By Invitation Only

Shifting from traditional professional development to curriculum-based professional learning is a simple concept but complex to design and execute well. At its core, it means teachers experience the same kind of inquiry-based learning we expect them to provide their students. Learn more about a Carnegie Corporation of New York report, The Elements, which identifies a core set of research-based actions, approaches, and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum and skillful teaching.

TAKEAWAYS:
1. Examine beliefs and assumptions regarding the relationship between high-quality instructional materials, curriculum-based professional learning and student success 2. Gain understanding of the foundation for The Elements, a challenge paper from Carnegie Corporation of New York 3. Learn from science practitioners whose successful curriculum implementation efforts are grounded in the elements and essentials.

SPEAKERS:
Jim Short (BSCS Science Learning: Ridgefield, NY)

Since its release, the NSTA Quick-Reference Guide to the NGSS has become an essential tool for many educators across the country. A new version titled the Quick-Reference Guide to the Three Dimension has been developed to not only support teachers in all states that have standards based on the Framework for K-12 Science Education. This new version of the Quick-Reference Guide still contains the most useful features of the original, including descriptions of the practices and the crosscutting concepts from the Framework of K-12 Science Education and K-12 progressions of the elements of all three dimensions. In addition, the new Quick-Reference Guide contains several new features that should make it even more helpful. For example, every element now has a unique code (based on the codes in the NSTA Atlas of the Three Dimensions) that makes it much easier to reference a particular element. In addition, there is an entire chapter devoted to the Performance Expectations. Finally, the guide also contains a number of tools for working with standards. This session will outline all of the features of the guide through the process of unpacking the crosscutting concepts to better understand how to make curriculum, instruction, and assessment more three-dimensional.

TAKEAWAYS:
A deeper understanding of the Crosscutting Concepts and how a well-designed reference guide can make it easier to unpack the three dimensions for work in curriculum, instruction, and assessment.

SPEAKERS:
Ted Willard (Discovery Education: Derwood, MD)

Participants will learn strategies and receive numerous resources that increase students’ scientific literacy. The hands-on approach has participants engaged in the activities, games, and more.

TAKEAWAYS:
Attendees will: 1. learn new strategies for incorporating scientific literacy into their lessons; and 2. receive numerous activities, templates, games, and other resources to help with doing this. These resources can be used “as is” or modified to allow for differentiation based on the needs of the learners. Strategies and resources will include ones effective with ELL and EC students.

SPEAKERS:
Iris Mudd (Winston-Salem/Forsyth County Schools: Winston Salem, NC)

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)

Introducing students to real-world engineering problems is a key component to engaging them in the science classroom. In this project, students solve the problem of saving pets from a hot car. Many students are aware of this issue and would have many ideas on how this could be achieved. This projects gives them the tools to help solve such a problem by building a model and finding a solution. Participants in this session will get to build the model themselves to see how information from sensors (input) can determine what should be done (output) through simple lines of code. No coding or engineering experience is needed, just imagination and logical thinking. Projects like these can expose students to STEM Careers. The exposure to coding and engineering design can also get them interested in doing more in the STEM field.

TAKEAWAYS:
Solve a real-work problem with coding and engineering design - no prior experience needed.

SPEAKERS:
Jessica Kohout (Educational Consultant: Ellicott City, MD), Stacy Thibodeaux (Southside High School: Scott, LA)

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: Santa Cruz, CA)

Sponsoring Company: Great Minds

Interact with PhD Science® module to discover the benefits of engaging in activities that deepen conceptual understanding before introducing terminology to students.

TAKEAWAYS:
PhD Science is rooted in the belief that complex scientific language and vocabulary terms are not a prerequisite for conceptual science understanding, but rather a product of it.

SPEAKERS:
Ranell Blue (Great Minds: Wonder Lake, IL), Isaac Stauffer (Amplify Science: Chicago, IL)

Sponsoring Company: Legends of Learning

Attendees will learn how employing game-based learning (GBL) engages and develops all learners. Understand how games empower students, develop critical thinking skills, provide instant feedback (and more) to develop content mastery as well as social-emotional learning. Game-Based Learning: encourages players to take risks without fear of failure, provides instant feedback that takes advantage of the richest teachable moments, creates individualized experiences through student agency, develops 21st century skills such as critical thinking, communication, collaboration, and creativity, allows students to experience that actions have ramifications, and invites all students to engage, providing expanded opportunities for equitable learning. Attendees will experience examples of each of these benefits, discuss how they could apply to their own classrooms, and will learn about the research that supports them. Attendees will collaborate with each other as they explore and discuss concepts during the session. They will also investigate how to apply game-based learning to creating experiences that address their own learning objectives.

TAKEAWAYS:
Apply game-based learning to make a difference to your students.

SPEAKERS:
Janet Pittock (director: , CA)

Trade books are often used to support science instruction, and are an effective way to connect ideas about how science works to classroom science experiences. In this workshop, we will share a rubric for evaluating trade books for science read-alouds and discuss how the tool can be used to inform instruction (e.g., developing discussion questions). The rubric focuses on four concepts related to humanizing science, and aligned with views of nature of science in the Next Generation Science Standards: Science is done by diverse people, Scientists interpret empirical evidence to support their claims, Scientists use a variety of methods, and Scientists are creative at all stages of their investigations. These four concepts support students’ understanding of how science works, laying the foundation for being an effective consumer of science. Additionally, these four concepts present a more accurate representation of scientists, in contrast with many long-standing stereotypes about scientists. Attendees will have the opportunity to use the rubric to analyze elementary-level science trade books and develop a plan for implementing the read-alouds in class. We will conclude by examining how teachers can layer selected trade books effectively into their existing science curriculum.

TAKEAWAYS:
Attendees will learn why representing science as a human activity is important for students’ understanding of how science works, and will learn how to select and plan for read-alouds of books that humanize science into their existing science curriculum.

SPEAKERS:
Jeanne Brunner (University of Massachusetts Amherst: Amherst, MA), Kathleen Mahoney (University of Massachusetts Amherst: Amherst, MA)

The NGSS is very complicated. The Institute for Quality Science Teaching at the Museum of Science and Industry provides professional learning opportunities for science teachers in Chicagoland and surrounding areas. Our approach is to ground everything we do in the NGSS and take a deep dive into all the elements of 3-dimensional learning. Professional learning programs at MSI are invested in helping teachers understand how to teach science effectively to meet these standards. Teachers in our programs learn science content in the context of 3-dimensional lessons, as instructors demonstrate instructional practices that enable NGSS-aligned teaching and learning. This presentation will review the basics of the NGSS, the 3 dimensions, how they’re combined in Performance Expectations, and the basics of enacting the NGSS in the classroom. If you need a refresher, just want a review, or still don’t have all those acronyms straight in your head, this is the presentation for you.

TAKEAWAYS:
Teachers will leave with a basic understanding of the structures of the Next Generation Science Standards and how they inform 3-dimensional standards and 3-dimensional science teaching.

SPEAKERS:
Lauren Slanker (Museum of Science and Industry: Chicago, IL), Karin Klein (Museum of Science and Industry: CHICAGO, IL)

Human activities have caused changes in global temperature and weather patterns. This generation of students will need to understand climate science in order to adapt to this changing environment. In this session, participants will explore a project in which students incorporate engineering and basic coding - no experience necessary. We will use micro:bit technology to connect basic coding commands to collect authentic data using embedded sensors. Participants will use this collected data to modify design solutions based on human vulnerabilities to severe weather. Participants will find ways to expose their students to the engineering capabilities needed to solve problems. This project allows students to compare design solutions to identify which is best for the problem at hand and experience the interactive process of evaluating solutions. This project allows for the authentic integration of technology, mathematics, crosscutting concepts, science practices, and easy implementation of the Next Generation Science Standards.

TAKEAWAYS:
Use technology to expose students to coding and engineering design solutions for severe weather.

SPEAKERS:
Jessica Kohout (Educational Consultant: Ellicott City, MD), Stacy Thibodeaux (Southside High School: Scott, LA)

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

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

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

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

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

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC: Santa Cruz, CA)

Sponsoring Company: PASCO scientific

Give your students a real-world engineering challenge! In this PASCO workshop, you will explore the relationship between momentum and impact forces with real-time measurement of collisions. You will design your own crash barrier to minimize the maximum collision force of a moving cart colliding into your barrier. Next, you will analyze your results to iterate and improve on your original design.  Attend for a chance to win equipment for your school!

TAKEAWAYS:
Learn how to design a crash cushion to minimize the collision force of a moving cart and analyze the results to iterate and improve on your design.

SPEAKERS:
Jonathan Hanna (PASCO Scientific: Roseville, CA)

Sponsoring Company: Lab-Aids

With the Tinkering Labs Electric Motors Catalyst, your students can create their own inventions using real wood, real hardware, and real motors. They will learn STEM through project based design challenges that allow them to wonder, test, invent (and yes, play!) while learning important physical science and engineering core ideas, such as force, motion, electricity and energy. The Tinkering Labs STEM curriculum was designed for grades K-5 by a team led by Gever Tulley, founder of the award-winning, independent Brightworks School in San Francisco. This hands-on workshop challenges participants to make a vehicle to move a toy or other small object using motors, wheels, wires and other equipment. This activity is one of 10 engineering design challenges in the Electric Motors Catalyst, a STEM curriculum for grades K-5 that comes complete with equipment, lesson plans, assessments, embedded support for ELA, and is fully aligned to NGSS. The program is distributed exclusively by Lab-Aids.

