Sponsoring Company: Edvotek

Respiratory viruses like influenza or COVID can lead to worldwide pandemics. We’ll discuss how diseases spread and perform experiments to explore how disease testing works.

TAKEAWAYS:
Attendees will explore pathology of common diseases, including clinical testing and epidemiology of pathogens.

SPEAKERS:
Brian Ell (Edvotek Inc.: Washington, DC), Danielle Snowflack (Edvotek Inc.: Washington, DC)

Sponsoring Company: miniPCR bio

Genes in Space is an experimental design competition that invites students in middle and high school to design biology experiments addressing challenges faced by space travelers. Each year, one winning project is launched to the International Space Station, where it is carried out by astronauts. Join us to learn how the contest can engage your students in authentic research combining science and engineering practices. We will also share how you can access free Genes in Space classroom resources, including lesson plans, classroom activities, explainer videos, and biotechnology equipment loans.

TAKEAWAYS:
Engage students in an experimental design contest, access free classroom resources including lesson plans, activities, videos, and biotechnology equipment loans, and make a real-world scientific contribution for a chance to launch your experiment to the International Space Station

SPEAKERS:
Bruce Bryan (miniPCR: Cambridge, MA)

Sponsoring Company: Center for BioMolecular Modeling

COVID 19: Science to the Rescue! The COVID19 pandemic has created many challenges for educators over the past two years. Amidst all this chaos, there is one positive outcome of this pandemic – it has provided educators in the molecular biosciences with an opportunity to highlight the power of modern biology and the many ways in which this science has been used to provide solutions to the control of this virus. This workshop will tell the story of the COVID19 pandemic from the perspective of the CoV-2 virus, the structure of the spike protein, the molecular mechanism of the infections process and the successful application of an mRNA vaccine to provide protection from infection. Workshop participants will use physical models of the CoV-2 coronavirus – enhanced by Augmented Reality – to explore these topics.

TAKEAWAYS:
The nucleotide sequence of the CoV-2 RNA genome was the first step in vaccine development.

SPEAKERS:
Tim Herman (3D Molecular Designs: Milwaukee, WI)

From A Silent Spring, The Limits to Growth and Population Bomb of the 1960s and 70s to today’s planetary boundary science, overshoot, and creating a safe and just space for humanity, some would say that “the science is in” and that it is pretty gloomy. Additionally, now in the frenetic information age, humans are overwhelmingly aware of the multitude of crises we face as a species. Our collective mental health is tanking. Knowing our predicament is one thing, but knowing what to do about it is another. Education may be one of our most powerful tools. However, delivery, content, and reach are impaired by multiple factors including politics, economics, religion, and the numerous influences affecting everyone’s social construction of knowledge. This presentation will share examples from the fields of environmental, conservation, and humane education and then focus on the potential promise of comprehensive education for ecological justice.

About the Speaker
Sarah M. Bexell is clinical associate professor with the Graduate School of Social Work and Director of Humane Education with the Institute for Human-Animal Connection, both at the University of Denver, Colorado. Sarah is also a faculty member teaching Animal Protection for the Institute for Humane Education at Antioch University New England and senior advisor to the Education Department of the Chengdu Research Base for Giant Pandas, China. She teaches and does research in the areas of ecological justice, humane education, and animal protection.

SPEAKERS:
Sarah Bexell (University of Denver: Denver, CO)

Sponsoring Company: Carolina Biological Supply Co.

Add excitement to your class with live organisms! Discover simple hands-on ways to explore evolution, adaptation, and behavior with  insects and arthropods. Learn care, handling, and integration of organisms with NGSS standards.

TAKEAWAYS:
Teachers will takeaway firsthand knowledge and skills to select, handle, and successfully keep insects and arthropods in the classroom.

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

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)

This workshop highlights Blood Glucose Balance, a web-based game modeling the impact of food choices and health care access on glucose metabolism.

TAKEAWAYS:
How to use this gamified model of glucose metabolism to foster student engagement by making sense of the environmental access and life choices on glucose metabolism and by analyzing data collected from the game results.

SPEAKERS:
Atom Lesiak (University of Washington: Seattle, WA)

Sponsoring Company: 3D Molecular Designs

Participants will examine the structure of phospholipids and how it shapes the function of the cell membrane using multiple representations including hands-on models. Cellular processes like active and passive transport will be explored while demonstrating how these models can amplify traditional biology labs and classroom activities. Participants will explore examples of membranes in action that can be applied to units on genetics and evolution to extend the reach of the models throughout the school year.

TAKEAWAYS:
Students can create and revise models to explore how the structure of phospholipids influences the function of cell membranes.

SPEAKERS:
Kim Parfitt (3D Molecular Designs: Boise, ID)

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)

Sponsoring Company: miniPCR bio

Discover a completely new approach to studying DNA and enzymes. Using fluorescence your students can now directly visualize DNA base pairing and explore the effects of temperature, pH, and genetic sequence on DNA structure. Then see how inhibitors, concentration, temperature and pH affect the rate of enzymatic reactions. Go beyond building models; watch biology glow!

TAKEAWAYS:
Explore the connection between DNA sequence and DNA structure and investigate the properties of enzymes including competitive inhibition.

SPEAKERS:
Bruce Bryan (miniPCR: Cambridge, MA)

Sponsoring Company: Texas Instruments

Attendees will explore disease modeling through the use of real (virtual) ZOMBIES!

TAKEAWAYS:
1. This session will explore disease-spread modeling using fictional zombies; 2. Attendees will also see how using Hollywood themes combined with actual STEM careers can be a fun way to engage students in learning science and STEM; and 3. Attendees will find out about free science and STEM lessons from Texas Instruments.

SPEAKERS:
Jeffrey Lukens (Roosevelt High School, Sioux Falls, SD: Sioux Falls, SD)

Sponsoring Company: Edvotek

Want to learn today’s top biotechnology techniques? Join us for a hands-on exploration of PCR and electrophoresis in one hour using the EdvoCyclerJr and the EDGE!

TAKEAWAYS:
Attendees will explore the science behind the polymerase chain reaction (PCR) and learn strategies for performing PCR in short class periods.

