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, LLC: No City, No State)

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)

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

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

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

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

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

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

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

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

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC: No City, No State)

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

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

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

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)

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

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

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

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)

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

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

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC: No City, No State)

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

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

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

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

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

SPEAKERS:
Kim Stilwell (STAFF - Director, Business Development: Arlington, VA)

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

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

SPEAKERS:
Mary Lou Lipscomb (National Middle Level Science Teachers Association: Naperville, IL), Alison Betz Seymour (Science Teacher: Winchester, 0), Carey Dieleman (NSTA: Arlington, VA), Loris Chen (Science Education Consultant: Fair Lawn, NJ), Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA), Suzanne Cunningham (Purdue University: West Lafayette, IN), Katy Garvey (The Source for Learning, Inc.: Reston, VA), Nicole Green (Animalearn: Jenkintown, PA), Joseph Michaelis (University of Illinois Chicago: Chicago, IL), Kim Nagle (Brooks Middle School: Bolingbrook, IL), Cori Nelson (Winfield School District 34: Winfield, IL), Anne Schoeffler (Seton Catholic School: Hudson, OH), Dennis Schatz (Institute for Learning Innovation: Beaverton, OR), Alison Betz Seymour (Science Teacher: Winchester, 0), Corydon Strawser (Lake Nona Middle School: Orlando, FL), Stacy Thibodeaux (Southside High School: Youngsville, LA), Barbara Phillips-Bredlow (Northeast Nodaway School District: Ravenwood, MO), Dawn Konieczny (Brooks Middle School: Bolingbrook, IL), Erin Towns (Edward Little High School: Auburn, ME)

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)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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)

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)

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

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

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

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

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

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

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)