“You’re good at math; be an engineer.” Isn’t there more to it? Who is an engineer? Engineering helps society by solving problems. Let’s explore “why.”

TAKEAWAYS:
Learn that engineering is more than math + science and take away classroom activities addressing engineering identity, ethics, and society (not your typical engineering activities).

SPEAKERS:
Ken Reid (University of Indianapolis: Indianapolis, IN)

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

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

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

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

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

SPEAKERS:
Griff Jones (University of Florida: No City, No State), 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: Youngsville, LA)

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: Grayslake, IL)

Participants will use sensemaking and the engineering design process to solve a real world food production problem in a small scale format. This lesson introduces the Food Delivery Challenge, in which participants must design a gravity feeder to carry food (chicken feed) to twelve hungry chickens for over 24 hours. To accomplish the task students must design and build a model of an efficient gravity feeder using the materials available to them. The scenario presented to the class: One of the feeders in your uncle’s barn has broken down, and a new one will not arrive until next month. You must create a gravity feeder to satisfy 12 chickens for 24 hours consistently to ensure the health of your flock. Participants will research, design, build and test their design before presenting to the group for feedback, Participants will then use the feedback to redesign for an improved feeder.

TAKEAWAYS:
1. Use the engineering design process to collaborate, design and build a gravitational feeder system that will feed 10 pounds of feed over a 24 hour period. 2. Present your design plan, and final product to the class for feedback. 3. Provide feedback to the design team for design improvement.

SPEAKERS:
Leah LaCrosse (McCormick Junior High School: Huron, OH), Heather Bryan (Nourish the Future - Education Projects, LLC: Columbus, OH)

This session will provide educators with a clear understanding of environmental justice and give them tools to integrate this topic into science classrooms and student-led initiatives. We will focus on the case study of the Sonoma County Environmental Justice Coalition. During the 2021-2022 school year, middle and high school teams from across Sonoma County were invited to sign up for a year-long learning and leadership development program hosted by the Sonoma County Office of Education. Student teams received training and mentorship around environmental justice throughout the year and created and implemented local action plans to address an environmental justice issue. Students had the opportunity to receive input and mentorship from professionals and share their actions and future plans with local leaders and industries at a culminating showcase. Participants will hear a brief overview of the structure of the coalition and will view testimonials from student members. Participants will receive tools to integrate environmental justice into their classrooms and resources to help student teams develop and implement environmental justice action plans. Finally, participants will work collaboratively to design next steps for scaling environmental justice in their classroom and beyond by using their local resources and networks.

TAKEAWAYS:
Explore how to integrate environmental justice and civic engagement in science classrooms and programs.

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

Using data collection , participants will learn how to actively engage students in a conversation about data and the phenomena that it explains. Participants will learn how to create and/or modify old lessons, labs, and activities into opportunities for discussion , inquiry, and discovery using calculators, Nspire, and labquests.

TAKEAWAYS:
Create a dynamic lesson for use in the science classroom using data collection.

SPEAKERS:
Chris Coker (Camden Fairview High School: Camden, AR)

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)

TAKEAWAYS:
Attendees will: 1. participate in a discussion on defining STEM based professional development; 2. have an opportunity to view strategies that supports inquiry in science and 3. be able to view research and data that supports the impact of STEM based professional development on achievement.

SPEAKERS:
Takisha Gastile (University of Houston-Clear Lake: Houston, TX)

Explore connections between inquiry, project-based learning (PBL), and social-emotional learning (SEL) through a new essential practices guide. Learn strategies that build SEL skills, making PBL accessible to all students.

TAKEAWAYS:
In order to make project-based learning accessible for all students, the development of social-emotional skills must be intentionally planned and explicitly taught.

SPEAKERS:
Kristana Rogers (DoD STEM/RTI International: Research Triangle Park, NC)

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

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

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

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)

STEM classrooms can be exclusive if teachers do not identify the lack of prior learning opportunities and misconceptions early in the year. Come learn how one teacher uses coding to bridge the gap in her STEM classroom.