SPEAKERS:
Brian Ell (Edvotek Inc.: Washington, DC), Danielle Snowflack (Edvotek Inc.: Washington, DC)

Sponsoring Company: Vernier Software & Technology

Get active and participate in hands-on experiments. Explore limb position and grip strength, balance, and EKGs/EMGs experiments designed to encourage students to think about the physiology of various human organ systems. Walk away with valuable information, including sample labs and teaching tips.

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:
Colleen McDaniel (Vernier Science Education: Beaverton, OR), Nüsret Hisim (Vernier Science Education: Beaverton, OR)

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

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

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

Sponsoring Company: Edvotek

Forensic science combines disciplines to determine “whodunit.” In this workshop, learn how to merge hands-on biotechnology experiments with literacy exercises to create an immersive lesson.

TAKEAWAYS:
Attendees will perform hands-on biotechnology experiments that will allow them to discuss the implications of genetic fingerprinting and blood testing of forensic samples in class.

SPEAKERS:
Brian Ell (Edvotek Inc.: Washington, DC), Danielle Snowflack (Edvotek Inc.: Washington, DC)

Sponsoring Company: Lab-Aids

Use a computer simulation to analyze and interpret mathematical data that explores the evolutionary connection between cystic fibrosis (a genetic disease) and tuberculosis (an infectious disease) and evaluate mathematical representation. Learn about the cause-and-effect relationship between being a CF carrier and experiencing less severe TB symptoms. Explore he mathematical effects of changing environmental variables (prevalence of TB and access to high quality health care) on the frequency of the CF mutation; and make predictions about the future frequency of the CF mutation based on advances in treatment of CF.

TAKEAWAYS:
Learn about the cause-and-effect relationship between being a Cystic Fibrosis carrier and experiencing less severe Tuberculosis symptoms.

SPEAKERS:
Wendy Jackson (The Lawrence Hall of Science: Skokie, IL)

Sponsoring Company: Texas Instruments

An empty field. A human corpse. Maggots and flies. Who is the victim? What happened? Can you solve the mystery? This middle and high school activity will challenge you to apply science and deductive reasoning to determine what happened!

TAKEAWAYS:
1. Forensic science is a STEM career field that combines science, math, and criminal justice concepts; 2. Understanding the natural process of decomposition can help investigators narrow in on identifying victims and causes of death; and 3. Using stories is a great way to engage students and provide context to the science/STEM they are learning.

SPEAKERS:
Jeffrey Lukens (Roosevelt High School, Sioux Falls, SD: Sioux Falls, SD)

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)

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)

Sponsoring Company: 3D Molecular Designs

During this workshop, participants will work explore cell communication using hands-on models of synapses. Participants will experience how using models to explore abstract concepts deepens student understanding and inquiry for students and provides opportunities for formative assessments of student understanding. Participants will also have opportunities to deepen and challenge their own conceptual understanding of cell communication by altering the biochemical events within the synapses. These changes will reflect what happens when synapses are disturbed by drugs, including both prescription and drugs of abuse, as well as some mental health disorders. Finally, ideas for three-dimensional summative assessments will be explored.

TAKEAWAYS:
Hands on models of synapses let students explore cell communication and the structure and function relationship of proteins and signaling molecules including toxins and drugs.

SPEAKERS:
Kim Parfitt (3D Molecular Designs: Boise, ID)

Sponsoring Company: HHMI BioInteractive

Create and revise a model as new information is introduced. Engage in collaborative problem-solving around observed scientific phenomena. Model the "teacher-as-facilitator" approach to students "figuring out" the science concepts from the data provided.

TAKEAWAYS:
Create and revise a model as new information is introduced. Engage in collaborative problem-solving around observed scientific phenomena. Model the "teacher-as-facilitator" approach to students "figuring out" the science concepts from the data provided.

SPEAKERS:
Michele Koehler (Riverside Brookfield District 208: Willowbrook, IL), Jason Crean (Saint Xavier University: Orlando, FL)

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)

Participants will organize in groups and receive clues and puzzles to learn about genetic modification then be tasked to “break out” unlocking BreakoutEDU boxes. Puzzles include myths and facts; GMO or not?; Misleading label; and general terms related to genetics, and recombinant DNA. This activity could be used as review of genetics concepts or as a way to engage learners in research about genetically modified organisms. Free curriculum is available from grownextgen.org.

TAKEAWAYS:
Dispelling many of the myths about genetically engineered crops. An engaging way to involve every student in the process of problem-solving. Introduction to more resources about the connection between agriculture and science concepts.

SPEAKERS:
Jane Hunt (Nourish the Future - Education Projects, LLC: Dublin, OH)

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)

Sponsoring Company: Center for BioMolecular Modeling

Teachers explore strategies that make student thinking visible while engaging all students with models to investigate the elegance of the Central Dogma of biology. Using the Flow of Genetic Information Kit and instructional strategies that promote modeling, revision of models, collaboration, and reflection, teachers will identify how modeling can be used to reveal student understanding of DNA and RNA structure and function. Teachers will investigate their own ideas and anticipate student ideas in using models. Teachers will explore how models for replication, transcription, and translation can provide spiraling instruction throughout a semester in order to enhance student success with complex ideas.

TAKEAWAYS:
Teachers will identify how modeling can be used to reveal student understanding of DNA and RNA structure and function.

SPEAKERS:
Tim Herman (3D Molecular Designs: Milwaukee, WI)

Sponsoring Company: miniPCR bio

Bring authentic CRISPR/Cas9 to your class in the most easy-to-implement format possible. Use Cas9 enzyme paired with different guide RNAs to target specific DNA sequences. Use sequence analysis to predict where Cas9 will cut, then perform the experiment and compare predictions to results using DNA gel electrophoresis. Get to the heart of CRISPR/Cas9 function without the need for live organisms or complicated procedures. Real CRISPR/Cas is more accessible than you ever thought possible!

TAKEAWAYS:
Use real Cas9 enzyme to target and cut DNA with clear gel electrophoresis readouts to view results.

SPEAKERS:
Bruce Bryan (miniPCR: Cambridge, MA)

Sponsoring Company: Edvotek

Explore the science of candy colors! In this hands-on workshop, we’ll use electrophoresis and chromatography to separate mixtures of molecules based on their physical properties.

