From A Silent Spring, The Limits to Growth and Population Bomb of the 1960s and 70s to today’s planetary boundary science, overshoot, and creating a safe and just space for humanity, some would say that “the science is in” and that it is pretty gloomy. Additionally, now in the frenetic information age, humans are overwhelmingly aware of the multitude of crises we face as a species. Our collective mental health is tanking. Knowing our predicament is one thing, but knowing what to do about it is another. Education may be one of our most powerful tools. However, delivery, content, and reach are impaired by multiple factors including politics, economics, religion, and the numerous influences affecting everyone’s social construction of knowledge. This presentation will share examples from the fields of environmental, conservation, and humane education and then focus on the potential promise of comprehensive education for ecological justice.

About the Speaker
Sarah M. Bexell is clinical associate professor with the Graduate School of Social Work and Director of Humane Education with the Institute for Human-Animal Connection, both at the University of Denver, Colorado. Sarah is also a faculty member teaching Animal Protection for the Institute for Humane Education at Antioch University New England and senior advisor to the Education Department of the Chengdu Research Base for Giant Pandas, China. She teaches and does research in the areas of ecological justice, humane education, and animal protection.

SPEAKERS:
Sarah Bexell (University of Denver: Denver, CO)

The 1974 discovery of the iconic Lucy fossil in Ethiopia changed our understanding of human origins. Almost everyone today knows of Lucy, but over the last 48 years the field of human origins has exploded thanks to new discoveries all over the world as well as critical new developments in the realm of molecular biology. Few biology classes address these advances. However, the tools and techniques students learn in STEM classes have a direct connection to the advances and changes that have shaped modern work with human origins. Attending this session will give you the chance to appreciate the revolution that has occurred since “Lucy” and offer you tools to bring new understanding to your students in ways you can weave into your curriculum in less controversial ways connected to evolution, fossils, DNA, proteomics, genealogy, biogeography, 3D printing, as well as topics related to more recent human evolution (skin color, lactose tolerance, and high-altitude adaptation). As a 32-year K-12 human evolution educator who has been fortunate to work with leaders in the field, I have had a front row seat to many of the milestones of human evolution in the 21st century and I’m eager to share them with you.

TAKEAWAYS:
Since the discovery of Lucy, our understanding of human origins has grown and changed thanks to new discoveries and technologies – participants will learn about these amazing changes and how to integrate these new discoveries into their biology curriculum.

SPEAKERS:
John Mead (St. Mark's School of Texas: Allen, TX)

This hands-on workshop will showcase the transformational coaching method in order to shift science instructional practice by addressing the following questions: - What challenges do science teachers face when implementing NGSS? - How can we coach for change? - What tools do we use when coaching? - What does this look like in a coaching conversation? In this session, we will discuss common challenges faced by teachers when implementing NGSS and we will introduce Elena Aguilar’s transformational coaching model of coaching around teaching beliefs as a means to surface and address these challenges. Participants will learn about and discuss both coaching and NGSS tools that support the coaching process. Participants will then view a recording of a coaching session with a science teacher. While watching the video, they will use the tools discussed earlier in the session to determine how the coach surfaced the challenge and what tools were used to move the teacher toward successful practice. Then participants will have the opportunity to practice coaching each other in coaching triads using scenarios of NGSS implementation challenges. Lastly, participants will have an opportunity to reflect and debrief on the successes and difficulties they experienced in their coaching triads.

TAKEAWAYS:
Participants will walk away with specific strategies and tools on how to move science teachers forward on the NGSS three-dimensional continuum through transformational coaching.

