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)

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

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

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

Explore curriculum of a 10th grade integrated chemistry and biology course that was designed to incorporate the Next Generation Science Standards while placing importance on the Science and Engineering Practices. The course follows the narrative: “Living systems obey the laws of physics and chemistry. Transformations in matter occur in predictable ways and are a function of molecular shape and molecular collisions. Chemical properties are the result of the arrangement of elements and the forces between them. Reception, sequestration, and transfer of chemical elements allow living systems to leverage chemical transformations to survive, grow, and reproduce. Reproduction allows for the transmission of these traits from one generation to the next. Pressures from the environment favors some traits over others which in turn produces new species over time and is responsible for the diversity of all life.” Students were introduced to content via phenomenon and then engaged with the DCIs, Cross-cutting concepts, and SEPs while working towards a culminating project. For example, students learned various topics of chemistry including stoichiometry and gas laws to design and build a functional Class B fire extinguisher. Following this unit, students applied their understanding of cellular respiration, photosynthesis and the carbon cycle to calculate the amount of carbon sequestered on a section of campus trees.

TAKEAWAYS:
Participants will learn how to use phenomena and a 3D design approach to create project -based, integrated Curriculum that assesses SEPS equally with content. Participants will learn how to use student-centered pedagogical practices, hands-on exploration, and more authentic assessment practices. Participants will be familiar with how Integrating biology, chemistry and environmental standards in order to explore an authentic, real-world problem or challenge increases student engagement and performance.

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

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

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

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

Our students use field work, computer modeling, and long term databases to understand the Earth's changing system. Students collect local weather data. They compare this data with regional and national databases, satellites databases, and climate modeling software (EdGCM).

TAKEAWAYS:
Teachers will learn how to introduce climate science in a non-threatening way by empowering their students to take a stand in their communities regarding decisions that affect their future by seamlessly incorporating field studies with professional climate studies.

SPEAKERS:
Carolyn Mohr (University Center of Lake County: Buffalo Grove, IL)

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

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

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

Improve inclusive classroom dynamics between teachers, families, and students by reflecting on disability model perspectives, identifying barriers to collaboration, and determining effective avenues of communication.

TAKEAWAYS:
The triangle of inclusion presents pathways that can be used by administrators and teachers to recognize and overcome barriers faced within the inclusive classroom and includes strategies such as early open communications, student advocacy, professional learning opportunities, and mentorships.

SPEAKERS:
Nicole Wack (East Penn School District: Quakertown, PA)

Learn how to overcome the apathy of teenagers, understand their motivations for not asking questions, and get them to be curious again!

TAKEAWAYS:
Attendees will take away multiple strategies to implement in their classroom to spark the curiosity of teens they teach.

SPEAKERS:
Jamye Carr (Cedar Ridge High School: Hillsborough, NC)

The storyline approach supports a classroom culture that promotes equity and belonging. As teachers who have transitioned from a traditional approach to the Illinois Storylines, we have implemented a variety of practices to meet the needs of every student in the class. Also further supporting NGSS principles, storylines give students the opportunity to engage in science practices as intended. In our session we will discuss strategies for modifying the Illinois Storyline curriculum for students with a variety of unique needs. Participants will be provided with a platform to discuss their classroom dynamic, examples of modified instruction, and the opportunity to practice tailoring the storylining curriculum to meet the needs of their students. We will have the audience actively participating in small and large group discussions on how modifications can be created for a set of storyline activities. Finally all of our modified materials will be shared in a google team drive, which includes over 175 educators currently contributing modified materials.

TAKEAWAYS:
Learn how to recognize and remove barriers that students often face to increase engagement in NGSS storylines

SPEAKERS:
Lisa Pavic (Glenbrook South High School: Glenview, IL), Julia Navarro (Wheeling High School: Wheeling, IL), Madeline Thomas (Glenbrook South High School: Glenview, IL)

In this session, participants will be given an overview of the Food Allergy Storyline, a High School Unit that addresses LS1.A and LS3.A. The anchoring phenomenon for the unit is something familiar yet still mysterious to this generation of students - bans on certain foods in their cafeterias and classrooms. Students will probably be able to connect the bans to food allergies but might not be able to explain why a person has food allergies. The first day of the unit allows students to consider what they do and don't know about food allergies and what they want to find out. This gives them a reason for investigating the biological mechanism behind food allergies and intolerances. In doing so, they will make sense of Disciplinary Core Ideas related to genetics and genomics.

TAKEAWAYS:
The Food Allergy Storyline provides an opportunity for students to make sense of Disciplinary Core Ideas related to genetics and genomics.