TAKEAWAYS:
Attendees will explore the physical properties of molecules using chromatography and electrophoresis.

SPEAKERS:
Brian Ell (Edvotek Inc.: Washington, DC), Danielle Snowflack (Edvotek Inc.: Washington, DC)

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)

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: 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: 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)

Connect the human impact of trash pollution to engineering design. Get your students thinking critically and creatively as they collaborate in real-world problem-solving. The global real-world issue of human-generated trash polluting local bodies of water is the main focus of this hands-on session. Using our partnership with the Howard County Conservancy, our students learn about their local watersheds and contribute to a Watershed Report Card. Students see how trash that is often found on our local schoolyards can affect our watershed, and they design a working model for trash removal in a local tributary. Basic coding will be used to design programs that will control sensors and motors through a microcontroller, thus removing the trash from the water source. The model will utilize solar and water power to move the trash into a separate receptacle. Various sensors will also be used to monitor water levels and determine the outcome of the program. This session will allow participants to find ways to increase the environmental stewardship of their students while incorporating engineering design into the science classroom. This project allows authentic integration of technology, mathematics, crosscutting concepts, science practices, and easy implementation of the Next Generation Science Standards.

TAKEAWAYS:
Design a project that enhances STEM skills in students such as collaboration, curiosity and creative problem solving.

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

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)

Sponsoring Company: Vernier Software & Technology

Stop counting bubbles. It has never been easier to visualize photosynthesis in the classroom. Use the latest technology to measure photosynthesis and the variables that affect it. Bring your own device with our Graphical Analysis app installed or use our devices. All activities are available as a free download for attendees.

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:
Colleen McDaniel (Vernier Science Education: Beaverton, OR), Nüsret Hisim (Vernier Science Education: Beaverton, OR)

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)

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: Huntington Woods, MI)

Sponsoring Company: Edvotek

Explore the relationship between genotype and phenotype using your sense of taste and biotechnology! Examine variations in your bitter taste receptor with PCR and electrophoresis.

TAKEAWAYS:
Attendees will explore the link between genotype and phenotype using PCR and a PTC tasting assay.

SPEAKERS:
Brian Ell (Edvotek Inc.: Washington, DC), Danielle Snowflack (Edvotek Inc.: Washington, DC)

Sponsoring Company: miniPCR bio

Bring your students on an expedition to Madagascar! Analyze morphological data and run electrophoresis gels to determine whether researchers have rediscovered a species of lemur once thought to be extinct. Your students will analyze actual field data, construct phylogenetic trees from DNA sequence data, and compare generalist and specialist species facing ecological change. This collaboration with the Duke Lemur Center was designed with the goal of bringing molecular techniques to Ecology and Evolution units and is based directly on their published and unpublished data. As either a quick, single-period gel electrophoresis lab or a weeklong mini-unit, this lab offers flexibility, engagement, and high-quality curriculum.

TAKEAWAYS:
Bring molecular approaches to ecology and evolution units by exploring authentic data from researchers at the Duke Lemur Center

SPEAKERS:
Bruce Bryan (miniPCR: Cambridge, MA)

Sponsoring Company: 3D Molecular Designs

Are your students confused about protein structure and its relationship to its function? In this hands-on, interactive session, explore how proteins get their dimensionality. Then focus on enzymes, their active sites, and which factors limit enzyme activity. Finally, learn some tips to aid your students in interpreting results from the catalase lab. Extend your students' learning with these NGSS, AP, or IB consistent lessons.  Participants will: • Demonstrate how the unique properties of the 20 amino acids determine the final shape of the protein. • Experience how modifications to the enzyme active site affects its reactivity. • Apply knowledge of enzymes to explain the results of the catalase lab.

TAKEAWAYS:
Participants will explore how the unique properties of amino acids determine the final structure of a protein and how that structure impact’s function.

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

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

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

SPEAKERS:
Patrice Scinta (NSTA: Brooklyn, NY)

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: Carolina Biological Supply Co.

Is there still a place for dissections in the NGSS classroom? The answer is yes! We will demonstrate how to integrate the three dimensions of learning while highlighting adaptations and the relationship between structure and function with a frog dissection.

TAKEAWAYS:
Learn how to integrate dissection into the NGSS classroom and expereience a review of frog dissection techniques and anatomy.

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

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)

This presentation will include a proven model for allowing elementary students to explore and experience AP Biology content (at their level).

TAKEAWAYS:
Attendees will take with them a protocol and resources for the successful implementation of an idea of what to do after the AP Biology exam. This allows AP students to explore a topic of interest and share that topic with elementary students.

SPEAKERS:
Scott VanderVeen (Valley Christian High School: San Jose, CA)

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)

A cross-disciplinary team of teachers, subject matter experts, and curriculum developers have designed resources and materials to facilitate teaching students about the use of animals in scientific research in the United States, as well as Russell and Burch’s 3 Rs principles of replacement, reduction, and refinement of animal use. The materials, which are aligned with Next Generation Science Standards, are geared toward high school science students. The modules can be taught separately or in combination, giving educators flexibility to choose specific content areas to share and explore with their students. During the session, we will present two learning plans: one that introduces students to the 3 Rs principles and how animals are used in scientific research, and another that covers the 3 Rs principles in more depth. We will share information, including teaching plans, learning materials, and performance assessment tasks associated with the curriculum, with session attendees.

TAKEAWAYS:
Attendees will have an opportunity to learn more about the content and activities covered in two lesson plans focused on the use of animals in scientific research in the United States and the 3 Rs principles. Sample lesson plans and associated learning materials, including presentations, articles, and worksheets, will be shared with attendees.

SPEAKERS:
Pam Osenkowski (National Anti-Vivisection Society - BioLEAP: Chicago, IL)

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)

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

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

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

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

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

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

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)

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

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

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

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)

Sponsoring Company: Edvotek

HIV is a sneaky virus. Once inside the body, it suppresses the immune system. Learn about testing, tracing, and treatment using a simulated diagnostic ELISA!

TAKEAWAYS:
Attendees will explore medical testing for common diseases, including how they work and what they mean.