SPEAKERS:
Anna Kraftson (Naperville North High School: Naperville, IL)

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

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

SPEAKERS:
Kristin Rademaker (NSTA: Arlington, VA), Harvey Henson (Southern Illinois University Carbondale: Carbondale, IL), ANGELA BOX (Southern Illinois University Carbondale: CARTERVILLE, IL)

Connect the human impact of trash pollution to engineering design. Get your students thinking critically and creatively as they collaborate in real-world problem-solving. The global real-world issue of human-generated trash polluting local bodies of water is the main focus of this hands-on session. Using our partnership with the Howard County Conservancy, our students learn about their local watersheds and contribute to a Watershed Report Card. Students see how trash that is often found on our local schoolyards can affect our watershed, and they design a working model for trash removal in a local tributary. Basic coding will be used to design programs that will control sensors and motors through a microcontroller, thus removing the trash from the water source. The model will utilize solar and water power to move the trash into a separate receptacle. Various sensors will also be used to monitor water levels and determine the outcome of the program. This session will allow participants to find ways to increase the environmental stewardship of their students while incorporating engineering design into the science classroom. This project allows authentic integration of technology, mathematics, crosscutting concepts, science practices, and easy implementation of the Next Generation Science Standards.

TAKEAWAYS:
Design a project that enhances STEM skills in students such as collaboration, curiosity and creative problem solving.

SPEAKERS:
Jessica Kohout (Educational Consultant: Voorhees, NJ), Stacy Thibodeaux (Southside High School: Youngsville, LA)

The Arctic keeps the entire world climate in balance and is a crucial, relevant, and engaging area of study for students. PolarTREC teachers will relate their experiences working with polar research scientists in Greenland to action projects for students in grades 6-12. The session will include interdisciplinary lessons and classroom strategies designed to connect polar science with Arctic geography and ecosystems and also economic and cultural systems . Moreover, the presenters are on the Council of Polar Educators International and will introduce participants to that organization and its strategies for building greater inclusion of Indigenous Arctic peoples in the global conversation about climate change and its repercussions..

TAKEAWAYS:
Practical multicurricular resources and activities ready for immediate implementation into curriculum and classroom

SPEAKERS:
Anne Schoeffler (Seton Catholic School: Hudson, OH)

This presentation will include a proven model for allowing elementary students to explore and experience AP Biology content (at their level).

TAKEAWAYS:
Attendees will take with them a protocol and resources for the successful implementation of an idea of what to do after the AP Biology exam. This allows AP students to explore a topic of interest and share that topic with elementary students.

SPEAKERS:
Scott VanderVeen (Valley Christian High School: San Jose, CA)

Learn about the many resources available to help plan your viewing of the 2023 annular and 2024 total solar eclipses.

TAKEAWAYS:
In order to see the maximum coverage of the Sun in a solar eclipse, the most important detail is a clear sky and fewer clouds. According to current climate data, the best locations to observe each solar eclipse will be reviewed.

SPEAKERS:
Richard Thomas (Beacon High School: Naples, FL)

Informal science learning opportunities can be so much more than a trip to the zoo or museum. The resources available at informal learning organizations can greatly strengthen or supplement those at formal learning institutions. Collaboration is key to achieving such results. In many cases, those partnerships are strengthened through the creation of formalized teams or committees. Quite often, that’s where the struggle begins. Frequently, teams are not structured to react quickly to changes and they don’t mature in a manner that provides stability as they age. Whether starting from scratch or reenergizing an existing team, it’s important to recruit members with the right skills and resources, engage them effectively and layout a structure that allows them to succeed… even during times when you can’t be there to lead them. The guidance discussed in this session will provide attendees with successful tips and K-12 examples that they can take with them as they improve informal science in their communities.

TAKEAWAYS:
Tips on building teams from scratch, reorganizing existing teams and laying the path for continued success.

SPEAKERS:
Brian Kutsch (National Science Teaching Association, eCYBERMISSION)

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

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

SPEAKERS:
Regina Borriello (Clifton High School: Edison, NJ)

A cross-disciplinary team of teachers, subject matter experts, and curriculum developers have designed resources and materials to facilitate teaching students about the use of animals in scientific research in the United States, as well as Russell and Burch’s 3 Rs principles of replacement, reduction, and refinement of animal use. The materials, which are aligned with Next Generation Science Standards, are geared toward high school science students. The modules can be taught separately or in combination, giving educators flexibility to choose specific content areas to share and explore with their students. During the session, we will present two learning plans: one that introduces students to the 3 Rs principles and how animals are used in scientific research, and another that covers the 3 Rs principles in more depth. We will share information, including teaching plans, learning materials, and performance assessment tasks associated with the curriculum, with session attendees.

