Participants will learn strategies and receive numerous resources that increase students’ scientific literacy. The hands-on approach has participants engaged in the activities, games, and more.

TAKEAWAYS:
Attendees will: 1. learn new strategies for incorporating scientific literacy into their lessons; and 2. receive numerous activities, templates, games, and other resources to help with doing this. These resources can be used “as is” or modified to allow for differentiation based on the needs of the learners. Strategies and resources will include ones effective with ELL and EC students.

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

The Universal Design for Learning (UDL) Guidelines are a tool that can be used to design learning experiences that meet the needs of all learners (CAST, 2018). Instructional designers and teachers can use these principles to create learning environments that reduce barriers to access for all students, while keeping in mind the learning goals of the lesson. The three guiding principles of UDL are engagement, representation, and action and expression. In this session educators will be provided with examples of these principles in action in sample materials from OpenSciEd and classroom videos. In these examples, participating will identify how the materials have been purposefully designed with multiple avenues for engagement, representation, and action and expression. Additionally, they will identify the built-in supports for teachers to highlight student assets and to address potential barriers to learning for their local student population. Teachers will utilize a tool to help them analyze their own lessons to identify goals, potential barriers, and ways to use the UDL Principles to remove barriers and create flexible paths to learning.

TAKEAWAYS:
Teachers will utilize a tool to help them analyze their own lessons to identify goals, potential barriers, and ways to use the UDL Principles to remove barriers and create flexible paths to learning.

SPEAKERS:
Sarah Delaney (OpenSciEd: San Carlos, CA)

After learning about computational thinking, participants will apply the framework to determine where students engage in computational thinking within the activity. Participants will engage in activities where students engineer as part of the investigations. Participants will be able to use a pre-programmed microcontroller (loaned by the presenters) to experience 3 different short investigations each tied to a different phenomenon. 1) Does angle matter? How does the angle of the collector affect how warm it is? Using the microcontroller and lamps participants will collect data to build a model that explains why the tilt of the Earth creates different seasons. 2) Transparent, Translucent, and Opaque. When working in a greenhouse, different materials can be used to cover the greenhouse. Which is the best material for your area? Using the light level sensor on the microcontroller, participants test different materials to recommend their uses when designing a greenhouse. 3) Making an alarm - using the microcontroller accelerometer sensor, participants arm an alarm and see how the accelerometer works in three dimensions. Participants will be provided printed copies of the lesson plans and how to engage students with using the microcontrollers. Note that no knowledge of coding or any equipment brought is necessary to participate in this workshop.

TAKEAWAYS:
Attendees will learn (1) Microcontrollers are small computers that come with several integrated sensors. Their functionality makes them useful for both investigations and engineering projects. Some of the basic functionality of different microcontrollers (2) One definition of computation thinking is how to use computers to solve problems. Computational thinking activities that connect students to everyday phenomena. The development of algorithms or the decomposition of problems into simple steps are just two examples of processes associated with computation thinking. It is a powerful problem-solving technique that is used in the modern world (3) How engineering tasks provide opportunities for student sensemaking

SPEAKERS:
Susan German (Hallsville Middle School: Hallsville, MO), G. Michael Bowen (Mount Saint Vincent University: Halifax, NS)

Without out a doubt the recent pandemic has demonstrated that, the efforts in the science classroom towards scientific literacy are more relevant than ever. In this session participants will learn simple effective visual literacy tools and strategies that make learning science visible to all students, supporting diversity and reinforcing scientific literacy skills that help students make sense of the world. The strategies and tools used in this presentation will highlight the need to incorporate visual literacy as current brain research shows that around 60% of information we process every day comes in visual form. Sometimes chunking content to smaller learning bites can lower the understanding of concepts and ideas, especially if these concepts are abstract in nature; learning how to maximize the use of visuals both student and teacher made supports deeper understanding not just on a particular concept but of how they are connected making sense of the world. These strategies support cultural competency as they support learner diversity while working on scientific literacy skills such as use of evidence/data, pose questions, find answers. By having a common visual as point of reference along with strategy and tools not only closes the gap on background knowledge and makes accessible to all students but also helps student and teachers have meaningful discourse highlighting students strengths to solve real world problems.

TAKEAWAYS:
In this session participants will learn simple effective visual literacy tools and strategies that make learning science visible to all students, supporting diversity and reinforcing scientific literacy skills that help students make sense of the world.

SPEAKERS:
Marjorie Miles Dozier (Polk County Public Schools: Bartow, FL)

Introducing students to real-world engineering problems is a key component to engaging them in the science classroom. In this project, students solve the problem of saving pets from a hot car. Many students are aware of this issue and would have many ideas on how this could be achieved. This projects gives them the tools to help solve such a problem by building a model and finding a solution. Participants in this session will get to build the model themselves to see how information from sensors (input) can determine what should be done (output) through simple lines of code. No coding or engineering experience is needed, just imagination and logical thinking. Projects like these can expose students to STEM Careers. The exposure to coding and engineering design can also get them interested in doing more in the STEM field.

TAKEAWAYS:
Solve a real-work problem with coding and engineering design - no prior experience needed.

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

This workshop highlights Blood Glucose Balance, a web-based game modeling the impact of food choices and health care access on glucose metabolism.

TAKEAWAYS:
How to use this gamified model of glucose metabolism to foster student engagement by making sense of the environmental access and life choices on glucose metabolism and by analyzing data collected from the game results.

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

According to the 2018 NSSME Survey, 77% of elementary teacher’s self-report that they feel very well prepared to teach reading/language arts and only 31% rate their preparedness for science at the same level. Furthermore, the description of activities that elementary teachers indicate students participate in show reading about science or engaging in hands-on laboratory activities at just under 50%. Furthermore, students gain a deeper understanding of a text when they make authentic connections. Science investigations that incorporate phenomenon are perfect vehicles for students to make authentic connections. Students who make connections while reading are better able to understand the text they are reading. It is important for students to draw on their prior knowledge and experiences to connect with the text. Students are thinking when they are connecting, which makes them more engaged in the reading experience. The Framework even stresses that “students should be asked to engage in the communication of science, especially regarding the investigations they are conducting…” (p. 76) This session will focus on the expansion of a common strategic reading strategy related to “text to connections”, elementary teachers can support students in constructing understanding and connecting it to their own life.

TAKEAWAYS:
Participants will explore and learn how to how to expand a common literacy strategy of “text to” connections when using picture books in the elementary science classroom.

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

Participants will use a graphic organizer to record their thinking as I describe a unit I taught in which students in grades 9-12 explored issues related to artificial intelligence. Students crafted op-Eds advocating for what we should do in our community about emerging technologies like driverless cars and facial recognition. As I describe the unit, I will highlight how I (1) kicked off the unit with a phenomenon that raised questions about convenience, safety, security, equity, and justice; (2) layered on texts and encouraged students to grapple with multiple perspectives on AI-related issues; (3) used routines and mentor texts to support students in crafting claims and connecting evidence to their claims; and (4) engaged students in processes of revision. Then, participants will work in self-selected groups to explore science/technology/society text sets on topics like lab grown meat and space debris. As they explore the text set, they will engage with a classroom routine to develop a compelling, debatable, defensible, and nuanced claim. Participants will share what they discovered as they explored the text set and wrote claims in their group and will reflect on how these text sets and routines might become part of their classroom practice.

TAKEAWAYS:
Participants will learn about freely available text sets and classroom routines developed by teachers for supporting civically engaged argument writing about science and technology issues in society.

SPEAKERS:
John Smith (Chester A Arthur School: Philadelphia, PA)

Science literacy is essential to be informed and engaged citizens in the 21st century. Data are what we use to do science. Thus, reading and making sense of real-world data are fundamental skills to being scientifically literate and a fun way to engage learners with science. However, how do we incorporate data into K-8 science without feeling overburdened with yet another thing to teach? By integrating it into what we are already doing! Join us to explore the connections between data, science, and literacy. We will experience research-based strategies and freely available resources for integrating phenomenon-based and local data into our science instruction to promote science literacy. We will participate in activities ourselves and reflect on approaches for how to bring these into our classrooms. The goal is to increase our data toolkit of strategies and resources to increase science literacy and relevance for students. Participants will leave more empowered to integrate data into their science content in purposeful ways to better helps students do and communicate science. Working with and learning from data fosters critical thinking skills, lifelong interests in science, and facilitates learners’ literacy skills. Let’s set our students up for success now and in the future!

TAKEAWAYS:
Participants will identify how data literacy is a critical aspect of science literacy in the 21st century and how to leverage existing strategies to authentically integrate data into K-8 science instruction to teach their science content and increase literacy simultaneously.

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

Trade books are often used to support science instruction, and are an effective way to connect ideas about how science works to classroom science experiences. In this workshop, we will share a rubric for evaluating trade books for science read-alouds and discuss how the tool can be used to inform instruction (e.g., developing discussion questions). The rubric focuses on four concepts related to humanizing science, and aligned with views of nature of science in the Next Generation Science Standards: Science is done by diverse people, Scientists interpret empirical evidence to support their claims, Scientists use a variety of methods, and Scientists are creative at all stages of their investigations. These four concepts support students’ understanding of how science works, laying the foundation for being an effective consumer of science. Additionally, these four concepts present a more accurate representation of scientists, in contrast with many long-standing stereotypes about scientists. Attendees will have the opportunity to use the rubric to analyze elementary-level science trade books and develop a plan for implementing the read-alouds in class. We will conclude by examining how teachers can layer selected trade books effectively into their existing science curriculum.

TAKEAWAYS:
Attendees will learn why representing science as a human activity is important for students’ understanding of how science works, and will learn how to select and plan for read-alouds of books that humanize science into their existing science curriculum.

SPEAKERS:
Jeanne Brunner (University of Massachusetts Amherst: Amherst, MA), Kathleen Mahoney (Doctoral Student)

How can a change in human action impact carbon sequestration, biodiversity and soil health? In this hands-on investigation teachers will look for patterns in ecosystem diversity to determine cause and effect relationships for the services provided for by those ecosystems. We will capture mesofauna and calculate its species richness and relative abundance using Simpson’s Index of Diversity. Then, we will investigate soil structure to compare the species diversity to soil health. Is there a connection? How can improved soil health help to mitigate climate change? This investigation will spotlight how human impact has altered natural ecosystem services and discuss how this change has reduced carbon sequestration. How can we use symbiotic relationships and biogeochemical cycles to reverse this trend? Teachers will: - Investigate soil ecosystems - Calculate Simpson’s Index of Diversity - Determine cause and effect relationships between human impact and ecosystem services - Use foldscopes to identify organisms and collect data - Talk to industry experts in food production to connect science and technology to their classrooms. Free professional development and curriculum available from Nourishthefuture.org.

TAKEAWAYS:
Investigate patterns in biodiversity, soil health, and carbon sequestration to determine human impact on ecosystem services and changing climate.

SPEAKERS:
Heather Bryan (Nourish the Future - Education Projects, LLC: Columbus, OH)

As a K-5 English Learner Teacher, I work with all grades, and for the last five years I've been helping students reach NGSS Performance Expectations through inductive, hands-on science lessons. I’m also a Science Methods Professor at North Central College, where I coach pre-service teachers in how to create and teach NGSS-aligned, three-dimensional science lessons. In this session, teachers will experience several hands-on mini-lessons and explore the meaning of inductive learning in science. Teachers will inductively discover how circuits work and engineer solutions for erosion. We’ll also use digital microscopes to explore the needs of plants and the structure and function living things, so please bring a device with a USB port if you can. Throughout the session, I’ll showcase digital portfolio examples from my K-5 students over the last 5 years. Elementary teachers are often intimidated by teaching and assessing the ambitious performance expectations of the NGSS, especially given the limited class time available for science instruction. Incorporating experiential science lessons with reading, writing, and speaking allows cross-curricular connections with ELA. Teachers will see many examples of digital notebooks used with English Learners and special education students for ongoing performance assessment of both Science and ELA standards.

TAKEAWAYS:
Inductive, and inclusive hands-on science experiences and the use of digital portfolios lead to deeper learning as well as ELA & Math connections for K-5 students.

SPEAKERS:
Melissa Eaton (Cowlishaw Elementary School: Naperville, IL)

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

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

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

Human activities have caused changes in global temperature and weather patterns. This generation of students will need to understand climate science in order to adapt to this changing environment. In this session, participants will explore a project in which students incorporate engineering and basic coding - no experience necessary. We will use micro:bit technology to connect basic coding commands to collect authentic data using embedded sensors. Participants will use this collected data to modify design solutions based on human vulnerabilities to severe weather. Participants will find ways to expose their students to the engineering capabilities needed to solve problems. This project allows students to compare design solutions to identify which is best for the problem at hand and experience the interactive process of evaluating solutions. This project allows for the authentic integration of technology, mathematics, crosscutting concepts, science practices, and easy implementation of the Next Generation Science Standards.

TAKEAWAYS:
Use technology to expose students to coding and engineering design solutions for severe weather.

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

To effectively engage audience members, I will balance their readiness to learn, cognitive load, and stimulating activities. Using real-world examples, I will demonstrate the power of STEM in elementary classrooms to grow all learners and provide necessary 21st-century skills. Often STEM is an enrichment offered to high-achiever but struggling learners have even more to gain from STEM including confidence and leadership. I will focus on practical application, but valuable references and data will be included to support my practices. I will begin the session with a survey to identify the needs and perceptions of participants regarding STEM integration. Based on input, I will share research-based strategies, classroom integration examples, or dispel misconceptions. I will include an interactive STEM activity using index cards and paper clips to provide a STEM lesson model and demonstrate the ease of integrating STEM with simple, classroom supplies. Participants will leave the session with a better understanding of the benefits of STEM in K-5 classrooms and feel more comfortable integrating STEM into their own classrooms.

TAKEAWAYS:
Participants will understand the value of STEM integration beyond the four letters of the acronym, including the benefits of productive struggle of high achievers and how the grit of struggling learners are paramount in the success of STEM challenges.

SPEAKERS:
Erika Neuman (University of Texas at San Antonio: No City, No State)

Students may commonly hear the terms carbon dioxide, greenhouse gases, global warming, and climate change. It is important to understand climate science and climate change, and how energy use and consumer choices impact our environment, economics, and standard of living. Session participants will learn hands-on activities to use with their students to develop a better understanding of climate science. They will first explore NEED’s Greenhouse in a Beaker to observe how greenhouse gases, like CO2, act in our atmosphere through the use of common lab equipment. Can I Really Fry and Egg on the Sidewalk uses an infrared thermometer to showcase how radiant energy is absorbed by various surfaces at different rates and be able to see how different surfaces and the spaces surrounding them can have elevated temperatures, leading to a heat island effect. Road Trip involves calculating the carbon impact of transportation choices to learn about their carbon footprint.

SPEAKERS:
Cori Nelson (The NEED Project: Manassas, VA), Sharon Bird (The NEED Project: Manassas, VA)

For years, research on the language of classrooms explored how the way we say things impacts students’ sense of belonging. This session uses the NSTA Teacher Tip Tuesday—The Meaning Beyond The Words: How Language, Race, and Culture Impact Science Teaching and Learning web seminar to consider how we signal to students that we value their ideas and how they communicate those ideas in the science classroom and what we can do as educators to help ensure our students know they belong in the classroom and can do science. Participants will learn about opportunities to continue the learning after the session ends through NSTA’s new Professional Learning Units.