SPEAKERS:
Danielle Snowflack (Edvotek Inc.: Washington, DC), Brian Ell (Edvotek Inc.: Washington, DC)

Sponsoring Company: Lab-Aids

Look for patterns in species diversity in coral reef ecosystems and other animals to determine cause and effect of relationship and understand how ecosystem interactions affect patterns of biological diversity. Takeaways: 1. Compare maps showing the geographical ranges of several different species and several different abiotic factors; 2. For each species, determine which abiotic factors correlate with species diversity and which do not; and 3. Consider the importance of species diversity to an ecosystem.

TAKEAWAYS:
1. Compare maps showing the geographical ranges of several different species and several different abiotic factors; 2. For each species, determine which abiotic factors correlate with species diversity and which do not; and 3. Consider the importance of species diversity to an ecosystem.

SPEAKERS:
Wendy Jackson (The Lawrence Hall of Science: Skokie, IL)

Sponsoring Company: miniPCR bio

Furry puppies and Mendelian genetics, two things everybody loves! This activity invites students to trace the inheritance of the furnishings trait (the presence of a mustache and bushy eyebrows in dogs) in a litter of puppies. Molly the labradoodle has had a litter of puppies, but who’s the dad? Is it Otto the labradoodle or Zeus the poodle? Students use Punnett squares to make predictions then run electrophoresis gels to determine the answer. There will be puppy pictures!

TAKEAWAYS:
Connect genotype to phenotype, use Punnett squares to predict inheritance of a Mendelian trait, and run electrophoresis gels to connect modern genetic tools to classical Mendelian inheritance

SPEAKERS:
Bruce Bryan (miniPCR: Cambridge, MA)

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)

Sponsoring Company: 3D Molecular Designs

Educators will use models to experience strategies that engage students in making sense of patterns in molecular structures and functions that have led to advances in biotechnology. Strategies will include collaborative sense-making, using models as explanations, and reflect on learning. Teachers will describe the structures of DNA and enzymes that researchers capitalize on to create biotechnology applications such as restriction enzymes and PCR. Teachers will identify how models, conceptional and physical, can be used by students to reveal their ideas and understandings. Teachers will identify formative assessment opportunities in the modeling process.

TAKEAWAYS:
Teachers will experience how models, conceptual and physical, can be used by students to reveal their ideas and understanding.

SPEAKERS:
Mark Arnholt (Hartford Union High School District: Hartford, WI)

Sponsoring Company: Bio-Rad Laboratories

Outbreak! A new viral disease is spreading rapidly, but how? Analyze patient DNA samples to determine who was infected and figure out how it spreads.

TAKEAWAYS:
1. Walk through a customizable scenario for the classroom in which students use epidemiological techniques to figure out how a novel disease might be spreading; 2. Analyze DNA using agarose gel electrophoresis to determine the infection status of a large set of patients; and 3. See how this adaptable public health and epidemiological puzzle is an excellent context to teach viral disease biology.

SPEAKERS:
Leigh Brown (Bio-Rad Laboratories: Hercules, CA)

Sponsoring Company: Carolina Biological Supply Co.

This “real” classroom autopsy revitalizes your mammalian structure and function lesson to three-dimensional instruction and addresses standards. Participants dissect a Carolina’s Perfect Solution® pig by modeling the protocols of a professional forensic pathologist.

TAKEAWAYS:
Participants dissect a Carolina’s Perfect Solution® pig by modeling the protocols of a professional forensic pathologist.

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

Sponsoring Company: MiniOne Systems

Simplified prep and innovative technology makes your bacterial transformation work for you, not the other way around. In this workshop, you will perform transformation in a few simple steps without the water bath and ice bucket, and use a new innovative media plate that comes pre-made. See how this lab will let you spend your time teaching and analyzing data, not prepping.

TAKEAWAYS:
Learn about a faster, simpler, and more reliable way to teach bacterial transformation

SPEAKERS:
Jody Saxton West (Northfield High School: Northfield, MN)

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)

Sponsoring Company: Edvotek

Creating colorful transformed bacteria is an unforgettable way to teach the central dogma of molecular biology. Learn how to use transformed bacteria to create bio-art!

TAKEAWAYS:
Attendees will learn about bacterial transformation and the ways that the technique explores the relationship between genotype and phenotype.

SPEAKERS:
Danielle Snowflack (Edvotek Inc.: Washington, DC), Brian Ell (Edvotek Inc.: Washington, DC)

Sponsoring Company: Lab-Aids

Students use a model to explore the cause-and-effect relationship between inappropriate use of antibiotics and the phenomenon of the evolution of antibiotic resistance. As they use the model, students use mathematical representations to support their analysis of patterns and trends in the results and to develop explanations for how and why the population of bacteria is changing. Takeaways: 1. Model the effect of antibiotics on a population of bacteria with a range of antibiotic resistance; 2. Compare the effects of appropriate and inappropriate use of antibiotics on a population of bacteria; and 3. Explain how a population of highly resistant bacteria can evolve.

TAKEAWAYS:
1. Model the effect of antibiotics on a population of bacteria with a range of antibiotic resistance; 2. Compare the effects of appropriate and inappropriate use of antibiotics on a population of bacteria; and 3. Explain how a population of highly resistant bacteria can evolve.

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

Sponsoring Company: 3D Molecular Designs

The structure and function of nucleic acids is a foundational concept of biology. Although most students recognize the double-helical structure of DNA, they have difficulty understanding the importance of the details. During this hands-on, minds-on workshop, participants will examine how modeling with this approach deepens student engagement and inquiry. While investigating our first model, participants explore how using a simple but carefully designed model allows students of all levels to discover basic features of DNA structure and function, and to formulate questions about it. Next, workshop participants will explore DNA’s dynamic structure and function using an atomically accurate model of DNA. With this model, we will assemble five nucleotides, buid DNA and RNA polymers, and examine the features, including the flexibility, of both molecules. Both models will be used to demonstrate the function of DNA, including transcription and translation. (NGSS Science and Engineering Practices / Developing and Using Models) to explore the structure of DNA, this workshop will challenge teachers to go beyond the traditional approach of just teaching the facts of DNA structure. By using well developed models, students can engage with these foundational concepts through discovery and inquiry. We will demonstrate an NGSS-aligned teaching practice in which students are encouraged to ask questions and develop critical thinking skills. Teachers will also learn how these instructional materials can be utilized to design formative and summative assessments for their students.