TAKEAWAYS:
A project based design challenge that allows participants to wonder, test, invent (and yes, play!) while learning important physical science and engineering core ideas, such as force, motion, electricity and energy.

SPEAKERS:
Matthew Brocchini (Tinkering Labs: Ronkonkoma, NY)

Sponsoring Company: Savvas Learning Company

What's so phenomenal about phenomena? Join the Savvas science team for an engaging, hands-on workshop as we explore the purpose of phenomena, the power of using it to drive your instruction, and the way it will support your students as they bring their own life experiences into your classroom. Attendees will leave with purposeful strategies they can replicate in their classrooms immediately.

TAKEAWAYS:
Experience 3 different phenomena-based teaching strategies that can be used in your own classroom.

SPEAKERS:
Jessi Davis (Savvas Learning Co.: Paramus, NJ)

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

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

SPEAKERS:
Michelle Yates (Aledo ISD: Fort Worth, TX), Miranda Rosenhoover (Aledo ISD: Aledo, 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 (Township High School District 113: Chicago, IL)

One of the key features of the NGSS and other standards based on the Framework for K-12 Science Education is the idea that a “a progression of knowledge occurs from grade band to grade band that gives students the opportunity to learn more complex material, leading to an overall understanding of science by the end of high school.” (NGSS Appendix A, p. 2) The NSTA Atlas of the Three Dimensions has a set of 62 maps that illustrate the how the elements of the three dimensions build on each other and connect to one another. Each map focuses on a particular topic and shows the progression students are expected to make in that topic from one grade-span to the next. Arrows connecting individual elements on a map indicate that competency in one element is useful in learning to achieve the other element. Educators can use maps to deepen their understanding of the standards to plan or improve curriculum, instruction, and assessment. This session will provide participants guidance on how to read the maps in the Atlas and use this powerful tool to deepen their understanding of elements of the standards.

TAKEAWAYS:
A careful review of the connections between elements of the three dimensions can provide a clearer understanding of science standards and important guidance in planning instructional sequences to support three-dimensional teaching and learning.

SPEAKERS:
Ted Willard (Discovery Education: Derwood, MD)

An open-ended  investigation using the basic elements of the visual arts to compare images of Earth and celestial objects of our universe. Examples of student comparisons and a packet of resources will be shared.

TAKEAWAYS:
Participants will: 1. use images from NASA’s Chandra X-ray Observatory and compare them to Earth images taken by Yann Arthus-Bertrand; 2. compare and contrast, using the basic elements in art and the properties of matter used in science, to describe each object; and 3. continue to create their own comparisons using the images made available in the workshop.

SPEAKERS:
Sally Jensen (Retired Educator: Campton, NH)

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)

Discover how to implement three-dimensional learning into any science curriculum, all while engaging learners to become phenomenal!

TAKEAWAYS:
How to use SEPs to drive student instruction and molecular-level modeling of processes using data to support claim.

SPEAKERS:
Stacy Thibodeaux (Southside High School: Scott, LA)

Come explore creative storylines for integrating up-to-date, research-driven climate science into high school Chemistry courses.

TAKEAWAYS:
1. Climate-related storylines provide powerful frameworks for students to learn fundamental chemistry core ideas and reinforce understandings of crosscutting concepts and science and engineering practices; 2. The wealth of Earth-orbiting NASA satellite data now available in real time provides us with an unprecedented understanding of the science of climate change and also provides many opportunities for student experiential learning; and The latest advances in climate modeling can allow all students to both see the inequitable impacts that humans are currently having on Earth systems and build a sense of hope in how future changes in human practices can reverse current impact trends.

SPEAKERS:
Michael Wysession (Washington University in St. Louis: Saint Louis, MO)

Faculty at the University of Indianapolis redesigned their physical science course for preservice teachers based on the 2020 NSTA/ASTE Standards for Science Teacher Preparation.

TAKEAWAYS:
Participants will learn about and become familiar with the 2020 NSTA/ASTE Standards for Science Teacher Preparation as well as examine our semester guide to a physical science course for preservice teachers based on the 2020 NSTA/ASTE Standards.

SPEAKERS:
Stacy Hootman (University of Indianapolis: Indianapolis, IN), Sarah Reynolds (University of Indianapolis: Indianapolis, IN)

Sponsoring Company: PASCO scientific

Bridging the gap between science and coding can be challenging without the proper support. In this workshop, you'll learn how to use block-based coding as part of your existing physical and life science activities by integrating it into students' data collection process. Learn how you can help students develop computational thinking skills alongside science literacy without reinventing your curriculum.

TAKEAWAYS:
Learn how to incorporate block-based coding into your current physical and life science activities.

SPEAKERS:
Barbara Pugliese (PASCO Scientific: Roseville, CA), Jonathan Hanna (PASCO Scientific: Roseville, CA)

Sponsoring Company: Carolina Biological Supply Co.

Apply creative problem-solving skills and engineering practices to chemistry and physical science challenges with race cars and rockets. Experience how Carolina makes it easy to incorporate STEM into your classroom.

TAKEAWAYS:
Teachers will take away hands-on experience in designing, making, and testing balloon race cars and reaction rockets.

SPEAKERS:
Patti Kopkau (Carolina Biological Supply Co.: Hale, MI)

Sponsoring Company: miniPCR bio

Teach electrophoresis from the inside out. The BanditTM STEM Electrophoresis Kit allows students to build a working gel electrophoresis apparatus. After building it, they use their fully functioning system to run an electrophoresis lab. Link the concepts of circuits, electric fields, and charged particles through this essential biotechnology tool as students will make connections across scientific disciplines. With the accompanying high-quality curriculum, you'll perform molecular biology labs on a budget you didn't think was possible!

TAKEAWAYS:
Connect the physical sciences to biotechnology techniques and implement accessible and affordable electrophoresis for all levels, ranging from Mendelian inheritance to molecular genetics.

SPEAKERS:
Bruce Bryan (miniPCR: Cambridge, MA)

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)

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: Freeport, IL), Harvey Henson (Southern Illinois University Carbondale: Carbondale, IL), ANGELA BOX (Southern Illinois University Carbondale: CARTERVILLE, IL)

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 (Foundation Academies: Willingboro, NJ), Shefali Mehta (Princeton High School: Princeton, NJ), Mridula Bajaj (Mount Laurel Schools: Robbinsville, NJ)

Participants will understand how to develop and effectively implement STEM curriculum units that include project based activities and performance based assessments. Participants will learn to help students answer complex questions and develop solutions for challenges and real-world problems. They will also assist students with extending and refining their acquired knowledge to routinely analyze and solve problems. By the end of this session: 1) Participants will gain a clear and coherent understanding of what a STEM PBL is and how it works. 2) Participants will be able to identify and create effective essential questions. 3) Participants will be able to identify and apply the components of a STEM PBL. 4) Understand how STEM PBL’s will impact instruction for participants and students. Agenda: What is PBL? Why is it important? How does a STEM PBL Work? How to effectively integrate journal reflections. Ways to Implement STEM PBL’s

TAKEAWAYS:
Participants will learn how to effectively implement STEM PBL’s (Project Based Learning) by integrating the components of STEM and PBL in order to grow students' capacity for creativity, fun, and back-loaded learning in a STEM context.

SPEAKERS:
Adero Carter (Fulton County Public Schools: College Park, GA)

NEED’s Science of Energy stations provide a hands-on approach to experimenting with objects used in student’s daily lives while incorporating scientific processing skills such as making observations, measuring, recording results, compare and contrast, categorize, make predictions, analyze and graph results, and draw conclusions. Workshop participants will rotate through six stations just as their students would in the classroom or OST Program, to learn about the different forms of energy and energy transformations using objects such as a toy car, apple, yo-yo, compass, bouncy ball, glow stick, etc. Using the same materials, the station guides can be easily differentiated for elementary, intermediate, and secondary levels. Each station includes a "What's Happening" article that provides additional informational text on the energy transformation that took place at the station and ties to more real-life examples for further visualization and understanding. The station guides have been correlated to each state’s individual science and math standards, as well as effectively support Next Generation Science Standards.

TAKEAWAYS:
Workshop participants will engage in hands-on experiments just as their students would, using items we encounter in our daily lives that demonstrate energy forms and their transformations and applications to real-life examples for further visualization and understanding.

SPEAKERS:
Cori Nelson (The NEED Project: Manassas, VA), Sharon Bird (The NEED Project: Crest Hill, IL)

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: Santa Cruz, CA)

Sponsoring Company: PASCO scientific

How can you tell when a reaction is complete? Why won’t adding a reactant always lead to more product? Help students develop a better understanding of mole ratios, stoichiometry, and limiting reactants through this hands-on activity using household chemicals and a Wireless Pressure Sensor. Attend for a chance to win equipment for your school!

TAKEAWAYS:
Learn simple hands-on strategies for improving student understandings of stoichiometry, mole ratios, and limiting reactants.

SPEAKERS:
Barbara Pugliese (PASCO Scientific: Roseville, CA)

Sponsoring Company: Savvas Learning Company

Come see how to create storylines that scaffold students' thinking and help them make connections between science concepts.

