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)

Sponsoring Company: SAE International

Attendees will explore different methods and student & teacher resources for enhancing real-world STEM skills with meaning-making literature. Using AWIM's award-winning STEM curriculum and complementary comic & children's books as examples, teachers will engage in discussions and hands-on activities they can facilitate in their classrooms. This workshop will also address how diverse representation in storytelling can foster more accessible & impactful STEM learning for all students. Participants will receive a free AWIM book.

TAKEAWAYS:
Learn methods and resources for incorporating age-appropriate literature into hands-on STEM activities.

SPEAKERS:
Bonnie Thibodeau (SAE International: Warrendale, PA)

Sponsoring Company: STEMscopes by Accelerate Learning

Students get engaged with practical and inquiry-based engineering experiences by using the DIVE-in method. This program was developed in partnership with the New York Hall of Science. Transform your classroom into an authentic makerspace with the DIVE process. Learn how to facilitate and use the design process through consensus.

TAKEAWAYS:
Learn how to create a stomp-rocket using the engineering design process.

SPEAKERS:
Leslie Spaeny (STEMscopes by Accelerate Learning: Houston, TX)

Sponsoring Company: Fisher Science Education and Eisco Scientific

Participants will have the opportunity to build a Rube Goldberg machine and engineer an overly complicated process to accomplish a simple task. Put your engineering and creative skills to the test as you create your own Rube Goldberg machine out of cardboard, tape, rubber bands, a toy car and other everyday items. Attendees will be broken into teams of five and given a set of raw materials. They will then have approximately forty minutes to work as a group to create a complex series of steps to pop a balloon. Attendance will be limited to the first twenty-five people to register. This is a joint workshop presented by Fisher Science Education and Eisco Scientific. This workshop has a maximum capacity of 25 participants.

TAKEAWAYS:
Teachers will learn how to create a Rube Goldberg lab using excess materials and common laboratory items.

SPEAKERS:
Tom Wright (Thermo Fisher Scientific: Waltham, MA), Tim Montondo (Eisco Scientific LLC: Victor, NY)

“You’re good at math; be an engineer.” Isn’t there more to it? Who is an engineer? Engineering helps society by solving problems. Let’s explore “why.”

TAKEAWAYS:
Learn that engineering is more than math + science and take away classroom activities addressing engineering identity, ethics, and society (not your typical engineering activities).

SPEAKERS:
Ken Reid (University of Indianapolis: Indianapolis, IN)

Sponsoring Company: PASCO scientific

Give your students a real-world engineering challenge! In this PASCO workshop, you will explore the relationship between momentum and impact forces with real-time measurement of collisions. You will design your own crash barrier to minimize the maximum collision force of a moving cart colliding into your barrier. Next, you will analyze your results to iterate and improve on your original design.  Attend for a chance to win equipment for your school!

TAKEAWAYS:
Learn how to design a crash cushion to minimize the collision force of a moving cart and analyze the results to iterate and improve on your design.

SPEAKERS:
Jonathan Hanna (PASCO Scientific: Roseville, CA)

The forthcoming OpenSciEd High School chemistry course combines physical science and Earth and space science NGSS performance expectations as a way to engage students in developing understandings around energy and matter. Learn about the focus of the five units that make up this course and their associated performance expectation bundles to see how the three dimensions are used as a way to authentically engage students in making sense of both physical science and earth and space science related phenomena and design solutions. In the session, we will highlight how anchoring phenomena of the first unit, typically associated with earth and space science, helps students make sense of the particulate nature of matter, energy transfers in earth systems, feedback loops, and human interactions with their environment. An in-depth examination of the performance expectation bundles for the following four units will help illustrate the learning progressions students will follow to develop progressively more complex models of the particle nature of matter, its properties, and its interactions using the lenses of all crosscutting concepts, in particular, patterns, energy and matter, structure and function, and stability and change.

TAKEAWAYS:
Incorporation of earth and space science NGSS performance expectations within a chemistry curriculum supports student engagement in and sensemaking of chemistry concepts around properties and interactions of matter and energy.

SPEAKERS:
Nicole Vick (Northwestern University: Avon, IL), Dan Voss (Northwestern University: Minneapolis, MN), Michael Novak (Northwestern University: Grayslake, IL), Tara McGill (Northwestern University: South Elgin, IL)

Confused about what to do post COVID? Thinking about switching careers? Learn about the experiences, challenges, and mistakes made by several esteemed science education leaders in this engaging and interactive panel discussion. This panel will feature current and former teachers, school leaders, district leaders, consultants, academics, national STEM education leaders.

TAKEAWAYS:
Participants will learn about the increasing number of opportunities available for educators both inside and outside of the classroom.

SPEAKERS:
Michael Lach (Hinsdale Township High School District 86: Chicago, IL)

Use innovative video-assisted STEM activities, demonstrations, award-winning videos, and behind-the-crash-tests tours to teach the science of car crashes. Visit classroom.iihs.org for more information.

TAKEAWAYS:
Participants learn how to incorporate culminating STEM design challenges (Project Pedestrian Sensors and Egg-Carrying Paper Car Crash) into their curriculum to promote student awareness and understanding of how engineering and technology are used to build safer vehicles.

SPEAKERS:
Griff Jones (University of Florida: Newberry, FL), Pini Kalnite (Insurance Institute for Highway Safety Highway Loss Data Institute: Arlington, VA)

Sponsoring Company: Carolina Biological Supply Co.

Apply creative problem-solving skills and engineering practices to chemistry and physical science challenges with race cars and rockets. Experience how Carolina makes it easy to incorporate STEM into your classroom.

TAKEAWAYS:
Teachers will take away hands-on experience in designing, making, and testing balloon race cars and reaction rockets.

SPEAKERS:
Patti Kopkau (Carolina Biological Supply Co.: Hale, MI)

Sponsoring Company: Great Minds

Dive into a PhD Science® module to explore the six steps of the Engineering Design Process and test a solution to a real-world problem.