TAKEAWAYS:
Attendees will have an opportunity to learn more about the content and activities covered in two lesson plans focused on the use of animals in scientific research in the United States and the 3 Rs principles. Sample lesson plans and associated learning materials, including presentations, articles, and worksheets, will be shared with attendees.

SPEAKERS:
Pam Osenkowski (National Anti-Vivisection Society - BioLEAP: Chicago, IL)

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

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

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

Older science magazines (from the early 1900’s) are replete with articles and photos of unusual inventions and ideas which can be transformed into case studies that elicit active discussions in science classrooms. Magazines like Popular Science and Science and Invention often had articles on proposed scientific inventions, their ‘technology of the future’, that were never successfully produced. We use their proposals as the basis for mini-case studies in physics classes. Ideas like rocket mail, houses powered by radium, and jumping over Niagara Falls in the family sedan were all proposed in the first half of the 20th century. Determining whether or not the proposals were scientifically viable makes for engaging physics activities. In addition, students can look at aspects other than the pure science: the proposed idea might be scientifically feasible, but would it be prohibitively expensive or damage the environment or the users? Additionally, students can explore how historically the ideas might have made sense (e.g. a radium house in 1900 would have been thought of differently than it is now). In this talk we will give participants ideas of where to find free articles, work through several case studies, and give examples of many others.

TAKEAWAYS:
Attendees will learn ways to implement case studies based on historical scientific innovations.

SPEAKERS:
Todd Brown (University of Pittsburgh at Greensburg: Greensburg, PA)

Come learn about a free CS curriculum for teachers with Carnegie Mellon University's CS Academy: Creative and Exiting Tools for STEM Classrooms Using Python.

TAKEAWAYS:
Learn how to create your accounts and the different types of Python courses available, all free of charge. You can use the curriculum immediately upon account creation for small projects or entire classes.

SPEAKERS:
Sofia De Jesus (Carnegie Mellon University: Pittsburgh, PA)

We will introduce our recently published NSTA book containing a collection of units and resources to help teachers engage students in three-dimensional learning through model-based inquiry.

TAKEAWAYS:
Attendees will learn how model-based inquiry supports three-dimensional sensemaking across the arc of a unit of instruction in biology classrooms.

SPEAKERS:
Todd Campbell (University of Connecticut: Storrs Mansfield, CT)

The main goal of this presentation is to help teachers enhance curriculum choices that enrich students lives by integrating the visual arts with environmental science and conservation concerns that allow students to make real world global connections. Leonardo DiVinici is best know for painting the Mona Lisa, but did you know that he also kept nearly 13,000 pages of notes that fuse together art, nature and the physical universe? This professional development session will be centered around how you can incroporate conservation education practices as well as different art techniques into your science lessons that will engage all students.

TAKEAWAYS:
Attendees will take away easy art techniques that can be incorporated in science lessons as well has how to add conservation education into their curriculum.

SPEAKERS:
Jackie Halsey (Omaha's Henry Doorly Zoo and Aquarium: Omaha, NE)

Have you read great articles in the NSTA journals that changed or added to the ways you and your students do science for the better? You could inspire other educators across the country in the same way by sharing your teaching ideas, activities or lessons as an NSTA journal author!

TAKEAWAYS:
Tips on how to prepare and submit your manuscript for publication in NSTA's journals.

SPEAKERS:
Peter Lindeman (NSTA: Arlington, VA), Elizabeth Barrett-Zahn (National Science Teaching Association)

Come start your winning application for the Shell Science Teaching Award, or the Shell Urban Science Educators Development Award. We'll walk through the application step by step and you'll be able to begin your application or nomination form live.

TAKEAWAYS:
Collaborate with past winners and judges to learn how to start your winning application for the Shell Teaching Awards. We'll walk through the application step by step and you'll be able to begin your application or nomination form live.

