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

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

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

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

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

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

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

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

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

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)

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

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

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

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)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

SPEAKERS:
Kate Soriano (NSTA: Arlington, VA)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

In 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)

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)

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

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

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

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

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

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA)

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

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

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

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

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

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

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)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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)

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

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

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

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

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

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

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

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

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

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

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

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

In this workshop, Field Museum educators and Chicago Public School teachers will share their experience using object-based learning in the classroom and how it sparks curiosity and language development in multilingual students. Field Museum educators will give an overview of the tenets of object-based inquiry and how it lends itself to giving equitable access to content for all students. Chicago Public School teachers will explain the practical application and benefits of using object-based learning in their multilingual classrooms and highlight how science ideas and language development occurs naturally through discussion, question-asking, and scientific drawing. During the hands-on workshop, participants will act as a learner in a guided object-based inquiry lesson that focuses on including everyday phenomena. Following the hands-on experience, they will have the opportunity to share how they would integrate object-based learning in their own curriculum. Participants will create their own collection of learning objects to use in their classroom.

TAKEAWAYS:
Educators will learn how to merge science ideas with student ideas in their classroom using object-based phenomena to deepen students' questioning and observation skills. Educators will learn how to use object-based learning in their ELL or bilingual classrooms to promote language and content acquisition. Educators will learn how to use objects as hands-on learning tools to provide equitable learning opportunities for all.

SPEAKERS:
Mireya Becker (The Field Museum: Chicago, IL), Damaris Cami (Dual Language Teacher: Chicago, IL), Eleanor Sweeney (Educator: Chicago, IL), Andrea McGehee (Educator: Chicago, IL)

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

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

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