SPEAKERS:
Patrice Scinta (NSTA: Brooklyn, NY)

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

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

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

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)

Science teachers at Lindblom Math and Science Academy in Chicago Public Schools have worked with Northwestern University’s CT-STEM department to develop computational thinking in science units aligned with the Next Generation Science Standards. The goal is for students to understand and apply computational thinking practices in their science classrooms to help make sense of phenomena or problems, analyze data, use models and develop explanations. Units, built by teachers, are designed to cover core science concepts in physics, chemistry, and biology. This program allows teachers to work with CT-STEM members to develop new simulations or other CT activities that work best in the unit. This was developed based on teacher need, when simulations didn’t exist to address the big ideas. Integration of NetLogo models, SageModeler, NetTango, and other data analysis activities are used to help students make real world connections. These tools allow students to learn and apply basic computer science ideas and skills as well as the 3-D of NGSS. Developed unit topics include: stoichiometry, climate change, gas laws, and energy. These units are available for public use and can be easily modified on the CT-STEM platform for teachers to use.

TAKEAWAYS:
Overview of how teachers integrated Computational Thinking into science units and how to access units for Biology, Chemistry, Physics, and Earth Science

SPEAKERS:
Carole Namowicz (Lindblom Math and Science Academy: Chicago, IL), Lauren Levites (Lindblom Math and Science Academy: Chicago, IL)

Want to know what the students actually know, but don't want to spend all of your time grading? Adjust your assessment questions.

TAKEAWAYS:
Participants will learn how to adapt "typical" assessment questions into more meaningful questions in order to better understand what the students know without the endless hours of grading.

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

A team of high school teachers and university researchers presents a process of their collaboration and learning about teaching multilingual students using an NGSS-focused curriculum.

TAKEAWAYS:
Learn how to design and carry out effective and positive collaboration centered around a specific goal (e.g., establishing a clear structure of work cycle) and several key principles for teaching emergent multilingual students that were developed through the collaboration (e.g., multimodality).

SPEAKERS:
Minjung Ryu (University of Illinois Chicago: Chicago, IL), Laura Decker (Chicago Public Schools: Chicago, IL), Anna Kordek (Science Teacher: Chicago, IL), Maks Malec (Highschool Physics Teacher: Chicago, IL)

In this session participants are introduced to the lesson Why is a covered planet a healthy planet? In this lesson, students use a digital tool to analyze large data sets available from NASA Earth Observations to identify spatial and temporal patterns that can help support (or refute) the claim that tilling the land in spring (Northern Hemisphere) causes an increase in the amount of carbon dioxide in Earth's atmosphere and the growing crops causes the amount to decrease in summer. This lesson is based on ideas presented in the film Kiss the Ground.

TAKEAWAYS:
Why is a Covered Planet a Healthy Planet? provides students with an opportunity to analyze large data sets in order to support or refute a claim about the effect tilling the land in the spring has on carbon dioxide in Earth's atmosphere.

SPEAKERS:
Patrice Scinta (NSTA: Brooklyn, NY)

This session will present attendees with an up-to-date literature review, as well as original research, regarding administrators knowledge and acceptance of evolution and evolution education law. After discussing the research, a virtual library of general resources will be shared with attendees that they bring back to their school and district administrators. Additionally, attendees will learn how to locate or create resources to add to this virtual library that are specific to their state standards, specific content areas, and local communities. The goal is that attendees will return to their schools and districts and be better able to participate directly or indirectly in Instructional Leadership Team roles in their communities in order to promote high quality science instruction for their students.

TAKEAWAYS:
Attendees will learn about our current understanding of administrators' knowledge of evolution and evolution education law and walk away with a virtual toolbox of resources that can be shared with building and district level administrators to better support quality science instruction.

SPEAKERS:
Blake Touchet (National Center for Science Education: ABBEVILLE, LA)

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: N. Franklin, CT)

A grading system based on total points does not accurately reflect the level of student understanding of science content. Students who demonstrate that they understand half of the content should not earn a failing score. Nor should students earn arbitrary points for doing non-science content related things. Student scores should reflect what a student understands and not how well the student can play the game we call school. We teachers are encouraged to do standards based grading, but not everyone knows how or where to start or even if it is worth putting forth the effort to make the change. Participants will be led through my journey in becoming a teacher who uses standards based grading. The struggles in changing my mindset about grades and the way I grade will be presented as well as the benefits of having a better understanding of what the students actually know, having student grades more accurately reflect what they know, having fewer students fail among other things. Basic strategies for assessing level of understanding will also be presented. Time will be given for questions and answers.