TAKEAWAYS:
Consider how a model-based approach to investigating DNA deepens student understanding and inquiry.

SPEAKERS:
Mark Arnholt (Hartford Union High School District: Hartford, WI)

Sponsoring Company: miniPCR bio

miniPCR bio™ is the leader in bringing PCR and gel electrophoresis into classrooms with affordable, innovative, hands-on tools and activities. Join us to explore how small genetic changes can change our ability to perceive the world around us. The TAS2R38 taste receptor gene can confer the phenotypic ability to taste the chemical phenylthiocarbamide (PTC) and other bitter flavors. Your students can test their own TAS2R38 taste receptor gene and determine whether they have taster or non-taster alleles of the gene. Our most popular lab has been rewritten with updated curriculum appropriate for levels from introductory to AP bio and college. Come learn how our miniPCR® machine and blueGel™ electrophoresis system make classroom biotechnology faster, simpler and more intuitive than ever before.

TAKEAWAYS:
Use affordable hands-on tools to bring PCR and gel electrophoresis to any biology classroom

SPEAKERS:
Bruce Bryan (miniPCR: Cambridge, MA)

Sponsoring Company: Bio-Rad Laboratories

Dig into CRISPR, a revolutionary technology in gene therapy. Learn about a classroom CRISPR lab activity with robust controls and a free paper model.

TAKEAWAYS:
1. Learn about a lab activity in which students do real CRISPR gene editing and confirm the chromosomal edit with PCR; 2. Receive and practice using a free paper model to teach the function of Cas9, a key protein in CRISPR technology; and 3. Hear the latest in CRISPR technology, including current efforts in gene therapy.

SPEAKERS:
Leigh Brown (Bio-Rad Laboratories: Hercules, CA), Tamica Stubbs (Bio-Rad Laboratories: Hercules, CA)

Sponsoring Company: MiniOne Systems

Finally a FUN way to teach macromolecules without the crazy prep! In this microscaled lab activity, students can test for starch, glucose, protein, lipids and even DNA, without the need for large volumes of reagents, cleaning test tubes, or boiling reagents. Students can use their new knowledge to perform tests on some unusual samples.

TAKEAWAYS:
Get hands on with a lab thgat takes only minutes to set up, uses less reagent and take less time to test for protein, starch, glucose, lipids and DNA, then apply this microscaled protocol to test other samples for these 5 macromolecules

SPEAKERS:
Jody Saxton West (Northfield High School: Northfield, MN)

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: 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)

Enjoy conversation about our research lesson collaboration with the University of Chicago Comprehensive Cancer Center EYES (Educators and Youth Enjoy Science) teacher research experience.

TAKEAWAYS:
Authentic teacher research experiences can catalyze students' career interest, authentic classroom inquiry, curriculum development, and relevant professional learning.

SPEAKERS:
Steven Rogg (Notre Dame College Prep: Lindenhurst, IL), Pamela Wagner (George Westinghouse College Prep: Chicago, IL)

Academic discourse is a vital part of promoting student sensemaking. Learn how discourse can be used to promote equity and access in the science classroom.

TAKEAWAYS:
Attendees will learn how to use discussion strategies in the classroom to move student thinking forward, use talk as a formative assessment, and build a classroom culture that promotes student discussion.

SPEAKERS:
Kristin Rademaker (NSTA: Freeport, IL), Cheryl Knight (Orland Junior High School: Midlothian, IL)

Participants should come to this session with some ideas/dreams in mind of how they would like their classroom to look. Discussion will get the program rolling. A presentation will be given with some ideas as to a starting point to flipping the classroom as well as some key ideas to making the class time meaningful. Simply taking lecture out of the classroom and inserting worksheets will NOT make flipping a worthwhile experience. Having more time to get students to participate in meaningful learning experiences will make the effort worth it. Plus, it involves less instructor effort in the long run as students are doing most of the work. Participants will be given time to work independently or in groups to come up with ideas as to how to modify historically "typical" science lessons into ones that are more engaging, meet students where they are at, and increase student understanding of key science principles. Presenter will give feedback on ideas. Question and answer time will be provided as well. Sometimes, all it takes is a starting point in order to reinvent one's teaching style and reinvigorate one's passion for teaching.

TAKEAWAYS:
Participants who have been wanting to flip their classroom, but don't know where to start will learn basic strategies to incorporate into their classroom to get students doing meaningful learning activities.

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

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)

This workshop demystifies bioinformatics using free online tools. The activity explains the mechanisms behind herbicide resistance and genetic changes that help weeds avoid chemical control.

TAKEAWAYS:
Participants will see a real-world example of artificial selection in action, while also increasing the awareness of free bioinformatics tools available for everyone to compare and analyze DNA sequences.

SPEAKERS:
Jane Hunt (Nourish the Future - Education Projects, LLC: Dublin, OH), Zack Bateson (National Agricultural Genotyping Center: Fargo, ND)

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)

Don’t debate evolution – Rather dig deeper into evolution by having your students research, debate, & rank the top evolutionary thinkers of all time.

TAKEAWAYS:
Rather than stage a debate over evolution which tends to be fraught with misinformation, have your students debate & rank the top figures in the history of evolutionary thought. They can then compare their ranking with that of a group of evolutionary experts.

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)

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)

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)

Sponsoring Company: Center for BioMolecular Modeling

The discovery of CRISPR as an adaptive immunity system in bacteria marks a significant milestone in the development of molecular biosciences. This system has provided us with new tools with which we are now poised to begin editing the human genome. In this workshop, we will tell the story of the discovery of CRISPR as a group effort involving many research groups found in many countries around the world. We will then use the hands-on CRISPR Adaptive Immunity Kit to explore how this system functions to protect bacteria from infection by bacteriophages. We will also present teachers with ways to connect this new topic to foundational concepts that are already being taught in high school biology classrooms. Finally, we will introduce teachers to an engagement activity that challenges their students with the question – Could you have discovered CRISPR?

