Attendees will participate in a hands-on experience as they construct an understanding of the best practices for presenting hands-on activities remotely.

This session is targeted for novice attendees.

Materials needed:

• scissors
• several paperclips
• sheet of scrap paper

TAKEAWAYS:
1. Discover tips, techniques, and strategies for the successful facilitation of online activities; 2. Discover new activities appropriate for online delivery, including virtual field trips; and 3. Participate in an online activity to experience (as a student) what works and what doesn't.

SPEAKERS:
Michael DiSpezio (Master Educator, Presenter, and Author: North Falmouth, MA)

Virtual word walls support academic language acquisition. Three strategies will be presented for use in remote or in hybrid classrooms to strategically target vocabulary.

TAKEAWAYS:
1. How to use virtual interactive word walls to support academic language acquisition during remote or hybrid instruction; 2. Learn how to use virtual interactive word walls to highlight connections between science concepts and inquiry-based science activities while connecting scientific concepts and academic vocabulary; and 3. Experience three strategies that may be used, with virtual interactive word walls, to strategically target vocabulary during remote or in hybrid instruction.

SPEAKERS:
Julie Jackson (Texas State University: Round Rock, TX)

Attendees will participate in a hands-on experience as they construct an understanding of the best practices for presenting hands-on activities remotely.

This session is targeted for novice attendees.

Materials needed:

• scissors
• several paperclips
• sheet of scrap paper

TAKEAWAYS:
1. Discover tips, techniques, and strategies for the successful facilitation of online activities; 2. Discover new activities appropriate for online delivery, including virtual field trips; and 3. Participate in an online activity to experience (as a student) what works and what doesn't.

SPEAKERS:
Michael DiSpezio (Master Educator, Presenter, and Author: North Falmouth, MA)

Explore using the SEPs to make remote STE instruction inquiry based. Participate in a remote hands-on investigation. Receive a toolkit of resources, strategies, and instructional tools.

Materials needed:

• Markers or crayons
• Large sheet of heavy weight paper (11x17 or 8.5 x14)
• 4–6 ice cubes all about the same size
• 4 paper cups big enough to hold 2 ice cubes
• Cooler or access to freezer to keep ice frozen
• Aluminum tray
• Black or white tray (take-out container will work)

TAKEAWAYS:
1. Leave with a toolkit of distance-learning practices and investigations to enhance students’ use of the SEPs; 2. Learn about distance-learning tools that support the engagement of all students in STE; and 3. Develop new ideas for performance-based assessments using distance-learning strategies.

SPEAKERS:
Rosemary Rak (Wade Institute for Science Education: Fall River, MA), Angela Damery (Wade Institute for Science Education: Quincy, MA), Sandra Ryack-Bell (Wade Institute for Science Education: Dartmouth, MA), Margaret Brumsted (Education Specialist: Riverside, RI)

Participants explore strategies and resources for engaging students during face-to-face and virtual instruction. Equity, differentiation, and nonlinguistic representations of instruction and learning will be targeted.

TAKEAWAYS:
Attendees will: 1. learn research-based strategies that increase student engagement so that all students are involved in the learning process; 2. learn new ways to increase the confidence of learners who may be reluctant to engage in classroom activities and discussions; and 3. obtain numerous activities, templates, games, resources, etc. they can use with their students. These can be used “as is” or modified to include other content based on the needs of the attendees.

SPEAKERS:
Iris Mudd (Winston-Salem/Forsyth County Schools: Winston Salem, NC)

My NASA Data will model interactive resources for students learning in-person and via virtual environments that feature short activities, lessons, and access to NASA data.

TAKEAWAYS:
Participants will: 1. walk away with access to NASA resources for their Earth science classrooms that can be linked directly to their learning management systems; 2. learn of interactive strategies for using these resources with students in a variety of learning environments; and 3. learn of an Earth science data visualization tool that enables students/educators to access and visualize NASA data for a particular region or time period.

SPEAKERS:
Elizabeth Joyner (NASA Langley Research Center: Suffolk, VA), Angela Rizzi (NASA Langley Research Center/ADNET: Newport News, VA)

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)

Virtual word walls support academic language acquisition. Three strategies will be presented for use in remote or in hybrid classrooms to strategically target vocabulary.

TAKEAWAYS:
1. How to use virtual interactive word walls to support academic language acquisition during remote or hybrid instruction; 2. Learn how to use virtual interactive word walls to highlight connections between science concepts and inquiry-based science activities while connecting scientific concepts and academic vocabulary; and 3. Experience three strategies that may be used, with virtual interactive word walls, to strategically target vocabulary during remote or in hybrid instruction.

SPEAKERS:
Julie Jackson (Texas State University: Round Rock, TX)

NASA GLOBE Cloud resources provide a variety of ways for diverse learners to engage in the science process in their local community through citizen science.

TAKEAWAYS:
1. NASA GLOBE Cloud resources are free and flexible and allow diverse learners to engage with content in many ways; 2. A NASA scientist will discuss why citizen science observations are important to NASA; and 3. Learners can actively participate in citizen science in their own community.

SPEAKERS:
Angela Rizzi (NASA Langley Research Center/ADNET: Newport News, VA), Elizabeth Joyner (NASA Langley Research Center: Suffolk, VA)

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)

We are teaching students in class, at home, and in quarantine. TIES offers FREE evolution units packed with activities. Check them out at www.tieseducation.org.