TAKEAWAYS:
Participants will be given strategies about changing their view of scoring students by the total number of points they got correct verses the student's level of understanding.

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

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

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

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

Self-paced classrooms are a means to run a STEM class where the teacher becomes a facilitator of learning to their students. A self-paced classroom is one where the students will engage with the class material at a rate that is appropriate for them. Assignments are rated into different categories worth different point values so that students can make a choice each day in how they want to approach their learning. This kind of environment encourages development of executive functioning skills, cooperative learning skills, and other soft skills necessary to be successful as a 21st century learner, scientist, or engineer. It also meets the needs of both the highest and the lowest functioning learners. In this session, we will learn in more detail about self-paced classrooms, how to implement them, and how to develop different types of activities and locate resources that work well for this kind of environment, including interactive digital notebooks, pixel art, EdPuzzles, digital crossword puzzles, lab experiments, digital and live escape rooms, and more! Join me as we learn how we can make equity for all enjoyable for all the students.

TAKEAWAYS:
How to use various computer programs, specifically in the Google Suite, to create an equitable classroom environment.

SPEAKERS:
Elizabeth Stewart-Miranda (Greater Lowell Technical High School: North Chelmsford, MA)

Techniques such as CRISPR, mitochondrial transfer, and mRNA therapeutics have opened up new possibilities for genetic manipulation, bringing new possibilities to energize the biology curriculum.

TAKEAWAYS:
We will explore the specifics of how these powerful genetic engineering techniques work and discuss ways to incorporate them into the curriculum.

SPEAKERS:
Kenneth Miller (Brown University: Providence, RI)

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: Fresno, TX), Melissa Collins (John P. Freeman Optional School: Memphis, TN)

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: Lindenhurst, IL), Pamela Wagner (George Westinghouse College Prep: Chicago, IL)

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

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

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

Science denial, anti-intellectualism, and conspiracy theories have long, sordid histories. Today, rampant science denialism threatens personal and public health, economic sustainability, and prosperity. Globally, it poses existential threats to humanity. How has the situation deteriorated so far? How can so many people deny, not only the reality of climate change - a slow-moving and invisible enemy - but also the reality of a global pandemic and the effectiveness of simple protective/preventive strategies? The explanation is straightforward. Widespread scientific illiteracy enables moneyed and/or politically powerful interests to manipulate a credulous public in ways that undermine understanding of science and generate distrust of the scientific community. Campaigns often waged on unregulated social media are disturbingly effective. When disinformation, willful ignorance, and belligerence strike, who's on call? Right now, almost nobody ... and that's a problem for all of us who, as science educators, understand and value the role of science in general, and STEM topics and approaches more specifically. We will then explore a variety of online resources and discuss individualized teaching strategies that educators can deploy to overcome these challenges in our classrooms.

TAKEAWAYS:
This workshop will briefly review the history, driving forces behind, and current status of science denialism, to clarify what we are up against. We will then explore online resources and individualized teaching strategies that can overcome these challenges in our classrooms. No single "magic bullet" (or magic YouTube video) can rescue us. We need a full-court press by all of us in education, focusing on cultivating in our students a true understanding of the nature of science, appreciation for the value of expertise in STEM fields, and a willingness to engage on a personal level with disturbingly cult-like beliefs.

SPEAKERS:
Joseph Levine (Science Writer and Producer: Concord, MA)

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

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

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

An understanding of the structure of our educational system will allow us to better navigate this system in ways which promote social justice in the science classroom. Consequently, this session will start with a discussion of accountability reform initiatives (such as high-stakes testing) and the impact those mandates have had on science education. Thus, the first part of the session will focus on the interplay between reform initiatives and equity by examining how mandates worked to widen the achievement gap. The NGSS challenges states to make changes to their curricula and bring the focus back to science. We will then move to a discussion regarding how we can use the vision embodied in the NRC Framework to promote quality teaching practices in the science classroom and bring the focus to science instruction. Here we examine equity-driven practices that can work to promote social justice in the science classroom. Participants will identify components within the NCR Framework which promote equity by engaging all learners—specifically historically marginalized students—in the learning process.

TAKEAWAYS:
Accountability mandates such as high-stakes testing are working to funnel time and resources away from science instruction, however, 3D learning and inclusive practices can mitigate the effects of those mandates by promoting sound pedagogical practices.

SPEAKERS:
Klodia Saad (Dearborn Public Schools: Dearborn, MI)

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)

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

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

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

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)

These might seem to be grim times in the science classroom, but I will suggest in many ways that these are actually the “Best of Times.”