TAKEAWAYS:
1. Become aware of how we signal (or don’t signal) to students their ideas and how they communicate their ideas are valued in the science classroom; and 2. Learn strategies to support students in building on their ideas and each other's ideas to move toward building deep conceptual understanding of big ideas in science (disciplinary core ideas).

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

By the end of this session, participants will be able to: - Explain the impact of roads on wildlife - Analyze data to design wildlife-friendly crossing structures - Use hands-on tools to teach STEM concepts The majority of this session will focus on real world data analysis and problem solving. Working in small groups, participants will propose solutions to a number of related scenarios. First, they’ll analyze data to determine if highways pose a significant threat to wildlife. Relevant vocabulary will be introduced – including fragmentation, migratory barriers, porosity and passage rates – as we explore the need for ways to move animals across highways without impacting humans. Once a need is determined, they’ll continue their exploration by looking at potential crossing structure solutions. They’ll identify structure location and wildlife-friendly designs to ensure the highest use. They’ll be asked to either create a model or blueprint of their design. Finally, participants will discuss ways to determine the crossing structure effectiveness. This will include a cost/benefit analysis. Additional resources to expand learning will be shared, including links, books, videos, contacts and professional development.

TAKEAWAYS:
Science and Engineering Practices are used by wildlife biologists to help manage wildlife populations and those same skills can be developed in students.

SPEAKERS:
Eric Proctor (Arizona Game and Fish Department: Phoenix, AZ)

The basic physical science principles of gravitational force and air resistance are explored as students design, build, test, and evaluate parachutes. K-W-L charts are used to assess students’ knowledge of the engineering design process and the scientific method. The book, “Mercedes and the Chocolate Pilot” by Margot Theis Ravin, is read to students and they discuss whether the pilot acted like an engineer as he wanted to share sweets with children during the Berlin Airlift. The students are presented with a problem, getting food and water to islanders whose homes and roads have been damaged by hurricanes. Simple materials such as paper napkins, paper towels, crocheting thread, and paper clips are used to build the parachutes. The students use the five ‘E’s’: engagement, exploration, explanation, evaluation, and elaboration as they compare their various parachute models. Students learn that air contains particles, and it is these particles that place forces on bodies moving in the air and counteract the force of gravity. Students use math in the analysis of their models. Students learn that models representing parachutes can be designed in many ways and may behave differently when tested. Students learn the many ways engineering and science are used to explore and explain nature and are employed in manufacturing and technology processes.

TAKEAWAYS:
Student groups learn that the engineering design process and the scientific method are circular processes as they design, build, test, and evaluate a parachute model then improve it.

SPEAKERS:
Suzanne Cunningham (Purdue University: West Lafayette, IN)

We live in a data-driven world, and our students will be working in a data-driven workforce. Therefore, it is critical that our Pre-K-12 students learn foundational data literacy skills. However, currently these skills are too often only taught in upper-level classes. All students need these skills and all students, down to our little Pre-Kers, can work with and make sense of science data. Let’s make sure data is an equalizer, rather than another divider in our educational system and society! Join us as we explore what perception and learning science tell us about how our brains process data. We will experience research-based strategies and freely available resources to build science knowledge and self-efficacy through data. Finally, we will explore ways to adapt our existing curriculum activities and data visualizations to help our students more equitably access science. Through hands-on activities and group discussions, participants will leave more empowered to leverage data and data visualizations into their science content in purposeful ways for all learners. Working with and learning science from data fosters critical thinking skills, lifelong interests in science, and facilitates learners’ overall 21st century skills. Let’s set all of our students up for success!

TAKEAWAYS:
Participants will identify how data literacy is a critical aspect of science literacy in the 21st century for all students and ways to adjust existing curriculum to leverage data as entry points into science inquiry, sensemaking, and knowledge for all learners to see themselves in STEM.

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

How are you engaging all students in critical skills to ensure they are ready for the future of work? What does the classroom feel, sound, and look like when students are making sense of their world and solving real-world problems? Join the alumni from the 2021 Northrop Grumman Foundation Teachers Academy as they share the ways they have transformed their schools/classrooms to align with the reality of work as experienced alongside engineers, technologists, and scientists.

TAKEAWAYS:
Strategies to integrate workforce skills aligned with the vision of the K–12 Framework.

SPEAKERS:
Rachel Kenning (Spring Creek Middle School: Providence, UT), Anthony Carter (Middle River Middle School: Middle River, MD), Yevgeny Pevzner (Kearns Junior High School: Salt Lake City, UT), Leilani O'Dell (Roscomare Road Elementary School: No City, No State)

While young people are often framed as apathetic towards science class, politics, and the environment, movements like #ClimateStrike demonstrate that quite the opposite is often true. Yet, teachers often do not know how to bring out this type of vigorous engagement in their classes. In this session, learn from students and teachers who have done place-based projects geared towards teaching chemistry, inspiring civic engagement, and working for environmental justice. Recognizing that taking on authentic problems in science class is difficult, the focus of this workshop will rely on honesty, humor, and reflection to learn from each other about how to overcome challenges from complex chemistry content to resistant student attitudes. Using short interactive role plays, this workshop will share lessons we have learned and engage participants in thinking through and acting out what this work looks like in their contexts. With students and teachers as co-facilitators, this workshop seeks to engage educators’ imaginations in bridging sophisticated science learning, student agency, and authentic community involvement.

TAKEAWAYS:
Learn to navigate scenarios that can encourage or prevent students' overlapping critical engagement in science class and their communities around issues of environmental justice.

SPEAKERS:
Alejandra Frausto Aceves (Northwestern University: Evanston, IL), Mindy Chappell (North-Grand High School: Chicago, IL), Jasmine Jones (Student)

Join us to learn what sensemaking is and how to use research-based resources to engage students in making sense of the world around them. Leave with a collection of resources to move your professional learning forward no matter where you are on the sensemaking continuum.

TAKEAWAYS:
Develop an understanding of what sensemaking is and how it can help build classrooms where students are able to make sense of the world around them. Leaders walk away with a consensus-building exercise for their team.

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

The Half-Earth Project team-based Mapping Design Challenge engages students in authentic teamwork to use digital mapping to design their own biodiversity conservation choices.

TAKEAWAYS:
Digital mapping motivated by exploring charismatic species draws diverse students into the multidisciplinary science of conservation decision-making where species, human impacts, and stakeholders have to be considered.

SPEAKERS:
Dennis Liu (E.O. Wilson Biodiversity Foundation: Durham, NC)

Hexagonal Thinking ensures the learning environment features a high degree of student engagement by providing a framework for academic discussion where all students participate. Participants will collaborate with colleagues to experience Hexagonal Thinking using science and math content vocabulary and visuals that will then be used to synthesize information into a piece of critical writing.

TAKEAWAYS:
Participants will learn a strategy for making thinking, learning and content connections visible in the classroom.

SPEAKERS:
Michelle Yates (Aledo ISD: Aledo, TX), Miranda Rosenhoover (Aledo ISD: Aledo, TX)

In this session, the co-editors of the recent NSTA Press book, Crosscutting Concepts: Strengthening Science and Engineering Learning, will take a deep dive into how crosscutting concepts can be more explicitly leveraged to strengthen science instruction. Presenters will illustrate how two instructional units—one elementary and one secondary—have developed CCCs as lenses on phenomena in order to better connect with students’ everyday experiences and to enhance students’ ability to meaningfully integrate SEPs, DCIs, and CCCs to make sense of authentic phenomena and problems.

TAKEAWAYS:
CCCs are: 1) lenses on phenomena and problems; 2) critical to sensemaking about phenomena and problems; and 3) most useful when meaningfully integrated with SEPs and DCIs.

SPEAKERS:
Jeff Nordine (The University of Iowa: Iowa City, IA), Okhee Lee (New York University: New York, NY)

Come join us as we participate in a Darwinian speculation reimagined as a Thought Experiment. This is a classic STEAM approach.

TAKEAWAYS:
See how to integrate the arts into STEM = STEAM.

SPEAKERS:
Christina Derusha (Science Teacher: , IL), Vito Dipinto (National Louis University at Wheeling: Wheeling, IL)

This hands-on workshop will showcase the transformational coaching method in order to shift science instructional practice by addressing the following questions: - What challenges do science teachers face when implementing NGSS? - How can we coach for change? - What tools do we use when coaching? - What does this look like in a coaching conversation? In this session, we will discuss common challenges faced by teachers when implementing NGSS and we will introduce Elena Aguilar’s transformational coaching model of coaching around teaching beliefs as a means to surface and address these challenges. Participants will learn about and discuss both coaching and NGSS tools that support the coaching process. Participants will then view a recording of a coaching session with a science teacher. While watching the video, they will use the tools discussed earlier in the session to determine how the coach surfaced the challenge and what tools were used to move the teacher toward successful practice. Then participants will have the opportunity to practice coaching each other in coaching triads using scenarios of NGSS implementation challenges. Lastly, participants will have an opportunity to reflect and debrief on the successes and difficulties they experienced in their coaching triads.

TAKEAWAYS:
Participants will walk away with specific strategies and tools on how to move science teachers forward on the NGSS three-dimensional continuum through transformational coaching.

SPEAKERS:
Anna Kraftson (Naperville North High School: Naperville, IL)

Participants will organize in groups and receive clues and puzzles to learn about genetic modification then be tasked to “break out” unlocking BreakoutEDU boxes. Puzzles include myths and facts; GMO or not?; Misleading label; and general terms related to genetics, and recombinant DNA. This activity could be used as review of genetics concepts or as a way to engage learners in research about genetically modified organisms. Free curriculum is available from grownextgen.org.

TAKEAWAYS:
Dispelling many of the myths about genetically engineered crops. An engaging way to involve every student in the process of problem-solving. Introduction to more resources about the connection between agriculture and science concepts.

SPEAKERS:
Jane Hunt (Nourish the Future - Education Projects, LLC: Columbus, OH)

An open-ended  investigation using the basic elements of the visual arts to compare images of Earth and celestial objects of our universe. Examples of student comparisons and a packet of resources will be shared.

TAKEAWAYS:
Participants will: 1. use images from NASA’s Chandra X-ray Observatory and compare them to Earth images taken by Yann Arthus-Bertrand; 2. compare and contrast, using the basic elements in art and the properties of matter used in science, to describe each object; and 3. continue to create their own comparisons using the images made available in the workshop.

SPEAKERS:
Sally Jensen (Retired Educator: Campton, NH)

Gain experience using the NSTA Sensmaking Tool to become critical consumers of curricular materials and support creating/revising lessons for sensemaking.

TAKEAWAYS:
1. Learn how to use the NSTA Sensemaking Tool to review science lessons for the four critical aspects of sensemaking; and 2. Understand how to use the Sensemaking Tool to support creating and revising existing science lessons for sensemaking.

SPEAKERS:
Kate Soriano (NSTA: Arlington, VA)

So many data conversations fall flat because of current methods of data collection. What if we could vary the type and frequency we collect and analyze data using google forms and spreadsheets? This would allow us to have more in-depth conversations about what the data is say and how we can use it to move instruction forward. In this session, 5 different tools will be presented to teachers that allows them to collect data in different ways. With these tools, the focus is no longer on the past and why things happened, but focus on the future of what we can do to respond to the data.

TAKEAWAYS:
Educators will learn about and receive templates for multiple tools using google forms and spreadsheets to realize the vision of a good data conversation

SPEAKERS:
Rocco Williams (Fort Worth ISD: Fort Worth, TX)

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

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

SPEAKERS:
Stacy Thibodeaux (Southside High School: Youngsville, LA)

Water: It’s constantly in use all around us, but did you know that you can recycle water just like paper or plastic? Droughts and water scarcity are becoming an increasingly common phenomenon, and it is estimated that nearly 6 billion people will suffer from clean water scarcity by 2050. Yet, every year, Americans throw 11 trillion gallons of reusable water, also known as grey water, down the drain. In this series of lessons, students will learn about where their water comes from, the human water cycle, the three types of water and the connection between droughts and climate change. These lessons will also tie into the broader themes of sustainability and climate science and incorporate hands-on STEM activities and career connections. The lessons are primarily for elementary students but can be adapted for older audiences. They will be free for all teachers to use in their classrooms and are developed by Shreya Ramachandran, founder of The Grey Water Project in concert with educators. Join us for the presentation to learn more about grey water, why teaching about grey water and water conservation is important and how you can bring this to your classroom!

TAKEAWAYS:
Session participants will learn about grey water reuse and water recycling and how they can be effective drought solutions.

SPEAKERS:
Shreya Ramachandran (Stanford University: Stanford, CA)

Using real-world phenomena asks students to puzzle out answers to problems that occur in their day-to-day lives. It encourages students to enter into sensemaking using their own prior knowledge and tools. One of the best tools to make sense of a phenomenon is math. Learn from CCSS Math and NGSS specialists about using mathematical thinking to promote scientific literacy. This session includes a focus on student agency, sensemaking, and supporting connections between the STEM classroom and real-world phenomena. The presenters will map CCSS Mathematics and NGSS connections while providing strategies for increasing agency and sensemaking in the classroom. Questions we will consider include: How do we support all students in becoming mathematical thinkers? How do we promote agency by providing students with authentic, engaging opportunities to collect, analyze, and interpret real-world data? How can phenomena and questioning techniques support mathematical thinking?  Come explore new possibilities of what high-quality sensemaking with math can look like for all learners.

TAKEAWAYS:
Teachers will take away strategies to integrate mathematical thinking into student sensemaking about scientific phenomena.

SPEAKERS:
Emily Mathews (NSTA: Arlington, VA), Alanna Mertens (DePaul University STEM Center: Chicago, IL)

Participants will use sensemaking and the engineering design process to solve a real world food production problem in a small scale format. This lesson introduces the Food Delivery Challenge, in which participants must design a gravity feeder to carry food (chicken feed) to twelve hungry chickens for over 24 hours. To accomplish the task students must design and build a model of an efficient gravity feeder using the materials available to them. The scenario presented to the class: One of the feeders in your uncle’s barn has broken down, and a new one will not arrive until next month. You must create a gravity feeder to satisfy 12 chickens for 24 hours consistently to ensure the health of your flock. Participants will research, design, build and test their design before presenting to the group for feedback, Participants will then use the feedback to redesign for an improved feeder.

TAKEAWAYS:
1. Use the engineering design process to collaborate, design and build a gravitational feeder system that will feed 10 pounds of feed over a 24 hour period. 2. Present your design plan, and final product to the class for feedback. 3. Provide feedback to the design team for design improvement.

SPEAKERS:
Leah LaCrosse (McCormick Junior High School: Huron, OH), Heather Bryan (Nourish the Future - Education Projects, LLC: Columbus, OH)

Building on workshops facilitated by Gholdy Muhammad during the 2020-2021 academic year, STEM teachers will explore how historically responsive literacy can be extended to science teaching and learning. The AJEDII Model considers how accessibility, justice, equity, diversity and identity shape pedagogy. Participants will review the framework, develop units aligned to current student learning standards, and explore resources developed by facilitators for a range of instructional modes and situations. When COVID-19 hit our schools, STEM educators took on the task of processing and fighting misinformation, teaching and training students, parents, colleagues and other adults in their community about a wide range of technical terms and implementing novel pedagogical technologies and techniques like never before. The imagined worlds of science fiction were being realized but the ending still has not been determined and has certainly not been predictable. Unfortunately, the pandemic that became most clear in 2020 was exacerbated by social problems that could no longer be ignored. Participants will leave the session with materials for designing instruction for virtual (asynchronous or synchronous) and face-to-face learning based on facilitators’ experiences.