TAKEAWAYS:
Participants will understand how CRISPR functions as an adaptive immunity system in bacteria

SPEAKERS:
Tim Herman (3D Molecular Designs: Milwaukee, WI)

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)

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: miniPCR bio

The P51TM molecular fluorescence viewer from miniPCR bio allows you to observe molecular processes in ways that were never before possible. With BioBits®, you can put cutting-edge cell-free technology in the hands of your students. Experiment directly with transcription and translation by making RNA and proteins that glow, all without the need for specialized equipment, cell cultures, or time-consuming protocols. Go beyond making models; use fluorescence to light up your biology classroom! Learn how this engaging activity can be scaffolded for students from middle school through college.

TAKEAWAYS:
Use cutting-edge cell-free technology to visualize transcription and translation in real time with no need for living cells and open new area of the molecular biology curriculum to labs using fluorescence visualization

SPEAKERS:
Bruce Bryan (miniPCR: Cambridge, MA)

Sponsoring Company: Texas Instruments

You will learn how to build and code a four-chambered heart (no coding experience required) while learning about how the heart works. This is a great project for middle and high school science and STEM students!

TAKEAWAYS:
Science and Engineering practices can be achieved in a practical and engaging process that requires students to apply science knowledge while developing some STEM skills.

SPEAKERS:
Jessica Kohout (Educational Consultant: Ellicott City, MD)

Sponsoring Company: Bio-Rad Laboratories

Save native bees! First step, catalog native bee biodiversity. Try out a classroom activity where students use genetic analysis to identify native bee species.

TAKEAWAYS:
1. Learn about a classroom activity in which students learn to identify bee species using entomological tools and genetic methods; 2. Hear the story of the discovery of Bombus incognitus, a recently discovered “look alike” bee native to Colorado; and 3. Learn about how DNA barcoding can be used to identify species that cannot be identified by visual or geographical information.

SPEAKERS:
Tamica Stubbs (Bio-Rad Laboratories: Hercules, CA)

Sponsoring Company: Carolina Biological Supply Co.

Examine enzymes through historical, cultural, and economical lenses by using lactase to produce lactose-free milk. Modify experimental conditions to design and test your own procedures.

TAKEAWAYS:
Learn to make and use sodium alginate beads to encapsulate lactase to produce lactose-free milk ann then manipulate experimental variables to maximize lactose-free milk production.

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

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: MiniOne Systems

Come learn and get hands-on experience on how to teach gel electrophoresis and DNA fingerprinting in a single classroom session. You will pour, load, and run a gel, capture gel image, analyze the results, and deduce a probable conclusion for a whale of a forensic mystery.

TAKEAWAYS:
Determine the paternity of a baby whale using electrophoresis, and see how engaging and reliable hands-on labs excite students for careers in environmental and conservation sciences

SPEAKERS:
Jody Saxton West (Northfield High School: Northfield, MN)

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)

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: Bio-Rad Laboratories

Dig into CRISPR, a revolutionary technology in gene therapy. Learn about a classroom CRISPR lab activity with robust controls and a free paper model.

TAKEAWAYS:
1. Learn about a lab activity in which students do real CRISPR gene editing and confirm the chromosomal edit with PCR; 2. Receive and practice using a free paper model to teach the function of Cas9, a key protein in CRISPR technology; and 3. Hear the latest in CRISPR technology, including current efforts in gene therapy.

SPEAKERS:
Leigh Brown (Bio-Rad Laboratories: Hercules, CA), Tamica Stubbs (Bio-Rad Laboratories: Hercules, CA)

Sponsoring Company: miniPCR bio

Demonstrate the power that molecular techniques bring to managing infectious disease outbreaks. In this case study, students act as healthcare providers at an airport screening facility and test fictional patients for infection with the SARS-CoV-2 virus. Students use PCR and a handheld P51 fluorescence viewer to diagnose their patients. The data for this lab can be collected two ways: endpoint detection or qPCR time point observations. Endpoint detection allows your students to use a single observation of fluorescence to diagnose their patients, in a single class period and without the need to run a gel. For longer classes, students can monitor their PCR samples over time to model the principles of qPCR, the gold standard for diagnosis of SARS-CoV-2 infection.

TAKEAWAYS:
Students act as healthcare providers at an airport screening facility and test fictional patients for infection with the SARS-CoV-2 virus and investigate the principles of qPCR in the classroom, in a single class period!

SPEAKERS:
Bruce Bryan (miniPCR: Cambridge, MA)

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)

Sponsoring Company: Center for BioMolecular Modeling

The discovery of the CRISPR adaptive immunity system in bacteria has provided us with a powerful new tool with which we can begin to edit the human genome. The Cas9 endonuclease is able to bind to a specific unique site in the 3.2 billion base-pair human genome – and make a double-stranded cut. This sequence-specific cut is the first step in the process of genome editing. In this workshop we will explore the molecular mechanism of CRISPR Cas9, including the use of a guide RNA to program the nuclease to target a specific nucleotide sequence. Teachers will be introduced to a hands-on model – Cas9 Making the Cut – that can be used to introduce this topic to students. This Making the Cut Kit is designed to be used after the students are first introduced to the CRISPR system using the CRISPR Adaptive Immunity Kit. We will also explore how Cas9 is being engineered to become an even more powerful genome editing tool.

TAKEAWAYS:
Participants will learn how Cas9 can be programmed with guide RNA to recognized any specific sequence of DNA.

SPEAKERS:
Tim Herman (3D Molecular Designs: Milwaukee, WI)

A challenge that STEM education presents to educators is how to stay current in an ever-evolving field to accurately represent and engage their students with new topics, activities, and careers. Too often STEM teachers become locked-in on a set of topics, activities, and careers because of the resources and opportunities to which they have access. After-school programs, and their ability to foster partnerships within a school’s larger STEM ecosystem, are one mechanism to open up STEM programs within schools to new topics, activities, and careers while offering avenues for professional growth and learning for the classroom teacher. By introducing the Science Olympiad program and the strategies used by our school participants for over three decades to build partnerships, connect to their STEM ecosystem, and expand learning we intend to help attendees draw parallels to their STEM ecosystems and their after-school programs. Building off of this information, attendees will analyze and discuss ways their STEM ecosystem can contribute to their STEM program, develop approaches for asking ecosystem members for support, and recognize opportunities to grow their STEM program through after-school programs. The session will close with a discussion of attendees’ specific challenges and issues ensuring attendees leave with actionable solutions.