TAKEAWAYS:
PhD Science provides students with the opportunity for hands-on experiences that require the practical application of scientific processes.

SPEAKERS:
Ranell Blue (Great Minds: Wonder Lake, IL), Isaac Stauffer (Amplify Science: Chicago, IL)

Learn about the novel approach taken by Illinois to include teacher voice in developing a statewide three-dimensional science assessment.

TAKEAWAYS:
Participants will learn about the process of developing a state-wide assessment written by local educators.

SPEAKERS:
Kristin Rademaker (NSTA: Freeport, IL), Harvey Henson (Southern Illinois University Carbondale: Carbondale, IL), ANGELA BOX (Southern Illinois University Carbondale: CARTERVILLE, 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: McComb, OH)

To help develop more scientifically curious and literate students, we use scientific literature or documentaries to engage students in developing the NGSS science practices. Students find an interesting topic, generate a question, collect and analyze data and then develop a Science Installation that communicates their learning to the greater community. Our most recent class project had students study how to grow food in a simulated Mars environment with the conditions controlled by student programmed raspberry pis. High school students organized 6th graders to do hands on data collection. They created a 10x12 foot exhibit that looked like a Martian landscape and highlighted the equipment they used with the plants still growing. The display included QR codes to communicate data and research using student-created videos, infographics, and data tables. Other installations include a monochromatic yellow room where everything looks grey and allowed observers to learn about the properties of light and the ways light energy is used in photosynthesis, the way it can be used to promote electrons, and the way it produces color. Other exhibits include sound waves and a history or music and musical instruments, the chemistry of color, and an environmental study of our use of carbon.

TAKEAWAYS:
Participants will learn how to guide students in the reading of scientific literature or the watching of documentaries in order to generate an authentic question and project. (How can we develop the capacity to farm on Mars? How does yellow monochromatic light produce the absence of color (an episode of Abstract, What can we learn about pollen structure from 3D printed files from Bayer’s agricultural division?) Participants will review a process to take the question and generate an authentic study that transcends a single class, grade, or discipline. (Students in 11th grade worked with students in 6th grade to test growing plants under controlled conditions that simulated Mars. Students in art and physics classes explored the properties of light and created a light-based art exhibit with science lessons on QR codes) Participants will explore a template for guiding students through the creation of an installation/exhibit that creatively shows the question, their experiment, their analysis, and potential solutions or conclusions in a creative and community-informing way. The exhibit is similar to an art installation with QR codes and experiment/study artifacts presented in a museum like scenario.

SPEAKERS:
Elizabeth Helfant (Mary Institute and Saint Louis Country Day School: Saint Louis, MO)

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: Ellicott City, MD), Stacy Thibodeaux (Southside High School: Scott, LA)

Sponsoring Company: AeroTech/Quest, Div. of RCS Rocket Motor Component

Explore the differences between aerospace-grade solid composite propellant model rocket motors and traditional black powder model rocket motors in science education, STEM programs, TARC Competition, and collegiate rocket team activities. We'll assemble a Quest Astra III model rocket kit during the workshop to take back to your classroom.

TAKEAWAYS:
In model rocket science education, AeroTech/Quest products have been "STEM from the beginning!”™

SPEAKERS:
Dane Boles (AeroTech / Quest Divison of RCS Rocket Motor Components, Inc.: , United States)

Sponsoring Company: Carolina Biological Supply Co.

How do crosscutting concepts link the ideas and practices of science across different domains and over time? We’ll show you practical examples to see how crosscutting concepts provide a foundation for student sensemaking of phenomena and problems.

TAKEAWAYS:
1. Define the seven crosscutting concepts; 2. Learn strategies to incorporate crosscutting concepts into science lessons; and 3. Understand how crosscutting concepts support student sensemaking.

SPEAKERS:
Bridget Hughes-Binstock (Carolina Biological Supply Co.: Burlington, NC)

Sponsoring Company: Beyond Labz

Workshop Summary: Beyond Labz is a set of sophisticated and realistic virtual laboratories that have been used by millions of students over the past 20 years. Subjects covered by the virtual labs include general chemistry, organic chemistry, physics, physical science, and biology. We have recently updated the virtual labs so they are browser-based with a number of new features including tracking student lab books and the student journey through the lab. With over 20 years of experience and feedback from students and teachers worldwide, we have learned much about how to enhance and augment classroom and laboratory instruction using the virtual labs. In this presentation we will provide a brief update on the new features in Beyond Labz, and we will provide onboarding instructions and describe how to use the virtual laboratories in various curriculum settings and use cases, and we will show the labs can be used to enhance inquiry-based instruction. We will also describe some of the recent research we have performed using these and other simulation products we have created.

TAKEAWAYS:
Beyond Labz simplifies and reduces the cost and expertise needed to provide crucial laboratory experiences and practice for Secondary and Higher Ed students. Attendees will learn how the labs are used for pre and post lab experiences, credit recovery and lab make-up, student engagement in class, and meeting NGSS standards. Basic onboarding and startup instructions will be provided for drop-in solutions, and instructions for using some of the more sophisticated features will also be described.

SPEAKERS:
Brian Woodfield (Brigham Young University: Provo, UT)

News bulletins on social media and news sites contain topics that students need to understand now so that they can make informed decisions for their world today and tomorrow. STEM literacy is crucial to learners struggling to understand the multitude of information bombarding them through television, social media and the internet. Students in K-12 must become STEM literate so that they can identify, understand and solve problems in the world around them. STEM Literacy promotes innovative thinking and creativity as well as collaboration, problem solving, and most importantly, critical thinking. Today’s challenges need answers from our students but first they need to understand issues including climate change, space travel, robotics. By using real-world applications of scientific data and storylines, students become critical consumers, problem-solvers, and change-makers. Students who are STEM literate will be able to think critically and act responsibly about issues that impact them. In this session, lessons and strategies will be shared with teachers to inspire and to support their students as they develop STEM literacy skills. These lessons will encourage students to explore, explain and develop solutions to real phenomena and solve real problems.

