAKERS:
Brianna Reilly Oliveira (NSTA/ Self Employed: Budd Lake, NJ), Jessica Holman (Boone County High School: Elsmere, KY), Kate Soriano (NSTA: Jersey City, NJ)

How do you address students’ questions on science and religion? Join me for a conversation on different ways to address science and religion in a science classroom.

TAKEAWAYS:
Learn more about how teachers can: 1. address students’ questions about science and religion ; 2. better understand the relationship between science and religion; and 3. clarify the role of science teachers in helping students navigate the differences.

SPEAKERS:
Ian Binns (The University of North Carolina at Charlotte: Charlotte, NC)

Learn about implementation of culturally relevant resources in secondary science and practices to teach ELLs in elementary and middle grades science.

TAKEAWAYS:
Learn how to: 1. use bilingualism (English/Spanish) in science; 2. use and create culturally relevant resources; and 3. promote socioscientific reasoning in science .

SPEAKERS:
Max Vazquez Dominguez (University of North Georgia: Gainesville, GA), Lorraine Ramirez Villarin (University of North Georgia: Dahlonega, GA)

Learn how to incorporate place-based learning within your instruction to allow ALL students to apply their factual knowledge in practical, meaningful ways within a relevant context.

TAKEAWAYS:
1. Construct a deeper understanding of the content presented in state curriculum standards; 2. View experiential learning events as a critical aspect of science education in their classrooms; and 3. Discover how investigations of local natural phenomena can serve as the foundation on which investigations of more distant or abstract phenomena can be constructed.

SPEAKERS:
Robbie Higdon (James Madison University: McGaheysville, VA)

Explore how instruction can equitably support science learning that is consequential to students and their communities while promoting a more just society and flourishing world.

TAKEAWAYS:
1. Learn more about what equitable science teaching is; and 2. Learn how to use the STEM Teaching Tools resources to support equitable science instruction.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA)

Come hear how preservice teachers organized and hosted a virtual science fair that aligns with the NGSS science practices—and learn how to do this yourself!

TAKEAWAYS:
Learn how: 1. to hold a science fair virtually; 2. to align the traditional science fair project with the NGSS science and engineering practices; and 3. preservice teachers can learn from this real-world practicum experience.

SPEAKERS:
Debi Hanuscin (Western Washington University: Bellingham, WA), Isabel Martian (Western Washington University: Sedro-Woolley, WA), Emily Moran (Western Washington University: Bellingham, WA), Shannon Sandburg (Western Washington University: Bellingham, WA), Ruby Pappas (Western Washington University: Bellingham, WA), Emily Barr (Western Washington University: Bellingham, WA), Andrew Bumgarner (Western Washington University: Bellingham, WA), Kady McCartney (Western Washington University: Bellingham, WA)

Join our panel of  these recent student teachers to find out how to successfully navigate your student teaching, Ask questions and interact with these graduating seniors.

TAKEAWAYS:
1. Hear from recent student teachers about the challenges they faced; 2. Ask questions about what to expect while student teaching; and 3. Get advice on how to handle the unexpected.

SPEAKERS:
Caleb Holtzclaw (University of North Georgia: Dahlonega, GA), Richard Jones (University of Hawaii-West Oahu: Kapolei, HI), Naamah Shissler (Londonderry Middle School: Manchester, NH), Makae Bythewood (University of North Georgia: Dahlonega, GA)

Discover how an NSTA student chapter on your campus can support your professional growth and development! We’ll share tips for growing or starting your student chapter!

TAKEAWAYS:
1/ Learrn how to organize and start an NSTA student chapter for preservice teachers at your college or university; 2. Discover the wide range of activities that a chapter can organize for professional growth and development; and 3. Find out how NSTA is rebuilding our student chapter program at the National level.

SPEAKERS:
Donna Governor (University of North Georgia: Pensacola, FL), Debi Hanuscin (Western Washington University: Bellingham, WA), Robbie Higdon (James Madison University: McGaheysville, VA)

Join us to experience an Elementary NSTA lesson plan containing the assets that contemporary research shows are needed to support ALL students, particularly those from underserved communities and those traditionally marginalized in science classrooms. Reflect on the teacher guidance provided that empowers students, targets current standards, and creates a classroom community of learners.