TAKEAWAYS:
The big takeaway from this session will attendees examining their STEM ecosystem to identify potential partners who align with their programming and can support student learning.

SPEAKERS:
John Loehr (Science Olympiad: Oakbrook Terrace, IL)

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

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

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

Sponsoring Company: TeachKind

Research on the efficacy of non-animal dissection methods, student concerns about animal welfare, environmental issues, and cost are some of the factors contributing to the increasing demand for modern non-animal dissection options in Biology and life science classes. This workshop is timely and relevant for all Biology and life science teachers – including pre-service and beginning teachers – to deepen understanding of life science standards, increase familiarity with modern dissection resources, and apply critical thinking skills to evidence-based decision making. This interactive session will provide the opportunity for participants to unpack middle school and high school life science performance expectations from Molecules and Organisms: Structures and Processes and Biological Evolution: Unity and Diversity. Participants will create consensus learning targets for life science performance expectations, gain hands-on experience with virtual dissection programs and realistic dissectible models, and evaluate evidence to support decision making for selecting dissection resources. OPTIONAL: Participants are asked to bring a laptop or other device.

TAKEAWAYS:
Participants will gain hands-on experience with dissection software programs and synthetic dissectible models and apply evidence-based decision making to meet the increasing demand for modern non-animal dissection options.

SPEAKERS:
Sally Sanders (TeachKind Science: Norfolk, VA)

Sponsoring Company: MiniOne Systems

Sickle cell is an autosomal recessive disorder, and genetic testing is available to determine carrier, affected and normal genotypes. Run and visualize an electrophoresis gel to determine the genotypes of a family with some history of sickle cell, and hear about progress with treating this disease.

TAKEAWAYS:
Explore a new genetics lab that is ideal for students in a biomedical pathway

SPEAKERS:
Jody Saxton West (Northfield High School: Northfield, 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)

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

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

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

Investigate the spread of tick-borne diseases in humans and animals. Experience hands-on/minds-on NGSS-focused lessons related to One Health, the connections between human, animal, and environmental health.

TAKEAWAYS:
Learn about hands-on/minds-on NGSS-focused lessons related to One Health and engage in three-dimensional activities that focus on the science practices of analyzing data and constructing explanations.

SPEAKERS:
Lisa Brosnick (SUNY Buffalo State College: Eden, NY), Dina Markowitz (University of Rochester: Rochester, NY)

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)

Sponsoring Company: miniPCR bio

Allow students to explore CRISPR/Cas genome editing in a living organism! The Knockout! Lab gives students the knowledge and tools to disable, or knock out, a gene in bacteria. Students will transform bacteria with a plasmid that carries the Cas9 gene and a guide RNA that targets the lacZ gene, then use white/blue phenotypic screening to confirm successful gene knockout. Importantly, students can use PCR to verify at the genotypic level that gene targeting occurred. We will also feature free educational resources from miniPCR bio designed to make CRISPR/Cas accessible to biology students of all levels. Our free CRISPR/Cas paper models walk students through examples of cutting-edge research, as well as the clinical use of the CRISPR/Cas to cure sickle cell disease.

TAKEAWAYS:
Perform an authentic CRISPR/Cas gene knockout in your classroom, use optional PCR and gel electrophoresis to further verify phenotypic results, and try free CRISPR/Cas resources for your classroom

SPEAKERS:
Bruce Bryan (miniPCR: Cambridge, MA)

Sponsoring Company: Bio-Rad Laboratories

See how you can teach both photosynthesis and cellular respiration with algae beads in one hands-on lab in the real-world context of algae blooms.

TAKEAWAYS:
1. Learn how to work with algae beads, a fast and easy-to-use model organism; 2. Walk through how students can measure and learn about both photosynthesis and cellular respiration in the same hands-on lab; and 3. See how students can develop scientific explanations of algae blooms and the dead zone in the Gulf of Mexico using their learned knowledge about photosynthesis and cellular respiration.

SPEAKERS:
Leigh Brown (Bio-Rad Laboratories: Hercules, CA)

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: 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)

Research scientist Africa Flores-Anderson uses data from satellites to map algae blooms in lakes and forest degradation in her home country of Guatemala. Join Flores-Anderson as she shares her personal journey from small-town girl to National Geographic Explorer, using satellite imagery to better understand our planet.

About the Speaker
Originally from Guatemala, Africa Flores-Anderson is a research scientist at the Earth System Science Center at the University of Alabama in Huntsville (UAH). She is passionate about using data and satellite images for environmental conservation. As a National Geographic Explorer, she is working to forecast harmful algae blooms in Lake Atitlán, Guatemala using artificial intelligence. She also works to strengthen the capacity of countries in environmentally sensitive areas to use Earth observation data and geospatial technologies for managing natural resources and environmental risks. Flores’s research focuses on forest monitoring, water quality and ecological forecasting.

SPEAKERS:
Africa Flores-Anderson (National Geographic Learning | Cengage: Boston, MA)

While the NGSS emphasizes the science and engineering practice of computational thinking, there is less familiarity and support for the implementation of this practice compared to other practices. In this session, high school biology teachers will learn how to recognize if a task requires computational thinking or not by analyzing a set of tasks. They will learn how to promote computational thinking in their classrooms by engaging with a newly developed computer simulation. This freely available simulation is based on a real-world phenomenon and designed to address specific performance expectations in biology. Teachers will explore the simulation as learners first, engaging with it as their students would. Then they will reflect on how they used computational thinking to explain the phenomenon. Teachers will leave the session with access to the simulation, suggestions for lesson plans, ideas for incorporating the activity into their curricula, and strategies for utilizing the simulation with all learners in their classrooms.

TAKEAWAYS:
Participants will learn how to promote the science and engineering practice of computational thinking in the high school biology classroom. Participants will be introduced to a freely accessible computer simulation (and suggested lesson plans) based on a real-world phenomenon designed to address performance expectations in biology.