TAKEAWAYS:
Three Takeaways: 1) Teachers will become familiar with technology, literacy and adaptive learning for middle school and high school students. 2) Teachers will be introduced to the free materials available that align with NGSS standards. 3) Teachers will be given ideas on how to incorporate these lessons in class

SPEAKERS:
Diane Ripollone (Cardinal Gibbons High School: Garner, NC), Kathy Biernat (Zanilu Educational Services, LLC: Oak Creek, WI)

As a high school Engineering teacher, I'm passionate about the effects project-based learning can have on students' ability to engage with classroom material. I don't believe that hands-on STEM work needs to be limited to the science classroom and want to share a project that has been done in a freshman History class and could be adapted to incorporate other topics. Using online 3D modeling software, a 3D printer, and a wind generator, students studying the Wright brothers drew their own historically significant airfoils (like The Spirit of St. Louis and the Enola Gay), 3D printed them, and tested them. Students learned airfoil terminology, like camber and chord, and used airfoil ratios to create their scale models. While testing, we discussed the variations of the wings and why engineers might value payload capacity over speed based on the plane's use. My hope is that this presentation can encourage teachers to bring STEM concepts into other curricular departments as a way to demonstrate the types of connections students can make when they're working hands-on. This presentation will detail the steps of the project, materials needed, and highlight the challenges and lessons we've learned over the four years we've run this unit.

TAKEAWAYS:
Attendees will see an example of how a STEM teacher brought project based learning into a freshman History class and how that project has evolved and expanded over four years. We will present the curriculum and materials needed for this week-long project for others to employ at their own schools.

SPEAKERS:
Abigail Mills (Woodberry Forest School: Woodberry Forest, VA)

Sponsoring Company: ExploreLearning

STEM cases are an integral part of meaningful inclusive and authentic learning. They can range from community awareness to global crises. Students can instantly make socio-emotional connections to the cases as the phenomenon they are reviewing can be happening just beyond the walls of their classrooms. (And studies show that when students make emotional connections, they are able to redirect more content into long-term memory storage!) In addition, STEM cases can support all students by differentiating delivery and assessment, using technology (which has its own modifications and accommodations), and by also providing handbooks for educators and students to create additional in depth pedagogy and experiences. Because we focus on the process, educators can assess science and engineering skills over time as students complete more than a dozen standards-based studies. Session Outline: 1) Participants will learn more about the value of providing a career-readiness approach to STEM learning. 2) We'll review the research behind an effective program like Interactive STEM Cases. 3) Participants will see how we can see real-time data collection and see how this approach makes sense to pause if we need to support a challenging concept 4) Participants will have an opportunity to jump into an Interactive STEM Case to get excited about adding this resource to their students’ tool kit.

TAKEAWAYS:
The purpose of providing students with real-time scenarios to engage STEM enthusiasm.

SPEAKERS:
David Kanter (ExploreLearning: Charlottesville, VA)

Sponsoring Company: STEMscopes by Accelerate Learning

If you're using STEMscopes (or wanna-be), this session is for you. Come see examples of the EXCITING and NEW ASPECTS to the most popular digital science curriculum during this showcase. Discover program enhancements, Google integration, streaming, coding, engineering, and much more.

TAKEAWAYS:
Learn about STEMscopes' various components and programs by experienced users in a hands-on setting.

SPEAKERS:
Dr. Kenneth Heydrick (: Austin, TX), Amanda McGee (STEMscopes by Accelerate Learning: Houston, TX), Ashley Mathis (STEMscopes by Accelerate Learning: Houston, TX), Bobby Barron (STEMscopes by Accelerate Learning: Houston, TX), Jacque Garcia (STEMscopes by Accelerate Learning: Houston, TX), Tammy Motley (STEMscopes by Accelerate Learning: Wilson, TX)

Let's discuss the expansion and availability of geospatial data (arcGIS, EJScreen, CalAdapt) to examine environmental justice issues in their own community and create climate resilience action plans for an authentic audience (city council, school district, state lawmakers).

TAKEAWAYS:
Attendees will explore strategies for using geospatial data to examine, interpret, and act on place-based environmental justice issues in their communities.

SPEAKERS:
Nancy Metzger-Carter (Sonoma Academy: Santa Rosa, CA)

How many teacher comments on student work are left unread? Or, even if they are read, how useful are they to the student? Can the student positively internalize the feedback and use it to improve their work? Chances are the answer is no! But it doesn’t have to be this way! During this session, participants will learn more effective strategies for giving actionable feedback and methods to help their students utilize feedback to improve their work. First we’ll learn how to ask questions in student feedback and how differently questions are internalized by the student. For example, consider the difference between, “I don’t understand what you mean here,” and “Can you explain in more detail what you meant in this statement?” Then we’ll discover how to make sure teachers' feedback is read and used by students to improve their work. By making self reflection a formalized step in the learning process, teachers provide students opportunities to practice this important skill! Participants will receive a worksheet with feedback tips and tricks.

TAKEAWAYS:
Several methods that can be applied immediately in the classroom, providing feedback encouraging students to be self reflective of their own work.

SPEAKERS:
Regina Borriello (Clifton High School/Awkward Octopus Productions: Edison, NJ)

In this presentation we will start with an existing basic physical science lesson that uses disciplinary core ideas on electricity, the engineering practice of making a model by constructing a basic electrical circuit, and the cross-cutting concept of cause and effect (closing the circuit starts current flow and turns on the light). We will then modify it using Universal Design for Learning (UDL) so it is more accessible, especially for students with disabilities. UDL encourages multiple means of representation, expression, and engagement for presenting and receiving content and information related to the lesson and gives students several ways to acquire the lesson knowledge, Multiple means of expression allows the students several choices in how they can “show what they know” and multiple means of engagement offers learners offers appropriate challenges to get students interested and motivated. Planning or modifying lessons using UDL not only makes lessons more accessible, but it also makes lessons more engaging for all students in inclusive classrooms.