TAKEAWAYS:
1. Explore a high-quality NSTA lesson plan; 2. Familiarize participants with NSTA Daily Do lesson plans for all grade bands and families; and 3. Inform participants of the new Daily Do Playlists.

SPEAKERS:
Tricia Shelton (NSTA: Clarksville, TN), Kate Soriano (NSTA: Jersey City, NJ)

Next Generation Science Assessment (NGSA) consists of tasks designed to meet the Next Generation of Science Standards and for teachers to use formatively in their science classrooms. Come learn how to access and use equitable assessment tasks to engage all students in 3-D learning!

TAKEAWAYS:
1. Learn about how to assess 3-D learning; 2. Understand how formative assessment aligns with the NGSS; and 3. Learn more about resources to support equitable assessment through NGSA.

SPEAKERS:
Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI)

In this session, learn more about safety protocols specific for science and
critical to teaching science during a pandemic from NSTA’s Safety Advisor!

TAKEAWAYS:
1. Learn about NSTA supports for safety; 2. Explore safety issues for science teaching; and 3. Learn more about pandemic-related safety issues.

SPEAKERS:
Kenneth Roy (Glastonbury Public Schools: Vernon, CT)

Don’t miss this final, short session to give feedback about the conference and  how NSTA can help you. We have some final information and door prizes as well!

TAKEAWAYS:
1. Provide feedback for today’s sessions; 2. Let us know how NSTA can help you grow as a preservice teacher; and 3. Win a $25 gift card for NSTA Press.

SPEAKERS:
Donna Governor (University of North Georgia: Pensacola, FL), Flavio Mendez (NSTA: Owings Mills, MD)

Learn to use free Google tools to support your students in analyzing phenomena and asking good scientific questions that drive learning in the classroom or remotely.

TAKEAWAYS:
1. Students' observations of and questions about phenomena should drive their learning; 2. You can use free online tools from Google to engage students in analyzing and developing questions about phenomena whether you are teaching face-to-face or remotely; and 3. We can use these same tools to scaffold students' ability to revise and improve their questions to be more productive.

SPEAKERS:
Jeremy Peacock (Jackson County School System: Jefferson, GA)

A 21st-century museum will share strategies developed through school partnerships that strengthen student language and listening skills while meeting Next Generation Science Standards.

TAKEAWAYS:
Attendees will: 1. be introduced to strategies to practice student-led, evidence-based discussions about scientific concepts; 2. see the application of this open inquiry technique for in-person or digital learning; and 3. experience the process in action.

SPEAKERS:
Kerri Ziemann (The Wild Center: Tupper Lake, NY), Michael Trumbower (The Wild Center: Tupper Lake, NY)

Ideas of diversity, equity, and inclusion in the science classroom are challenges for new teachers. Strategies, tools, and resources will be given to support preservice educators.

TAKEAWAYS:
1. How to teach for equity, diversity, and inclusion; 2. What you may not know and weren’t taught in your preparation program; and 3. Resources to help address these issues.

SPEAKERS:
Alicia Conerly (Marion County Schools: Bogue Chitto, MS)

Are you located in the U.S. near a Shell asset? Attend this session for the Shell Science Lab Regional Challenge to learn how to apply for this amazing opportunity. Pick up tips for completing a winning application and begin your journey in applying to win an updated science classroom. This program will award 33 prize packages valued up to $15,000 for high school and $10,000 for elementary and middle school!

TAKEAWAYS:
1. Learn how you can apply to win the Shell Science Lab Challenge; 2. Learn the tips to completing a winning application; and 3. Have an opportunity to actually begin to complete the application and have your questions answered.

SPEAKERS:
Ruth Ruud (Cleveland State University: Venice, FL), Amanda Upton (NSTA: Fresno, TX)

The NSTA Professional Learning team has been inspired by educators across the globe who have been providing distance and hybrid learning. Come learn about the NSTA Daily Dos, DailyDo playlists, Transforming Science Learning and Teacher Tip Tuesday webinar
series, and other new NSTA products and services!

TAKEAWAYS:
1. Explore new NSTA products and services designed to shift instruction to create engagement and scientific/STEM literacy for ALL students that leverage the assets students bring to the table; and 2. Hear from teachers the ways NSTA products and services have helped them create a classroom culture that supports student sensemaking based in the science and engineering practices that grow life and workforce skills.

