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)

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

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

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

This session by members of NSTA’s Professional Learning Committee is designed to help teachers deepen their understanding of the effective and practical strategies to facilitate academic discourse that promotes inclusive science and STEM classrooms. Participants will engage in a variety of instructional strategies to ensure that all students have access to scientific discourse, and opportunities to collaborate with peers, through intentional planning. Participants will engage in a variety of formative assessment classroom techniques (FACTS) from Page Keeley’s Uncovering Student Ideas texts, including commit and toss, pro/con pairs, structured think-pair-share, and more. In addition, we will be discussing the shift away from traditional talk patterns- like I-R-E (Initiate, Response, Evaluation) and towards Productive Talk to promote an inclusive science and STEM classroom where discourse supports student sensemaking. Finally, we will provide resources and discussion around the “lead4ward Instructional Strategies Playlist”, which provides teachers with detailed descriptions of specific, instructional strategies. Links to additional discourse resources will also be provided. The instructional strategies used in this presentation will promote student engagement, differentiation, and scientific understanding to help form a more inclusive learning environment where all students can participate in scientific discourse.

TAKEAWAYS:
Participants will experience a variety of impactful instructional strategies that promote scientific discourse to help create an inclusive STEM learning environment.

SPEAKERS:
Kimberley Astle (Washington Office of Superintendent of Public Instruction: Olympia, WA), Rebecca Garelli (Arizona Science Teachers Association), Angela McMurry (The Ohio Academy of Science: Dublin, OH)

High school chemistry focuses on the invisible world of the atom, making the learning of chemistry challenging. The vocabulary of chemistry is its own language; forming connections among abstract ideas can be difficult. When incorporated into the curriculum, games provide students with an experience that allows them to gain a better understanding of chemistry concepts. Device-free games allow students to engage with the content and their classmates. Our comprehensive review games for each unit are designed to provide an opportunity for students to problem solve, think critically and work as a team in a growth-mindset environment. Our experience supports the research that low-achieving students and students receiving educational supports find classroom games beneficial. This workshop will provide teachers an opportunity to play games covering the following topics: matter, atomic structure, periodic table, electron configuration, bonding (ionic, covalent, intermolecular), nomenclature, balancing equations, molar mass, stoichiometry, thermochemistry, solutions, gases, equilibrium and acids/bases.

TAKEAWAYS:
EVERYONE plays and learns along the way. Put ideas together, practice communication and teamwork to improve understanding and application of chemistry concepts. Appropriate for all levels of high school chemistry. Electronic resources for games will be available to workshop participants.

SPEAKERS:
Elaine Kollar (New Trier High School, Winnetka Campus: Winnetka, IL), Laura Hessling (New Trier High School, Winnetka Campus: Winnetka, IL), Tracy Smith (New Trier High School, Winnetka Campus: Winnetka, IL)

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: Emmaus, PA)

We will model activities that link Latino folktales to science and ELA learning as a means to connect natural phenomena and culture.

TAKEAWAYS:
Attendees will walk away with Latin American folktales that connect to science phenomena for quick implementation in the classroom.

SPEAKERS:
Ivan Ochoa Martinez (Irene C. Hernandez Middle School for the Advancement of Science: Chicago, IL), Julio Mendez (Friedrich W. Von Steuben Metropolitan Science Center: Chicago, IL), Madison Delaney (Teacher: , IL)

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

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

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

A partnership between University Prep Science and Math High school and the Detroit Zoological Society is providing students with opportunities to explore careers in zoology and conservation. Hands-on learning in the classroom with highly qualified teachers is complemented with regular visits to the Detroit Zoo, local green spaces, and the Belle Isle Aquarium, where students participate in facilitated programming, collect data for individual projects, and engage with content area experts. Over the four years in the Zoology Pathway program, students build their conceptual understanding of science skills through authentic learning experiences and explore topics of their personal interest in depth. This program has the potential to support students from groups who are historically underrepresented in STEM fields, including life sciences, and provide them an advantage as they pursue post-secondary opportunities and future careers with an already established professional network.

TAKEAWAYS:
Partnerships between schools and informal science organizations can support underrepresented students in pursuing post-secondary STEM opportunities. Pairing informal and formal science learning can build interest in STEM content, especially for students who are historically underrepresented in STEM fields. Co-collaboration of learning experiences leads to more robust, long-term partnerships.