TAKEAWAYS:
1) Universal Design for Learning (UDL) encourages multiple means of representation, expression, and engagement for presenting and receiving content and information related to the lesson. Use of UDL makes lessons more engaging for all students. 2) Applying UDL (Universal Design for Learning) will make the lesson more accessible, especially for students with special needs. 3) You may start with a lesson you already have. It is not necessary to develop a lesson from scratch when using UDL.

SPEAKERS:
Mary O'Donnell (Penn State University: Long Beach, CA), Gargi Adhikari (Holland Brook School/Readington Township Schools: Whitehouse Station, NJ)

Explore how to use phenomena to generate student questions that allow for further investigation to support student sensemaking.

TAKEAWAYS:
Attendees will learn how to effectively use phenomena to allow for authentic student questioning and how to use those questions to increase student engagement and sensemaking.

SPEAKERS:
Nicole Vick (Northwestern University: Avon, IL)

Sponsoring Company: Vernier Software & Technology

Learn how to integrate Vernier sensor data into Python coding. Explore how coding can enhance your students’ experience in the science classroom by providing another avenue of engagement. Teachers of science and coding alike will benefit from this hands-on workshop.

TAKEAWAYS:
1. Gain experience with hands-on technology that encourages students to explore and test different solutions and make connections to the real world; 2. Get access to free resources to keep students engaged while learning key scientific concepts either remotely or in the lab; and 3. Gain hands-on experiences with innovative products that increase student engagement, promote creativity and collaboration, and develop problem-solving skills.

SPEAKERS:
Tom Smith (Vernier Science Education: Beaverton, OR), Dave Vernier (Vernier Science Education: Beaverton, OR)

Sponsoring Company: ExploreLearning

Everyday events make us wonder. Some events are easily explained, while others cannot. When these events are examined and tested through virtual simulations, they give students an opportunity to think. Why do some objects float and others sink? What is the difference between a solar eclipse and a lunar eclipse and how often does that happen? Learn how to use virtual simulations to help students dig deeper and get inspired by science and STEM phenomenon! Through this highly interactive session, educators will be able to understand the added value of including simulations to their current lab practices. Although hands-on activities are always important, simulations allow for a deeper understanding of content for all students. When coupled with hands-on learning, students can create more moments to explore, discover and apply new concepts. Simulations are repeatable (to allow for trial and error) so students can practice skills again and again to make STEM concepts stick!

TAKEAWAYS:
Use of virtual simulations builds a deeper understanding of concepts.

SPEAKERS:
Jenna Mercury (ExploreLearning: Charlottesville, VA)

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: Freeport, IL), Cheryl Knight (Orland Junior High School: Midlothian, IL)

Sponsoring Company: Imagine Learning/Twig

Participants will use their binoculars (made with their own hands) to participate in video investigations as animal reporters. First, we will discuss how to interpret and implement the NGSS that align with these lessons. Next, we will dig into video investigations of an elephant herd and answer some thinking questions on the video. Then, we will observe and compare animal body parts and animal defenses. Participants will be introduced to the amazing Oogpister Beetle and get a close up look at its unique defense capabilities. Then, we will talk about ELA connections with these science lessons and dig deeper into ELD support for students while using leveled readers. We will read about an actual practicing animal researcher while providing support and ELA connections. Then, we will discuss a dual language approach to teaching these lessons using Spanish resources. Finally, we will discuss how the videos and lessons are engaging for students while highlighting some student work examples.

TAKEAWAYS:
Use highly-engaging real word topics to develop scientific literacy.

SPEAKERS:
Christopher Borjas (Santa Rosa Academy: Anaheim, CA), Patricia Pape (Imagine Learning: Tempe, AZ)

Sponsoring Company: Carolina Biological Supply Co.

How does hands-on learning incorporate digital and print resources to promote active learning? See how Smithsonian Science for the Classroom engages students with science and engineering practices and promotes scientific literacy for all students.

TAKEAWAYS:
1. Experience a model lesson from Smithsonian Science for the Classroom; 2. Learn how to effectively integrate hands-on, print, and digital resources; and 3. Pick up strategies for putting student ideas front and center.

SPEAKERS:
Cory Ort (Carolina Biological Supply Co.: Burlington, NC)

Teacher describes installation of two solar arrays, and how students use the arrays to investigate alternative energy and effect of array angle on electricity production.

TAKEAWAYS:
Solar arrays allow students to interact with a real world technology changing sunlight into usable electricity. Two solar arrays that tilt independently allow students to evaluate data from a controlled experiment. Solar energy is part of response our society needs to respond to the challenge of global warming and our need for energy.

SPEAKERS:
Bruce Rose (Greenbrier East High School: Hillsboro, WV)

Creating inquiry activities doesn't have to require re-inventing the wheel. There are simple adjustments you can make to build inquiry into any activity.

TAKEAWAYS:
Three easy ways to build inquiry into traditional "cookbook" activites.

SPEAKERS:
Regina Borriello (Clifton High School/Awkward Octopus Productions: Edison, NJ)

Explore how one all-girls school created and implemented a school-wide STREAM program. This session highlights our successes, failures, and outlines the program’s lasting positive impact.

TAKEAWAYS:
In this session, we discuss our experiences in creating a transformative STREAM program designed to serve all students. This program assumes a mission centered approach to teaching Science, Math, Religion, Engineering, Art, and Math. We facilitate as students make connections across each of these disciplines with an emphasis on scientific observation, technological exploration, artful engineering design with the goal of solving relevant problems rooted in social justice. This session walks participants through our rationale of the STREAM program as well as our process from inception to realization. We discuss how schools can start or strengthen their own STEM, STREAM, or STREAM programs by outlining our success and failures and the lessons we learned throughout our experiences. Student work and feedback will be highlighted in addition to our plans for expanding our program in the future. We detail how this experience has changed us as educators and administrators - in particular regarding our views of inspirational teaching and learning. We also offer suggestions on how to broaden our community of STEM educators in order to lend support and resources as we all engage in this innovative way to help our students ask and answer important questions in their lives.