TAKEAWAYS:
1. You can teach evolution virtually, but effectively; 2. There are free online activities that can replace our more traditional active learning lessons; and 3. This session can give your students high-quality evolution instruction all in one free, downloadable unit with student response sheets, rubrics, answer keys, and assessments.

SPEAKERS:
Bertha Vazquez (G. W. Carver Middle School: Coral Gables, FL)

Labs should be as much about sensemaking as hands-on skills. Learn to use online data to engage students in minds-on biology labs in or out the classroom.

TAKEAWAYS:
1. Engaging students in sensemaking during lab investigations fosters more meaningful learning than simply manipulating physical lab materials; 2. By shifting the focus from collecting data to making sense of data, teachers can still engage students in aspects of the investigation practice while prioritizing the development of science ideas; and 3. Taking advantage of online data sets can reduce barriers faced by students learning remotely or in schools with limited laboratory equipment.

SPEAKERS:
Jeremy Peacock (Jackson County School System: Jefferson, GA), Kate Soriano (NSTA: Jersey City, NJ)

NASA GLOBE Cloud resources provide a variety of ways for diverse learners to engage in the science process in their local community through citizen science.

TAKEAWAYS:
1. NASA GLOBE Cloud resources are free and flexible and allow diverse learners to engage with content in many ways; 2. A NASA scientist will discuss why citizen science observations are important to NASA; and 3. Learners can actively participate in citizen science in their own community.

SPEAKERS:
Janet Struble (: Fenton, MO), Angela Rizzi (NASA Langley Research Center/ADNET: Newport News, VA), Elizabeth Joyner (NASA Langley Research Center: Suffolk, VA)

Explore the lessons learned during the rapid adaption of our Type 2 Diabetes Curriculum into a format suitable for distance learning.

TAKEAWAYS:
1. Examples of how lessons were adapted from hands on to digital; 2. Strategies for creating engaging lessons that work both online and in-class; and 3. Access and information to full Type 2 Diabetes Curriculum adapted for in-class, hybrid, or online learning.

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

Participate in an energy delivery–themed virtual escape room activity. Solve puzzles and pursue clues to discover the origin of a cascading blackout.

TAKEAWAYS:
1. The U.S. power grid is the system of producers and consumers of electricity. It includes power generators, switches that control the flow of electricity, substations, miles of power lines, and millions of transformers; 2. Nearly all electricity is used the moment it is generated. The power grid is continually evolving as we integrate alternative power resources and invent technologies; and 3. This challenging process allows us to deliver energy to homes and businesses in cleaner, more efficient ways and makes the system more resilient to disruption.

SPEAKERS:
Jana Sebestik (University of Illinois at Urbana-Champaign: Champaign, IL), Logan Marlow (University of Illinois at Urbana-Champaign: Urbana, IL), Michael McKelvey (University of Illinois at Urbana-Champaign: Champaign, IL), Christina Tran (University of Illinois at Urbana-Champaign: Arlington Heights, IL)

Participants explore strategies and resources for engaging students during face-to-face and virtual instruction. Equity, differentiation, and nonlinguistic representations of instruction and learning will be targeted.

TAKEAWAYS:
Attendees will: 1. learn research-based strategies that increase student engagement so that all students are involved in the learning process; 2. learn new ways to increase the confidence of learners who may be reluctant to engage in classroom activities and discussions; and 3. obtain numerous activities, templates, games, resources, etc. they can use with their students. These can be used “as is” or modified to include other content based on the needs of the attendees.

SPEAKERS:
Iris Mudd (Winston-Salem/Forsyth County Schools: Winston Salem, NC)

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)

My NASA Data will model interactive resources for students learning in-person and via virtual environments that feature short activities, lessons, and access to NASA data.

TAKEAWAYS:
Participants will: 1. walk away with access to NASA resources for their Earth science classrooms that can be linked directly to their learning management systems; 2. learn of interactive strategies for using these resources with students in a variety of learning environments; and 3. learn of an Earth science data visualization tool that enables students/educators to access and visualize NASA data for a particular region or time period.

SPEAKERS:
Angela Rizzi (NASA Langley Research Center/ADNET: Newport News, VA), Elizabeth Joyner (NASA Langley Research Center: Suffolk, VA)

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)

There are many ways to virtually engage students in science labs. This presentation will share methods as well as offering advice on how to do it.

TAKEAWAYS:
1. All labs can still be done, but with adaptations; 2. Students can be actively engaged in lab even while not in school; and 3. Students can still learn the skills and knowledge from lab virtually.

SPEAKERS:
Audrey Smeltzer-Schwab (Muhlenberg High School: Shrewsbury, PA)

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 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)

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)

Good data-based labs are priceless. Developing your own is hard—especially for online. Walk through the process of designing online, data-based labs.

TAKEAWAYS:
1. Identify the differences between developing online labs and face-to-face labs; 2. Become familiar with some tools and resources available to help you design your own online, data-based labs; and 3. Be able to identify additional supports students will need in online settings.

SPEAKERS:
Zack Stockbridge (Southwestern Community College: Sylva, NC)

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)