TAKEAWAYS:
The challenges we face present unique opportunities to engage students with topics of interest that are deeply relevant to their everyday lives. As a result, the challenges can be used to enhance student interest and teaching effectiveness.

SPEAKERS:
Kenneth Miller (Brown University: Providence, RI)

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

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

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

Phenomenon-driven assessments can be aligned to standards and engaging to students. This session will answer the question, “How can a 3D assessment engage students’ interest and identity while promoting high-quality science learning?” We call this “5-dimensional” assessment. We will present several examples of phenomenon-driven assessments in grades 5-12 and deconstruct them. What makes them engaging? How does a 3D task unfold over several questions? Where are the big science ideas? Then, we will analyze the student work that 5-dimensional assessments can generate in order to see what 3D learning can result from aligned tasks. Participants will gain a deeper understanding of how to construct a 3D task, investigate student interests, and give meaningful feedback to students that goes beyond “right and wrong” multiple-choice questions. The final part of the presentation will offer examples of tools participants can use to adapt their own assessments by 1) finding meaningful phenomena, 2) connecting the DCIs, SEPs, and CCCs, and 3) writing prompts that integrate all dimensions.

TAKEAWAYS:
How to design meaningful, interest & identity driven 3D assessments for secondary students

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

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

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

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

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

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

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

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)

Our master teacher video case studies are used to facilitate discussion about the science practices of Asking Questions and Modeling with inservice and preservice teachers.

TAKEAWAYS:
1. Using classroom video as a focus of discussion can provide teachers with an avenue for substantive conversations about their teaching practice; 2. Our case studies present real classroom settings where the teachers are having their students work on the practice of questioning and/ or modeling; and 3. Participants will view the videos and reflect on how the teachers are facilitating the use of science practices in their classrooms.

SPEAKERS:
David Henry (SUNY Buffalo State College: Buffalo, NY), Alayla Ende (University at Buffalo, SUNY: Buffalo, NY), Lisa Brosnick (SUNY Buffalo State College: Eden, NY), Alan Baczkiewicz (Sweet Home Middle School: Williamsville, NY)

I would like to present an overview of an interdisciplinary curriculum titled Indigenous Foods, which I developed for the Natural History Museum of Utah in partnership with the nonprofit Utah Diné Bikéyah. Weaving together indigenous knowledge, Utah history, archaeological findings, plant biology, and nutritional data, this curriculum shares the importance of indigenous food sovereignty through the story of a tiny, highly nutritious superfood called the Four Corners potato (Solanum jamesii). Over the past 5-10 years, University of Utah researchers, Lisbeth Lauderback (archaeologist) and Bruce Pavlik (botanist), have pieced together evidence from stone tool starch granules, plant genetics, and historical accounts to show that the Four Corners potato is the earliest known domesticated plant in the Western United States. Currently, these same researchers are working closely with Utah Tribes to reincorporate the Four Corners potato into indigenous communities with the hopes of restoring community health and traditional practices. In summary, this curriculum aims to show the importance of including different ways of knowing in science education, as well as to inspire others to learn about the incredible indigenous knowledge that exists within their own communities.

TAKEAWAYS:
Weaving together indigenous food sovereignty, archaeological findings, and plant biology, this curriculum overview offers examples for how to include indigenous knowledge in science education.

SPEAKERS:
Kirsten Walker (Waterford School: Sandy, UT)

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

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

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

Unpacking the 3-D NGSS while at the same time making science instruction engaging to students is a challenge faced by science teachers across the nation. With skillful use of phenomena-based instruction, science teachers engage students by converting what the teacher planned to teach into what the students want to learn. Culturally relevant, intellectually accessible and thought-provoking phenomena enable students to make engaging connections between the required curricula content and real-life scenarios and applications. Rather than recalling discrete facts, students apply new information and use transferable problem-solving skills to explain a natural or man-made phenomenon. Phenomenon-based science encourages students to ask questions, discover connections, and design models to make sense of what they observe. This session provides participating teachers opportunities to experience lessons in the same manner as students will. They examine a phenomenon and then ask questions, collaborate with partners and design models, and discuss digital tools that can be used to engage students in phenomenon-based learning. Teachers learn how to use questioning techniques and academic dialogue to spike discontent in the students' understanding of the phenomena, thereby, driving students to use science practices to further explore their curiosities

TAKEAWAYS:
Help teachers to develop and deploy thought-provoking phenomena that will promote student engagement, comprehension, and achievement in the sciences by transforming what the teacher planned to teach into what the students are eager to learn.

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