TAKEAWAYS:
STEM educators will apply Muhammad's (2020) historically responsive framework to secondary STEM education in learning design

SPEAKERS:
Joy Barnes-Johnson (Princeton High School: Princeton, NJ), Shefali Mehta (Princeton High School: Princeton, NJ), Mridula Bajaj (Mount Laurel Schools: Mount Laurel, NJ)

During this session, I will provide participants with black card stock, needles, string, graph paper and tape. We will start by creating the artwork as this will fuel the discussion later. I will walk participants through the steps using a guided slideshow with pictures. They will be given multiple options and allowed to experiment with their selections. I will give them time to work at their tables to create their art and walk around to help. The discussion portion will happen after the art creation. I will ask the groups to share their art with their table. The valuable portion of the session is when we will brainstorm the modifications that can be done to help all students access this activity. I will ask groups to discuss and share out as I create a list. I will add any modifications not already mentioned. Next, I would like the groups to discuss how this can be used in their classes, including the modifications they would need to suit their students. As a take away, participants will have a note taking sheet, access to the slideshow (includes examples and instructions), list of supplies needed and where to purchase, their beautiful artwork, and valuable discussions.

TAKEAWAYS:
In addition to the art work, participants will leave with ideas, templates and modifications for a variety of students.

SPEAKERS:
Terri Serey (Orange Grove Middle School: Hacienda Heights, CA)

What causes seasons on Earth? How is permafrost affected by climate change? What can we learn from ice cores about climate? These questions are answered through a series of NGSS aligned, hands-on activities. Students design an experiment to test the effect of Earth’s tilt on seasons, explore the effect of climate change on structures built on permafrost, and more! The eesmarts climate change curriculum is composed of adapted lessons surrounding natural cycles that occur on Earth and in our solar system, including the carbon cycle and sunspot activity, how these cycles affect populations, and how humans may affect natural cycles. Activities examine evidence from the past through proxies such as tree rings, cherry tree blossoms, and ice core data. Additional topics include climate and ecosystems, the impact of invasive species, and how to minimize the effect of human activity. The lessons are part of the eesmarts K-12 curriculum, an energy efficiency and clean, renewable energy learning initiative funded by the Connecticut Energy Efficiency Fund. They are written in the 5-E Instructional Model and include presentation Google Slides and handouts. Select digital resources will be provided to participants. The complete eesmarts program is free and available to all Connecticut educators.

TAKEAWAYS:
Participants will explore activities involving natural cycles including the sun cycle, the carbon cycle, and seasons, as well as a variety of proxies and what they can tell us about Earth’s climate past and present.

SPEAKERS:
Kathleen Brooks (CREC: No City, No State), Karin Jakubowski (eesmarts: No City, No State)

This session by members of NSTA’s Professional Learning Committee is designed to help teachers deepen their understanding of the effective and practical strategies to facilitate academic discourse that promotes inclusive science and STEM classrooms. Participants will engage in a variety of instructional strategies to ensure that all students have access to scientific discourse, and opportunities to collaborate with peers, through intentional planning. Participants will engage in a variety of formative assessment classroom techniques (FACTS) from Page Keeley’s Uncovering Student Ideas texts, including commit and toss, pro/con pairs, structured think-pair-share, and more. In addition, we will be discussing the shift away from traditional talk patterns- like I-R-E (Initiate, Response, Evaluation) and towards Productive Talk to promote an inclusive science and STEM classroom where discourse supports student sensemaking. Finally, we will provide resources and discussion around the “lead4ward Instructional Strategies Playlist”, which provides teachers with detailed descriptions of specific, instructional strategies. Links to additional discourse resources will also be provided. The instructional strategies used in this presentation will promote student engagement, differentiation, and scientific understanding to help form a more inclusive learning environment where all students can participate in scientific discourse.

TAKEAWAYS:
Participants will experience a variety of impactful instructional strategies that promote scientific discourse to help create an inclusive STEM learning environment.

SPEAKERS:
Kimberley Astle (Washington Office of Superintendent of Public Instruction: Olympia, WA), Rebecca Garelli (Arizona Science Teachers Association), Angela McMurry (The Ohio Academy of Science: Dublin, OH)

Connect the human impact of trash pollution to engineering design. Get your students thinking critically and creatively as they collaborate in real-world problem-solving. The global real-world issue of human-generated trash polluting local bodies of water is the main focus of this hands-on session. Using our partnership with the Howard County Conservancy, our students learn about their local watersheds and contribute to a Watershed Report Card. Students see how trash that is often found on our local schoolyards can affect our watershed, and they design a working model for trash removal in a local tributary. Basic coding will be used to design programs that will control sensors and motors through a microcontroller, thus removing the trash from the water source. The model will utilize solar and water power to move the trash into a separate receptacle. Various sensors will also be used to monitor water levels and determine the outcome of the program. This session will allow participants to find ways to increase the environmental stewardship of their students while incorporating engineering design into the science classroom. This project allows authentic integration of technology, mathematics, crosscutting concepts, science practices, and easy implementation of the Next Generation Science Standards.

TAKEAWAYS:
Design a project that enhances STEM skills in students such as collaboration, curiosity and creative problem solving.

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

NEED’s Science of Energy stations provide a hands-on approach to experimenting with objects used in student’s daily lives while incorporating scientific processing skills such as making observations, measuring, recording results, compare and contrast, categorize, make predictions, analyze and graph results, and draw conclusions. Workshop participants will rotate through six stations just as their students would in the classroom or OST Program, to learn about the different forms of energy and energy transformations using objects such as a toy car, apple, yo-yo, compass, bouncy ball, glow stick, etc. Using the same materials, the station guides can be easily differentiated for elementary, intermediate, and secondary levels. Each station includes a "What's Happening" article that provides additional informational text on the energy transformation that took place at the station and ties to more real-life examples for further visualization and understanding. The station guides have been correlated to each state’s individual science and math standards, as well as effectively support Next Generation Science Standards.

TAKEAWAYS:
Workshop participants will engage in hands-on experiments just as their students would, using items we encounter in our daily lives that demonstrate energy forms and their transformations and applications to real-life examples for further visualization and understanding.

SPEAKERS:
Cori Nelson (The NEED Project: Manassas, VA), Sharon Bird (The NEED Project: Manassas, VA)

Applying principles of Understanding By Design and Visible Thinking, learn how to design and implement authentic and equitable assessments in any middle school or high school science classroom.

TAKEAWAYS:
Participants will walk away with easy-to-implement, real-world examples of collaborative lab practicums.

SPEAKERS:
Aruna Chavali (The Spence School: New York, NY), Laura Bader (The Spence School: New York, NY)

Using data collection , participants will learn how to actively engage students in a conversation about data and the phenomena that it explains. Participants will learn how to create and/or modify old lessons, labs, and activities into opportunities for discussion , inquiry, and discovery using calculators, Nspire, and labquests.

TAKEAWAYS:
Create a dynamic lesson for use in the science classroom using data collection.

SPEAKERS:
Chris Coker (Camden Fairview High School: Camden, AR)

We are naturally curious, prone to ask why? How? What? Unfortunately, somewhere along the way students lose the trust in their voices to ask questions of and from data. But data are what we use to do science and it permeates all aspects of society today. What should we do? Stop teaching the vocabulary of science and data first, and instead leverage classroom-ready strategies to empower students to lead with their innate curiosity to practice critical 21st century data literacy skills and master the science content. Join us to explore connections between our science content, inquiry-based activities, and data skills. We will experience research-based strategies and freely available resources for integrating phenomenon-based and local data into our science instruction to promote science literacy and student empowerment. We will participate in activities ourselves and reflect on approaches for how to bring these into our classrooms. Participants will leave more empowered to integrate data into their science content in purposeful ways to better help students do and communicate science. Working with and learning science from data fosters critical thinking skills, lifelong interests in science, and facilitates learners’ overall self-identity as a scientist. Let’s set all of our students up for success!

TAKEAWAYS:
Participants will identify how data literacy is a critical aspect of science literacy in the 21st century, how students can do a lot more with data than we often think or presume from their science vocabulary alone, and how to leverage existing strategies to authentically integrate data into 6-12 science instruction to teach their science content and increase literacy simultaneously.

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

High school chemistry focuses on the invisible world of the atom, making the learning of chemistry challenging. The vocabulary of chemistry is its own language; forming connections among abstract ideas can be difficult. When incorporated into the curriculum, games provide students with an experience that allows them to gain a better understanding of chemistry concepts. Device-free games allow students to engage with the content and their classmates. Our comprehensive review games for each unit are designed to provide an opportunity for students to problem solve, think critically and work as a team in a growth-mindset environment. Our experience supports the research that low-achieving students and students receiving educational supports find classroom games beneficial. This workshop will provide teachers an opportunity to play games covering the following topics: matter, atomic structure, periodic table, electron configuration, bonding (ionic, covalent, intermolecular), nomenclature, balancing equations, molar mass, stoichiometry, thermochemistry, solutions, gases, equilibrium and acids/bases.

TAKEAWAYS:
EVERYONE plays and learns along the way. Put ideas together, practice communication and teamwork to improve understanding and application of chemistry concepts. Appropriate for all levels of high school chemistry. Electronic resources for games will be available to workshop participants.

SPEAKERS:
Elaine Kollar (New Trier High School, Winnetka Campus: Winnetka, IL), Laura Hessling (New Trier High School, Winnetka Campus: Winnetka, IL), Tracy Smith (New Trier High School, Winnetka Campus: Winnetka, IL)

This session will start with an overview of the challenges involved in teaching the theory of evolution, including common student misconceptions. Participants will then spend 30 minutes playing the Evolution Game, developed by the speaker, in which players evolve and sketch the changes to their species. The game is really fun and involves, student inquiry, collaboration, problem solving, and touches on the engineering of species that is inherent in evolution. The session will end with a discussion of concepts learned, a copy of an assessment sheet will be shared, and all participants will leave with an electronic copy of the game.

TAKEAWAYS:
Demystifying how good, bad, and benign mutations can make a species survive, evolve, or become extinct through an interactive, fun board game.

SPEAKERS:
Sarah Faulkner (East Granby Middle School: East Granby, CT)

Participate in a hands-on STEAM activity and learn about how Science, Technology, Engineering, Art, and Math are integrated in the K–5 classroom.

TAKEAWAYS:
1. Participate in an example hands-on STEAM activity; 2. Walk away with multiple ideas to use in your classroom; and 3. Discuss the art and science practices and how they can be integrated in the classroom.

SPEAKERS:
Patricia Whitehouse (William C. Goudy Technology Academy: Chicago, IL), Jenna Sanei (Concordia University Chicago: River Forest, IL)

Learn how to integrate STEM and literacy through the use of high-quality STEM-related picture books.

TAKEAWAYS:
Learn strategies for integrating STEM and literacy through the use of picture books in the K–5 classroom.

SPEAKERS:
Kim Stilwell (BIOZONE Corp.: Parker, CO)

We can examine natural phenomena and address wicked problems using the scientific process. The smallpox virus emerged approximately 10,000 years ago, and the virus's global spread devastated civilizations. Thanks to the scientific thinking of a Buddhist nun, a milkmaid, and Edward Jenner, smallpox was declared eradicated in 1979 by the World Health Organization. To support the understanding of the nature of science in the NGSS (Appendix H), session participants will engage in activities that demonstrate how science is used to answer questions about the natural world through a process that is consistent, observational, natural, predictable, tentative, and testable. Additionally, participants will examine various media sources to learn how to identify scientific misinformation and the tactics used to make misinformation appear credible. The National Center for Science Education supports science teachers through free professional development and curriculum to recognize and address science misconceptions using the three dimensions of the NGSS. Resources: https://ncse.ngo/supporting-teachers/classroom-resources

TAKEAWAYS:
This session introduces participants to a basic understanding of the scientific process, how our knowledge of the natural world evolves with new evidence, and that science cannot answer questions that do not pertain to natural processes. Attendees will take a deep dive into an NGSS storyline sequence developed to help students understand that science is an ongoing process that must be supported by multiple lines of evidence to be accepted by the scientific community.

SPEAKERS:
Lin Andrews (National Center for Science Education: Oakland, CA), DeeDee Wright (Colorado State University: Fort Collins, CO), Cari Herndon (National Center for Science Education: No City, No State), Ayesha Alirahi (Science Teacher), Blake Touchet (National Center for Science Education: Oakland, CA)

This session will introduce participants to the Exploration Generation Middle School NSTA Playlist. It provides equitable STEM experiences to students and increases educator confidence in teaching rocketry. This two-lesson playlist brings Sensemaking to rocketry by cultivating student curiosity about rockets to drive learning about science ideas related to physics topics. Participants will investigate forces through hands-on engagement, while also learning about rocket safety. Learn how to develop critical skills within your students to prepare them for the careers of tomorrow.

TAKEAWAYS:
The excitement and curiosity generated by model rocket launches can be used to drive student learning about a variety of physical science ideas.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA), Patrice Scinta (NSTA: Arlington, VA), Nicole Bayeur (Estes Industries: , United States)

Engage in a variety of activities, collect information and resources, and network with middle level leaders. Discover new ideas and materials that you can use next week.

TAKEAWAYS:
The participants will network with other middle level science educators and leaders to discover and engage in activities that will expand their knowledge and be usable in all aspects of their work.

SPEAKERS:
Mary Lou Lipscomb (National Middle Level Science Teachers Association: Naperville, IL), Alison Seymour (Science Teacher: Winchester, 0), Carey Dieleman (National Science Teaching Association: No City, No State), Loris Chen (Science Education Consultant: Fair Lawn, NJ), Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA), Suzanne Cunningham (Purdue University: West Lafayette, IN), Katy Garvey (The Source for Learning, Inc.: Reston, VA), Nicole Green (Animalearn: Jenkintown, PA), Joseph Michaelis (University of Illinois Chicago: Chicago, IL), Kim Nagle (Brooks Middle School: Bolingbrook, IL), Cori Nelson (Winfield School District 34: Winfield, IL), Anne Schoeffler (Seton Catholic School: Hudson, OH), Dennis Schatz (Institute for Learning Innovation: Beaverton, OR), Alison Seymour (Science Teacher: Winchester, 0), Corydon Strawser (Lake Nona Middle School: Orlando, FL), Stacy Thibodeaux (Southside High School: Youngsville, LA), Barbara Phillips-Bredlow (Northeast Nodaway School District: Ravenwood, MO), Dawn Konieczny (Brooks Middle School: Bolingbrook, IL), Erin Towns (Edward Little High School: Auburn, ME)

The Innovate to Mitigate (I2M) project empowers teachers to employ a problem-based learning approach to incorporate climate change education in their classrooms. Teachers, regardless of whether they teach language arts, science, engineering, or math, work with students to identify potential causes of climate change and to develop a prototype as a potential solution. Collaborative student teams, utilizing the various strengths and interests that they bring from diverse backgrounds, design and develop their projects and finally create a competition pitch. I2M provides a structure for teaching climate change throughout the school year, supports students to discuss their developing mitigation ideas with peers across the nation, and provides an outside incentive for them to work towards an end goal. We propose a mini-simulation of the competition experience where teachers, acting as students, participate in the sensemaking promoted by the competition. Teachers read a short article about an aspect of climate change, brainstorm in small groups to propose a solution that mitigates the problem, and discuss mitigation ideas with other workshop attendees. Facilitators present ideas for collaboration among their students and across the hall with other teachers, identify key NGSS integration opportunities, provide examples of student projects, and help teachers think about integrating such a project into their own classrooms.