SPEAKERS:
Claire Lannoye-Hall (Detroit Zoological Society: Royal Oak, MI)

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: Manassas, VA), Heather Pacheco-Guffrey (Bridgewater State University: Bridgewater, MA), Lauren Burrow (Stephen F. Austin State University: Nacogdoches, TX), Susan Erickson (Country School: Weston, 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: Sydney, 0), Catherine Scott (Coastal Carolina University: Conway, SC), Kristin Cook (Bellarmine University: Louisville, KY), Richard Cox, Jr. (Atrium Health), Annette Venegas (Kent School District: Kent, WA), Juliette Guarino Berg (The Town School: New York, 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), 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: Winfield, IL), Shelly Counsell (Self Employed Consultant), Belle Akers (Convent & Stuart Hall's Schools of the Sacred Heart: San Francisco, CA), Kathleen Tate (American Public University System: Charles Town, WV), Dennis Schatz (Institute for Learning Innovation: Beaverton, OR), Beth Pesnell (Kansas State University: Manhattan, KS), Bill Burton (Tatnall School: Wilmington, DE), Barbara Bromley (Hazelwood Elementary School: Lynnwood, WA), Kim Stilwell (BIOZONE Corp.: Parker, CO), Nancy McIntyre (Robotics Education & Competition Foundation: Greenville, TX), Shari Haug (Science Olympiad: Oakbrook Terrace, IL), Jane Savatski (Janet Berry Elementary School: Appleton, WI), Katrina Pavlik (Deputy Executive Director: Oakbrook Terrace, IL), Mitchell Rosenberg (Kinderlab Robotics, Inc.: Waltham, MA), Tiffany Leones (Digital Promise: Washington, DC), Beth Dykstra VanMeeteren (University of Northern Iowa: Cedar Falls, IA), Danielle Scharen (North Carolina State University: Raleigh, NC), Frances Hamilton (The University of Alabama in Huntsville: Huntsville, AL), Jennifer Williams (Isidore Newman School: New Orleans, LA), Anne Lowry (Aleph Academy: Reno, NV)

Misconceptions are both worrisome and problematic to STEM educators because students continue to build knowledge on their current understanding, negatively impacting their learning.

TAKEAWAYS:
In this session, participants will be provided with a framework to deconstruct, reconstruct, and construct (D.R.C. Model) the teaching and learning experience in the STEM classroom.

SPEAKERS:
Emily Jackson-Osagie (Southern University and A&M College: Baton Rouge, LA), Catherine Alexander (Franciscan Missionaries of Our Lady University: Baton Rouge, LA)

This session will focus on how educators can support students to change their mindset in relation to the “labels" used to classify their science courses.

TAKEAWAYS:
Attendees will be able to: 1. understand the impact that labels used to classify science courses—such as regular, honors, or AP—can have in the academic performance of high school students; learn simple strategies that can be implemented in the classroom to help students changing their mindset in regards of the courses that they are taking; and 3. learn how these strategies can contribute to foster a more positive attitude and a more productive culture of learning in the classroom.

SPEAKERS:
Ileana Bermudez Luna (University of South Florida: Tampa, FL)

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

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

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

Resources and strategies to support P–12 and postsecondary students in STEM classrooms who have invisible illnesses/ health-impairment disabilities will be shared.

TAKEAWAYS:
Attendees will get an overview of resources and strategies that address the need for safe and equitable learning environments for P–12 and postsecondary students with invisible disabilities/ health-impairment illnesses in STEM classrooms.

SPEAKERS:
Nancy Grim-Hunter (Chicago State University: Chicago, IL)

Learn about strategies and tools to guide preservice teachers to understand how to provide meaningful experiences for ALL students, including those with special needs.

TAKEAWAYS:
Attendees will learn how to support their preservice teachers as they learn how to meet the individual needs of students.

SPEAKERS:
Lisa Brooks (University of Central Florida: Orlando, FL)

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

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

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

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

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 Elmore (Glenn Westlake Middle School: Lombard, IL), Randie Johnson (Glenn Westlake Middle School: Lombard, IL)

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 (NASA/NSO/UoL Program Manager: Laughlin, NV)

This poster session connects phenomena-based teaching to Funds of Knowledge and the development of science identities.

TAKEAWAYS:
Attendees will learn how to support language development in the science classroom. Attendees will learn about the research between developing science identities and success in science. Attendees will learn about Funds of Knowledge and its role in connecting students to the science classroom.

SPEAKERS:
Helen Brandon (Bloomington Junior High School: Bloomington, IL)

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)

Babyscientist organizes/operates STEM workshops/camps in underserved communities engaging students in hands-on scientific experiments. We’re in the business of creating dreamers, believers, and creating scientist!