SPEAKERS:
Amanda Upton (NSTA: Arlington, VA), Melissa Collins (John P. Freeman Optional School: Memphis, TN)

Changing the world sounds like a tall order. But in reality, educators play their role to help change the world every day. Join Stephen Pruitt, former science teacher and science/policy leader, for a humorous, yet important discussion about the critical role of teachers in changing the world. Dr. Pruitt will share his experiences, both personal and professional, to remind us of the power of teachers in his life and as we recover from COVID. Dr. Pruitt has long been a member of NSTA and has worked for the national importance of science education and the support of teachers. His comical storytelling and somewhat unique look at the world will engage and inspire you as we all continue the fight against ignorance.

About the Speaker
Stephen Pruitt is the sixth president of the Southern Regional Education Board in July 2018. Under his leadership, SREB has continued its work on college and career readiness, postsecondary attainment, workforce preparation, learning environment, and support of the SREB states’ policy and education leaders to improve the education systems for each student.

During his career, Dr. Pruitt has amassed education policy, assessment, and instructional background at the local, state, and national levels.

Before coming to SREB, Dr. Pruitt was Kentucky’s state commissioner of education. At the national level, he had worked closely with state agencies and educators around the country to improve policy and practice in science education. In Georgia, Dr. Pruitt began his career as a high school science teacher and subsequently served in several roles for the Georgia Department of Education. Dr. Pruitt can be reached via email, [email protected], or followed on Twitter, @DrSPruitt.

SPEAKERS:
Stephen Pruitt (Southern Regional Education Board: Atlanta, GA)

Enjoy conversation about our research lesson collaboration with the University of Chicago Comprehensive Cancer Center EYES (Educators and Youth Enjoy Science) teacher research experience.

TAKEAWAYS:
Authentic teacher research experiences can catalyze students' career interest, authentic classroom inquiry, curriculum development, and relevant professional learning.

SPEAKERS:
Steven Rogg (Notre Dame College Prep: Niles, IL), Pamela Wagner (George Westinghouse College Prep: Chicago, 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)

Participants should come to this session with some ideas/dreams in mind of how they would like their classroom to look. Discussion will get the program rolling. A presentation will be given with some ideas as to a starting point to flipping the classroom as well as some key ideas to making the class time meaningful. Simply taking lecture out of the classroom and inserting worksheets will NOT make flipping a worthwhile experience. Having more time to get students to participate in meaningful learning experiences will make the effort worth it. Plus, it involves less instructor effort in the long run as students are doing most of the work. Participants will be given time to work independently or in groups to come up with ideas as to how to modify historically "typical" science lessons into ones that are more engaging, meet students where they are at, and increase student understanding of key science principles. Presenter will give feedback on ideas. Question and answer time will be provided as well. Sometimes, all it takes is a starting point in order to reinvent one's teaching style and reinvigorate one's passion for teaching.

TAKEAWAYS:
Participants who have been wanting to flip their classroom, but don't know where to start will learn basic strategies to incorporate into their classroom to get students doing meaningful learning activities.

SPEAKERS:
Meredith Diehl (Northview High School: Sylvania, OH)

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

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

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

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

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

SPEAKERS:
Alison Seymour (Science Teacher: Winchester, 0)

Don’t debate evolution – Rather dig deeper into evolution by having your students research, debate, & rank the top evolutionary thinkers of all time.

TAKEAWAYS:
Rather than stage a debate over evolution which tends to be fraught with misinformation, have your students debate & rank the top figures in the history of evolutionary thought. They can then compare their ranking with that of a group of evolutionary experts.

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

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

SPEAKERS:
Regina Borriello (Clifton High School: Edison, NJ)

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

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

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

Participants will design and test a vessel that will land an egg dropped from a substantial heights without breaking the egg. Participants will use a variety of materials to provide the softest landing possible. Participants will employ technology to assist them in designing their vessels and shape their final methods.

TAKEAWAYS:
Design and test an egg vessel with real time data. Analyze live data to better design a successful egg drop vessel. Experience the engineering design process. - Using technology to test prototypes. -employing the engineering design process. -applying modern technology to past challenges.