TAKEAWAYS:
Teachers will learn how to identify entry points for climate change education that capitalize on student desires to make a difference about climate change, support collaboration, and incorporate three-dimensional sensemaking.

SPEAKERS:
Santiago Gasca (TERC: Cambridge, MA), Natalie Stapert (Master Reading Coordinator: Potomac, MD)

Marine debris is a widespread pollution problem in our ocean and waterways. It can harm wildlife, habitats, and our economy. This issue is human-caused, but it also has human solutions. The National Oceanic and Atmospheric Administration (NOAA) Marine Debris Program is dedicated to better understanding and preventing marine debris and its impacts on our environment. One of the best tools we have to combat marine debris is understanding the distribution, abundance, and types of debris in the marine environment. The Marine Debris Monitoring & Assessment Project (MDMAP) is a NOAA citizen science initiative to survey and record marine debris on shorelines. By participating in the MDMAP, students can generate critical data on marine debris for use by community organizations, policymakers, researchers, and NOAA. MDMAP data can also support student-generated action projects, providing opportunities to plan and implement authentic changemaking efforts. The NOAA Marine Debris Program plans to demonstrate and solicit feedback on an updated tool to support implementation of the MDMAP protocols with students: The MDMAP Educators’ Guide (Guide). We will introduce the updated protocols, provide a demonstration of activities in the Guide, and engage in a discussion with educators about implementation, suggested extensions (including action projects), and feedback.

TAKEAWAYS:
Attendees at this session will learn about the updated Marine Debris Monitoring & Assessment Project Educators’ Guide: a refreshed citizen science tool for monitoring shoreline marine debris available from the NOAA Marine Debris Program, including planning and conducting protocols with students, working with survey data, and creating authentic, meaningful action projects for students based on their experiences.

SPEAKERS:
Alexandria Brake (NOAA Office of Education: Silver Spring, MD), Tanya Kea-Marie Torres (California Sea Grant Marine Debris Extension Fellow: , CA)

This workshop features a new NGSS-friendly middle-school unit that explores concepts in genetics, heredity, and natural selection. The unit focuses on the mechanisms that drive genetic variation and how natural selection makes certain trait variations more common in a group. Its easy-to-implement multimedia and paper-based activities are paired with scaffolded practice in working with models, crafting explanations, and identifying cause and effect relationships. The unit is freely available: https://teach.genetics.utah.edu/ Key pieces of the unit • Engaging dog breeding game with achievements • Activity where students see how their own traits would affect their chances of surviving and reproducing in fantastic situations • Online interactives that teach students about the non-directional nature of natural selection, artificial selection in plants, and the role of proteins in making traits. • A card sort to determine if traits are influenced more by genes or by environment • 3 beautiful videos to teach the gene/environment connection, how traits are inherited, and how natural selection works The workshop will orient participants to the unit’s student and teacher resources and how to access them. We will engage in paper-based activities, demonstrate digital modifications for remote or face-to-face learning, and model how to integrate the unit’s multimedia resources to support the paper-based activities.

TAKEAWAYS:
Where to access a new, free, NGSS-friendly unit on genetics, heredity, and natural selection.

SPEAKERS:
Jen Taylor (Lakeview Academy: Saratoga Springs, UT)

It is often thought that a makerspace activity is something that is nice to do with students but not a necessity. Yet when makerspace activities are integrated into daily instruction, it can open many avenues that promote an inclusive classroom. This workshop will focus on strategies and ways to use makerspace to promote student voice and choice for areas of concept development, empathy-driven problem solving, and assessment. Participants will explore the key elements of makerspace and examine ways to use makerspace challenges to support sense-making. The discussion will also focus on the idea that makerspace activities can nudge all students to consider multiple ways of solving problems, thus enhancing their “out of the box” thinking. As part of this session, participants will explore different strategies in using makerspace to introduce a phenomenon, model a phenomenon, and assess students understanding on different dimensions of learning: Crosscutting Concepts, Disciplinary Core Ideas, and Science and Engineering Practices.

TAKEAWAYS:
Makerspace challenges provide student choice and voice in how they make sense of a phenomenon, a solution to a problems, and core ideas.

SPEAKERS:
Michele Detwiler (Gary Adult High School: Tampa, FL)

Classroom gardens, whether indoors or out, provide a variety of ways to actively engage students in the scientific process and the NGSS. In this session, educators will learn about easy to grow seeds and plants for classroom experiments and how to maintain them in a classroom setting. They will sample ideas for investigations to address areas within the NGSS such as plant and seed needs, adaptations, structure and function, propagation and reproduction, human impacts on biodiversity, and the Science and Engineering Practices. This will include ideas for adding engineering and problem solving to plant-based investigations, like designing simple hydroponics systems to grow food indoors without soil or examining the challenges of growing in Martian soil. Finally, educators will learn about some of the investigations that Chicago Botanic Garden scientists are conducting with plants and plant-animal interactions, and how similar studies can be replicated in the classroom and schoolyard. Educators will participate in a planting activity and receive some seeds for their classroom in addition to a variety of curricular resources and ideas.

TAKEAWAYS:
Learn to engage students in plant-based investigations in the classroom using easy to grow plants and seeds.

SPEAKERS:
Rebecca Ammann (Chicago Botanic Garden: Glencoe, IL)

The main goal of this presentation is to help teachers enhance curriculum choices that enrich students lives by integrating the visual arts with environmental science and conservation concerns that allow students to make real world global connections. Leonardo DiVinici is best know for painting the Mona Lisa, but did you know that he also kept nearly 13,000 pages of notes that fuse together art, nature and the physical universe? This professional development session will be centered around how you can incroporate conservation education practices as well as different art techniques into your science lessons that will engage all students.

TAKEAWAYS:
Attendees will take away easy art techniques that can be incorporated in science lessons as well has how to add conservation education into their curriculum.

SPEAKERS:
Jackie Halsey (Omaha's Henry Doorly Zoo and Aquarium: Omaha, NE)

Learn how NSTA Kids books such as the Next Time You See series can connect students with nature and inspire them to write their own books about natural objects and phenomena.

TAKEAWAYS:
Learn how literacy and science can be connected through writing activities and receive classroom-ready resources (videos and graphic organizers) to guide your students through a Mentor Text Study.

SPEAKERS:
Kim Stilwell (BIOZONE Corp.: Parker, CO)

In this hands-on workshop, participants will make and preform tests on COVID masks to use engineering practices to design a mask that is both comfortable and protective.

TAKEAWAYS:
Inquiry-based STEM is a collaborative process in which students act and think like engineers and scientists to make the learning environment inclusive for ALL learners.

SPEAKERS:
Karen Ostlund (The University of Texas at Austin: Austin, TX)

Students come into a science classroom with varying or little to no background knowledge. Mathematical modeling in the science classroom is a critical piece of any three-dimensional lesson. Come learn how one science teacher uses real-world student-collected data to make modeling fun and inclusive of all students!

TAKEAWAYS:
Equity in the science/math classroom; data collection and analysis; and mathematical modeling.

SPEAKERS:
Stacy Thibodeaux (Southside High School: Youngsville, LA)

Learn how to better integrate local phenomena into classroom learning through the use of long-term projects and a competition.

TAKEAWAYS:
Strategies to use student-chosen local phenomena as the basis for long-term projects and participation in a national STEM competition.

SPEAKERS:
Winnie Boyle (Army Educational Outreach Program: , United States)

This session provides an overview of inquiryHub Chemistry’s year-long, open-source materials. In the session, designers and pilot teachers will share their experiences adapting their practice to meaningful, equity-oriented chemistry learning using units like “How could we search for life beyond Earth?” “How can a small amount of nuclear material destroy a city but also power it?” and “Why are shellfish dying?”. inquiryHub Chemistry comprises 5 units addressing NGSS high school physical science standards in line with A Framework for K-12 Science Education. inquiryHub Chemistry promotes deep conceptual understanding of chemistry using hands-on manipulatives that show how atoms bond. This session will offer 1) An overview of the year-long sequence of open-source chemistry materials, including units on reactions, periodic trends, and in-depth models of matter and energy 2) a chance to experience one of the most complicated models in the curriculum: the Fuels magnet manipulative models, and 3) opportunities to connect with a national network of educators who have taught inquiryHub Chemistry.

TAKEAWAYS:
Open-source inquiryHub Chemistry materials can be used to promote deep understanding of models and NGSS chemistry ideas

SPEAKERS:
Kerri Wingert (Good Question Research: Boulder, CO)

Explore classroom-tested benchmark assessments and scoring guides you can use to assess students’ three-dimensional learning related to middle school performance expectations.

TAKEAWAYS:
Educators will learn about a comprehensive set of free, summative benchmark 3-D assessments designed to be used in any NGSS-focused middle school classroom.

SPEAKERS:
Maia Binding (The Lawrence Hall of Science: Berkeley, CA), Wendy Jackson (The Lawrence Hall of Science: Berkeley, CA)

Investigate how colors mix, by adding light sources or by removing colors from white light, and discover how cell phones and newspapers use these methods.

TAKEAWAYS:
Color mixing has different outcomes when light sources are added than when dyes or inks subtract colors from a white background. Additive color systems are used in TVs and computer screens, while subtractive colors are found in photos and paintings.

SPEAKERS:
Gary Benenson (The City College of New York: New York, NY), Stephanie Codrington (Benjamin Banneker Magnet School of Architecture and Engineering: Brooklyn, NY), Kathy Gutierrez (P.S. 536: Bronx, NY), Gary Benenson (The City College of New York: New York, NY)

In this session, the presenter will showcase previously created student learning journals that were built with Google sites. Participants and presenter will brainstorm the possible categories and connections that are possible in student learning journals. Finally, attendees will be walked through a building process in which they create a sample student learning journal in google sites. Various tools in Google sites will be highlighted as well as ways to publish, share, and assess student learning growth.

TAKEAWAYS:
Attendees will leave this session with an understanding of how to set up and implement student learning journals using Google sites.

SPEAKERS:
Leah LaCrosse (McCormick Junior High School: Huron, OH)

This session will provide an introduction to the freely available Next Generation Science Assessment (NGSA) Elementary (Grades 3-5) task portal (https://ngss-assessment.portal.concord.org/elementary-school) and the companion virtual learning community (VLC), Understanding Progress in Science (https://www.upinscience.org/). The NGSA Elementary tasks are multidimensional and aligned with NGSS performance expectations. They were co-developed with teachers and can work with any curriculum. The Understanding Progress in Science VLC provides additional resources, support, and community of practice dedicated to using assessment tasks formatively in elementary science. Participants can learn more about why and how to use NGSA Elementary tasks, get help understanding student responses and using rubrics, and discuss how to use student responses to guide instruction. During this Bring Your Own Device hands-on workshop, we will share examples of how teachers have used the tasks, sample student responses, and instructional next steps. Then we will guide attendees as they explore the NGSA Elementary tasks and consider how to integrate them into their teaching. Participants will also have the opportunity to explore the resources within the Understanding Progress in Science VLC that can support the formative use of tasks in their classrooms.

TAKEAWAYS:
Attendees will learn how to access and use two related, freely available online resources that support elementary teachers’ use of NGSS-aligned assessment and instruction: A website with tasks aligned with the performance expectations for Grades 3-5 and a virtual learning community around using assessments formatively in the classroom.

SPEAKERS:
Liz Lehman (American Medical Association: Chicago, IL), Brian Gane (University of Kansas: No City, No State), Sania Zaidi (Education Development Center, Inc.: Waltham, MA)

Academic discourse is a vital part of promoting student sensemaking. Learn how discourse can be used to promote equity and access in the science classroom.

TAKEAWAYS:
Attendees will learn how to use discussion strategies in the classroom to move student thinking forward, use talk as a formative assessment, and build a classroom culture that promotes student discussion.

SPEAKERS:
Kristin Rademaker (NSTA: Arlington, VA), Cheryl Knight (Orland Junior High School: Orland Park, IL)

This session introduces a way to create learning experiences that are meaningful, rigorous, and equitable for students. Participate in the same sort of rich and meaningful learning experiences that are called for by the NGSS.

TAKEAWAYS:
The characteristics of learning experiences that are meaningful, relevant, and equitable for students and how to give students an opportunity to use their own ideas along with the DCIs, CCs, and SEPs in the service of sensemaking during these experiences.

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

Identifying problems, and complaining about them, is a talent many might claim. Identifying a problem and creating a solution is much less common but remains a core scientific principle needed to help students change the world. Finding a solution, however, is not enough; there must be an implementation plan as well. Scientific literacy teaches students to pinpoint and explore problems, but they must also take civic action--beginning in their own backyards. This session will introduce primary source-based inquiry learning tools by PBS NewsHour Classroom and Indiana University’s Center on Representative Government to help teachers meet this need. The workshop will consist of two NGSS-aligned activities on the connection between the environment and civic action.

TAKEAWAYS:
How to engage students in identifying environmental phenomena in their own backyards and how to take action to address it.

SPEAKERS:
Elizabeth Osborn (Indiana University Bloomington: Bloomington, IN), Victoria Pasquantonio (PBS NewsHour: Arlington, VA)

Participants should come to this session with some ideas/dreams in mind of how they would like their classroom to look. Discussion will get the program rolling. A presentation will be given with some ideas as to a starting point to flipping the classroom as well as some key ideas to making the class time meaningful. Simply taking lecture out of the classroom and inserting worksheets will NOT make flipping a worthwhile experience. Having more time to get students to participate in meaningful learning experiences will make the effort worth it. Plus, it involves less instructor effort in the long run as students are doing most of the work. Participants will be given time to work independently or in groups to come up with ideas as to how to modify historically "typical" science lessons into ones that are more engaging, meet students where they are at, and increase student understanding of key science principles. Presenter will give feedback on ideas. Question and answer time will be provided as well. Sometimes, all it takes is a starting point in order to reinvent one's teaching style and reinvigorate one's passion for teaching.

TAKEAWAYS:
Participants who have been wanting to flip their classroom, but don't know where to start will learn basic strategies to incorporate into their classroom to get students doing meaningful learning activities.

SPEAKERS:
Meredith Diehl (Northview High School: Sylvania, OH)

The objective of this workshop is to guide educators through a mock grant-writing process. We will begin the session by discussing the grant process from proposal requests to awards. We will discuss misconceptions such as tax-exempt status requirements, time constraints, deliverables, project impact, collaboration, and more. Participants will have the opportunity to go through the process by searching for grants and completing a mock proposal. They will be provided with “step by step” guides to help them design a project, clarify their project objectives, create a budget, and determine the impact for their students, schools, and community. Participants will present their proposals and provide peer-to-peer feedback during the discussion part of the session.

TAKEAWAYS:
How to write a grant proposal for a classroom project.

SPEAKERS:
Emilia Odife (Lake Mary Preparatory School: Lake Mary, FL)

Participants will design and test a vessel that will land an egg dropped from a substantial heights without breaking the egg. Participants will use a variety of materials to provide the softest landing possible. Participants will employ technology to assist them in designing their vessels and shape their final methods.

TAKEAWAYS:
Design and test an egg vessel with real time data. Analyze live data to better design a successful egg drop vessel. Experience the engineering design process. - Using technology to test prototypes. -employing the engineering design process. -applying modern technology to past challenges.