TAKEAWAYS:
How our method of informal learning inspires and motivates children of color from underserved communities to pursue careers in STEM.

SPEAKERS:
Kristy McDowell (Merrimack College: North Andover, MA)

This study investigates sixth-grade special education students' achievement, competency beliefs, fascination, and engagement with science. Students learned about tardigrades by participating in a STEAM hands-on investigation. Comparable to this study, Christensen, Knezek, & Tyler-Wood (2015), found hands-on STEM activities were likely to cultivate engagement and maintain “positive dispositions” at middle school levels. Similarly, Hwang & Taylor (2016) found that accessibility through art integration with STEM, engaged and motivated students to participate. While previous studies such as these are significant, there is a lack of research focusing on diverse learners. During this study, students learned basic skills with dissecting and compound microscopes to examine tardigrades. Driving questions included tardigrades’ ability to survive extreme conditions. STEAM was integrated in the unit in the form of dance and painting. Summative assessments included a multiple-choice test with a constructed response question and an art component. Likert scale surveys were used to collect data for action research. The research question was: How do hands-on learning and art integration with tardigrades affect students’ achievement, competency beliefs, engagement and fascination with science? The unit was part of Research Topics in Plant Biology-Systematics at Southern Illinois University Carbondale and Robert Noyce Teacher Scholarship Program.

TAKEAWAYS:
Participants will learn how hands-on learning and art integration with tardigrades affect students’ achievement, competency beliefs, engagement, and fascination with science.

SPEAKERS:
April Bartnick (Carruthers Elementary School: Murphysboro, IL)

Educators have a mandate to provide quality science/STEM instruction for ALL students, but making instruction accessible to every student presents enormous challenges. In order to teach students with broad ranging abilities and experiences, differentiating science/STEM instruction is imperative. We must differentiate instruction to accommodate the differences in readiness and background knowledge, fluency and facility with English, differences in learning styles, and the broad range of student interests that comprise our schools. Accessibility, inclusivity, and collaboration must be assured for special needs and ELL learners, whose instructional needs can definitely be accommodated with effective differentiation strategies and resources. When teachers differentiate, they enhance learning, creating environments where instruction and assessment are matched to student abilities and needs. Differentiation is an approach involving numerous strategies, while students all access the same curriculum. Content, process, and products can all be differentiated. Students who lack experience and background knowledge can have targeted instruction, to provide hands-on explorations and build knowledge. Likewise, gifted students can extend and expand their science/STEM experiences, keeping them challenged and interested. Presenter will offer strategies and exploration ideas, tiered assignments that increase levels of complexity, instructional grouping and collaboration techniques, and suggest a variety of resources, to enable teachers to advance and evaluate student learning for ALL children. Attendees will actively engage with discourse and exploration of hands-on resources.

TAKEAWAYS:
1. Attendees will learn differentiation strategies to engage all learners actively with hands-on explorations, assuring collaboration and accessibility for ALL, incorporating collaborative explorations where students of varying abilities share the learning experience, to advance learning and deepen conceptual understanding and sense-making for all K-6 students.

SPEAKERS:
Donna Knoell (Educational and Technology Consultant: Prairie Village, KS)

It takes time and intentionality to build a community of learners who trust each other, respect differing perspectives, share ideas freely, and seek feedback from their peers. This session explores a variety of strategies that can be easily implemented to build this culture and community from day one. Strategies that foster this type of connection, collaboration, and camaraderie will be discussed using examples and tips to implement in the classroom, starting with some fresh ideas for getting to know students and helping them get to know their classmates. Many of these ideas combine strategies we already know and add a collaborative and inclusive spin to them. Allowing for multiple types of student interaction is important to ensure all voices are heard and valued, not just the loud and proud. Including time for students to process independently, in small groups, and in the large group is important to developing an inclusive community. A variety of strategies will be shared to support these levels of interaction in the classroom, making student thinking visible in individual, small group, and whole group displays.

TAKEAWAYS:
Teachers can elevate their practices to include all students and develop a classroom culture that invites student interaction, increases student engagement, and fosters equitable experiences on a daily basis.