SPEAKERS:
Megan Leider (Resurrection College Prep High School: CHICAGO, IL)

Escape-room activities offer promise for fun and function in developing social problem-solving skills. Participants will learn implementation and design strategies for their own ER environments.

TAKEAWAYS:
Learn how escape rooms help to engage students in dynamic learning environments and how to begin developing up your own activities.

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

This hands-on workshop will excite and engage teachers of STEM disciplines using integration and inquiry to promote every student's confidence in the ability to challenge themselves in each discipline.

TAKEAWAYS:
What does true STEM integration look like in an inclusive classroom?

SPEAKERS:
Bridget Pugh (Putnam County School System: Cookeville, TN)

A former national science fair judge provides insights on how good titles can improve the odds of winning at science fairs. The poster will describe what the parts of a "good" title are and how teachers can help your students create one.

TAKEAWAYS:
Teachers will learn the components of a good project title (from an research project on science fairs) and how to help their students develop a good title for their own project.

SPEAKERS:
G. Michael Bowen (Mount Saint Vincent University: Halifax, NS)

In this self-directed session, you will be able to: Interact with educators in face-to-face poster presentations; Watch short video submissions from educators around the world; and Participate in hands-on/minds-on, takeaway learning experiences.

TAKEAWAYS:
Science education occurs everywhere on this planet. We can get ideas and best practices from collegues around the world.

SPEAKERS:
Alison Seymour (Winchester College: Scottsdale, AZ)

Empathic engineering design can help develop students’ cultural competence as well as inform the design of more useful innovations for people with limb differences.

TAKEAWAYS:
School-based activities that are oriented toward improving community members’ lives can simultaneously support the development of students’ cultural competence and integrated STEM literacy.

SPEAKERS:
Susan Meabh Kelly (University of Connecticut: Bridgewater, CT), Brittany Klimowicz (NYC iSchool: New York, NY)

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)

Sponsoring Company: SAE International

With more states requiring computer science (CS) education for K-12 students, integrating computer science with other subject areas in a problem-based format is a practical way to expand students’ opportunities. Participants will learn about teaching “unplugged” lessons that support comprehension and application of concepts, to collaborative explorations that promote teamwork, creative problem-solving, and critical thinking. This interactive workshop will introduce AWIM’s CS curriculum series (including computational thinking, cybersecurity, and digital citizenship concepts) to demonstrate interactive methods for introducing students to basic computer programming and logic...even without computer access.

TAKEAWAYS:
Discover activities, methods, and resources for facilitating effective & engaging computer science lessons independent of technology access.

SPEAKERS:
Bonnie Thibodeau (SAE International: Warrendale, PA)

Sponsoring Company: Carolina Biological Supply Co.

Examine enzymes through historical, cultural, and economical lenses by using lactase to produce lactose-free milk. Modify experimental conditions to design and test your own procedures.

TAKEAWAYS:
Learn to make and use sodium alginate beads to encapsulate lactase to produce lactose-free milk ann then manipulate experimental variables to maximize lactose-free milk production.

SPEAKERS:
Laurie Nixon (Watauga High School: Boone, NC)

Sponsoring Company: Texas Instruments

You will learn how to build and code a four-chambered heart (no coding experience required) while learning about how the heart works. This is a great project for middle and high school science and STEM students!

TAKEAWAYS:
Science and Engineering practices can be achieved in a practical and engaging process that requires students to apply science knowledge while developing some STEM skills.

SPEAKERS:
Jessica Kohout (Educational Consultant: Ellicott City, MD)

Student understanding of how science and STEM ideas and concepts are applied within their chosen career pathway is a critical component of many Career and Technical Education (CTE) programs, but for a variety of reasons these connections are often overlooked. Some states even provide CTE courses and Career Pathway standards that seem to go against the three-dimensional and student-centered learning grain. Yet, to truly meet the vision of the K-12 Framework, students in CTE and Vocational Education pathways should also be provided opportunities to engage in three-dimensional sensemaking in the context of their CTE course. In this session, we explore explicit connections between three-dimensional science learning and Agricultural, Food and Natural Resources as just one example of how three-dimensional student learning and sensemaking can be incorporated into CTE. We then explore how similar strategies can be utilized in other pathways with the goal of bridging the gap between science learning and practical application for students in CTE.

TAKEAWAYS:
Attendees will learn strategies for integrating scientific sensemaking into CTE courses to support their students' mastery of the scientific concepts they will apply in those fields.

SPEAKERS:
Bridina Lemmer (Illinois Science Teaching Association: Jacksonville, IL), Chris Embry Mohr (Olympia High School: Carlock, IL)

We are living in an Age of Misinformation. Developing the capabilities to evaluate scientific information is a key goal of scientific literacy. Moreover, “obtaining, evaluating and communicating information” is a core practice of NGSS. The NGSS standards, however, were developed a decade ago before misinformation became so pervasive and were not developed to address this threat. Much of this misinformation is scientific. Therefore, this session will present a set of ideas and materials about how to address this challenge. These have emerged from a report developed at Stanford University drawing on the expertise of an international group of science educators, scientists and psychologists entitled “Science Education in an Age of Misinformation”. In this session, we will present the main arguments and recommendations of the report. Using a set of practical, web-based classroom examples, participants will work in small groups to trial and discuss the suggested teaching approaches and materials we have developed. Opportunities will be provided for feedback, questions and discussion in a final plenary. What we will present will empower teachers of science with ways they can support their students to avoid being misled by the purveyors of misinformation.

TAKEAWAYS:
Participants will learn what are the challenges posed by misinformation and what they can do to help science education address this challenge using practical examples of exercises and ionnovative teaching materials.