TAKEAWAYS:
* Engage in phenomena from different content areas that can be used at different grade-levels. * Learn strategies to scaffold students' thinking. * Develop strategies to help students generate questions

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

Sponsoring Company: Fisher Science Education & Aldon

Looking for ways to connect your classroom, regardless of whether students are in school or at home? Co-lab-orate is an innovative digital lab notebook that allows educators to easily create, assign, and grade lab reports, while helping students communicate with their classmates and teachers. Co-lab-orate can be used to complete hands-on activities done individually or in a group setting, when working at school or remotely. Join Fisher Science Education and Aldon as we conduct an experiment while showcasing Co-lab-Orate’s game changing and cost-effective teaching platform!

TAKEAWAYS:
Attendees will perform a lab experiment and record the results on their own device experiencing the full power of Co-Lab-Orate.

SPEAKERS:
Kymberly Hall (: Atlanta, GA), Alex Molinich (Aldon Corporation: Avon, NY)

Sponsoring Company: Great Minds

Explore a PhD Science® module to uncover how hands-on investigations allow students to develop an understanding of science concepts that apply far beyond the classroom.

TAKEAWAYS:
PhD Science introduces students to new concepts through engaging activities that allow them to first observe and wonder and then to investigate and deeply understand phenomena.

SPEAKERS:
Ranell Blue (Great Minds: Wonder Lake, IL), Isaac Stauffer (Amplify Science: Chicago, IL)

Sponsoring Company: Carolina Biological Supply Co.

How do crosscutting concepts link the ideas and practices of science across different domains and over time? We’ll show you practical examples to see how crosscutting concepts provide a foundation for student sensemaking of phenomena and problems.

TAKEAWAYS:
1. Define the seven crosscutting concepts; 2. Learn strategies to incorporate crosscutting concepts into science lessons; and 3. Understand how crosscutting concepts support student sensemaking.

SPEAKERS:
Bridget Hughes-Binstock (Carolina Biological Supply Co.: Burlington, NC)

Sponsoring Company: Beyond Labz

Workshop Summary: Beyond Labz is a set of sophisticated and realistic virtual laboratories that have been used by millions of students over the past 20 years. Subjects covered by the virtual labs include general chemistry, organic chemistry, physics, physical science, and biology. We have recently updated the virtual labs so they are browser-based with a number of new features including tracking student lab books and the student journey through the lab. With over 20 years of experience and feedback from students and teachers worldwide, we have learned much about how to enhance and augment classroom and laboratory instruction using the virtual labs. In this presentation we will provide a brief update on the new features in Beyond Labz, and we will provide onboarding instructions and describe how to use the virtual laboratories in various curriculum settings and use cases, and we will show the labs can be used to enhance inquiry-based instruction. We will also describe some of the recent research we have performed using these and other simulation products we have created.

TAKEAWAYS:
Beyond Labz simplifies and reduces the cost and expertise needed to provide crucial laboratory experiences and practice for Secondary and Higher Ed students. Attendees will learn how the labs are used for pre and post lab experiences, credit recovery and lab make-up, student engagement in class, and meeting NGSS standards. Basic onboarding and startup instructions will be provided for drop-in solutions, and instructions for using some of the more sophisticated features will also be described.

SPEAKERS:
Brian Woodfield (Brigham Young University: Provo, UT)

This session explores two key challenges faced by elementary school teachers for promoting 3D learning as outlined by the Next Generation Science Standards (NGSS). These are: (1) how to make sense of 3D proficiency based on student responses to assessment tasks, and (2) how to use student responses to inform next steps in instruction. We will address these challenges by guiding participants as they explore a set of 3D assessment tasks that are freely available online. These tasks have been developed in collaboration with teachers for performance expectations in physical science, life science, and earth and space science. During the session, we will highlight how the tasks help elicit what students know and can do. Participants will then learn about the features of the associated rubrics and practice applying rubrics to make sense of student responses. We will also share how information from rubric use can inform next steps in instruction and engage participants in a discussion about instructional decision making. Through this process, participants will learn about rubric features that will inform their own creations and adaptations of rubrics. Furthermore, participants will learn about various resources that are freely available.

TAKEAWAYS:
Attendees will learn about the features of a new rubric that has been designed based on feedback from elementary school teachers. Through examples and discussions, attendees will learn how the rubric can help them evaluate student responses in a timely manner and provide detailed information about what students know and can do. This information can be valuable in linking student responses to 3D proficiencies and in determining instructional next-steps for teachers.

SPEAKERS:
Sania Zaidi (Education Development Center, Inc.: Chicago, IL), Samuel Arnold (Research Assistant: Chicago, IL)

This session will introduce participants to the Exploration Generation Middle School NSTA Playlist. It provides equitable STEM experiences to students and increases educator confidence in teaching rocketry. This two-lesson playlist brings Sensemaking to rocketry by cultivating student curiosity about rockets to drive learning about science ideas related to physics topics. Participants will investigate forces through hands-on engagement, while also learning about rocket safety. Learn how to develop critical skills within your students to prepare them for the careers of tomorrow.

TAKEAWAYS:
The excitement and curiosity generated by model rocket launches can be used to drive student learning about a variety of physical science ideas.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA), Patrice Scinta (NSTA: Brooklyn, NY), Nicole Bayeur (Estes Industries: Pueblo, CO)

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)

Participants experience three different digital design challenges using branching scenarios that provide student choice and data sets involving wind energy, electromagnetism, and the greenhouse effect.

TAKEAWAYS:
Participants will engage in three digital design challenges to test the efficiency of wind turbine blades, the strength of electromagnets, and the greenhouse effect on different land surfaces (polar region, water, and desert).

SPEAKERS:
Rebecca Tonkinson (eesmarts: West Hartford, CT), Sharyon Holness (eesmarts: North Granby, CT), Kathleen Brooks (CREC: Westbrook, CT)

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)

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)

Sponsoring Company: ExploreLearning

STEM cases are an integral part of meaningful inclusive and authentic learning. They can range from community awareness to global crises. Students can instantly make socio-emotional connections to the cases as the phenomenon they are reviewing can be happening just beyond the walls of their classrooms. (And studies show that when students make emotional connections, they are able to redirect more content into long-term memory storage!) In addition, STEM cases can support all students by differentiating delivery and assessment, using technology (which has its own modifications and accommodations), and by also providing handbooks for educators and students to create additional in depth pedagogy and experiences. Because we focus on the process, educators can assess science and engineering skills over time as students complete more than a dozen standards-based studies. Session Outline: 1) Participants will learn more about the value of providing a career-readiness approach to STEM learning. 2) We'll review the research behind an effective program like Interactive STEM Cases. 3) Participants will see how we can see real-time data collection and see how this approach makes sense to pause if we need to support a challenging concept 4) Participants will have an opportunity to jump into an Interactive STEM Case to get excited about adding this resource to their students’ tool kit.

TAKEAWAYS:
The purpose of providing students with real-time scenarios to engage STEM enthusiasm.

SPEAKERS:
David Kanter (ExploreLearning: Charlottesville, VA)

Sponsoring Company: Studies Weekly

Get an overview of how Studies Weekly Science integrates content and disciplinary science literacy. See how the print and digital components work together to support every learner. Receive free copies of the student and teacher materials and participate in a hands-on activity that demonstrates the ease of the curriculum.

TAKEAWAYS:
Learn how Studies Weekly Science supports content and disciplinary science literacy.

SPEAKERS:
Clayton Chamberlain (Studies Weekly: Orem, UT)

Sponsoring Company: Phenomenon Science Education

In this session, we will explore what phenomena are by looking at examples and non-examples and using criteria to figure out the differences.

TAKEAWAYS:
Participants will be given criteria and guidelines that they will use to evaluate science phenomena.

SPEAKERS:
Sharon Cates (Phenomenon Science Education: Greenfield, MA), Joshua Smith (Phenomenon Science Education: Orange, MA)

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

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

SPEAKERS:
Mary Lou Lipscomb (National Middle Level Science Teachers Association: Naperville, IL), Alison Seymour (Winchester College: Scottsdale, AZ), Carey Dieleman (National Science Teaching Association: Bettendorf, IA), Loris Chen (none: Fair Lawn, NJ), Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Antrim, NH), Suzanne Cunningham (Purdue University: Lafayette, IN), Katy Garvey (The Source for Learning, Inc.: Reston, VA), Nicole Green (Animalearn: Jenkintown, PA), Joseph Michaelis (University of Illinois Chicago: Chicago, IL), Kim Nagle (Brooks Middle School: Manhattan, IL), Cori Nelson (Winfield School District 34: Hinckley, IL), Anne Schoeffler (Seton Catholic School: Macedonia, OH), Dennis Schatz (Institute for Learning Innovation: Seattle, WA), Alison Seymour (Winchester College: Scottsdale, AZ), Corydon Strawser (Lake Nona Middle School: Orlando, FL), Stacy Thibodeaux (Southside High School: Scott, LA), Barbara Phillips-Bredlow (Northeast Nodaway School District: Ravenwood, MO), Dawn Konieczny (Brooks Middle School: Bolingbrook, IL), Erin Towns (Edward Little High School: Auburn, ME)

Wander your way through 30 different STEM stations to learn about resources, lessons, and teaching strategies to incorporate more STEM into your school and classroom. This farmer's market–type event brings together educators, authors, researchers, and leaders in early childhood through fifth-grade STEM education. Leave with a mindful of great ideas and be inspired!

TAKEAWAYS:
Pick up great ideas and be inspired during this farmer's market–type event.