SPEAKERS:
Brad Posnanski (Comsewogue High School: Port Jefferson Station, NY), Todd Graba (Crystal Lake South High School: Crystal Lake, IL)

In this workshop, participants will be introduced to the work of Kurt Vonnegut who argued that stories have shapes that can be graphed. They will explore different ways of graphing simple stories and how this technique can be used at all grade levels to introduce data visualization. Participants will also see examples of story graphs from different perspectives and discuss how this can be used as a tool to teach students about data representation and interpretation. Following the introduction, participants will engage in a story graphing activity, creating a graph of their own story and sharing it with another participant. We will then reflect on this experience and discuss how the activity can be used in the context of social emotional learning with both students and educators. Participants will then explore story graphing and data visualization resources and discuss how they might use these resources to address specific STEM topics or to integrate multiple content areas such as math, science, and art in their classrooms.

TAKEAWAYS:
Learn how to introduce graphing and data visualization using stories and how this strategy can be used in connection with social emotional learning to engage and empower educators and students.

SPEAKERS:
Anna Babarinde (Sonoma County Office of Education: Santa Rosa, CA)

Throughout the pandemic teachers have learned how to successfully navigate their world in a virtual setting. Now the benefits of virtual teaching can be used to enhance in-person learning. This hands-on session gives participants the opportunity to use scientific tools such as a photometer, infrared thermometer, and watt meter to collect data. Digital interactive slides containing additional data will then be introduced to enhance the classroom experience. Digital interactive slides increase student engagement with clickable features providing meaningful data and useful information. Teachers will also be given instructions and resources to create their own interactive Google slides aligned to their curriculum. Though the focus of this session is data collection for high school physical science, digital interactive slides can be created for all grade levels and content. These activities are companions to the eesmarts K-12 curriculum, an energy efficiency and clean, renewable energy learning initiative funded by the Connecticut Energy Efficiency Fund. Select digital resources will be provided to participants. The complete eesmarts program is free and available to all Connecticut educators.

TAKEAWAYS:
Participants will use tools such as a photometer, infrared thermometer, and watt meter to collect data, and enhance this experience with digital interactive slides providing additional data.

SPEAKERS:
Sharyon Holness (eesmarts: No City, No State), Rebecca Tonkinson (eesmarts: Hartford, CT), Karin Jakubowski (eesmarts: No City, No State)

In this workshop, participants will engage in an activity demonstrating the power of the CCCs as a tool for guiding student thinking and teacher collaboration.

TAKEAWAYS:
The CCCs can be used as a tool to reach a desired learning objective while also vertically collaborating around the grade level–specific details they encompass.

SPEAKERS:
Sarah Stults (Loyola University Chicago: Chicago, IL), Chandra James (Loyola University Chicago: Chicago, IL), Saswati Koya (Loyola University Chicago: Chicago, IL)

Three-dimensional learning, as outlined by NGSS, allows students to view science as an interrelated world of inquiry. Today’s environmental challenges require a 3-D approach to understand the phenomena and data and how our landscapes and ecosystems have changed as human population has doubled in the past 50 years. In this hands-on session, the presenter will lead participants in hands-on activities (problem-solving challenges, simulations and modeling) that use real-world data sets and 3-D learning in a variety of formats to analyze and think critically about some of the key ecological topics in Biology and Environmental Science courses (including AP) – population trends, climate change, land use, biodiversity, and ecosystem health. Presented activities emphasize students’ ability to collect, analyze and interpret data as central to developing and using models, identifying patterns and designing solutions. The presenter will also share interactive digital tools for engaging students remotely. The presenter will discuss how to implement these activities as part of broadening students’ understanding of the NGSS topics “Human Sustainability” and “Interdependent Relationships in Ecosystems. Participants will receive lesson plans (including assessment ideas) and background materials in an electronic format.

TAKEAWAYS:
Participants will come away with cross-disciplinary ideas to incorporate 3-D learning strategies into hands-on activities around the NGSS topic of Human Sustainability.

SPEAKERS:
Stephanie Ruder (J.I. Case High School: Racine, WI)

Attendees will experience the Anchoring Phenomenon Routine as students do in iHub’s Polar Ice unit. This routine engages students in asking questions about why people from around the Earth are being displaced from their homes as a starting point in a unit of study focused on how we can slow or stop polar ice from melting before the sea level rises too much. After experiencing the routine, attendees will analyze the routine through an equity lens.

TAKEAWAYS:
Attendees will learn how the iHub curriculum supports teachers in eliciting and making use of students’ own questions and their experiences in instruction, which supports student motivation and agency (Harris, Phillips, & Penuel, 2011).

SPEAKERS:
Rachel Patton (Denver Public Schools), Kathryn Fleegal (Denver Public Schools: Denver, CO), Beth Vinson (Denver Public Schools: Denver, CO)

In Jan. 2018 a new partnership formed between Cobb Fire, UL Labs and Cobb County Schools. We joined forces to teach students about Fire Dynamics and career opportunities. This unique partnership allowed teachers and fire fighters to attend professional development together to learn how to implement the UL Fire Dynamics curriculum. Then the teachers and firefighters joined forces in the classroom to support the students as they experimented with fire properties and determined if it was a case of accident or arson. The students then have to submit a Claim, based on evidence they gathered during their research. Their reasoning must be supported. The local arson investigators from Cobb Fire attend the student presentations and give them feedback on the accuracy of their Claims. Students are learning about a variety of STEM applications in the fire service and the teachers are getting time with a variety of content experts. This program has been an excellent opportunity for students to make real world connections to science concepts they are learning in the classroom. Our fire department is using this as an opportunity to cultivate a more inclusive vision for fire service by spotlighting diversity in the fire department.

TAKEAWAYS:
UL's FREE Fire forensic PBL investigation helps students apply what they've learned in class. Fire dynamics are a great phenomena to explore and engage students. Partnerships enhance classroom learning.

SPEAKERS:
Sally Creel (Cobb County School District: Marietta, GA), Amy Gilbert (Griffin Middle School: Smyrna, GA)

In this session, the participants will explore some lessons developed by teachers in the National Space Biomedical Research Institute-Teacher Academy Project (NSBRI-TAP). These are interactive, physical and focus on spatial disorientation and the musculoskeletal system as affected by microgravity. The teachers will engage in the activities and collect sample data as they would with students and interpret the results. These are both educational and fun as we need to desperately restore enthusiasm for science studies. The presenter has anecdotal stories from many astronauts of their physiological reaction to microgravity conditions that he will share. Teachers will be provided lesson plans and worksheets for use with their students. Sample activities: Title: IN-FLIGHT EXERCISES Grade Level: 5-8 Content Area: Life Science and Health National Science Content Standards: Standard A. Science as Inquiry (Grades 5-8 & 9-12) • Abilities necessary to do scientific inquiry • Understandings about scientific inquiry Standard C. Life Science (Grades 5-8) • Structure and function in living systems • Regulation and behavior Standard F. Science in Personal and Social Perspectives (Grades 5-8 & 9-12) • Personal health Title: SHIFTY EYES Grade Level: 5-8 Content Area: Space/Life Science National Science Content Standards: Unifying Concepts and Processes (Grades 5-8) Models Standard C. Life Science (Grades 5-8) Structure and function in living systems Regulation and behavior Diversity and adaptations of organisms Dr. Wilson also participated in two experiments on NASA’s KC-135 (Vomit Comet): 1) testing a resistance exercise machine to fly in space designed at The Cleveland Clinic and 2) an experiment where the corn earworm (Helicoverpa zea) was subjected to microgravity while a control group of worms was grown by elementary students in Las Cruces, NM. He will explain and share the results of these experiments and of one flown by teachers from Miami-Dade School District in Florida involved in his Future Scientists Program.

TAKEAWAYS:
The International Space Station (ISS) is a research platform and is helping scientists develop countermeasures to the adverse effects of long-duration spaceflight on the human body.

SPEAKERS:
Craig Wilson (Texas A&M University: College Station, TX)

Come learn how you can make your STEM lessons more accessible for all students by making a few simple changes to your instructional sequence. During this session you will experience an engaging hands-on lesson that models what this structure can look like in a real classroom. We will also discuss the research behind allowing students to experience concepts before introducing students to new vocabulary terms and how this can give all students an entry point into learning STEM content.

TAKEAWAYS:
Sequence matters! When we allow students to experience concepts before we introduce scientific and academic vocabulary, we give all students an entry point into STEM content.

SPEAKERS:
Lee Jimenez (3rd Grade: , OH), Leslie Silbernagel (Northern Kentucky University: Highland Heights, KY)

This is an inquiry-based hands-on NASA STEM lesson based on a free storybook The Mystery at Willow Creek. All participants can learn from this experience regardless of level. The STEM activities incorporate cooperative learning and exploration. The session activity is versatile and can be used as a standalone or incorporated into complex units. The participants will receive 4 mystery samples. They will use their senses and pH paper to identify the samples with “pollution” and the one that is water. The PowerPoint will include the videos and activities including the tips and pointers and will be made available to all participants. The teacher’s guide is available online at no cost on http://www.globe.gov/web/elementary-globe. The teacher’s guide includes the free storybooks, activities, material lists, Instructional strategies, assessments, and cross-curricular implementation. Session Overview: 10 min- STEM Engagement strategies: Getting Organized 5 min- The Importance of Fresh Water 10 min- Introduce “Discoveries at Willow Creek” storybook 20 min- Activity: “Water Detectives Activity” –Using our senses 10 min – Reporting out -Why we are collecting water data? 5 min- Q and A

TAKEAWAYS:
NASA Elementary GLOBE has free storybooks with three or more STEM Activities each integrating the Core Standards with the Science standards. The materials are translated into 5 languages. Exploring the environment with a field experience ( Water Walk) will engage students in real-world culturally relevant problem-solving.

SPEAKERS:
Susan Kohler (NASA Glenn Research Center: Cleveland, OH)

Chemical equilibrium is a central topic to the understanding of both Chemistry and Biology-yet students have many misconceptions about equilibrium. The NGSS standard HS PS1-6 covers this important topic. In a recent AP Chemistry Exam, the vast majority of students did poorly on the topic of had misconceptions about equilibrium-73 % of the students received a zero or had no response to the equilibrium question. Students are most familiar with equilibrium problems and experiments where the K value is small-usually less than 1. This AP Exam question dealt with a large K value causing the majority of students to do poorly. In this presentation, participants will take part in a “hands on” inquiry activity using appropriate technology to collect and analyze data for a chemical equilibrium having a large K value. Participants will: undertake a “hands on” equilibrium Inquiry with a large K value, use Inquiry to resolve equilibrium misconceptions, & use appropriate technology for data collection/analysis. Join this workshop to take an inquiry lab back to use in your classroom. Handouts will be provided. There will be time allotted for participant questions.

TAKEAWAYS:
Participants will learn to use Inquiry to overcome student misconceptions about chemical equilibrium.

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

Each attendee will receive materials and instructions to construct a Higgs Boson. Dice and investigative procedure are included to determine the mass of six quarks.

TAKEAWAYS:
1. How to take an abstract concept and create concrete hands-on investigations; 2. Suggestions to go from teacher-centered to a student centered-curriculum; and 3. The importance of looking for trends, patterns, and regularities for modeling.

SPEAKERS:
Gary Schiltz (Retired Chemistry Teacher: Naperville, IL)

Investigate the spread of tick-borne diseases in humans and animals. Experience hands-on/minds-on NGSS-focused lessons related to One Health, the connections between human, animal, and environmental health.

TAKEAWAYS:
Learn about hands-on/minds-on NGSS-focused lessons related to One Health and engage in three-dimensional activities that focus on the science practices of analyzing data and constructing explanations.

SPEAKERS:
Lisa Brosnick (SUNY Buffalo State College: Buffalo, NY), Dina Markowitz (University of Rochester: Rochester, NY)

Copper is used in plumbing, coinage, and electrical wiring; yet we often take this element for granted. Copper has been known since at least 9000 BC, but many of its reactions and properties have only been determined in recent centuries. This inquiry requires students to: research the chemical reactions of copper (redox, double displacement, and decomposition), apply prior knowledge of stoichiometry and conservation of matter, analyze a copper solution using spectroscopy, and use proper laboratory techniques and skills. NGSS standards HS PS1-2, HS PS1-5, and HS PS1-7 will be addressed. Participants will: Research and design an Inquiry experiment, use technology to collect/analyze data, & visualize what occurs on the submicroscopic level by employing particulate drawings. Join this workshop to take home a two-unit inquiry lab to use in your classroom. This Inquiry is a perfect end-of-course lab practical. There will be time allotted for participant questions. Handouts will be provided.

TAKEAWAYS:
Participants will learn how Inquiry can be used successfully in their classroom.

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

The first 50 attendees will be be given the materials (circluar rings, rulers, and paper) to model the Doppler effect. Attendees will need a calculator for the quantitative portion of the workshop.

TAKEAWAYS:
1. How to take an abstract concept and create a concrete hands-on investigation; 2. Suggestions to go from teacher-centered to a student centered-curriculum; and 3. The importance of looking for trends, patterns, and regularities for modeling.

SPEAKERS:
Gary Schiltz (Retired Chemistry Teacher: Naperville, IL)

While the NGSS emphasizes the science and engineering practice of computational thinking, there is less familiarity and support for the implementation of this practice compared to other practices. In this session, high school biology teachers will learn how to recognize if a task requires computational thinking or not by analyzing a set of tasks. They will learn how to promote computational thinking in their classrooms by engaging with a newly developed computer simulation. This freely available simulation is based on a real-world phenomenon and designed to address specific performance expectations in biology. Teachers will explore the simulation as learners first, engaging with it as their students would. Then they will reflect on how they used computational thinking to explain the phenomenon. Teachers will leave the session with access to the simulation, suggestions for lesson plans, ideas for incorporating the activity into their curricula, and strategies for utilizing the simulation with all learners in their classrooms.

TAKEAWAYS:
Participants will learn how to promote the science and engineering practice of computational thinking in the high school biology classroom. Participants will be introduced to a freely accessible computer simulation (and suggested lesson plans) based on a real-world phenomenon designed to address performance expectations in biology.

SPEAKERS:
Wendy Jackson (The Lawrence Hall of Science: Berkeley, CA), Maia Binding (The Lawrence Hall of Science: Berkeley, CA), Ben Koo (The Lawrence Hall of Science: Berkeley, CA)

Students are generally intrigued by cosmology but it can be difficult for instructors to explain. For some scientists and teachers, the famous Hubble graph from which we obtain Hubble’s Law makes it obvious that the universe is expanding but for most students (and many of us teachers!) this is not the case: looking at the graph does not obviously imply an expanding universe. We will discuss standard candles and the redshifting of light, and how Hubble used these to measure the speeds and distances to galaxies. We will examine his data and graph and then we will work through an activity that will help students see why the 1929 graph implies an expanding universe. The simple activity uses elastic and rulers and provides a qualitative introduction to the Hubble redshift. Additionally, we will share other ideas and materials for teaching students about cosmology and the expansion of the universe.

TAKEAWAYS:
Students can produce a Hubble-like graph representing an expanding universe using elastic and a ruler.

SPEAKERS:
Todd Brown (University of Pittsburgh at Greensburg: Greensburg, PA)

Problem centered instruction is a great way to engage students, integrate content, inspire learning, and naturally incorporate all three dimensions of the NRC Framework. However, true problem centered instruction requires a major shift in both teaching and learning, requiring the one thing teachers don't have: time--the last thing teachers need is another pedagogical strategy that disrupts their entire routine. Teachers will have the opportunity to voice their concerns and discuss some barriers of problem centered teaching and learning, while also addressing the benefits for both teachers and students. Considering the benefits, there are some immediate changes that teachers can use to help shift to a problem centered environment. Recalling that problem centered learning should be complex, meaningful, and open-ended, the four strategies are: 1) Make the Content Relatable, 2) Structure: Less is More, 3) Be a Resource, Not an Answer Key, and 4) Use a Problem to Introduce a Topic. Teachers will then have an opportunity to put the strategies to immediate use by picking a lesson or topic and work with others to transform it into a three-dimensional, problem centered lesson.