SPEAKERS:
Daniel Pimentel (University of Alabama: Birmingham, AL)

Using the Dual Range Force Sensor, participants will determine how many helium balloons are needed to lift themselves and the house from Disney’s film Up.

TAKEAWAYS:
1. Using the phenomenon of the helium balloon lifted house from the movie "Up," attendees will leave with a lab using the Dual Range Force Sensor to determine the amount of balloons needed to lift themselves and the house; and 2. the session will show how this can be used for any level of student, and as a bonus will also incorporate how the data collection and analysis can be collected using Python coding.

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

A challenge that STEM education presents to educators is how to stay current in an ever-evolving field to accurately represent and engage their students with new topics, activities, and careers. Too often STEM teachers become locked-in on a set of topics, activities, and careers because of the resources and opportunities to which they have access. After-school programs, and their ability to foster partnerships within a school’s larger STEM ecosystem, are one mechanism to open up STEM programs within schools to new topics, activities, and careers while offering avenues for professional growth and learning for the classroom teacher. By introducing the Science Olympiad program and the strategies used by our school participants for over three decades to build partnerships, connect to their STEM ecosystem, and expand learning we intend to help attendees draw parallels to their STEM ecosystems and their after-school programs. Building off of this information, attendees will analyze and discuss ways their STEM ecosystem can contribute to their STEM program, develop approaches for asking ecosystem members for support, and recognize opportunities to grow their STEM program through after-school programs. The session will close with a discussion of attendees’ specific challenges and issues ensuring attendees leave with actionable solutions.

TAKEAWAYS:
The big takeaway from this session will attendees examining their STEM ecosystem to identify potential partners who align with their programming and can support student learning.

SPEAKERS:
John Loehr (Science Olympiad: Oakbrook Terrace, IL)

Sponsoring Company: Texas Instruments

We will bring science and coding together as participants learn to do some basic coding (no experience necessary) while developing a mood ring! The science of color mixing is explored while determining the right body temperature thresholds. Is fuchsia flirty? Should green be groovy? It’s up to you!

TAKEAWAYS:
Educators will learn how to incorporate STEM/coding skills (no coding experience necessary) with science concepts to create a highly engaging lesson for students that tackles many of the science and engineering practices.

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

Toshiba America Foundation wants to work together with teachers who are looking for a better way to engage the community in STEM. Participants will hear from educators that have won money for their school and communities to implement STEM action projects.

TAKEAWAYS:
Participants will learn how they can receive cash awards and acknowledge for STEM action projects.

SPEAKERS:
John Anderson (Toshiba America Foundation: Irvine, CA)

Sponsoring Company: Generation Atomic

Teachers will learn how to play MegaWatt, a new card game designed in the UK by engineers, and then how it can be utilized in the classroom to build students' understanding of how the electricity grid works and the array of externalities that can cause power outages or derail progress towards a clean energy future. The game is 3-5 plays and requires about 30 minutes to play, making it a great fit for most classroom sizes and blocks.

TAKEAWAYS:
Teaching systems thinking with a well-designed card game can be done easily and engage students in a new and exciting way.

Sponsoring Company: STEMscopes by Accelerate Learning

If you're using STEMscopes (or wanna-be), this session is for you. Come see examples of the EXCITING and NEW ASPECTS to the most popular digital science curriculum during this showcase. Discover program enhancements, Google integration, streaming, coding, engineering, and much more.

TAKEAWAYS:
Learn about STEMscopes' various components and programs by experienced users in a hands-on setting.

SPEAKERS:
Dr. Kenneth Heydrick (: Austin, TX), Amanda McGee (STEMscopes by Accelerate Learning: Houston, TX), Ashley Mathis (STEMscopes by Accelerate Learning: Houston, TX), Bobby Barron (STEMscopes by Accelerate Learning: Houston, TX), Jacque Garcia (STEMscopes by Accelerate Learning: Houston, TX), Tammy Motley (STEMscopes by Accelerate Learning: Wilson, TX)

Sponsoring Company: 3D Molecular Designs

Experience engineering design in action! Share your teacher insights as you evaluate competing design solutions for actual products. $50 Thank you gift certificate; first 20 participants.

TAKEAWAYS:
Focus Group to provide feedback on competing design solutions for actual product.

SPEAKERS:
Tim Herman (3D Molecular Designs: Milwaukee, WI), Kim Parfitt (3D Molecular Designs: Boise, ID), Heather Ryan (3D Molecular Designs: Milwaukee, WI), Kris Herman (3D Molecular Designs: Milwaukee, WI)

Research scientist Africa Flores-Anderson uses data from satellites to map algae blooms in lakes and forest degradation in her home country of Guatemala. Join Flores-Anderson as she shares her personal journey from small-town girl to National Geographic Explorer, using satellite imagery to better understand our planet.

About the Speaker
Originally from Guatemala, Africa Flores-Anderson is a research scientist at the Earth System Science Center at the University of Alabama in Huntsville (UAH). She is passionate about using data and satellite images for environmental conservation. As a National Geographic Explorer, she is working to forecast harmful algae blooms in Lake Atitlán, Guatemala using artificial intelligence. She also works to strengthen the capacity of countries in environmentally sensitive areas to use Earth observation data and geospatial technologies for managing natural resources and environmental risks. Flores’s research focuses on forest monitoring, water quality and ecological forecasting.

SPEAKERS:
Africa Flores-Anderson (National Geographic Learning | Cengage: Boston, MA)

Sponsoring Company: Imagine Learning/Twig

In this session, we will explore the investigative question, “How can we make something defy the effects of gravity?” This lesson is based on the phenomenon that the poles of magnets attract and repel and when arranged to repel, they cause an object to hover. We will watch and discuss a video about hoverboards before participants take on the role of scientific advisors at a movie studio to construct a model of a hoverboard needed for an upcoming movie scene. A productive discussion language routine will then be outlined and demonstrated for use with pairs or small groups in the classroom. Talk moves will further show how to expand and clarify thinking and deepen reasoning. Participants will learn how to use the collect and display language routine to help students achieve discussion goals. Participants will also learn how to listen for the use of the three dimensions for sensemaking and bridging in order to use academic scientific language.