SPEAKERS:
Sharon Bird (The NEED Project: Crest Hill, IL), Heather Pacheco-Guffrey (Bridgewater State University: Bridgewater, MA), Lauren Burrow (Stephen F. Austin State University: Nacogdoches, TX), Susan Erickson (Country School: Maynard, MA), Sara Nelson (Iowa State University: Ames, IA), Constance Beecher (Iowa State University: Ames, IA), Elizabeth Dethloff (Robert R. Shaw Center for STEAM: Katy, TX), Christine Preston (The University of Sydney: Hornsby, Australia), Catherine Scott (Coastal Carolina University: Raleigh, NC), Kristin Cook (Bellarmine University: Louisville, KY), Richard Cox, Jr. (Atrium Health: Rock Hill, SC), Annette Venegas (retired: Gig Harbor, WA), Juliette Guarino Berg (The Town School: Forest Hills, NY), Katie Morrison (University Child Development School: Seattle, WA), Wendi Laurence (Education Specialist: Park City, UT), Katrina Kmak (Park City Library: Park City, UT), Brittnie Hecht (Park City Library: Park City, UT), Diana Lockwood (Author & Executive Director: Milford, CT), Godwyn Morris (Dazzling Discoveries / Skill Mill NYC: New York, NY), Bridget Miller (University of South Carolina: Columbia, SC), Christie Martin (University of South Carolina: Columbia, SC), Rebecca Kurson (Collegiate School: New York, NY), Cori Nelson (Winfield School District 34: Hinckley, IL), Shelly Counsell (Self Employed Consultant: Buffalo, NY), Belle Akers (Convent & Stuart Hall's Schools of the Sacred Heart: San Francisco, CA), Kathleen Tate (American Public University System: Lakeway, TX), Dennis Schatz (Institute for Learning Innovation: Seattle, WA), Beth Pesnell (Kansas State University: Manhattan, KS), Bill Burton (Tatnall School: Wilmington, DE), Barbara Bromley (Hazelwood Elementary School: Kingston, WA), Kim Stilwell (BIOZONE Corp.: Naples, FL), Nancy McIntyre (Robotics Education & Competition Foundation: San Jose, CA), Shari Haug (: Elmhurst, IL), Jane Savatski (Janet Berry Elementary School: Menasha, WI), Katrina Pavlik (Deputy Executive Director: Oakbrook Terrace, IL), Mitchell Rosenberg (Kinderlab Robotics, Inc.: Waltham, MA), Tiffany Leones (Digital Promise: San Jose, CA), Beth Dykstra VanMeeteren (University of Northern Iowa: Cedar Falls, IA), Danielle Scharen (Horizon Research, Inc.: Durham, NC), Frances Hamilton (The University of Alabama in Huntsville: Taft, TN), Jennifer Williams (Isidore Newman School: Belle Chasse, LA), Anne Lowry (Aleph Academy: Reno, NV)

See how tools developed within OpenSciEd units can support students’ progression of and engagement in SEPs and CCCs across a variety of unit contexts.

TAKEAWAYS:
Participants will leave with practical tools such as graphic organizers, general rubrics, and self- and peer-assessments that can be used to support students in incrementally building SEPs and CCCs in a variety of units.

SPEAKERS:
Dawn Novak (Northwestern University: Grayslake, IL), Gail Housman (Northwestern University: Brookfield, IL), Jamie Noll (BSCS Science Learning: Evanston, IL)

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)

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: Long Beach, CA), Gargi Adhikari (Holland Brook School/Readington Township Schools: Whitehouse Station, NJ)

Although group projects have been shown to increase learning and cooperation, bullying can sneak into student peer evaluations. Examples and alternatives to ghosting presented.

TAKEAWAYS:
Science classrooms are a great place for group projects to enhance learning, but students may unwittingly be ghosted from their group, ultimately making them seem like they are not a team player. We as teachers must be diligent against bullying/ghosting.

SPEAKERS:
Diane Huelskamp (Wright State University-Lake Campus: Saint Henry, OH)

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)

Engage students, families, and the community in STEAM through Family STEAM Nights in order to equitably build understanding and interest in STEAM.

TAKEAWAYS:
Participants will learn how to create, recruit, and implement a Family STEAM Night to engage students, families, and the community in STEAM.

SPEAKERS:
McKenna Serowka (Lake Zurich High School: Lake Zurich, IL)

Inspiration to Fruition provides any educator with a game plan on how to take an idea and available resources and create a project that enhances the student experience and skills.

TAKEAWAYS:
1. A template for designing a grassroots STEM or PBL project; 2. Top 10 tips on how to make managing the project actually manageable; and 3. Proof that trusting one's intuition to build a project based on an inspirational event can bring to fruition an amazing experience for students.

SPEAKERS:
Kelly Hartings (Indian Hill Middle School: CINCINNATI, OH), Jessica Brown (Teacher: cincinnati, OH)

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)

Computer science CAN be integrated into high school science classes. Here are some ideas from the STEMcoding Project!

TAKEAWAYS:
Attendees will work on three "STEMcoding" activities on: 1. climate change with connection to spreadsheets; 2. orbital motion for Earth science; and 3. the first of the "physics of video games" activities.

SPEAKERS:
Chris Orban (The Ohio State University at Marion: Marion, OH)

As educators shift their teaching practice to align with the Framework for K-12 Science and the NGSS, they face various challenges and barriers. One pressing challenge is how to align their new approach to teaching and learning with existing assessment and grading systems. In this session, we will present provide examples of 3D assessments and associated scoring guidance. Participants will review student work for these sample assessments and identify evidence of understanding. They will collaborate with others in the session and determine how they would give grades based on set criteria. The second part of the session will highlight different approaches to grading based on local grading expectations (e.g., standards-based grading, daily grade requirements, or 100 point-based systems). Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

TAKEAWAYS:
Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

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

Students come into a science classroom with varying or little to no background knowledge. Mathematical modeling in the science classroom is a critical piece of any three-dimensional lesson. Come learn how one science teacher uses real-world student-collected data to make modeling fun and inclusive of all students!

TAKEAWAYS:
Equity in the science/math classroom; data collection and analysis; and mathematical modeling.

SPEAKERS:
Stacy Thibodeaux (Southside High School: Scott, LA)

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)

Robotics activities can be an engaging and innovative way to help students learn core science concepts, while also introducing engineering design and computer programming. In this session, participants will learn about three robotics activities that help students engage with physical science concepts. Educators will hear about: (1) an activity involving speed and acceleration. Through a combination of activities students explored and calculated speed. After walking and running at intervals, students built vehicles to show speed and acceleration, ultimately graphing data to compare constant speed and acceleration; (2) ways in which students applied knowledge and skills learned during a PLTW Design and Modeling class as they designed and built a prototype toy for use in therapy with children with Cerebral Palsy or other disabilities; (3) how students used robots to explain a concept from a light and sound unit to peers and students from younger grades. Students selected one of the concepts from a light and sound unit, made a display, built a robot, and prepared a presentation to explain their concept and how it works in the world outside our classroom.

TAKEAWAYS:
Participants will learn how using robotics activities in science and engineering classes can support and enhance students’ learning of physical science concepts, while also engaging students in problem solving and engineering design processes.

SPEAKERS:
Richard Shroyer (Logos Lab School: Richmond, IN), Tiauna Washington (Hibberd Intermediate School: Richmond, IN), Debra Bernstein (TERC: Cambridge, MA), McCall Emerick (Acmetonia Elementary School: Cheswick, PA)

Explore classroom-tested benchmark assessments and scoring guides you can use to assess students’ three-dimensional learning related to middle school performance expectations.

TAKEAWAYS:
Educators will learn about a comprehensive set of free, summative benchmark 3-D assessments designed to be used in any NGSS-focused middle school classroom.

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

Sponsoring Company: ExploreLearning

Everyday events make us wonder. Some events are easily explained, while others cannot. When these events are examined and tested through virtual simulations, they give students an opportunity to think. Why do some objects float and others sink? What is the difference between a solar eclipse and a lunar eclipse and how often does that happen? Learn how to use virtual simulations to help students dig deeper and get inspired by science and STEM phenomenon! Through this highly interactive session, educators will be able to understand the added value of including simulations to their current lab practices. Although hands-on activities are always important, simulations allow for a deeper understanding of content for all students. When coupled with hands-on learning, students can create more moments to explore, discover and apply new concepts. Simulations are repeatable (to allow for trial and error) so students can practice skills again and again to make STEM concepts stick!

TAKEAWAYS:
Use of virtual simulations builds a deeper understanding of concepts.

SPEAKERS:
Jenna Mercury (ExploreLearning: Charlottesville, VA)

Do the test questions you use adequately reflect your students’ true understanding of science? We’ll share guidelines for writing effective questions that don’t leave any of your students out and will help you determine whether your students are making sense of phenomena they are investigating - do their ideas match science ideas of the NGSS? Using a research-based “citizen science” approach, teachers can volunteer their favorite items and help improve our existing MOSART questions. Crucial item characteristics will be measured and reported, such as difficulty, effectiveness, gender, and racial/ethnic bias. Write new questions or revise ones you already have to address how well students make sense of elements outlined in the NGSS DCIs. The following is a question that is too difficult for middle school students: Matter is made of tiny bits called atoms. What is between the helium atoms in a balloon? a)Tiny particles that bind atoms together. b)A chemical substance that attaches helium atoms together. c)Nothing; the helium atoms touch each other on all sides. d)Nothing, just empty space. e)Air. How would you revise this item? We’ll have “practice” opportunities to look at assessment questions that are difficult or biased and discuss possible revisions with other educators.