TAKEAWAYS:
STEM inclusion activities; coding in the classroom; and STEM project ideas.

SPEAKERS:
Jessica Kohout (Educational Consultant: Voorhees, NJ)

Explore how one all-girls school created and implemented a school-wide STREAM program. This session highlights our successes, failures, and outlines the program’s lasting positive impact.

TAKEAWAYS:
In this session, we discuss our experiences in creating a transformative STREAM program designed to serve all students. This program assumes a mission centered approach to teaching Science, Math, Religion, Engineering, Art, and Math. We facilitate as students make connections across each of these disciplines with an emphasis on scientific observation, technological exploration, artful engineering design with the goal of solving relevant problems rooted in social justice. This session walks participants through our rationale of the STREAM program as well as our process from inception to realization. We discuss how schools can start or strengthen their own STEM, STREAM, or STREAM programs by outlining our success and failures and the lessons we learned throughout our experiences. Student work and feedback will be highlighted in addition to our plans for expanding our program in the future. We detail how this experience has changed us as educators and administrators - in particular regarding our views of inspirational teaching and learning. We also offer suggestions on how to broaden our community of STEM educators in order to lend support and resources as we all engage in this innovative way to help our students ask and answer important questions in their lives.

SPEAKERS:
Megan Leider (Resurrection College Prep High School: Chicago, IL)

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 (Millennium High School: Santa Monica, CA)

Attendees will experience the Anchoring Phenomenon Routine as students do in iHub’s Polar Ice unit. This routine engages students in asking questions about why people from around the Earth are being displaced from their homes as a starting point in a unit of study focused on how we can slow or stop polar ice from melting before the sea level rises too much. After experiencing the routine, attendees will analyze the routine through an equity lens.

TAKEAWAYS:
Attendees will learn how the iHub curriculum supports teachers in eliciting and making use of students’ own questions and their experiences in instruction, which supports student motivation and agency (Harris, Phillips, & Penuel, 2011).

SPEAKERS:
Rachel Patton (Denver Public Schools), Kathryn Fleegal (Denver Public Schools: Denver, CO), Beth Vinson (Denver Public Schools: Denver, CO)

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: Stanford, 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 (Retired Chemistry Teacher: Pennsboro, WV)

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 (Retired Chemistry Teacher: Pennsboro, WV)

Students utilize different components (enzymes, yeast, feed stocks, and water) to produce ethanol and carbon dioxide through the process of fermentation. Students will develop a model of fermentation and explain how ethanol is made to answer the focus question "How can fermentation produce a renewable fuel source?" Students will develop experimental models to generate data in order to construct explanations about the relationships between the components of the fermentation process and to predict how those relationships can be manipulated to produce carbon dioxide. Students will design solutions to make the fermentation process as efficient as possible and generate the maximum amount of ethanol in a small bag environment Attendees will participate in hands-on activities centered around biofuel. Participants are going to prepare and compare different amounts of fermentation occurring in four different mixtures which will allow observations of production rates. A second activity focuses on a way to make a qualitative or quantitative explanation regarding the relationship between feed stock and glucose availability for ethanol production. Participants will deconstruct a model of starch to examine enzyme and starch reactions to determine how starches change into smaller molecules. Three additional hands-on activities that can be included in your classroom curriculum will be discussed.

TAKEAWAYS:
Nourish the Future is a national education initiative developed by science teachers for science teachers to connect students to modern agriculture and provide sound science based resources that meet teacher and student needs in the classroom.

SPEAKERS:
Tiska Rodgers (Clarkton High School: Clarkton, MO), Leanne Thele (Perryville High School: , MO)

What is it about how students engage with physics that perpetuates inequities in physics courses and in the field of physics more broadly? In this interactive workshop, participants will consider tents of inclusive physics instruction and contribute to a broader conversation about power structures and pedagogy that facilitate inclusivity. By analyzing videos of students working in a learning environment where they engage in science practices as a way of inducing physics principles (in alignment with the three dimensions of the Next Generation Science Standards), participants will consider how both the structure of the lessons and teacher moves can cultivate more equitable environments. We suggest that this learning environment disrupts traditional power structures that exist in classrooms, enhancing students’ voice both in authoring ideas and sanctioning ideas. Participants will consider what counts as success in a physics class and when and how people are recognized and rewarded. In the workshop, I’ll share discussion protocols and some of the student-facing physics lessons I’ve used that support this work.