TAKEAWAYS:
Teachers will explore four strategies that promote three-dimensional learning through the process of problem centered instruction that is complex, meaningful, and open-ended. They will discuss benefits and barriers to the problem centered approach from the perspective of both the instructor and the learner. Teachers will have an opportunity to brainstorm and work collaboratively on transforming a lesson or topic of their choice into a problem centered, reality based scenario that seamlessly integrates the Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas.

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

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

TAKEAWAYS:
How to ensure students have access to science in grades 3–5 by designing investigations that promote and support the use of literacy skills in the service of sensemaking.

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

Are identifying and choosing relevant, authentic problems to put in front of your students holding you back from providing opportunities to engage your students in engineering design? In this workshop, gain insight into what makes a problem instructionally productive. We’ll also explore resources available to support you in selecting problems to put in front of your students and strategies to help students identify problems they want to pursue individually or in small groups for STEM competitions or their own interests.

TAKEAWAYS:
Explore authentic problems to solve in your STEM classrooms.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA)

Guide your students to compose elements of graphic novels inspired by the graphic novel version of Naturalist and Black Birder Christian Cooper’s It’s a Bird.

TAKEAWAYS:
Comics and graphic novels can engage diverse learners to understand the nature of STEM and encourage them to craft their own stories, with interdisciplinary thinking across science, social studies, history, math, and language arts.

SPEAKERS:
Dennis Liu (E.O. Wilson Biodiversity Foundation: Durham, NC)

Data meetings are as much of a reality to K–12 teachers and students as high-stakes testing. In this session we will share a data tool, as well as the surprising results we have collected so far, to help teachers in understanding students' struggles by asking the students directly what aspect of the assessment they struggled with the most. Our findings are serving students and teachers by improving Tier 1 instruction planning and delivery as well as leading to a much richer and in-depth conversation during data meetings.

TAKEAWAYS:
Teachers will be given the knowledge and tools to implement our Metacognitive Data Tracker in order to improve Tier 1 instruction.

SPEAKERS:
Rocco Williams (Fort Worth ISD: Fort Worth, TX)

Engaging in argument from evidence is often the culminating scientific practice for units focused on sensemaking. High-quality units present students with a driving question about a meaningful, complex phenomenon and engage them in a variety of practices to investigate the driving question. A significant challenge that students face in an extended unit is keeping track of the evidence they are collecting and connecting that evidence to the key scientific concepts. Over the last four years, researchers at The Learning Partnership and Northern Illinois University have been collaborating with middle school science teachers at two Chicago elementary schools to co-design tools for supporting students in developing scientific arguments. (1) The Investigation Steps chart uses the NGSS storyline structure to highlight how students will use scientific practices to conduct their investigations and then record what was figured out each day. (2) The Evidence Sorter provides a structure for organizing and weighing evidence and connecting that evidence to reasoning as a precursor to writing their argument. Prior research shows the importance of connecting evidence to key concepts throughout a unit. The tools provide a means for teachers to monitor how students are making these connections and applying those connections in their final argument.

TAKEAWAYS:
1. Introduction to tools for supporting students in connecting what is learned each day to the unit goal. 2. Introduction to tools for supporting students in synthesizing evidence and connecting reasoning to develop a scientific argument. 3. Research shows the importance of connecting evidence and key concepts throughout a unit

SPEAKERS:
Stephanie Morales (John W. Garvy: Chicago, IL), Randi McGee-Tekula (The Learning Partnership: Western Springs, IL), Emily Dubicki (Mozart Elementary: Chicago, IL), Anne Britt (Dr.: Dekalb, IL), Steven McGee (The Learning Partnership: Western Springs, IL)

This session highlights an activity from NASA’s Learning Launchers: Robotics (https://www.nasa.gov/audience/foreducators/stem-on-station/learning_launchers_robotics) teacher toolkit part of a series of Educator Guides with lessons and activities to help bring the International Space Station into the classroom. This session will focus on the “I Want to Hold Your Hand” activity that engages participants to build and test a robotic-like hand and understand how NASA uses robotic explorers to collect information about places where humans cannot travel. After watching videos "Robotics and the International Space Station" & "Benefits For Humanity: From Space to Surgery" participants will work in teams to construct a robotic-like hand and test their robotic hand by picking up an empty soda can or other lightweight objects. The “I Want to Hold Your Hand Activity” is aligned to national standards for science, technology, engineering, and mathematics (STEM) (i.e., NGSS, ISTE). The focus of the “I Want to Hold Your Hand” activity ties Engineering Design and NGSS science and engineering practices of defining problems, developing models, and planning and carrying out investigations. This session connects participants to how NASA uses robots in many ways as well as benefit humanity with its robots’ doing science and experiments aboard the International Space Station.

TAKEAWAYS:
1. Attendees will explore NASA STEM Educator Guides that are standards-aligned and provide detailed information and resources on how to implement NASA STEM engagement learning experiences in the classroom. 2. Attendees will gain hands-on minds-on experience with implementing a NASA STEM engagement activity in their classroom using everyday materials that encourages students to construct a robotic-like hand and demonstrate how data are collected when using robotic technology. 3. Attendees will gain insights into how humans and robots are working hand in hand to expand the horizons of space exploration and how robotic research that has helped make advances in medicine, auto manufacturing, among other things. Without robotics, major accomplishments like the building the International Space Station, repairing satellites in space, and exploring other worlds would not be possible.

SPEAKERS:
LaTina Taylor (NASA Educator Professional Development Collaborative (EPDC): Flossmoor, IL)

Learn about NASA’s Next Gen STEM educator resources and how to join our first online community of practice for STEM educators (CONNECTS).

TAKEAWAYS:
Educators will learn about future opportunities with NASA for student participation while completing a lunar lander design challenge.

SPEAKERS:
Lynn Dotson (NASA Office of STEM Engagement-GoH: Kennedy Space Center, FL)

This presentation will use a mixture of hands-on activities and discussion questions to engage participants in the themes from research about how science teachers stay effective during challenging times For example, through our research, we have found science teachers often have a strong desire to help their students become better people and create an equitable classroom. They describe that they have goals for their students such as being critical thinkers, problem-solvers, creative, and collaborative. Our session will work to have the participants generate the types of attributes they want in their own students. We will then demonstrate two teaching scenarios: one based on best practices in science education and the other being a teacher-centered approach. We will have participants then analyze the teaching scenarios using the goals they have to determine which has more culturally responsive teaching practices. We will also engage students in a hands-on activity using a gravity well that connects to MS-PS2-4. We will use the activity to discuss culturally responsive teaching practices in science teaching including scaffolding, effective questioning, a method to analyze teaching, and using experiences and phenomena to help students deeply engage in all three dimensions of the NGSS.

TAKEAWAYS:
Participants will learn about inclusive teaching strategies that help science teachers stay effective.

SPEAKERS:
Jesse Wilcox (University of Northern Iowa: Cedar Falls, IA)

The use of natural phenomena and driving questions to motivate student learning are key in the NGSS. With so many different science phenomena being posted for use in the classroom it can be difficult to determine what makes a good phenomenon and if that phenomena would be appropriate in all educational settings. The focus of this hands-on workshop is to give science teachers the tools needed to find, evaluate and use phenomena and driving questions for Performance Expectations that are consistent with the culture of their classroom. We will first explore and evaluate different phenomena used to teach the NGSS from various sources (websites, kits, science texts). Then we will apply cognitive learning theory and practices to those same phenomena and evaluate them considering different classroom cultures. Finally, participants will choose and discourse about alternative phenomena which might be used given different classroom cultures. The ultimate goal is to help science teachers evaluate and choose phenomena and create driving questions which can drive excellent science pedagogy in THEIR classrooms.

TAKEAWAYS:
Science phenomena and driving questions need to be tailored to the real-world of students in YOUR classroom

SPEAKERS:
Rob Keys (Cornerstone University: Grand Rapids, MI)

Complete a distracted driving simulation and discover free award-winning videos, STEM activities, and real-world applications exploring science, engineering, and vehicle crashworthiness. Free lesson plans included.

TAKEAWAYS:
Participants will learn how scientific and engineering principles can be modeled in classrooms using crash science–related videos and activities to promote safer personal behaviors when riding in or driving a vehicle.

SPEAKERS:
Griff Jones (University of Florida: No City, No State), Pini Kalnite (Insurance Institute for Highway Safety Highway Loss Data Institute: Arlington, VA)

Students utilize different components (enzymes, yeast, feed stocks, and water) to produce ethanol and carbon dioxide through the process of fermentation. Students will develop a model of fermentation and explain how ethanol is made to answer the focus question "How can fermentation produce a renewable fuel source?" Students will develop experimental models to generate data in order to construct explanations about the relationships between the components of the fermentation process and to predict how those relationships can be manipulated to produce carbon dioxide. Students will design solutions to make the fermentation process as efficient as possible and generate the maximum amount of ethanol in a small bag environment Attendees will participate in hands-on activities centered around biofuel. Participants are going to prepare and compare different amounts of fermentation occurring in four different mixtures which will allow observations of production rates. A second activity focuses on a way to make a qualitative or quantitative explanation regarding the relationship between feed stock and glucose availability for ethanol production. Participants will deconstruct a model of starch to examine enzyme and starch reactions to determine how starches change into smaller molecules. Three additional hands-on activities that can be included in your classroom curriculum will be discussed.

TAKEAWAYS:
Nourish the Future is a national education initiative developed by science teachers for science teachers to connect students to modern agriculture and provide sound science based resources that meet teacher and student needs in the classroom.

SPEAKERS:
Tiska Rodgers (Clarkton High School: Clarkton, MO), Leanne Thele (Perryville High School: , MO)

Explore how NSTA’s phenomena-driven lessons/units motivate students to engage in science practices to make sense of science ideas they need to explain how or why the phenomenon occurs.

TAKEAWAYS:
1. Understand the critical attributes of sensemaking; 2. Strategies for intentional sequences of student interactions to provide access to participation and learning for all students; and 3. Students’ strategic use of modalities (talk, text, gestures, drawings, etc.).

SPEAKERS:
Kristin Rademaker (NSTA: Arlington, VA), Holly Hereau (NSTA: Arlington, VA)

Michigan Disciplinary Literacy and Science Leaders have developed 10 Essentials for Disciplinary Literacy and we are supporting teachers in learning about them and using them in their classrooms. We will share these 10 essentials with all participants and provide a copy of them. Then, we work collaboratively to identify opportunities in participants' lessons where they are already using these disciplinary literacy opportunities and where they might adapt their lesson to more successfully include an essential.

TAKEAWAYS:
NGSS-aligned science learning can leverage the disciplinary literacy essentials.

SPEAKERS:
Mary Starr (Michigan Mathematics and Science Leadership Network), Wendi Vogel (Kent Intermediate School District: Grand Rapids, MI)

Unfortunately, the Las Vegas slogan “What Happens Here Stays Here” applies all too well to science classrooms. Science learning that takes place in the classroom often stays in the classroom and fails to transform students’ perceiving and experiencing of the world. This gap between school learning and everyday experience is one of the key barriers to developing active scientific literacy. This workshop on the Teaching for Transformative Experiences in Science (TTES) model will help teachers address this problem by enacting transformative teaching. The TTES model is a research-based pedagogy for fostering transformative experiences; that is, experiences in which students use science content to enrich and expand their everyday lives. The workshop will train teachers in the application of three core design principles: (a) artistic selection and crafting of content, (b) experiential apprenticeship, and (c) doing and undergoing. The workshop will be conducted by one of the pioneers and lead researchers of transformative experience theory. It will include authentic classroom vignettes illustrating the design principles in action, application templates and guidelines, and exercises that will help participants master the design principles. The workshop is appropriate for science educators at all levels as the design principles are adaptable to all ages.

TAKEAWAYS:
Workshop participants will receive hands-on training in research-based strategies effective at fostering transformative experiences; that is, experiences in which students use their in-school learning to enrich and expand their everyday, out-of-school lives.

SPEAKERS:
Kevin Pugh (University of Northern Colorado: Greeley, CO)

What is it about how students engage with physics that perpetuates inequities in physics courses and in the field of physics more broadly? In this interactive workshop, participants will consider tents of inclusive physics instruction and contribute to a broader conversation about power structures and pedagogy that facilitate inclusivity. By analyzing videos of students working in a learning environment where they engage in science practices as a way of inducing physics principles (in alignment with the three dimensions of the Next Generation Science Standards), participants will consider how both the structure of the lessons and teacher moves can cultivate more equitable environments. We suggest that this learning environment disrupts traditional power structures that exist in classrooms, enhancing students’ voice both in authoring ideas and sanctioning ideas. Participants will consider what counts as success in a physics class and when and how people are recognized and rewarded. In the workshop, I’ll share discussion protocols and some of the student-facing physics lessons I’ve used that support this work.

TAKEAWAYS:
How can student-collected evidence and consensus building serve to make high school physics courses equitable and inclusive?

SPEAKERS:
Shelly Belleau (University of Colorado Boulder: Boulder, CO)

This workshop highlights one way to incorporate science history on a routine basis in the science classroom. Participants will receive a brief overview of the neuroscience research that explains why storytelling is emerging as one of the most effective educational tools for students of all ages. They will also explore how telling stories from science history promotes understanding of science practices, supports strong student science identities, and leads to discussion about the human nature of science and the underlying ethical and cultural implications. The presenter will share about the development of People to Ponder, a series of science profiles that can be used throughout a school year. This is not one specific set of scientists but rather a strategy to consistently include science history in instruction. Participants will experience through a student lens what a typical People to Ponder lesson might involve. Once they’ve experienced the strategy, participants will have a chance to reflect on and discuss how they might structure something similar in their classrooms. Participants will be provided with resources and instructional scaffolds that can assist them in their planning. They will leave with at least one activity or lesson planned for implementation in their classroom.

TAKEAWAYS:
Explore a strategy for sharing science biographies that promotes student engagement and understanding of science topics while creating an inclusive and culturally responsive teaching environment.

SPEAKERS:
Anna Babarinde (Sonoma County Office of Education: Santa Rosa, CA)

Interactive games are an engaging and effective way to review biology concepts if learning the game rules does not interfere with learning the biology. We have developed IMMUNOLOGY! an easy board game whose object is to "get all of your immune system’s components from START to the infection”. The game is designed to model the process of an immune response, as the game’s pieces are cells and proteins used in the response to infection. To win, players must use the pieces in the proper order and answer questions about immunity along the way. Following the activity, students apply their understanding to discuss vaccine function. IMMUNOLOGY! was developed as a review activity for postsecondary introductory microbiology class, but it could easily be customized to a variety of biological processes at multiple levels of instruction. In this presentation we will show how to construct the IMMUNOLOGY! game and how to play it. Finally, we will demonstrate how the game could be modified to teach other biological concepts/processes such central dogma, photosynthesis, respiration, cell division in a fun and interactive way.

TAKEAWAYS:
Attendees will learn how to use a board game to model a biological process and make their own to use in their classroom.