TAKEAWAYS:
Write assessment questions to address item characteristics of difficulty, effectiveness, gender, and racial/ethnic bias

SPEAKERS:
Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Antrim, NH), Philip Sadler (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA)

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: East Orange, NJ), Kathy Gutierrez (P.S. 536: Bronx, NY), Gary Benenson (The City College of New York: New York, NY)

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)

The use of inclusive STEAM pedagogy is the forefront of using NRC Framework, Hill’s model, and 21st Century skill in unison for generating a sustainable STEAM curriculum. In this presentation, a demonstration of how to utilize these frameworks into creating project-based learning units that showcase diversity and the embodiment of students seeing diversity in the STEAM careers. The NRC framework will include SEPs for developing and using a model, planning and caring for an investigation, and using mathematical and computational thinking and CCCs of cause and effect, structure and function, and energy and matter. The use of the NRC framework with sensemaking (phenomena, science and engineering practices, student ideas, and science ideas) was the basis for developing a hurricane unit for 6th grade and macromolecule unit for 8th grade. Both of these units are grounded in these frameworks and the 5 C’s (communication, critical thinking, collaboration, creativity, citizenship) and the Hill’s model for cultural and historical education (CRE). All these frameworks are woven together on the Hill model lesson plan template to create hands-on PBL for the students. This presentation will give both STE(A)M and science teachers ideas on how to create a curriculum that incorporates more inclusivity and diversity while showcasing the work of my students.

TAKEAWAYS:
How to create a lesson that incorporates the 5 C's, CRE, SEPs, CCCs, and sense making into a lesson.

SPEAKERS:
Jenniffer Stetler (Chamblee Middle School: Norcross, GA)

This session will provide an introduction to the freely available Next Generation Science Assessment (NGSA) Elementary (Grades 3-5) task portal (https://ngss-assessment.portal.concord.org/elementary-school) and the companion virtual learning community (VLC), Understanding Progress in Science (https://www.upinscience.org/). The NGSA Elementary tasks are multidimensional and aligned with NGSS performance expectations. They were co-developed with teachers and can work with any curriculum. The Understanding Progress in Science VLC provides additional resources, support, and community of practice dedicated to using assessment tasks formatively in elementary science. Participants can learn more about why and how to use NGSA Elementary tasks, get help understanding student responses and using rubrics, and discuss how to use student responses to guide instruction. During this Bring Your Own Device hands-on workshop, we will share examples of how teachers have used the tasks, sample student responses, and instructional next steps. Then we will guide attendees as they explore the NGSA Elementary tasks and consider how to integrate them into their teaching. Participants will also have the opportunity to explore the resources within the Understanding Progress in Science VLC that can support the formative use of tasks in their classrooms.

TAKEAWAYS:
Attendees will learn how to access and use two related, freely available online resources that support elementary teachers’ use of NGSS-aligned assessment and instruction: A website with tasks aligned with the performance expectations for Grades 3-5 and a virtual learning community around using assessments formatively in the classroom.

SPEAKERS:
Liz Lehman (American Medical Association: Chicago, IL), Brian Gane (University of Kansas: New Orleans, LA), Sania Zaidi (Education Development Center, Inc.: Chicago, IL)

Join us for a chance to learn more about  NSTA-administered competitions and awards from NSTA staff and past participants. NSTA-administered competitions include NSTA Teacher Awards, the Army Educational Outreach Program, Shell Science Lab Regional Challenge, and Toshiba/NSTA ExploraVision competitions. This engaging hour will include discussion and tips on how to engage K–12 students in project-based learning opportunities that are no cost to participate.

TAKEAWAYS:
1. Engage with educators that have participated in NSTA-administered competitions and awards; 2. Learn more about opportunities to engage students in project-based learning; and 3. Share best practices and tips to foster inquiry-based learning and showcase ideas.

SPEAKERS:
Acacia McKenna (NSTA: Arlington, VA)

Participants will be given a chance to experience what their students might encounter in this eesmarts digital activity based in an escape room format. Clues must be gathered and puzzles solved using science knowledge to successfully complete the challenge. The format provokes high student interest and engagement due to its game-like nature. The use of technology lends itself well to remote learning but can also be seamlessly translated to enhance in-person learning. The focus of the content in this particular activity involves the transformation of energy and its impact on the environment. Participants will be actively engaged throughout the presentation by experiencing the escape room. They will be provided with a digital toolbox to help them create an interactive slide of their own. This escape room is a companion to the eesmarts K-12 curriculum, an energy efficiency and clean, renewable energy learning initiative funded by the Connecticut Energy Efficiency Fund. Select digital resources will be provided to participants. The complete eesmarts program is free and available to all Connecticut educators.

TAKEAWAYS:
Participants will experience and explore ideas to enhance in-person learning through competitive activities and gamification using and adapting a digital escape room format with an energy focus or their existing curriculum.

SPEAKERS:
Rebecca Tonkinson (eesmarts: West Hartford, CT), Sharyon Holness (eesmarts: North Granby, CT)

Let's explore creative storylines for integrating up-to-date, research-driven Earth and space science into high school physics courses.

TAKEAWAYS:
1. Earth and space science storylines provide engaging avenues for students to learn fundamental physics core ideas and reinforce understandings of both crosscutting concepts and science and engineering practices; 2. Most of the classical physics curriculum originated within fields of Earth and space science, so aspects of geophysics integrate naturally within a modern high school physics curriculum; and 3. For most high schools, aligning a high school curriculum with the NGSS requires the addition of a substantial amount of Earth and space science, and integrating relevant geophysical content into a high school course can help do this.

SPEAKERS:
Michael Wysession (Washington University in St. Louis: Saint Louis, MO)

Sponsoring Company: Imagine Learning/Twig

Participants will use their binoculars (made with their own hands) to participate in video investigations as animal reporters. First, we will discuss how to interpret and implement the NGSS that align with these lessons. Next, we will dig into video investigations of an elephant herd and answer some thinking questions on the video. Then, we will observe and compare animal body parts and animal defenses. Participants will be introduced to the amazing Oogpister Beetle and get a close up look at its unique defense capabilities. Then, we will talk about ELA connections with these science lessons and dig deeper into ELD support for students while using leveled readers. We will read about an actual practicing animal researcher while providing support and ELA connections. Then, we will discuss a dual language approach to teaching these lessons using Spanish resources. Finally, we will discuss how the videos and lessons are engaging for students while highlighting some student work examples.

TAKEAWAYS:
Use highly-engaging real word topics to develop scientific literacy.

SPEAKERS:
Christopher Borjas (Santa Rosa Academy: Anaheim, CA), Patricia Pape (Imagine Learning: Tempe, AZ)

Sponsoring Company: Vernier Software & Technology

Measure the acceleration of gravity with whichever sensor you have, or no sensor. We’ll discuss using a Picket Fence and a Photogate, tossing a ball over a Motion Detector, and using Vernier Video Analysis app. Data collected in class can be shared to remote students. Share your favorite g labs with other teachers.

TAKEAWAYS:
1. Gain experience with hands-on technology that encourages students to explore and test different solutions and make connections to the real world; 2. Get access to free resources to keep students engaged while learning key scientific concepts either remotely or in the lab; and 3. Gain hands-on experiences with innovative products that increase student engagement, promote creativity and collaboration, and develop problem-solving skills.

SPEAKERS:
Dave Vernier (Vernier Science Education: Beaverton, OR), Tom Smith (Vernier Science Education: Beaverton, OR)

Sponsoring Company: PASCO scientific

Graphs of Position, Speed and Velocity often confuse students attempting to describe motion. In this hands-on workshop from PASCO you will create and compare these graphs and discuss their meaning. This lesson helps students understand the distinction between positive and negative position, and velocity.  Attend for a chance to win equipment for your school!

TAKEAWAYS:
Learn how to use sensors to help students understand the distinction between positive and negative position, and velocity in motion graphs.

SPEAKERS:
Jonathan Hanna (PASCO Scientific: Roseville, CA)

Sponsoring Company: Carolina Biological Supply Co.

How does hands-on learning incorporate digital and print resources to promote active learning? See how Smithsonian Science for the Classroom engages students with science and engineering practices and promotes scientific literacy for all students.

TAKEAWAYS:
1. Experience a model lesson from Smithsonian Science for the Classroom; 2. Learn how to effectively integrate hands-on, print, and digital resources; and 3. Pick up strategies for putting student ideas front and center.

SPEAKERS:
Cory Ort (Carolina Biological Supply Co.: Burlington, NC)

Join the members of the NSTA High School Committee as they share how they incorporate sensemaking into their classrooms and learn how to implement these best practices within your own classroom. A roundtable discussion will follow.

TAKEAWAYS:
1. High school science sensemaking discussion; 2. Implementation strategies of sensemaking; and 3. Networking with other high school teachers.

SPEAKERS:
Ruth Hutson (3D Molecular Designs: Westmoreland, KS)

Join the members of NSTA as they share how to create a classroom culture that supports equitable participation, and learn how to implement these best practices within your own classroom. A roundtable discussion will follow.