TAKEAWAYS:
How can student-collected evidence and consensus building serve to make high school physics courses equitable and inclusive?

SPEAKERS:
Shelly Belleau (University of Colorado Boulder: Boulder, CO)

What first hooked you on STEM? Learn how regional and national partners are working to create “STAR” moments for students through inquiry-based PBL focused on space.

TAKEAWAYS:
Students can’t be what they can’t see. In addition to powerful inquiry-based learning experiences, deliberate, equity-focused STEM education and community reinforcement of STEM exploration are required to build the STEM ecosystem.

SPEAKERS:
Kristana Rogers (DoD STEM/RTI International: Research Triangle Park, NC), Todd Campbell (DoD STEM/RTI International: Research Triangle Park, NC), Lauren Milord (DreamUp, PBC: Washington, DC), Angela Adams (Cumberland County Schools: Fayetteville, NC)

STEM classrooms can be exclusive if teachers do not identify the lack of prior learning opportunities and misconceptions early in the year. Come learn how one teacher uses coding to bridge the gap in her STEM classroom.

TAKEAWAYS:
STEM inclusion activities; coding in the classroom; and STEM project ideas.

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

Explore how one all-girls school created and implemented a school-wide STREAM program. This session highlights our successes, failures, and outlines the program’s lasting positive impact.

TAKEAWAYS:
In this session, we discuss our experiences in creating a transformative STREAM program designed to serve all students. This program assumes a mission centered approach to teaching Science, Math, Religion, Engineering, Art, and Math. We facilitate as students make connections across each of these disciplines with an emphasis on scientific observation, technological exploration, artful engineering design with the goal of solving relevant problems rooted in social justice. This session walks participants through our rationale of the STREAM program as well as our process from inception to realization. We discuss how schools can start or strengthen their own STEM, STREAM, or STREAM programs by outlining our success and failures and the lessons we learned throughout our experiences. Student work and feedback will be highlighted in addition to our plans for expanding our program in the future. We detail how this experience has changed us as educators and administrators - in particular regarding our views of inspirational teaching and learning. We also offer suggestions on how to broaden our community of STEM educators in order to lend support and resources as we all engage in this innovative way to help our students ask and answer important questions in their lives.

SPEAKERS:
Megan Leider (Resurrection College Prep High School: Chicago, IL)

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)

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

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

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

How and why has Earth’s climate changed over time? How do we collect data about Earth’s natural history? How do Earth’s orbital variations affect climate? What role does phytoplankton play in the Carbon Cycle? These are all questions that are answered by exploring a series of hands-on activities that are NGSS aligned. Activities include: eccentricity, obliquity, precession, carbon and plants, the effect of carbon dioxide on temperature, ocean acidification, and more. The climate change curriculum, from the eesmarts K-12 curriculum, an energy efficiency and clean, renewable energy learning initiative funded by the Connecticut Energy Efficiency Fund, is made up of adapted lessons surrounding natural cycles that occur on Earth and how humans may affect natural cycles. Activities examine evidence from the past through proxies such as forams and ice core data. Additional topics include sea-level rise and vulnerability, the impact of single use plastics, and how the effect of human activity can be minimized. The lessons are written in the 5-E Instructional Model (Engage - Explore - Explain - Elaborate - Evaluate) and include teacher-presentation Google Slides and student handouts. Select digital resources will be provided to participants. The complete eesmarts program is free and available to all Connecticut educators.

TAKEAWAYS:
Participants will explore activities that demonstrate how and why Earth’s climate has changed over time.

SPEAKERS:
Karin Jakubowski (eesmarts: No City, No State), Kathleen Brooks (CREC: No City, No State)