SPEAKERS:
Alicia Cecil (University of Indianapolis: Indianapolis, IN), Mary Gobbett (University of Indianapolis: Indianapolis, IN)

Advances in biotechnology, particularly DNA sequencing, has led to a surge in genetic data and large online databases. Interpreting these data, using the interdisciplinary field of bioinformatics, is in high demand because genome sequencing is becoming increasingly cheaper and faster. In science classrooms, there are many opportunities to incorporate bioinformatics, but this can be a daunting task for teachers who do not know where to begin. This hands-on activity starts by introducing participants to the National Center for Biotechnology Information (NCBI) website. Presenters will provide a brief overview of the database to guide participants on: 1) how to use the search functions of the database, 2) interpret information on sequence pages, and 3) how to download DNA, RNA or amino acid sequences. Following the guided tour, small groups will be provided discussion questions to discover potential areas within their curricula that could be reinforced or enhanced with a brief bioinformatics activity. Participants will be provided worksheets to help document relevant sequence information (accession numbers) for the biological phenomenon or topic that inspired the activity. The participants will leave with a basic understanding of sequence capture from NCBI and a rudimentary activity to expose students to sequence data analysis.

TAKEAWAYS:
An understanding of the genetic code and basic internet browsing skills are all that are needed to explore bioinformatics and use them in the classroom.

SPEAKERS:
Zack Bateson (National Agricultural Genotyping Center: Fargo, ND), Jane Hunt (Nourish the Future - Education Projects, LLC: Columbus, OH)

A scientific model represents the cause and effect relationships between components of a system attempting to replicate the system in such a way as to be predictive. Models are necessary when the studied system is too complex to isolate each component and test variables and their impact on the whole system. Climate is a highly complex system, but modeling allows climate scientists to identify the variables within the system and study each of them independently and as a system. The evolution of video game graphics and consoles mirrors the evolution of models used to replicate Earth’s climate. To support the understanding of NGSS HS-ESS2: Earth’s Systems and HS-ESS3: Earth and Human Activity, session participants will analyze data from different factors affecting climate and average global temperatures. Ultimately, data shows the rapid increase of greenhouse gases due to human activity. Additionally, participants will examine various climate models focusing on the factors included in building the model and communicate their findings by creating their model. The National Center for Science Education supports science teachers through free professional development and curriculum to recognize and address science misconceptions using the three dimensions of the NGSS. Resources: https://ncse.ngo/supporting-teachers/classroom-resources

TAKEAWAYS:
Scientists use models to understand highly complex systems and make predictions about future outcomes. Climate scientists use multiple data sources to design and test comprehensive climate models to examine past climates and predict future trends. Attendees will learn about the history and evolution of climate modeling while examining evidence that supports their reliability for predicting future climate patterns.

SPEAKERS:
Lin Andrews (National Center for Science Education: Oakland, CA), DeeDee Wright (Colorado State University: Fort Collins, CO), Cari Herndon (National Center for Science Education: No City, No State), Blake Touchet (National Center for Science Education: Oakland, CA)

Explore how NSTA’s phenomena-driven lessons/units motivate students to engage in science practices to make sense of science ideas they need to explain how or why the phenomenon occurs.

TAKEAWAYS:
Understand the critical attributes of sensemaking. Strategies for intentional sequences of student interactions to provide access to participation and learning for all students. Students’ strategic use of modalities (talk, text, gestures, drawings, etc.)

SPEAKERS:
Kristin Rademaker (NSTA: Arlington, VA), Holly Hereau (NSTA: Arlington, VA)

Research shows many benefits of a maker-centered learning environment, however many teachers do not consider their classroom “maker classrooms” In this hands-on workshop, participants will see many different categories of making in an early years class, which allows participants to begin to reframe their view of their own classes. Through hands-on activities, participants experience a range of maker-centered learning activities which showcases how these activities can be used to develop problem solving and sensemaking for students, with built in modifications support MLL and students with special rights. Literacy development and formative assessments are also continuous threads in maker-centered learning as students learn and use language in the making process. Through observation and discussion of maker-made artifacts, and the processes leading to these artifacts, teachers can assess student understanding Furthermore, with many maker-centered activities, family and community connections are strengthened as students observe their own community, ask questions, and involve others outside of school in their making activities. Conference activities will be limited to portable, lightweight materials, with discussions and examples of different materials in action

TAKEAWAYS:
1) Discover new making opportunities to support sensemaking in your class while developing student skills in communication, collaboration as well as identifying and solving problems 2) Identify ways of integrating maker centered opportunities in your class planning, with specific attention to the early years 3) Observe different ways of bringing family’s funds of knowledge into a maker centered classroom

SPEAKERS:
Anne Lowry (Aleph Academy: Reno, NV)

Attendees will be provided with a high-level overview of NASA’s Artemis Missions to the Moon and Mars, Next Generation Science Standards, and gain insights on how Engineering Design fits within the NGSS. This session highlights an activity from NASA’s Next Gen STEM - Moon to Mars Educator Guide titled, "Landing Humans on the Moon" (https://www.nasa.gov/stem-ed-resources/landing-humans-on-the-moon.html) which is part of a series of standards-aligned educator guides designed to help students reach their potential to join the next-generation STEM workforce and learn about sending humans to the Moon, Mars, and beyond. The focus of the “Safe Landing on the Lunar Surface” activity engages participants to understand how a spacecraft’s engines can provide downward thrust to counteract the force of gravity not only at launch, but also during a landing to slow its descent. Utilizing the engineering design process attendees will use household materials to better understand the difficulties in landing a lander on the surface of a terrestrial body that does not have an atmosphere (no atmospheric braking, no use of parachutes, and no aerodynamic control surfaces). Participants will design, build, and improve a model of a lunar lander that can slow its descent using the downward thrust of a balloon; graph the speed with respect to elevation of a model lunar lander.

TAKEAWAYS:
1. Attendee will explore NASA STEM Educator Guides that are standards-aligned and provide detailed information and resources on how to implement STEM engagement learning experiences in the classroom to help students learn about sending humans to the Moon, Mars, and beyond. 2. Attendees will gain hand on minds on experience with implementing NASA STEM engagement activities in their classroom. Then, using engineering design principles, attendees will mirror the process that NASA engineers follow to brainstorm a human lander design, ultimately building an actual model that they will test. 3. Participants will gain insights into the difficulties in landing a lander on the surface of a terrestrial body that does not have an atmosphere (no atmospheric braking, no use of parachutes, and no aerodynamic control surfaces).

SPEAKERS:
LaTina Taylor (NASA Educator Professional Development Collaborative (EPDC): Flossmoor, IL)

The GISP2 H-Core was collected in 1992 adjacent to the Greenland Ice Sheet Project Two (GISP2) drill site. The GISP2-H 125.6-meter firm and ice core is a record of 430 years of liquid electrical conductivity and nitrate concentrations. The liquid electrical conductivity sequence contains signals from a number of known volcanic eruptions that provide a dating system at specific locations along the core. The terrestrial and solar background nitrate records show seasonal and annual variations – as well as unique events. Several major nitrate anomalies within the record do not correspond to any known terrestrial or solar events, and there is compelling evidence that some nitrate anomalies within the GISP2 H-Core could possibly be a record of supernova events. This investigation provides participants with a better understanding of the scientific process of analyzing data and developing models to construct knowledge, and defending the results. Sometimes there is no answer key, only possible solutions from analyzing and constructing knowledge from multiple sources that cross traditional disciplines. The materials focus on NGSS scientific practices, crosscutting concepts and the Earth and space sciences core disciplinary ideas – including analyzing and interpreting data, patterns, cycles of energy and matter, Earth systems and Earth and human activity.

TAKEAWAYS:
In constructing new knowledge, sometimes there is no definitive answer, only plausible conclusions based on constructing, analyzing, and comparing data and research from multiple disciplines.

SPEAKERS:
Donna Young (NASA/NSO/UoL Program Manager: Laughlin, NV)

Participants will learn about the framework for computational thinking and then learn to apply it to science inquiry investigations using Block Coding (used with students in elementary and middle school in many jurisdictions) and how it can be used to improve the conduct of science investigations (and be more like the investigations conducted by scientists).   Participants will apply the computational thinking framework to creating/modifying/using simple programs (either using a free online programming tool OR with a simple, inexpensive microcontroller that will be loaned by the presenters) that can be used in science inquiry investigations either for conducting the investigation (e.g., a random number generator) or for collecting data (e.g., a counter and a timer). Investigations where these can be used will be discussed and demonstrated. The use of the microcontrollers and/or a free online programming tool to develop a simple measurement tool provides participants (and their students) an opportunity to experience a simulated situation a scientist or engineer would face as they use computing tools to develop automated measuring responses.   Finally, as an example of what is known as “physical computing”, participants will learn to build (and will build if time allows) a physical interface (to use with a computer or Chromebook) that allows them to interact with a program they have either written or downloaded.   Participants will be provided printed copies of example lesson plans and instruction sheets on how to engage students with using the Scratch program and the microcontrollers). Note that no knowledge of coding or any equipment is necessary to participate in this workshop. 

TAKEAWAYS:
Attendees will learn how computational thinking (applied to simple block coding examples and simple micro-controllers) can be used in science classrooms to help students conduct better inquiry investigations and better experience “authentic” science practices.

SPEAKERS:
G. Michael Bowen (Mount Saint Vincent University: Halifax, NS), Susan German (Hallsville Middle School: Hallsville, MO)

In this workshop, participants will explore Chicago Academy of Sciences/Peggy Notebaert Nature Museum program models that use local, real world phenomena and object based learning to center student sensemaking. We will examine how our curriculum development process leverages local urban spaces, local specimens from both our living and preserved collections, and the work of museum conservation scientists to create opportunities for students to engage in rigorous and authentic science practice. We’ll unpack how a local focus increases both relevance and accessibility. We’ll reflect on the role of iteration in sensemaking, on the benefits of building in routines for revising explanations that allow teachers - and students - to trust the power of these collaboratively constructed student ideas to drive the learning. During the workshop, teachers will experience as learners how the wonder and inclusivity of local natural phenomena provide rigorous and accessible starting points for student driven inquiry. Finally, we will explore how learning ecosystems that connect in school learning with personal experiences can foster positive attitudes toward nature and science, and strategize opportunities for leveraging local natural spaces, institutions and resources to connect students to authentic sensemaking experiences.

TAKEAWAYS:
Participants will explore phenomena grounded in Chicago's urban ecosystems and strategize opportunities for leveraging local natural spaces, institutions and resources to connect students to authentic sensemaking experiences.

SPEAKERS:
Yukako Kawakatsu (Chicago Academy of Sciences/Peggy Notebaert Nature Museum: Chicago, IL), Melissa Siska (Peggy Notebaert Nature Museum: Chicago, IL)

Join us as we explore how NSTA’s three-dimensional resources can be utilized to enhance your teaching. Walk away with effective strategies for science teaching and learning and hear from educators as they provide tips for using these resources.

TAKEAWAYS:
1. Hear from classroom teachers about how they are using NSTA Press publications; 2. Learn how to use NSTA resources to shift your practice ; 3. Leave with top-notch teaching tips and innovative lesson plan ideas that promote imaginative learning and student engagement; and 4. Leave with strategies to use in your classroom to promote student engagement in science learning.

SPEAKERS:
Christine Anne Royce (Shippensburg University: Shippensburg, PA), Wendy Binder (Program Director, STEM Professional Learning: Arlington, VA)

Horses have an extraordinary fossil record in North America, with specimens from the early Eocene (about 55 Ma) to just the last 10,000 years. The primary dietary strategy in horses changed from browsing –- like that of a giraffe –-to grazing –- like that of modern horses, as seen in the evolution of the higher-crowned teeth. The evolution of tooth structure strongly correlates to variations in the ecosystem due to a changing climate. To support the understanding of NGSS HS-LS4 Biological Evolution: Unity and Diversity, session participants will engage in the analysis of hypsodonty -- the height of the tooth relative to its overall size -- of fossil replicas to track the evolution of dietary strategy in this lineage to construct an explanation based on evidence to support the claim that changes in environmental conditions may result in the emergence of new species over time. Additionally, participants will communicate their newly gained knowledge in analyzing how horse evolution is depicted in museum displays and design an accurate phylogenetic representation. The National Center for Science Education supports science teachers through free professional development and curriculum to recognize and address science misconceptions using the three dimensions of the NGSS. Resources: https://ncse.ngo/supporting-teachers/classroom-resources

TAKEAWAYS:
Natural selection acts on genetic variation within populations as individuals who are adapted to survive in the environment reproduce and pass on their genes. Attendees will have the opportunity to work hands-on with a variety of 3D-printed horse teeth dating back to the Eocene to understand how a changing climate played a role in the dietary evolution of horses.

SPEAKERS:
Lin Andrews (National Center for Science Education: Oakland, CA), DeeDee Wright (Colorado State University: Fort Collins, CO), Cari Herndon (National Center for Science Education: No City, No State), Blake Touchet (National Center for Science Education: Oakland, CA)

Are you used to having your students keep a notebook, but aren’t sure how to transition it into a digital version? Have you ever wanted to try an Interactive Notebook but don’t know where to start? Are you having trouble keeping your students organized in the digital school world? Interactive Notebooks are a meaningful way to transfer a student’s learning, practice, and reflection into an engaging digital environment. Research has shown that benefits range from allowing students space to record and reflect on their experiences, guiding teacher instruction, and providing more opportunities for differentiation. As classes have shifted between in-person, hybrid, and completely online instruction, digital learning options are becoming an even more necessary part of our curriculum. During this workshop, you will learn about different types of digital notebooks, their uses/benefits, and how to find or create your own resources for student use. By converting an interactive notebook into a digital notebook, students can now access multi-media resources all in one place creating opportunities for greater flexibility and autonomy in learning.

TAKEAWAYS:
Create and manage digital notebooks resources from materials you already use.

SPEAKERS:
Joy Barnes-Johnson (Princeton High School: Princeton, NJ), Mridula Bajaj (Mount Laurel Schools: Mount Laurel, NJ), Shefali Mehta (Princeton High School: Princeton, NJ)

This session focuses on practical application of three-dimensional assessment to evaluate student learning.

TAKEAWAYS:
Participants will gain a stronger understanding of how to use three-dimensional assessments to evaluate student learning.

SPEAKERS:
Kristin Rademaker (NSTA: Arlington, VA), Bridina Lemmer (Illinois Science Teaching Association: Jacksonville, IL)

Come learn how to teach in three dimensions and advance students’ scientific literacy by strategically applying the use of CERs and CEJs in your classroom.

TAKEAWAYS:
After this session, participants will be able to identify opportunities for using CERs and CEJs to facilitate student discourse and discussion and apply what they have learned to their own classroom.

SPEAKERS:
McKenna Serowka (Lake Zurich High School: Lake Zurich, IL)

Enter a magical world with your students where everyone becomes enchanted with STEM. This budget-friendly lesson can engage and excite your students! Cross-curricular materials provided!

TAKEAWAYS:
1. The cross-curricular unit uses common cost-effective materials, as well as STEM topics, to promote learning for all students in the classroom; 2. there are a variety of assessment tools for different student ability levels, including participation assessments, written assessments, and verbal assessments; and 3. this "station-based" lesson will keep students moving through the STEM topics, captivated by the activities, learning without knowing it is happening.

SPEAKERS:
Elesha Goodfriend (Walters State Community College: Morristown, TN), Kelly Moore (Walters State Community College: Morristown, TN)

More than just dirt, soil is vital to life on the planet. Join us as we explore the how’s and why’s of the soil-life connection.