TAKEAWAYS:
Sharing of ideas on creating a classroom culture that supports equitable participation

SPEAKERS:
Kate Soriano (NSTA: Jersey City, NJ), Kristin Rademaker (NSTA: Freeport, IL), Holly Hereau (NSTA: Lake Angelus, MI)

Sponsoring Company: BIOZONE

BIOZONE’s interactive worktexts are designed to support teachers by providing tools and content to:

• Deliver accessible content within a differentiated classroom.
• Engage students through inquiry or phenomenon-based learning.
• Undertake effective and meaningful assessment using curricula specific assessment tools.
• Enhance content delivery using the BIOZONE toolkit.
• Enable flexible delivery in remote, in class, or blended delivery environments.

During this presentation we will showcase our two NGSS series and our new AP titles.

• BIOZONE’s two NGSS series (Standard NGSS Series and Integrated NGSS Series) have been specifically designed to fully embrace the spirit and intent of the Next Generation Science Standards. These phenomena based titles are and fully three-dimensional, the DCIs, SEPs, and CCCs are embedded within each activity, delivery of material is scaffolded using the 5Es Instructional Model, and carefully designed assessment tasks conclude each chapter. Discover which NGSS series is right for you.
• BIOZONE’s AP Environmental Science and AP Biology are structured on the units and topics outlined in the CEDs, with the Big Ideas and Enduring Understandings spiralling across all units. Students are engaged in learning through inquiry, case studies, investigations, and second hand data analysis. Assessment tasks based on the CED stipulations conclude each chapter.

TAKEAWAYS:
1. Discover how BIOZONE’s interactive worktexts and BIOZONE toolkit empower teachers to deliver engaging, effective programs within a differentiated classroom. 2. Discover how the BIOZONE tool kit augments the worktext and supports teachers to deliver a flexible and engaging program. 3. Learn about BIOZONE’S two NGSS series (Standard NGSS Series and Integrated NGSS Series) and our new Advanced Placement titles for AP Biology and AP Environmental Science. All workshop attendees receive a FREE BIOZONE eBook personal license and a FREE copy of the BIOZONE title of their choice.

SPEAKERS:
Lissa Bainbridge-Smith (BIOZONE Corp.: Parker, CO)

Creating an equitable classroom requires the creation of a learning community that integrates supports for all students to succeed. Learn how to use common strategies with intentionality to build a classroom community that supports sensemaking. In this session participants will learn strategies that allow you to take your students to the next level as a community.

TAKEAWAYS:
Participants will learn how different strategies can be used to support ALL learners to create a community that learns together.

SPEAKERS:
Megan Caruso (Glenn Westlake Middle School: Wheaton, IL), Randie Johnson (Glenn Westlake Middle School: Wheaton, IL)

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)

The Universe of Learning partnerships provides STEM educators tools, from exoplanet searches and robotic telescopes to image analysis, to implement programs specific to individual audiences.

TAKEAWAYS:
NASA’s UoL STEM program partnerships provide a wide range of free materials, projects and interactive activities that can easily be incorporated into any educational setting.

SPEAKERS:
Donna Young (NSO/NASA: Laughlin, NV)

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 (Winchester College: Scottsdale, AZ)

Growth mindset teaching strategies and standards-aligned engineering design challenges were tested with rural elementary students in out-of-school-time and classroom settings. Results, resources, and best practices.

TAKEAWAYS:
In this poster, growth mindset and engineering design will be explored as tools for enhancing student engagement and equity. During 2019-2021, standards-aligned engineering design challenges were tested with different elementary age groups in out-of-school-time and classroom settings (schools, afterschool programs, and 4-H summer camps). For each challenge module, students were given time to explore the topic and test materials, emphasizing the importance of prototype revision so that students viewed each design change as a step toward success. Early outcomes of the research will be shared, as well as resources and best practices for program replication.

SPEAKERS:
Suzanne McDonald (West Virginia University: Morgantown, WV), Jennifer Robertson (West Virginia University: Morgantown, WV)

Alaska has cultural standards take an important role in science instruction. Using rural Alaska for case studies, learn how cultural standards can enhance science teaching.

TAKEAWAYS:
Session participants will learn: 1. what cultural standards are; 2. how they were applied in instruction in several sites in the YK Delta in Alaska; and 3. how the proper application of cultural standards can be applied in any setting with any demographic group.

SPEAKERS:
Andrew West (Lower Kuskokwim School District: Bethel, AK)

Teacher describes installation of two solar arrays, and how students use the arrays to investigate alternative energy and effect of array angle on electricity production.

TAKEAWAYS:
Solar arrays allow students to interact with a real world technology changing sunlight into usable electricity. Two solar arrays that tilt independently allow students to evaluate data from a controlled experiment. Solar energy is part of response our society needs to respond to the challenge of global warming and our need for energy.

SPEAKERS:
Bruce Rose (Greenbrier East High School: Hillsboro, WV)

Water is the major force in shaping our planet. Students use simple models to measure water outwash and soil erosion.

TAKEAWAYS:
Simple models show students how plants and plant residue play major roles in preventing water runoff and soil erosion.

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

Make the unequal distribution of resources (yawn) interesting with a Catan-style game, real minerals to play with, and parodies (Earthy and many more)!

TAKEAWAYS:
Games make learning more palatable

SPEAKERS:
Jen Taylor (University of Utah: Orem, UT)

Middle schoolers haven’t grown up yet so trot out the toys and the science parodies…the best way to their brains!

TAKEAWAYS:
Science classes that are fun as well as challenging will be the ones that educate.

SPEAKERS:
Jen Taylor (University of Utah: Orem, UT)

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/Awkward Octopus Productions: 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 (Foundation Academies: Willingboro, NJ), Mridula Bajaj (Mount Laurel Schools: Robbinsville, NJ), Shefali Mehta (Princeton High School: Princeton, NJ)

This hands-on workshop will excite and engage teachers of STEM disciplines using integration and inquiry to promote every student's confidence in the ability to challenge themselves in each discipline.

TAKEAWAYS:
What does true STEM integration look like in an inclusive classroom?

SPEAKERS:
Bridget Pugh (Putnam County School System: Cookeville, TN)

Presentation outlines four project based learning units related to a central theme, what do we need to survive and thrive. The first unit is a Forces and motion unit where the culminating project is to design an object to protect a valuable object from the force of a collision. The second unit explores waves through the context of music. Students think about the role of culture and music in thriving and then learn about how waves work through designing their own instruments from recycled materials. The energy unit focuses on sustainable energy, conservation of energy as well as mirrors and optics as students build either their own solar collectors or their own solar ovens and finally students study projectiles through writing their own bow and arrow user safety manual. Participants will leave with ready to use Project based units. Participants will have time to brainstorm modifications to one unit of choice to make it applicable to their personal teaching style and setting.

TAKEAWAYS:
Participants will leave with ready to use PBL Physics units as well as have time to modify those units to make them their own.

SPEAKERS:
Sara Plowman (Santa Monica High School: Santa Monica, CA)

Do you impact your school and community with STEM? If you teach K–12, come learn how to apply to win up to $15K through this teacher competition.

TAKEAWAYS:
Learn how to apply for the Shell-sponsored teacher competition and two Shell-sponsored teacher awards.

SPEAKERS:
Amanda Upton (NSTA: Fresno, TX), Ruth Ruud (Cleveland State University: Venice, FL)

Throughout the pandemic teachers have learned how to successfully navigate their world in a virtual setting. Now the benefits of virtual teaching can be used to enhance in-person learning. This hands-on session gives participants the opportunity to use scientific tools such as a photometer, infrared thermometer, and watt meter to collect data. Digital interactive slides containing additional data will then be introduced to enhance the classroom experience. Digital interactive slides increase student engagement with clickable features providing meaningful data and useful information. Teachers will also be given instructions and resources to create their own interactive Google slides aligned to their curriculum. Though the focus of this session is data collection for high school physical science, digital interactive slides can be created for all grade levels and content. These activities are companions to the eesmarts K-12 curriculum, an energy efficiency and clean, renewable energy learning initiative funded by the Connecticut Energy Efficiency Fund. Select digital resources will be provided to participants. The complete eesmarts program is free and available to all Connecticut educators.

TAKEAWAYS:
Participants will use tools such as a photometer, infrared thermometer, and watt meter to collect data, and enhance this experience with digital interactive slides providing additional data.

SPEAKERS:
Sharyon Holness (eesmarts: North Granby, CT), Rebecca Tonkinson (eesmarts: West Hartford, CT), Karin Jakubowski (eesmarts: Northford, CT)

Sponsoring Company: Inspirit

Recent times have called for changes in the ways students learn STEM and have exposed gaps in current virtual STEM instruction. In our session, K-12 educators will learn about and be empowered to incorporate powerful VR and 3D STEM tools into their learning systems. We will use Inspirit’s virtual labs and 3D learning content features to teach and practice this. Our content is designed to stimulate high knowledge gain, deep engagement, and critical thinking in learners through their active involvement in virtual gamified environments. We’ll also answer some fundamental questions about technology integration into the classroom: (1) What is XR? What devices do we need to improve student learning outcomes? (2) How can we align with existing agencies and beliefs to support more meaningful and long-term integration? (3) What does it take to bridge the best practices of academic research in gamifying STEM education with practical considerations for making this technology work in the real-world? Through this hands-on and discussion-rich experience, participants will gain tools to align new media technologies with diverse curriculum, standards, and desired outcomes and examine how to use virtual 3D STEM labs in meaningful ways in the classroom.

TAKEAWAYS:
Attendees will learn how to deepen the level of student engagement and critical thinking skills using affordable, accessible, interactive, gamified STEM experiences via 3D learning tools.