TAKEAWAYS:
The powerful and effective approach of three-dimensional lesson design.

SPEAKERS:
Christopher Borjas (Santa Rosa Academy: Anaheim, CA), Patricia Pape (Imagine Learning: Tempe, AZ)

Sponsoring Company: Storytime STEM-packs

Let’s go on a Storytime STEM adventure! Each Storytime STEM+C Adventure uses children’s literature to equitably and actively engage children in science, mathematics, engineering, and computer science activities.  Get immersed in a storybook and then program a Bee-Bot robot to complete challenges connected to the story on a colorful story-themed mat. Experience first-hand some of the tools we have developed to support young children as they think through and document their program to allow for debugging their code if Bee-Bot goes astray. As part of the session, we will engage in an engineering design challenge and uncover the important math and science concepts featured in the Storytime STEM-pack. Independent evaluator reports show that children love Storytime STEM-packs and teachers appreciate that they are standards-aligned and user friendly. If you are looking for effective materials that make learning fun and engaging for kids, come join us and check out our integrated Storytime STEM + Computer Science Adventures!

TAKEAWAYS:
Participants will learn how to use children's literature to equitably and actively engage children in STEM+C activities.

SPEAKERS:
Michele Burgess , Kristen Rice (Allegheny Intermediate Unit 3: Homestead, PA)

Culturally relevant pedagogy embodies a professional, political, cultural, ethnical, and ideological disposition that supersedes mundane teaching acts; it is centered in fundamental beliefs about teaching, learning, students, their families, and their communities, and an unyielding commitment to see student success become less rhetoric and more of a reality. This session will aid in building awareness and sensitivity to the culture-based genius that students bring to the classroom using science inquiry strategies. Emphasis will be placed on a model for the inclusion of culturally relevant content that accommodates student backgrounds and methods of learning. In this session, we will exhibit how to identify the key characteristics of culturally responsive lessons. Attendees will acquire lesson design methods that employ cultural competence and effective communication. Attendees will use collaborate boards during the presentation to respond and interact. Activities to exhibit how students identify with what they know in the classroom will be utilized to help educators make connections and apply this information when planning lessons.

TAKEAWAYS:
Building awareness and sensitivity to the culture-based genius that students bring to the classroom using science inquiry strategies. Emphasis will be placed on a model for the inclusion of culturally relevant content that accommodates student backgrounds and methods of learning.

SPEAKERS:
Kelly Haynes (Baker High School: Zachary, LA), Jennifer Norwood (Instructional Support Specialist: Zachary, LA), Tara Hollins (Exceptional Student Services Educator: Zachary, LA)

Join Chief engineer of NASA’s JWST to explore the design and development of the largest space telescope every imagined by humanity. Discover how The Hunt for Planet B will shape our future and what we can learn about the skills and relationships that drove our greatest technological journey as a species.

About the Speaker
Jonathan Arenberg is currently chief mission architect for Science and Robotic Exploration at Northrop Grumman. His work experience includes all phases of program and mission development, including early technology development, mission concepts, detailed design, test and verification, and integration and test. His last major program assignment was as chief engineer for the James Webb Space Telescope. In the last few years, Dr. Arenberg has led major mission studies for NASA and other government customers. He has been a principal in major paradigm breaking concepts; the Starshade, MODE lenses, and the OASIS mission based on an inflatable reflector. He is a creative and broad thinker, capable of addressing the most challenging problems with practical and effective solutions. In addition to optical systems experience from X-rays to THz systems, he is also familiar with laser systems and components.

Dr. Arenberg has a BS in physics, a MS and PhD in engineering, all from UCLA. As a committed member of the scientific community, Dr. Arenberg is a long serving California State Science Fair Judge, frequent public speaker, a referee for several journals, and a guest editor for several special journal issues. He is a Fellow of the international optics and photonics society, SPIE, for his contribution to astronomy and lasers. He is the author of over 200 conference presentations, papers, and book chapters and holds 15 European and U.S. patents in a wide variety of areas of technology. Dr. Arenberg is also the co-author of a recent book on systems engineering for astronomy from SPIE press. In 2020 Jon was given the Professional Achievement Award from the UCLA Henry Samueli School of Engineering and Applied Science.

SPEAKERS:
Jonathan Arenberg (Northrop Grumman Corp.: El Segundo, CA)

Students find science difficult or non-stimulating particularly when teachers do not consider cognitive, physiological, and socio-emotional disparities in students. Research has shown that engaging the appropriate parts of the brain helps students make a long-lasting, personalized connection to scientific concepts and practices. Studies show that discipline and learning problems in our classrooms may be associated with a lack of student engagement. Engaged students are less likely to be disruptive and are more likely to retain information longer. The focus of this presentation is to equip teachers with the pedagogical skills and strategies needed to drive student engagement and achievement by recognizing and addressing physiological, cognitive, and socio-emotional disparities in students based on an understanding of how a learner’s brain works. Participating teachers will explore the impact of emotions, storytelling, culturally relevant and hands-on learning on the forebrain and consequently on student engagement and comprehension. Teachers will learn to correctly harness the learning power of the forebrain, particularly, those of the hippocampus and amygdala, by appropriately employing suitable learning strategies. These will enhance student engagement, improve learning outcomes and increase academic achievement in the sciences.

