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: Silver Spring, MD)

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

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

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

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: Silver Spring, MD)

Come learn about simple, applicable strategies to support your students' executive function skills in the science classroom, with an emphasis on project planning, organization, flexible thinking, and time management.

TAKEAWAYS:
Attendees will identify the educational impact of the 11 main executive functions, as well as learn concrete strategies for supporting their students in both general and special education settings.

SPEAKERS:
Krista Northcutt (New Way Academy: Phoenix, AZ)

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: Celina, OH)

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)

NSTA has developed the NSTA Preservice Teacher Chapter Program to encourage and support future teachers as they prepare to enter the profession, as well as help them network and connect with the many resources and opportunities provided by the Association. The NSTA Preservice Teacher Chapter Program consists of two types of chapters: (1) the National Preservice Teacher Chapter and (2) the Local Preservice Teacher Chapters at Universities or Colleges. The National Preservice Teacher Chapter supports all Preservice Teachers (active members of NSTA) who are based at higher education institutions without local chapters or groups. The Local Preservice Teacher Chapters at Universities or Colleges are separate but interdependent organizations that have elected to ally themselves with NSTA to encourage professional learning and networking of preservice teachers of science. Session participants will learn about the opportunities for increased leadership skills, career growth, and networking for students and faculty that the NSTA Preservice Teacher Chapter Program offers.

TAKEAWAYS:
Preservice Teachers and Faculty Advisors walk-away informed to participate in NSTA’s Preservice Teacher Chapter Program.

SPEAKERS:
Lorraine Ramirez Villarin (University of North Georgia: Dahlonega, GA), Flavio Mendez (NSTA: Arlington, VA), Lizz Holtz (Glenn C. Jones Middle School: Buford, GA)

Science teaching has evolved. What worked in the 20th century doesn’t work today. Schools are different, students are different, and most importantly, classrooms are different. Instruction is guided by standards, and research drives pedagogy. Teachers entering the profession can’t expect to teach “the way they were taught” and be effective. In this session, we plan to share the basics in research with preservice and new teachers about what makes for effective instruction and how to effectively integrate science across the curriculum. Findings from the Frameworks for K-12 Science Education will be shared, as well as how that research led to the development of 3D instruction. Sensemaking through the lens of social constructivism will guide the session to help our newest colleagues teach using 21st-century pedagogy. Activities will model instructional practice and explain the why for instructional practice.

TAKEAWAYS:
An overview of research-based practices in teaching science for the beginner and resources for research-based instructional practices.

SPEAKERS:
Lorraine Ramirez Villarin (University of North Georgia: Dahlonega, GA), Donna Governor (University of North Georgia: Dahlonega, GA)

Student teaching and the first year of teaching can be unsettling experiences for preservice teachers. They have a million concerns and even more questions! This session brings together a panel of newly graduated seniors and new teachers to talk about their experiences and allow attendees to ask questions. A similar session was included at the Spring Engage conference in 2021 and it was highly attended, leading us to understand the importance of these types of dialogues for preservice teachers.

TAKEAWAYS:
Preservice teachers can be better prepared to student teach and begin their first jobs from new teachers who have just experienced interning or been through their first year.

SPEAKERS:
Natalie Johnson (Chestatee Academy), Lizz Holtz (Glenn C. Jones Middle School: Buford, GA)

Sometimes novice teachers don’t know what they don’t know. And when the unexpected arises, it can cause problems, or even present career defining challenges. In this session, we plan to share hacks related to safety, management and organization of the science classroom. We’ll address these issues with tips and advice from new and experienced teachers. We’ll start with a short video of K-12 science teachers completing the sentence, “I Wish I Had Known…” then address the issues that they bring up in their narratives.

TAKEAWAYS:
Science classroom safety and management tips

SPEAKERS:
Omah Williams-Duncan (University of Houston-Clear Lake: Houston, TX)