TAKEAWAYS:
Attendees will learn the fundamental linkages between soils and life while being immersed in numerous activities and demonstrations that support classroom integration of soil topics.

SPEAKERS:
Clay Robinson (CRC Consulting: No City, No State), Susan Chapman (Soil Science Society of America: Madison, WI)

This session will introduce participants to the Alexa for Astronauts: Using AI to Monitor Health lesson set. We will explore how the instructional sequence exposes high school students to ideas about artificial intelligence (AI) and computer programming, using Amazon Alexa and the Massachusetts Institute of Technology (MIT) App Inventor, while applying previously built life science ideas to begin to address the problem of monitoring astronauts’ physical health. Participants will gain experience using the Alexa-MIT App Inventor to program custom Alexa skills and learn how to sign up for access to the instructional materials. No accounts needed; bring a laptop or device to access the Alexa-MIT App Inventor.

TAKEAWAYS:
The Alexa-MIT App Inventor platform and teacher supports found in the lesson plans make it possible to incorporate computer science and artificial intelligence ideas in Biology class.

SPEAKERS:
Patrice Scinta (NSTA: Arlington, VA), Michelle Phillips (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA), Garrett Dorfman (Amazon Future Engineer: Nashville, TN), Kristin Rademaker (NSTA: Arlington, VA)

Butterfly Gardening Using Native Plants workshop is a very exciting educational experience! This session will guide participants through exposure to native North American plants that are host plants for butterfly caterpillars as well as nectar plants to attract adults. We will participate in an assortment of hands-on activities which include creating a "Life Cycle Plate" and singing the "Metamorphosis Song". A main focus of this session is to provide participants with strategies to enable them to create and sustain their own schoolyard habitat. A roadmap to success will be shared, along with a question and answer session for potential challenges! . Beyond the workshop, continued implementation support will be shared with a comprehensive digital data collection and email contact information provided to participants. They will also receive contact information for the North American Butterfly Association, and The Native Plant Society for their local area. Resources will be shared focusing on the importance of organic gardening in relationship to a successful butterfly garden. Finally, an assortment of grant opportunities will be shared in order to assist teachers in getting funding for their projects. Upon completion of this time together, butterfly enthusiasts will be dispatched throughout the country. Once implemented, students and parents will be captivated by the beauty of the garden, and will sustain life lessons on the vital connection we share with our environment.

TAKEAWAYS:
Participates will leave with the knowledge to go back to their schools/classroom equipped with the knowledge to set up an area to attract an assortment of native butterflies.

SPEAKERS:
Nancy Sale (Lillie C. Evans K-8 Center: Miami, FL)

Budburst is a national community science project that brings together researchers, educators, gardeners, and community scientists to make careful observations of the timing of plant life cycle events, or phenophases. Changes over time can be used to illustrate how plants and ecosystems are being affected by human impacts on the environment, especially climate change. By joining Budburst, students can connect to nature wherever they live while participating in an authentic scientific investigation with real-world impacts. In this session educators will learn how they can use Budburst to engage their students in collecting and using real scientific data to examine local plant phenomena and address the NGSS. They will learn about the resources freely available to educators on the Budburst website, including tools allowing them to (1) create their own virtual classroom and set up student accounts, (2) collect and submit data with students, and (3) access existing data to help students ask and analyze their own questions about plants, ecosystems, and climate change. Finally, participants will learn how other educators have implemented Budburst in their classrooms and explore how they can use this flexible platform to scaffold their students’ participation in different stages of the scientific process.

TAKEAWAYS:
Learn to engage students in local plant phenomena and real-world climate change science using Budburst resources.

SPEAKERS:
Sarah Jones (Chicago Botanic Garden: Glencoe, IL), Rebecca Ammann (Chicago Botanic Garden: Glencoe, IL)

How and why has Earth’s climate changed over time? How do we collect data about Earth’s natural history? How do Earth’s orbital variations affect climate? What role does phytoplankton play in the Carbon Cycle? These are all questions that are answered by exploring a series of hands-on activities that are NGSS aligned. Activities include: eccentricity, obliquity, precession, carbon and plants, the effect of carbon dioxide on temperature, ocean acidification, and more. The climate change curriculum, from the eesmarts K-12 curriculum, an energy efficiency and clean, renewable energy learning initiative funded by the Connecticut Energy Efficiency Fund, is made up of adapted lessons surrounding natural cycles that occur on Earth and how humans may affect natural cycles. Activities examine evidence from the past through proxies such as forams and ice core data. Additional topics include sea-level rise and vulnerability, the impact of single use plastics, and how the effect of human activity can be minimized. The lessons are written in the 5-E Instructional Model (Engage - Explore - Explain - Elaborate - Evaluate) and include teacher-presentation Google Slides and student handouts. Select digital resources will be provided to participants. The complete eesmarts program is free and available to all Connecticut educators.

TAKEAWAYS:
Participants will explore activities that demonstrate how and why Earth’s climate has changed over time.

SPEAKERS:
Karin Jakubowski (eesmarts: No City, No State), Kathleen Brooks (CREC: No City, No State)

Learning through place-based, student-centered, teacher-facilitated STEM inquiry increases student engagement in and ownership of learning and promotes student growth in science and engineering practices, disciplinary core ideas, and crosscutting concepts. Using a unit plan I developed for exploring local microclimates, participants will engage in activities and discussion of techniques for cultivating students as collaborators in the learning process. The unit is designed to encourage growth in asking questions, designing and conducting investigations, collecting data, making sense of data, communicating findings, and identifying local problems and designing solutions to a student-identified problem. Participants will use NASA infrared images of surface temperatures captured during an ISS mission to observe the urban heat island phenomenon. They will explore Google Earth to spark questions about surface heating that can be answered through investigation of the local neighborhood or school campus. Given a list of equipment that students used during the unit, participants will collaboratively design an investigation to collect place-based data. Discussion includes extension activities that facilitate student understanding of surface heating and cooling. Discussion also includes how revision and reflection can be used to monitor individual student growth and promote ownership of learning by students. Emphasis is on facilitation techniques.

TAKEAWAYS:
Learning through place-based, student-centered, teacher-facilitated STEM inquiry increases student engagement in and ownership of learning and promotes student growth in science and engineering practices, disciplinary core ideas, and crosscutting concepts.

SPEAKERS:
Loris Chen (Science Education Consultant: Fair Lawn, NJ)

Nonfiction for children has changed over the years with a wide variety of types, formats, and writing styles with captivating photos, illustrations, and artwork that engages and informs students of all ages. This interactive session will allow participants to observe a large collection of nonfiction children’s books. These books cover a variety of biology topics, such as chemistry, cells, genetics, diversity of life, microbiology, evolution and ecology. They will also provide information on ecosystem organisms, chemical cycling, and soil background. Books that highlight the life and achievements of a variety of scientists will also be presented to participants. The session will explain how the children’s books are used in several introductory college biology courses to introduce/reinforce textbook content for public health, nursing, elementary education, and other non-science majors. This format can easily be transferred to grade 6-12 classrooms. In the elementary education courses, the books are used in the 5E model format. Students connect science standards, along with explore and expand activities, to the children’s books for a semester collection of elementary lessons. The book list can be used by elementary teachers for nonfiction literacy assignments, library resources, science club activities, and engaging content for science standards.

TAKEAWAYS:
This interactive session will allow participants to observe a large collection of nonfiction children’s books. These books will cover a variety of biology topics, provide ecosystem background information, and highlight the life and achievements of a variety of scientists. The session will explain how the children’s books are used in several introductory college biology and K-12 curriculums.

SPEAKERS:
Mary Gobbett (University of Indianapolis: Indianapolis, IN), Alicia Cecil (University of Indianapolis: Indianapolis, IN)

The free NASA STEM lesson plans introduce the practice of computational thinking and include elements of a real NASA mission. NASA’s Artemis program will return humans to the lunar surface for the first time since 1972, the year of the agency's last Apollo moon landing. This Educator Guide provides four standards-aligned activities to help students learn about NASA's Orion spacecraft that will take astronauts to the Moon and beyond. In this session, we will design and build a crew module model that will secure two 2-cm astronaut figures during a drop test. The PowerPoint will be available to all participants. The PowerPoint will include the videos and activities including the tips and pointers. Session Outline: 5 min - Welcome and Introduction to NASA Artemis Mission 10 min- STEM Engagement strategies and culturally relevant teaching 10 min- Introducing the Engineering Design Challenge 20 min- Teams Design a Crew Vehicle 10 min- Testing the Crew Vehicle 5 min- Reviewing the Resources and Q and A https://www.nasa.gov/sites/default/files/atoms/files/np-2020-02-2805-hq.pdf

TAKEAWAYS:
NASA provides free educational resources that include educator guides with standards-aligned activities to help students use computational thinking while including elements of real NASA missions.

SPEAKERS:
Susan Kohler (NASA Glenn Research Center: Cleveland, OH)

Participants will be provided opportunities to define disciplinary literacy in science. Participants will be able to use research-based literacy strategies to incorporate reading, writing and discourse in physical science on structures and properties of matter. Content will be based on tools to promote disciplinary literacy in the secondary science classroom. The session will incorporate understanding and using claim, evidence and reasoning during 5E instruction. Student products will include the completion of CER process to extend their scientific data and analysis. A template will be provided to assess and norm CER and support their claim through the appropriate evidence and reasoning from the lesson.

TAKEAWAYS:
Attendees will: 1. participate in experiences that include argumentation through claims, evidence, and reasoning; 2. have an opportunity to view a variety of literacy strategies embedded in a 5E lesson; and 3. be able to define and explore disciplinary literacy within science.

SPEAKERS:
Takisha Gastile (University of Houston-Clear Lake: Houston, TX)

Wondering how to inspire students’ curiosity and interest in science? Driving Question Boards (DQB) allow you to build science instruction around your students’ own ideas and questions. As students experience phenomena and ask their own questions, science becomes accessible to all students. Students gain similar experiences with phenomena allowing for inclusive classroom discourse opportunities because lack of experience is not an inhibitor. The students’ wonderings then drive the learning process as students engage in sensemaking around driving questions like, “How can we tell a story without using words?” or “How can we change the way that our toys move?” In this session, participants will experience phenomena, construct a DQB and experience other equitable project-based science strategies, designed for early elementary students, that they can take back to their own classroom. Participants will hear stories from real classrooms and access OER research-based curriculum.

TAKEAWAYS:
Engage in constructing a Driving Question Board (DQB) and other learning experiences designed for early elementary students and reflect on strategies used to support students' figuring out process as they experience and explain phenomena.

SPEAKERS:
Amber Richmond (Detroit Public Schools Community District: Detroit, MI), Cory Miller (CREATE for STEM Institute, Michigan State University: East Lansing, MI), Chiara Kirkland (Detroit Public Schools Community District: No City, No State)

Turn any multiple-choice review into an exciting escape! Learn to create digital and in-person escapes to help keep students interested, engaged, and motivated.

TAKEAWAYS:
Participants will learn tips for designing escape boxes, plus how to add riddles, puzzles, games, and small prizes. The digital escape uses Google Forms, and the physical escape uses lockable boxes with resettable combination locks. Links to a customizable digital and physical escape will be available to attendees.

SPEAKERS:
Sharon Beck (Davidson County High School: Lexington, NC)

The exploration of the intersection of science and technology at the turn of the 20th century through present times is examined in this session by beginning with the case study of Typhoid Mary and ending with how Integrative STEM has impacted all areas of COVID-19 Participants use the radio function of the MICROBITs, a computer program called infection models to examine how contagious diseases are spread across a population. After considering how Typhoid was tracked at the time Mary Mallon was an asymptomatic cook, participants first try the simulation without any "vaccinated" participants. Then, participants come up with a method(s) for preventing the radio signal from teaching their MICROBIT and participate in the scenario a second time. Data is collected each round and participants solve which one was patient zero.

TAKEAWAYS:
Engage in a simulation that integrates technology (micro:bits), historical studies, and sense making activities around a current event topic.

SPEAKERS:
Susan German (Hallsville Middle School: Hallsville, MO), G. Michael Bowen (Mount Saint Vincent University: Halifax, NS), Christine Anne Royce (Shippensburg University: Shippensburg, PA), Beverly DeVore-Wedding (Nebraska Indian Community College: Meeker, CO)

Socioscientific issues are scientific topics that require students to engage in meaningful discussions (Zeidler & Nichols, 2009). Additionally, engaging students in socioscientific issues can promote equity, diversity, and help students question biases (Goldsmith et al., 2021). Importantly, these issues are often most likely to promote inclusivity if students have a connection with them. Considering we live in the Midwest, we often use socioscientific issues surrounding agricultural practices. We start with a phenomenon that introduces the example socioscientific issue by showing a video about tilling. We then ask, “Should farmers till the land?” To explore this question, we engage participants by jigsawing four different hands-on activities related to the soil. Participants will explore compact vs. loose soil, reducing water erosion, reducing erosion caused by wind and snow, and the effect of a heat lamp on the temperature of soil. Participants will use science and engineering practices such as planning and carrying out investigations and analyzing and interpreting data. We will debrief the activities and model how we help students make sense of the science ideas. We will finish the presentation by discussing how to find suitable socioscientific issues, include culturally responsive teaching practices, and provide some strategies for integrating with the NGSS.

TAKEAWAYS:
Participants will learn about how to use socioscientific issues and culturally responsive practices to engage students with social issues that require scientific knowledge.

SPEAKERS:
Jesse Wilcox (University of Northern Iowa: Cedar Falls, IA)

Did you know that every U.S. aircraft flying today, and every U.S. air traffic control facility, uses NASA-developed technology in some way? Participants in this session will gain insights into how NASA Aeronautics work to make aviation truly sustainable by reducing delays and environmental impacts, transforming aviation efficiency and safety, while reducing noise, fuel use, harmful emissions, and ultimately transform the way we fly. NASA’s X-57 Maxwell is an experimental aircraft designed to test operating multiple electric motors for use in turning propellers – an idea known as “distributed electric propulsion.” This session highlights an activity from NASA’s “X-57 Electric Airplane: STEM Learning Module” (https://www.nasa.gov/aeroresearch/stem/X57 ) part of a series of Educator Guides with lessons and activities to help students learn about NASA’s X-57 Maxwell and the science behind electric propulsion. This session will focus on the “X-57 Maxwell: Circuits Activity Guide” that engages participants to build a light-up paper helicopter by creating a “parallel circuit” that uses copper foil tape, two LED lights, and a battery. This session’s goals are to demonstrate that an all-electric airplane is more efficient, quieter, and more environmentally friendly. Session participants will understand that knowledge gained from the X-57 Maxwell research will help engineers design future electric-powered aircraft for everything from urban air mobility to moving passengers and cargo between nearby cities.

TAKEAWAYS:
1. Attendees will explore NASA STEM Educator Guides that are standards-aligned and provide detailed information and resources on how to implement NASA STEM engagement learning experiences in the classroom. 2. Hands-on minds-on experience with implementing a NASA STEM activity in their classroom that encourages students to create a parallel circuit on a paper helicopter as an introduction to circuitry and propulsion. 3. Attendees will gain insights into how NASA’s X-57 Maxwell all-electric airplane is more efficient, quieter, and more environmentally friendly while gaining a better understanding of the STEM concepts of energy transfer, and the physical science of pressure and aerodynamics.

SPEAKERS:
LaTina Taylor (NASA Educator Professional Development Collaborative (EPDC): Flossmoor, IL)