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

Three-dimensional learning, as outlined by NGSS, allows students to view science as an interrelated world of inquiry. Today’s environmental challenges require a 3-D approach to understand the phenomena and data and how our landscapes and ecosystems have changed as human population has doubled in the past 50 years. In this hands-on session, the presenter will lead participants in hands-on activities (problem-solving challenges, simulations and modeling) that use real-world data sets and 3-D learning in a variety of formats to analyze and think critically about some of the key ecological topics in Biology and Environmental Science courses (including AP) – population trends, climate change, land use, biodiversity, and ecosystem health. Presented activities emphasize students’ ability to collect, analyze and interpret data as central to developing and using models, identifying patterns and designing solutions. The presenter will also share interactive digital tools for engaging students remotely. The presenter will discuss how to implement these activities as part of broadening students’ understanding of the NGSS topics “Human Sustainability” and “Interdependent Relationships in Ecosystems. Participants will receive lesson plans (including assessment ideas) and background materials in an electronic format.

TAKEAWAYS:
Participants will come away with cross-disciplinary ideas to incorporate 3-D learning strategies into hands-on activities around the NGSS topic of Human Sustainability.

SPEAKERS:
Stephanie Ruder (J.I. Case High School: Racine, WI)

Recursion is a challenging topic for some students. In this session, we’ll present a blended approach to introducing recursion, wherein a textual description of natural phenomena is presented in an easy-to-understand, attractive, and informative graphic format. Fundamental rules of production systems are also presented, all in a format specifically targeted to high school students. Students generally gain mastery of this topic within a few weeks through this approach, achieving both a deep understanding of the concepts and a rewarding sense of accomplishment. As a bonus, they usually enjoy the topic and appreciate the opportunity this approach gives them to be creative.

TAKEAWAYS:
How to enable students to be creative while learning about recursion

SPEAKERS:
David Ben-Yaakov (Educator: Allen, TX)

Each attendee will receive materials and instructions to construct a Higgs Boson. Dice and investigative procedure are included to determine the mass of six quarks.

TAKEAWAYS:
1. How to take an abstract concept and create concrete hands-on investigations; 2. Suggestions to go from teacher-centered to a student centered-curriculum; and 3. The importance of looking for trends, patterns, and regularities for modeling.

SPEAKERS:
Gary Schiltz (Retired Chemistry Teacher: Naperville, IL)

Investigate the spread of tick-borne diseases in humans and animals. Experience hands-on/minds-on NGSS-focused lessons related to One Health, the connections between human, animal, and environmental health.

TAKEAWAYS:
Learn about hands-on/minds-on NGSS-focused lessons related to One Health and engage in three-dimensional activities that focus on the science practices of analyzing data and constructing explanations.

SPEAKERS:
Lisa Brosnick (SUNY Buffalo State College: Buffalo, NY), Dina Markowitz (University of Rochester: Rochester, NY)

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

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

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

The first 50 attendees will be be given the materials (circluar rings, rulers, and paper) to model the Doppler effect. Attendees will need a calculator for the quantitative portion of the workshop.

TAKEAWAYS:
1. How to take an abstract concept and create a concrete hands-on investigation; 2. Suggestions to go from teacher-centered to a student centered-curriculum; and 3. The importance of looking for trends, patterns, and regularities for modeling.

SPEAKERS:
Gary Schiltz (Retired Chemistry Teacher: Naperville, IL)

While the NGSS emphasizes the science and engineering practice of computational thinking, there is less familiarity and support for the implementation of this practice compared to other practices. In this session, high school biology teachers will learn how to recognize if a task requires computational thinking or not by analyzing a set of tasks. They will learn how to promote computational thinking in their classrooms by engaging with a newly developed computer simulation. This freely available simulation is based on a real-world phenomenon and designed to address specific performance expectations in biology. Teachers will explore the simulation as learners first, engaging with it as their students would. Then they will reflect on how they used computational thinking to explain the phenomenon. Teachers will leave the session with access to the simulation, suggestions for lesson plans, ideas for incorporating the activity into their curricula, and strategies for utilizing the simulation with all learners in their classrooms.