SPEAKERS:
Beth Pesnell (Kansas State University: Manhattan, KS)

Through the 2021-2022 school year, Pulaski County Special School District sought to scale inclusive STEM experiences throughout grades K-5. Considering the need for sense-making opportunities provided in an inclusive and culturally relevant environment, a new districtwide initiative was birthed- STEM is Lit! STEM is LIT! seeks to take culturally relevant literature as the framework for authentic STEM experiences through sense-making practices. The idea is simple. Find a culturally relevant and diverse piece of literature. Frame a STEM challenge experience around this piece of literature. Design authentic lesson plans and resources for teachers to implement these challenges in their schools. Organize your supplies. Support your teachers and students. By creating districtwide monthly STEM challenges for all students in grades K-5, PCSSD was able to integrate literacy with mathematical sense-making, scientific inquiry, and the engineering design process creating memories that will last a life time. In addition to monthly challenges, STEM is Lit! also became the driving bus behind the Deputy Superintendent's book club for all 4th graders throughout the district, where a special STEM challenge was added and performed at each elementary in the district. This presentation seeks to share those authentic practices that can be scaled in any district to expose broad elementary audiences to equitable STEM experiences and conversation.

TAKEAWAYS:
How can districts expand STEM experiences through culturally relevant and inclusive practices in a large-scaled initiative?

SPEAKERS:
Justin Luttrell (Pulaski County Special School District: Little Rock, AR), Alesia Smith (Pulaski County Special School District: Littel Rock, AR)

Guide your students to compose elements of graphic novels inspired by the graphic novel version of Naturalist and Black Birder Christian Cooper’s It’s a Bird.

TAKEAWAYS:
Comics and graphic novels can engage diverse learners to understand the nature of STEM and encourage them to craft their own stories, with interdisciplinary thinking across science, social studies, history, math, and language arts.

SPEAKERS:
Dennis Liu (E.O. Wilson Biodiversity Foundation: Durham, NC)

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: Baker, LA), Jennifer Norwood (Instructional Support Specialist), Tara Hollins (Exceptional Student Services Educator: Zachary, LA)

Live-streaming wildlife cams give students an intimate, 24/7 look into the amazing and diverse world of animals, allowing teachers to engage all students in inquiry-based and phenomena-based learning as nature unfolds in real-time, with no script, and with unknown outcomes. Wildlife cams can encourage questioning and curiosity, can build connections to wildlife and the environment, and are intrinsically interesting to teachers and students alike. While the NGSS Standards posit that students need to learn science by doing science, teachers often struggle to support learners in developing science practices and understanding Nature of Science (NOS). We will share ideas for teaching science in ways that are culturally relevant by combining three key pedagogical frameworks—science inquiry, NOS, and culturally responsive teaching (CRT)—while harnessing the excitement and fun of wildlife cams. By using CRT and free cams that bring wildlife into the classroom, we can broaden the participation of historically underrepresented youth in science and amplify the science learning benefits of connecting with nature. Teachers we’ve worked with report that cams engaged students who might otherwise have few opportunities to be immersed in nature, including those in urban settings, with mobility challenges, and in remote learning environments.

TAKEAWAYS:
Participants will discover a variety of wildlife cams and explore how they can be used to support culturally responsive teaching and build scientific observation skills.

SPEAKERS:
Kelly Schaeffer (The Cornell Lab of Ornithology: Ithaca, NY)

The session will give teachers an opportunity to participate in the same sort of rich and meaningful learning experiences that are called for by the NGSS. Such learning places the focus squarely on the nature of instruction. It is rooted in ongoing, active experiences that will prompt teachers to expand their content knowledge, pedagogical knowledge, and expand their beliefs about what is possible inside the classroom. The presenter will guide the participants in a series of focused, small-group demonstration activities that are structured like a typical ADI investigation, allowing teachers to experience instruction as students do.

TAKEAWAYS:
• How to use this instructional model, or way of teaching, to give students an opportunity to learn how to use the DCIs, CCs, and SEPs to make sense of natural phenomena.

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

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: Upper Marlboro, MD)

This workshop highlights one way to incorporate science history on a routine basis in the science classroom. Participants will receive a brief overview of the neuroscience research that explains why storytelling is emerging as one of the most effective educational tools for students of all ages. They will also explore how telling stories from science history promotes understanding of science practices, supports strong student science identities, and leads to discussion about the human nature of science and the underlying ethical and cultural implications. The presenter will share about the development of People to Ponder, a series of science profiles that can be used throughout a school year. This is not one specific set of scientists but rather a strategy to consistently include science history in instruction. Participants will experience through a student lens what a typical People to Ponder lesson might involve. Once they’ve experienced the strategy, participants will have a chance to reflect on and discuss how they might structure something similar in their classrooms. Participants will be provided with resources and instructional scaffolds that can assist them in their planning. They will leave with at least one activity or lesson planned for implementation in their classroom.