SPEAKERS:
Sarah Taylor (Inspirit: Stanford, CA), Luke Nilles (Inspirit Learning, Inc.: Atlanta, GA), Gerry Marchand (Huntley High School: Huntley, IL)

Sponsoring Company: Vernier Software & Technology

Explore the relationship between position, velocity, and acceleration. Consider how you can avoid student misconceptions and create student-centered experiences. Join us as we demonstrate collecting and analyzing kinematics data using Go Direct Sensor Carts and Graphical Analysis software. You will receive access to experiment files and sample data to use with your students.

TAKEAWAYS:
1. Gain experience with hands-on technology that encourages students to explore and test different solutions and make connections to the real world; 2. Get access to free resources to keep students engaged while learning key scientific concepts either remotely or in the lab; and 3. Gain hands-on experiences with innovative products that increase student engagement, promote creativity and collaboration, and develop problem-solving skills.

SPEAKERS:
David Carter (Vernier Science Education: Beaverton, OR), Tom Smith (Vernier Science Education: Beaverton, OR)

Sponsoring Company: BrainPOP Science

Research has shown better ways to incorporate learning theory in our assessment practices. This session links constructivist learning theory to instructional practices and meaningful formative assessment. Teachers often seek more clarity on the term "inquiry" related to science instruction and the new role of the teachers in students' learning. When we empower students to have agency, how do we still provide support and coaching? We will discuss current findings from Hattie, William, and other educational researchers on how to involve students in the learning process. New tools and software designed around inquiry can make teaching science and STEM exciting. Anchored by essential questions, we will demonstrate tools for student learning which organize and visualize the data while allowing students time to focus on analyzing and understanding instead of simple creation. While not a replacement for hands-on activities, we will examine ways to use simulations to enhance learning. Discover ways to strengthen sense-making and enable your students to think like scientists while exploring immersive 3D worlds where students make observations and collect evidence for CER assessments. We will also discuss assessment through the lens of UDL (Universal Design for Learning) and social/emotional standards.

TAKEAWAYS:
Participants will be exposed to different levels of instructional feedback, standard-based grading, and assessment and feedback tools.

SPEAKERS:
Mike Jones (Illinois State University: Bloomington, IL)

Sponsoring Company: Lab-Aids

Students investigate the use of reactions with three metals for reducing copper waste and reclaiming copper from a used copper etching solution. Students use data from their investigation and text sources to develop an evidence-based argument for which metal is the best choice for recovering copper from the waste solution. Takeaways: 1. Develop an evidence-based argument for which metal is best for removing copper from liquid wastes; 2. Chemicals such as copper and its compounds react in characteristic ways to form new substances with different properties; and 3. Decisions involving resource use should be made with an understanding of the trade-offs involved.

TAKEAWAYS:
1. Develop an evidence-based argument for which metal is best for removing copper from liquid wastes;

SPEAKERS:
Misty Richmond (James Ward Elementary School: Chicago, IL)

Sponsoring Company: Mosa Mack Science

Not all phenomena are created equally. How you kick off your unit sets the tone for the entire unit itself. In this workshop, you’ll learn what sets apart the best phenomena and complete phenomena-based lessons.

TAKEAWAYS:
How to choose, implement and maximize learning around the best science phenomena. You’ll also receive free access to phenomena lessons.

SPEAKERS:
Lissa Johnson (Mosa Mack Science: Fairfield, CT), Lorraine Gueye (Mosa Mack Science: Fairfield, CT)

Sponsoring Company: PASCO scientific

Join us for a hands-on workshop where we will use PASCO’s latest innovations to perform experiments on rotation, torque, optics, and even Lenz’s law! Learn how to perform multiple physics experiments using your most versatile physics tool, the meter stick, and PASCO’s low-cost meter stick accessories. Attend for a chance to win equipment for your school!

TAKEAWAYS:
Learn how to perform multiple physics experiments using PASCO's inexpensive meter stick accessories.

SPEAKERS:
Jonathan Hanna (PASCO Scientific: Roseville, CA)

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)

Chemical equilibrium is a central topic to the understanding of both Chemistry and Biology-yet students have many misconceptions about equilibrium. The NGSS standard HS PS1-6 covers this important topic. In a recent AP Chemistry Exam, the vast majority of students did poorly on the topic of had misconceptions about equilibrium-73 % of the students received a zero or had no response to the equilibrium question. Students are most familiar with equilibrium problems and experiments where the K value is small-usually less than 1. This AP Exam question dealt with a large K value causing the majority of students to do poorly. In this presentation, participants will take part in a “hands on” inquiry activity using appropriate technology to collect and analyze data for a chemical equilibrium having a large K value. Participants will: undertake a “hands on” equilibrium Inquiry with a large K value, use Inquiry to resolve equilibrium misconceptions, & use appropriate technology for data collection/analysis. Join this workshop to take an inquiry lab back to use in your classroom. Handouts will be provided. There will be time allotted for participant questions.

TAKEAWAYS:
Participants will learn to use Inquiry to overcome student misconceptions about chemical equilibrium.

SPEAKERS:
Gregory Dodd (George Washington High School: Pennsboro, WV)

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)

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)

Using the Dual Range Force Sensor, participants will determine how many helium balloons are needed to lift themselves and the house from Disney’s film Up.

TAKEAWAYS:
1. Using the phenomenon of the helium balloon lifted house from the movie "Up," attendees will leave with a lab using the Dual Range Force Sensor to determine the amount of balloons needed to lift themselves and the house; and 2. the session will show how this can be used for any level of student, and as a bonus will also incorporate how the data collection and analysis can be collected using Python coding.

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

Sponsoring Company: Pivot Interactives

As veteran physics teachers, we know how challenging it is to create an active learning environment using phenomena & science practices on your own. Pivot Interactives makes active learning throughout the learning cycle easy with a dynamic platform that invites students to explore scientific phenomena freely. Teaching physics while actively & frequently engaging students meaningfully doesn’t have to be just a dream. Come learn about the newest ways Pivot interactives helps you overcome the challenges you face as a physics teacher, so you can create the physics class you’ve always envisioned. Hear from fellow physics teachers about how they transformed their classroom with active learning through phenomena.

TAKEAWAYS:
In this session, physics educators will see the newest ways Pivot Interactives’ gives them effective, streamlined tools to engage physics students with phenomena & science practices through active learning.

SPEAKERS:
Peter Bohacek (Pivot Interactives: Minneapolis, MN)

Sponsoring Company: BrainPOP Science

BrainPOP Science is a new inquiry-based instructional tool for middle school science classrooms. Our unique and intuitive Claim-Evidence-Reasoning process allows students to gather, edit, and organize evidence the way real scientists do while strengthening their argumentative writing skills. Rich with phenomena-driven content, investigations, units, diagnostics, and assessments, it provides teachers and administrators with real-time, actionable insight into student learning to help drive instruction, differentiation, and assessment success for all students.

TAKEAWAYS:
Transitioning from using BrainPOP science topics into using our new middle school investigations in BrainPOP Science.

SPEAKERS:
Rex Beaber (Professional Learning Strategist, BrainPOP Science: New York, NY), Robert Miller (Professional Learning Strategist, BrainPOP Science: New York, NY)

Sponsoring Company: Texas Instruments

We will bring science and coding together as participants learn to do some basic coding (no experience necessary) while developing a mood ring! The science of color mixing is explored while determining the right body temperature thresholds. Is fuchsia flirty? Should green be groovy? It’s up to you!

TAKEAWAYS:
Educators will learn how to incorporate STEM/coding skills (no coding experience necessary) with science concepts to create a highly engaging lesson for students that tackles many of the science and engineering practices.

SPEAKERS:
Stacy Thibodeaux (Southside High School: Scott, LA)

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)

Carnegie Corporation of New York released a challenge paper calling on the education field to transform teaching and learning through the elements and essentials of curriculum-based professional learning. Learn how schools and systems are helping teachers experience the instruction their students experience to help change instructional practices, leading to better student outcomes.

TAKEAWAYS:
1. Explore the rationale for a challenge paper dedicated solely to the issue of curriculum-based professional learning; 2. Discover the 10 elements and three essentials of professional learning critical to effective implementation of high-quality science instructional materials; and 3. Consider implications of the roles and responsibilities for putting into action the elements of curriculum-based professional learning.

SPEAKERS:
Jim Short (BSCS Science Learning: Ridgefield, NY)

Copper is used in plumbing, coinage, and electrical wiring; yet we often take this element for granted. Copper has been known since at least 9000 BC, but many of its reactions and properties have only been determined in recent centuries. This inquiry requires students to: research the chemical reactions of copper (redox, double displacement, and decomposition), apply prior knowledge of stoichiometry and conservation of matter, analyze a copper solution using spectroscopy, and use proper laboratory techniques and skills. NGSS standards HS PS1-2, HS PS1-5, and HS PS1-7 will be addressed. Participants will: Research and design an Inquiry experiment, use technology to collect/analyze data, & visualize what occurs on the submicroscopic level by employing particulate drawings. Join this workshop to take home a two-unit inquiry lab to use in your classroom. This Inquiry is a perfect end-of-course lab practical. There will be time allotted for participant questions. Handouts will be provided.

TAKEAWAYS:
Participants will learn how Inquiry can be used successfully in their classroom.