SPEAKERS:
Kate Soriano (NSTA: Jersey City, NJ), Tricia Shelton (NSTA: Clarksville, TN), Michelle Phillips (NSTA: Arlington, VA)

Collaborate and share tools that can be used either in person or in a distance-learning environment. Discover how you can use these tools in the science classroom, especially with STEM projects and competitions.

TAKEAWAYS:
1. Collaborate and share tools that can be used either in person or in a distance-learning environment; 2. Discover how you can use these tools in the science classroom, especially with STEM projects and competitions; and 3. Engage with educators that are interested in improving science literacy with K-12 students via interactive engagement strategies for students.

SPEAKERS:
Acacia McKenna (NSTA: Arlington, VA)

Join us to learn more about our journey to support teachers' social and emotional well-being by designing differentiated learning experiences as we implemented three-dimensional science.

TAKEAWAYS:
1. Methods to design effective differentiated learning for science educators; 2. Ways to support adult learners via differentiation; and 3. Ways to strengthen the implementation of 3-D science teaching, learning, and assessment across districts.

SPEAKERS:
Tonya Woolfolk (Houston County Schools: Perry, GA), Denise Richardson (Rockdale County Public Schools: Conyers, GA)

Explore inclusive ways of using case studies with structured small group work/discussion, as well as aligning case studies with content goals.

TAKEAWAYS:
1. Using case studies; 2. Addressing inclusion; and 3. Achieving content goals.

SPEAKERS:
Ally Hunter (University of Massachusetts Amherst: Amherst, MA), Melissa Zwick (Stockton University: Galloway, NJ)

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

TAKEAWAYS:
1. Learn how to apply for a Shell-sponsored award; 2. begin your application or nomination of a Shell-sponsored program and receive a prize; and 3. collaborate with past winners and judges to learn how to strengthen your application.

SPEAKERS:
Amanda Upton (NSTA: Fresno, TX), Richard Embrick (Wright Junior High: Rosenberg, TX)

This session will utilize the design principles for engaging multilingual learners in 3-D science to create engaging and equitable learning experiences for ALL students, but especially MLLs.

TAKEAWAYS:
1. Examine a set of principles co-developed by NSTA and WIDA and discuss how these "show up" in classroom; 2. Explore ways to help a linguistically diverse group of students engage together in sensemaking discourse; 3. Explore the role of modeling as a sensemaking support in linguistically diverse classrooms; 4. Learn about WIDA’s four Language Practices to authentically engage ALL students in using language for sensemaking; and 5. Learn how the Teacher Discourse Moves and Student Discourse Moves facilitate the exploration and transformation of science understanding.

SPEAKERS:
David Crowther (University of Nevada, Reno: Reno, NV), Rita MacDonald (Wisconsin Center for Education Research: Plattsburgh, NY)

We will share the strategies and activities that made our first virtual STEM institute an engaging and educational experience for diverse upper elementary and middle level youth.

TAKEAWAYS:
Participants will: 1. identify best practices for engaging youth in informal STEM experiences, including an end-of-summer celebration; 2. learn how we delivered programming in STEM with multiple grade-level bands; and 3. gain a list of valuable resources we used to teach scientific concepts, including how we created and distributed kits.

SPEAKERS:
Demetrice Smith-Mutegi (Old Dominion University: Suffolk, VA)

Struggling to deliver lab experiences simultaneously to in-person and remote students in large numbers? Come learn how we did it and share your solutions too.

TAKEAWAYS:
1. The approach one takes to delivering online/hybrid laboratory experience depends on learning objectives; 2. Course-based research experiences can be conducted through remote collaborations; and 3. Students acknowledge benefits of online/hybrid research experiences.

SPEAKERS:
Donald French (Oklahoma State University: Stillwater, OK)

Educators share challenges and strategies to enhance STEM learning in the urban environment. A variety of real-world issues and their successful solutions will be shared.

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:
Michelle Ellis (Hunter Huss High School: Gastonia, NC), Acacia McKenna (NSTA: Arlington, VA), Pat Shane (UNC-Chapel Hill Emerita: Chapel Hill, NC), Brad Rhew (Guilford County Schools: High Point, NC), Rabiah Harris (Ida B Wells Middle School: Washington, D.C., DC), Mary Beth Berrien (Greenfield Commonwealth Virtual School: Westfield, MA), Charles Hayes (Highland Oaks Elementary School: Memphis, TN)