TAKEAWAYS:
Explore a strategy for sharing science biographies that promotes student engagement and understanding of science topics while creating an inclusive and culturally responsive teaching environment.

SPEAKERS:
Anna Babarinde (Sonoma County Office of Education: Santa Rosa, CA)

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)

Babyscientist organizes/operates STEM workshops/camps in underserved communities engaging students in hands-on scientific experiments. We’re in the business of creating dreamers, believers, and creating scientist!

TAKEAWAYS:
How our method of informal learning inspires and motivates children of color from underserved communities to pursue careers in STEM.

SPEAKERS:
Kristy McDowell (Merrimack College: North Andover, MA)

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 (NASA/NSO/UoL Program Manager: Laughlin, NV)

This poster session connects phenomena-based teaching to Funds of Knowledge and the development of science identities.

TAKEAWAYS:
Attendees will learn how to support language development in the science classroom. Attendees will learn about the research between developing science identities and success in science. Attendees will learn about Funds of Knowledge and its role in connecting students to the science classroom.

SPEAKERS:
Helen Brandon (Bloomington Junior High School: Bloomington, IL)

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:
Jennifer Robertson (West Virginia University: Morgantown, WV)

This study investigates sixth-grade special education students' achievement, competency beliefs, fascination, and engagement with science. Students learned about tardigrades by participating in a STEAM hands-on investigation. Comparable to this study, Christensen, Knezek, & Tyler-Wood (2015), found hands-on STEM activities were likely to cultivate engagement and maintain “positive dispositions” at middle school levels. Similarly, Hwang & Taylor (2016) found that accessibility through art integration with STEM, engaged and motivated students to participate. While previous studies such as these are significant, there is a lack of research focusing on diverse learners. During this study, students learned basic skills with dissecting and compound microscopes to examine tardigrades. Driving questions included tardigrades’ ability to survive extreme conditions. STEAM was integrated in the unit in the form of dance and painting. Summative assessments included a multiple-choice test with a constructed response question and an art component. Likert scale surveys were used to collect data for action research. The research question was: How do hands-on learning and art integration with tardigrades affect students’ achievement, competency beliefs, engagement and fascination with science? The unit was part of Research Topics in Plant Biology-Systematics at Southern Illinois University Carbondale and Robert Noyce Teacher Scholarship Program.

TAKEAWAYS:
Participants will learn how hands-on learning and art integration with tardigrades affect students’ achievement, competency beliefs, engagement, and fascination with science.

SPEAKERS:
April Bartnick (Carruthers Elementary School: Murphysboro, IL)

The session will give teachers an opportunity to participate in the same sort of rich and meaningful learning experiences that are called for by the NGSS. Such learning places the focus squarely on the nature of instruction. It is rooted in ongoing, active experiences that will prompt teachers to expand their content knowledge, pedagogical knowledge, and expand their beliefs about what is possible inside the classroom. The presenter will guide the participants in a series of focused, small-group demonstration activities that are structured like a typical day’s lesson, allowing teachers to experience instruction as students do. The session will give teachers an opportunity to participate in the same sort of rich and meaningful learning experiences that are called for by the NGSS. Such learning places the focus squarely on the nature of instruction. It is rooted in ongoing, active experiences that will prompt teachers to expand their content knowledge, pedagogical knowledge, and expand their beliefs about what is possible inside the classroom. The presenter will guide the participants in a series of focused, small-group demonstration activities that are structured like a typical day’s lesson, allowing teachers to experience instruction as students do.

TAKEAWAYS:
• How to make in-person and remote learnings experience more meaningful, relevant, and equitable for students.

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

Enter a magical world with your students where everyone becomes enchanted with STEM. This budget-friendly lesson can engage and excite your students! Cross-curricular materials provided!

TAKEAWAYS:
1. The cross-curricular unit uses common cost-effective materials, as well as STEM topics, to promote learning for all students in the classroom; 2. there are a variety of assessment tools for different student ability levels, including participation assessments, written assessments, and verbal assessments; and 3. this "station-based" lesson will keep students moving through the STEM topics, captivated by the activities, learning without knowing it is happening.

SPEAKERS:
Elesha Goodfriend (Walters State Community College: Morristown, TN), Kelly Moore (Walters State Community College: Morristown, TN)

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

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

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