TAKEAWAYS:
Teachers will learn to correctly harness the learning power of the forebrain, particularly, those of the hippocampus and amygdala, by appropriately employing suitable learning strategies

SPEAKERS:
Chidi Duru (Prince George's County Public Schools: Waldorf, MD)

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: Newberry, FL), Pini Kalnite (Insurance Institute for Highway Safety Highway Loss Data Institute: Arlington, VA)

Sponsoring Company: Mosa Mack Science

Discover an NGSS resource you can use in class next week. Award-winning phenomena, mysteries, labs, and engineering—all in one teacher-friendly resource. (Common Sense Education Learning Selection 2021)

TAKEAWAYS:
Experience the excitement of Mosa Mack Science, see real student work, and walk away with free interactive lessons for your classroom.

SPEAKERS:
Lissa Johnson (Mosa Mack Science: Fairfield, CT), Lorraine Gueye (Mosa Mack Science: Fairfield, CT)

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: Dexter, MO), Leanne Thele (Perryville High School: Cape Girardeau, MO)

Sponsoring Company: Estes Education

What does it take for a rocket to launch? Join us for this mission to see how rocket science transcends STEM and beyond.

TAKEAWAYS:
Model rocketry is an interdisciplinary tool for any classroom to provide hands-on, inquiry-based learning for all.

SPEAKERS:
Kathy Biernat (Zanilu Educational Services, LLC: Oak Creek, WI)

Sponsoring Company: STEMscopes by Accelerate Learning

If you're using STEMscopes (or wanna-be), this session is for you. Come see examples of the EXCITING and NEW ASPECTS to the most popular digital science curriculum during this showcase. Discover program enhancements, Google integration, streaming, coding, engineering, and much more.

TAKEAWAYS:
Learn about STEMscopes' various components and programs by experienced users in a hands-on setting.

SPEAKERS:
Dr. Kenneth Heydrick (: Austin, TX), Amanda McGee (STEMscopes by Accelerate Learning: Houston, TX), Ashley Mathis (STEMscopes by Accelerate Learning: Houston, TX), Bobby Barron (STEMscopes by Accelerate Learning: Houston, TX), Jacque Garcia (STEMscopes by Accelerate Learning: Houston, TX), Tammy Motley (STEMscopes by Accelerate Learning: Wilson, TX)

Sponsoring Company: Estes Education

Learn model rocketry basics through NGSS based content and build a FREE rocket with us!

TAKEAWAYS:
Model rocketry is your teaching companion to make engineering come to life for your students.

SPEAKERS:
Nicole Bayeur (Estes Industries: Pueblo, CO)

This hands-on workshop will excite and engage teachers of STEM disciplines using integration and inquiry to promote every student's confidence in the ability to challenge themselves in each discipline.

TAKEAWAYS:
What does true STEM integration look like in an inclusive classroom?

SPEAKERS:
Bridget Pugh (Putnam County School System: Cookeville, TN)

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 (Foundation Academies: Willingboro, NJ), Mridula Bajaj (Mount Laurel Schools: Robbinsville, NJ), Shefali Mehta (Princeton High School: Princeton, NJ)

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)

Obtaining food to meet our energy and matter needs is a basic requirement of humans and food also defines our culture. This presentation will share how to use elements of the three dimensions of the NGSS and Framework to engage students in making sense of phenomena and problems related to food. Strategies for how to use driving question boards, lesson level learning targets, and engage all learners will be shared. Specific attention will be given for how to align assessments that challenge students to apply their understandings. Participants will engage in a morsel of a storyline on producing the perfect apple. In this storyline, students notice and wonder about different varieties of apples and are challenged to explain why it took 30 years for the Honeycrisp apple to be available to consumers. Students ask questions for how perfect apples are mass produced, how nutrients and environmental factors affect the quality of fruit, and how to attain the right balance of sweet-tart flavor. This storyline weaves together scientific concepts such as meiosis and mitosis, pedigrees and probability, plant structure and function, nutrient cycles, the role of photosynthesis in producing food, and how plants use cellular respiration to survive the winter.

TAKEAWAYS:
Engage in conversations for how to use the three dimensions of the NGSS and the NRC Framework, storylines, driving questions, formative and summative assessments, and hands-on activities to learn science and engineering skills while making sense of one of our most basic needs – FOOD.

SPEAKERS:
Chris Embry Mohr (Olympia High School: Carlock, IL)

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: Thomasville, NC)

Despite Nikesha Davis growing up in a family of educators, STEM still seemed like a foreign language, until the right teacher came along. Join Davis, aerospace engineer and NASA’s GSFC Propulsion Chief, as she discusses changing the narrative of STEM in a student’s everyday life, and the benefits that science in use, and language in use play not only in the classroom, but at NASA, and in life in general. Her goal is to inspire students, parents, families, and educators on the engineering around us, as we prepare our students to change the world.

About the Speaker
Ms. Nikesha Davis is an Aerospace Engineer at NASA Goddard Space Flight Center (GSFC) in Greenbelt, Maryland. She has worked in NASA’s Mission Engineering and Systems Analysis (MESA) Division for the past twelve years. Nikesha is the Branch Head of the Propulsion Branch at GSFC. Here she manages liquid and chemical propulsion system design, analysis, and fabrication efforts. This work includes larger spacecrafts and satellites, down to CubeSats and SmallSats, in addition to research in the propulsion arena. In addition to these duties, Nikesha is continuing efforts as the Guidance, Navigation, and Control (GN&C) Product Development Lead for the Plankton, Aerosol, Could, ocean Ecosystem (PACE) mission. A remote sensing, $805 million mission which launches in December 2023. In this capacity, Nikesha is responsible for coordinating efforts to deliver the Attitude Control System, Flight Dynamics System, and GN&C Hardware for the PACE project.

Ms. Davis enjoys volunteering in the community, through NASA and other programs, and is very passionate about spreading the word about STEM fields and broadening the understanding of what engineers do. She holds a bachelor’s degree in mathematics from Spelman College, and a bachelor’s and master’s in aerospace engineering, and systems engineering respectively from the University of Alabama Huntsville.

SPEAKERS:
Nikesha Davis (NASA Goddard Space Flight Center: Greenbelt, MD)