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 Francisco, CA)

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, Rutgers University: Princeton, NJ)

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)

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, Rutgers University: Princeton, NJ)

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)

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, Rutgers University: Princeton, NJ)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)