SPEAKERS:
Gregory Dodd (George Washington High School: Pennsboro, WV)

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)

Go behind the scenes of a crash-test center and use award-winning videos, paper car crashes, and egg drop cushions to teach motion and energy. Everything free at classroom.iihs.org.

TAKEAWAYS:
Participants will learn how to use inquiry-based, NGSS-focused activities and video-supported engineering design experiences integrating STEM concepts with vehicle crashworthiness and crash avoidance technologies to promote students' safer decision-making when riding in or driving a vehicle.

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

Sponsoring Company: Vernier Software & Technology

Use Vernier Video Analysis app for ChromeOS, macOS, Windows, iOS, and Android to investigate the motion of a physical pendulum colliding with a cart. Access to Vernier Video Analysis and the experiment from our lab manual will be shared with you. Bring your own device or use one of ours!

TAKEAWAYS:
1. Gain experience with hands-on technology that encourages students to explore and test different solutions and make connections to the real world; 2. Get access to free resources to keep students engaged while learning key scientific concepts either remotely or in the lab; and 3. Gain hands-on experiences with innovative products that increase student engagement, promote creativity and collaboration, and develop problem-solving skills.

SPEAKERS:
Tom Smith (Vernier Science Education: Beaverton, OR), David Carter (Vernier Science Education: Beaverton, OR)

Sponsoring Company: BrainPOP Science

You've heard the phrase "CER" but aren't sure what it means in the context of your classroom and your students? We all know that effective communication is crucial to our student's success, but what role do we, as science teachers, play in establishing a communicative culture? We will discuss the necessity of evidence-based writing and how to help students comprehend the distinction between evidence and reasoning. We'll look at a science lesson with an embedded CER, and discuss the components of CERs as well as CERs' role in the science classroom and how CERs are fundamentally a part of 21st-century career and college readiness skills. Teachers will leave with skills, techniques, and resources to guarantee that CER is taught effectively in their classroom.

TAKEAWAYS:
Participants will learn to promote a supportive writing environment and identify writing supports for ELs and SPED students in a science classroom

SPEAKERS:
Kristen Rillieux (BrainPOP: New York, NY)

Sponsoring Company: Carolina Biological Supply Co.

Explore easy, engaging, and safe chemistry activities that guarantee a reaction in your students. These lab activities support three-dimensional learning and work every time, not just periodically.

TAKEAWAYS:
Teachers observe an endothermic reaction demonstration and participate in hands-on activities, including small-scale reactions and manipulatives to introduce balancing equations.

SPEAKERS:
Laurie Nixon (Watauga High School: Boone, NC)

Sponsoring Company: Legends of Learning

Build a catapult to launch cows, learn about impacts on trajectories and walk away with knowledge of how to bring more of this engaging gaming experience to your classroom. Research has proven how we learn best through engagement and play. While launching cows can seemingly be all play, students doing this activity need to adjust their approach in order to hit a target or defined goals. This activity is based on one of the premise of engagement, which is a fundamental concept to game-based learning, From force and motion, to the water cycle, to the conservation of energy and more, help students gain science literacy, students can explore science and engineering practices, and more easily attain subject mastery through engaging approaches like game-based learning.

TAKEAWAYS:
Participants will receive first-hand experience of what collaboration and achievement can look like through our hands-on game-based learning platform. Come ready to collaborate, compete, learn some science and math, and have a whole lot of fun!

SPEAKERS:
Sean Reidy (Legends of Learning: Laurel, MD)

Dive into (equitable) three-dimensional learning and promote STEM teaching and sensemaking strategies that place equity at the center of learning, making science connections to local context.

TAKEAWAYS:
Explore how placing equity at the center of STEM education changed teacher attitudes about science teaching and learning, developed supportive networks for formal and informal educators to advance science education, created opportunities for teachers to design three-dimensional learning experiences, and provided equitable opportunities for students and families in an urban high-needs district.

SPEAKERS:
Elizabeth Nunez (New Brunswick Public Schools: Passaic, NJ), Sarah Sterling-Laldee (New Jersey Department of Education: Belleville, NJ), Ashley Delgado-D'Amore (Lord Stirling Community School: New Brunswick, NJ), Grace Lugo (Boston College OEI: Wellesley, MA)

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 (Del Valle ISD: Del Valle, TX)

Sponsoring Company: BrainPOP Science

This workshop will explain the purpose and importance of student discourse in the science classroom to help with sense-making. Examples of effective strategies and teacher moves will be provided for participants to explore resources that foster student discourse. Participants will then experience these strategies firsthand and see the teacher moves as they utilize a science investigation from the lens of a student. The session will wrap up with a debrief of the modeling activity and leave an opportunity to ask questions.

TAKEAWAYS:
Attendees will receive effective strategies that promote productive student discourse and see how BrainPOP Science can provide opportunities for collaborative student discourse.

SPEAKERS:
Kelsie Stocz (BrainPOP: Garner, NC)

Wheaton Christian Grammar School was one of 27 schools (3 non-public and 24 public) who received this prestigious award in Illinois in 2021. During the session, we will share how our board of directors, administration, and maintenance staff have reduced our environmental impact and cost through routine maintenance, upgrades, and building design. We will review how our school has implemented lessons and programing that promotes sustainability and care for the earth. We will discuss how our health team works on promoting wellness for student, faculty, and staff in areas of heathy eating habits, staying active, and social emotional learning. Utilizing local agencies and promoting professional development for your staff will be addressed. We will end our session with sharing how our school reduces our waste by using four outside compost bins along with a vermicomposting bin in the STEAM Lab. A worm bin will be present for a step-by-step demonstration.

TAKEAWAYS:
Come "learn" what the U.S. Department of Education Green Ribbon is and "lead" your school in achieving this award.

SPEAKERS:
Susan Macaluso (Wheaton Christian Grammar School: Winfield, IL), Jacqueline Lauriat (Wheaton Christian Grammar School: Winfield, IL)

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)

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)

“Kids say the darndest things” don’t they - or do they? Either way, it’s really what they believe, whether it’s correct or incorrect. Do you know what ideas your students bring to the classroom and use to shape their ideas about science? How do we accurately assess their ideas against the disciplinary core ideas of the NGSS? We wonder where those ideas come from and why they own them. Our students make sense of science from many places and venues and then use that as a foundation for their learning. However, it may not always be a solid foundation. We can help students develop their science knowledge using phenomena, observation, and robust assessment as well as a through a deeper understanding of the misconceptions they hold. Know the extent of what your students are thinking and why they think it using research-based assessments and the importance of including their ideas in those assessments. Explore students’ ideas and misconceptions (as well as your own!) in the Physical Sciences at various grade levels and know some of what they bring with them before they walk in the door!

TAKEAWAYS:
Educators will learn research-based misconceptions that students hold across grade bands in the physical sciences in order to incorporate those into assessment.

SPEAKERS:
Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Antrim, NH)

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 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)

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

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

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

Good problem-solving in physics is more than algebraic manipulation. Students can learn and you can assess problem-solving through multiple avenues, including graphs, representations, and more.

TAKEAWAYS:
Attendees will learn how to assess student problem-solving ability and conceptual understanding through students' use of multiple representations and approaches in physics classrooms.

SPEAKERS:
Christopher Moore (University of Nebraska Omaha: Omaha, NE)

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)

Complete a distracted driving simulation and discover free award-winning videos, STEM activities, and real-world applications exploring science, engineering, and vehicle crashworthiness. Free lesson plans included.

TAKEAWAYS:
Participants will learn how scientific and engineering principles can be modeled in classrooms using crash science–related videos and activities to promote safer personal behaviors when riding in or driving a vehicle.

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

Sponsoring Company: Mosa Mack Science

Discover an NGSS resource you can use in class next week. Award-winning phenomena, mysteries, labs, and engineering—all in one teacher-friendly resource. (Common Sense Education Learning Selection 2021)

TAKEAWAYS:
Experience the excitement of Mosa Mack Science, see real student work, and walk away with free interactive lessons for your classroom.

SPEAKERS:
Lissa Johnson (Mosa Mack Science: Fairfield, CT), Lorraine Gueye (Mosa Mack Science: Fairfield, CT)

Sponsoring Company: BrainPOP Science

Assessments can be a powerful learning tool if used in the right way. Research shows that students find it helpful to be able to practice applying what they have learned in new contexts, that feedback after struggle leads to learning, and student responses to assessments can be used to help teachers plan for what to teach next or what they may need to re-teach. Our BrainPOP Science product offers multiple opportunities to digitally assess student knowledge to help inform teaching and learning. In this presentation we will highlight two of the key digital assessment components within the BrainPOP Science product that support multidimensional learning.

TAKEAWAYS:
Participants will learn about the different digital assessment opportunities offered in our BP Science product and how to use evidence collected through strategically designed assessments to support multidimensional learning.

SPEAKERS:
Sara Bakken (BrainPOP: New York, NY)

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)

Sponsoring Company: Estes Education

Learn model rocketry basics through NGSS based content and build a FREE rocket with us!

TAKEAWAYS:
Model rocketry is your teaching companion to make engineering come to life for your students.

SPEAKERS:
Nicole Bayeur (Estes Industries: Pueblo, CO)

This hands-on workshop will excite and engage teachers of STEM disciplines using integration and inquiry to promote every student's confidence in the ability to challenge themselves in each discipline.

TAKEAWAYS:
What does true STEM integration look like in an inclusive classroom?

SPEAKERS:
Bridget Pugh (Putnam County School System: Cookeville, TN)