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)

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)

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)

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)

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)

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)

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)

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)

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)

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)