TAKEAWAYS:
Participants will learn how to promote the science and engineering practice of computational thinking in the high school biology classroom. Participants will be introduced to a freely accessible computer simulation (and suggested lesson plans) based on a real-world phenomenon designed to address performance expectations in biology.

SPEAKERS:
Wendy Jackson (The Lawrence Hall of Science: Berkeley, CA), Maia Binding (The Lawrence Hall of Science: Berkeley, CA), Ben Koo (The Lawrence Hall of Science: Berkeley, CA)

Students are generally intrigued by cosmology but it can be difficult for instructors to explain. For some scientists and teachers, the famous Hubble graph from which we obtain Hubble’s Law makes it obvious that the universe is expanding but for most students (and many of us teachers!) this is not the case: looking at the graph does not obviously imply an expanding universe. We will discuss standard candles and the redshifting of light, and how Hubble used these to measure the speeds and distances to galaxies. We will examine his data and graph and then we will work through an activity that will help students see why the 1929 graph implies an expanding universe. The simple activity uses elastic and rulers and provides a qualitative introduction to the Hubble redshift. Additionally, we will share other ideas and materials for teaching students about cosmology and the expansion of the universe.

TAKEAWAYS:
Students can produce a Hubble-like graph representing an expanding universe using elastic and a ruler.

SPEAKERS:
Todd Brown (University of Pittsburgh at Greensburg: Greensburg, PA)

This hands-on project guides students through discovering the function of a microorganism gene (whose function has not yet been determined), assigned uniquely to that student.

TAKEAWAYS:
1. Science is very exciting. Each student in the Geni-Act project will be the first person to discover the function of a gene in a microorganism. Results are entered into a national genome database; 2. The gene annotation process will be provided. Special tools or special knowledge are not required. There is no cost; and 3. Guidance for doing the annotation process with an inclusion class (a general education class with several special education students) will be provided.

Cognitive science has identified flexible and often counterintuitive cognitive strategies that boost student learning. Teachers will learn how to implement these techniques within their classrooms.

TAKEAWAYS:
Learn how to apply multiple practical, flexible, and research-based cognitive strategies, including retrieving information from memory, distributing practice across time, scaffolding, and mixing together different examples, within their own classrooms to improve student learning.

SPEAKERS:
Jonathan Tullis (The University of Arizona: Tucson, AZ)

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

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

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

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

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

SPEAKERS:
Regina Borriello (Clifton High School: Edison, NJ)

Don’t debate evolution – Rather dig deeper into evolution by having your students research, debate, & rank the top evolutionary thinkers of all time.

TAKEAWAYS:
Rather than stage a debate over evolution which tends to be fraught with misinformation, have your students debate & rank the top figures in the history of evolutionary thought. They can then compare their ranking with that of a group of evolutionary experts.

SPEAKERS:
John Mead (St. Mark's School of Texas: Allen, TX)

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

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

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

This session will introduce participants to the Alexa for Astronauts: Using AI to Monitor Health lesson set. We will explore how the instructional sequence exposes high school students to ideas about artificial intelligence (AI) and computer programming, using Amazon Alexa and the Massachusetts Institute of Technology (MIT) App Inventor, while applying previously built life science ideas to begin to address the problem of monitoring astronauts’ physical health. Participants will gain experience using the Alexa-MIT App Inventor to program custom Alexa skills and learn how to sign up for access to the instructional materials. No accounts needed; bring a laptop or device to access the Alexa-MIT App Inventor.

TAKEAWAYS:
The Alexa-MIT App Inventor platform and teacher supports found in the lesson plans make it possible to incorporate computer science and artificial intelligence ideas in Biology class.

SPEAKERS:
Patrice Scinta (NSTA: Arlington, VA), Michelle Phillips (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA), Garrett Dorfman (Amazon Future Engineer: Nashville, TN), Kristin Rademaker (NSTA: Arlington, VA)

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)