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

Sponsoring Company: Storytime STEM-packs

Let’s go on a Storytime STEM adventure! Each Storytime STEM+C Adventure uses children’s literature to equitably and actively engage children in science, mathematics, engineering, and computer science activities.  Get immersed in a storybook and then program a Bee-Bot robot to complete challenges connected to the story on a colorful story-themed mat. Experience first-hand some of the tools we have developed to support young children as they think through and document their program to allow for debugging their code if Bee-Bot goes astray. As part of the session, we will engage in an engineering design challenge and uncover the important math and science concepts featured in the Storytime STEM-pack. Independent evaluator reports show that children love Storytime STEM-packs and teachers appreciate that they are standards-aligned and user friendly. If you are looking for effective materials that make learning fun and engaging for kids, come join us and check out our integrated Storytime STEM + Computer Science Adventures!

TAKEAWAYS:
Participants will learn how to use children's literature to equitably and actively engage children in STEM+C activities.

SPEAKERS:
Michele Burgess , Kristen Rice (Allegheny Intermediate Unit 3: Homestead, PA)

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)

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)

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)

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)

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: Dexter, MO), Leanne Thele (Perryville High School: Cape Girardeau, MO)

Sponsoring Company: 3D Molecular Designs

Participants will explore how phenomenon-driven inquiry is enhanced using rich 3D models that let students figure out answers to their own questions while engaged in science practices. First, anchor-level and lesson level storylines familiar to participants will be identified. Then questions students generate will be explored while noting instructional routines that help maintain inquiry are discussed. Models that can help students investigate cellular processes like signaling, differentiation, growth, repair, and reproduction, at the microscopic and molecular levels will be used for participants to interrogate their own conceptual models and reflect on their learning. Strategies for capturing and monitoring student learning will be shared along with suggestions for summative assessments that are three dimensional.

TAKEAWAYS:
Participants will explore how phenomenon-driven inquiry is enhanced using rich 3D models that let students figure out answers to their own questions while engaged in science practices.

SPEAKERS:
Kim Parfitt (3D Molecular Designs: Boise, ID)

Sponsoring Company: Pivot Interactives

As veteran 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 environmental science & earth science 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 an environmental science or earth science teacher, so you can create the classroom you’ve always envisioned. Hear from fellow teachers about how they transformed their classroom with active learning, scaffolding, personalized feedback, phenomena-based assessments, increased use of science practices, and increased access to phenomena.

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

SPEAKERS:
Eric Friberg (Pivot Interactives: Minneapolis, MN)

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)

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)

Sponsoring Company: 3D Molecular Designs

Participants will assess their biggest challenge areas with respect to student misconceptions about chromosome structure and function, including mitosis. Traditional wet labs like planaria, fruit fly genetics, and C-fern growth will be used to contextualize the hands-on models’ utility throughout the school year. Next, foam puzzle chromosomes will be introduced and used to model a round of DNA replication in the cell cycle, resulting in 4 chromosomes. The processes of mitosis and meiosis will be modeled and compared, to invite inquiry about why the processes are different. Whole chromosomes will be related with molecular chromosome details to illustrate how DNA is wound into a chromosome structure. Nucleosome models will further highlight the wrapping of DNA around histone proteins to compact the genome for replication. Participants will be asked to share how they teach about genetic variation in their classes. Following a discussion of their challenges, we will model variation first using the puzzle chromosomes to generate “crossing over” events and next by using the molecular-detailed expanded chromosomes. Finally, inheritance of Hemoglobin will be highlighted and modeled and Punnett squares models will be enhanced through using the foam models. Throughout the activities, participants will be invited to engage in self-reflection and collaborative discussion.

TAKEAWAYS:
Hands-on experiences with multiple representations of chromosomes reveals student thinking.

SPEAKERS:
Kim Parfitt (3D Molecular Designs: Boise, ID)

Horses have an extraordinary fossil record in North America, with specimens from the early Eocene (about 55 Ma) to just the last 10,000 years. The primary dietary strategy in horses changed from browsing –- like that of a giraffe –-to grazing –- like that of modern horses, as seen in the evolution of the higher-crowned teeth. The evolution of tooth structure strongly correlates to variations in the ecosystem due to a changing climate. To support the understanding of NGSS HS-LS4 Biological Evolution: Unity and Diversity, session participants will engage in the analysis of hypsodonty -- the height of the tooth relative to its overall size -- of fossil replicas to track the evolution of dietary strategy in this lineage to construct an explanation based on evidence to support the claim that changes in environmental conditions may result in the emergence of new species over time. Additionally, participants will communicate their newly gained knowledge in analyzing how horse evolution is depicted in museum displays and design an accurate phylogenetic representation. The National Center for Science Education supports science teachers through free professional development and curriculum to recognize and address science misconceptions using the three dimensions of the NGSS. Resources: https://ncse.ngo/supporting-teachers/classroom-resources

TAKEAWAYS:
Natural selection acts on genetic variation within populations as individuals who are adapted to survive in the environment reproduce and pass on their genes. Attendees will have the opportunity to work hands-on with a variety of 3D-printed horse teeth dating back to the Eocene to understand how a changing climate played a role in the dietary evolution of horses.

SPEAKERS:
Lin Andrews (Independent Contractor: Wichita, KS), DeeDee Wright (Colorado State University: Fort Collins, CO), Cari Herndon (National Center for Science Education: Marietta, GA), Blake Touchet (National Center for Science Education: ABBEVILLE, LA)

Come learn how to teach in three dimensions and advance students’ scientific literacy by strategically applying the use of CERs and CEJs in your classroom.

TAKEAWAYS:
After this session, participants will be able to identify opportunities for using CERs and CEJs to facilitate student discourse and discussion and apply what they have learned to their own classroom.

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

Are you used to having your students keep a notebook, but aren’t sure how to transition it into a digital version? Have you ever wanted to try an Interactive Notebook but don’t know where to start? Are you having trouble keeping your students organized in the digital school world? Interactive Notebooks are a meaningful way to transfer a student’s learning, practice, and reflection into an engaging digital environment. Research has shown that benefits range from allowing students space to record and reflect on their experiences, guiding teacher instruction, and providing more opportunities for differentiation. As classes have shifted between in-person, hybrid, and completely online instruction, digital learning options are becoming an even more necessary part of our curriculum. During this workshop, you will learn about different types of digital notebooks, their uses/benefits, and how to find or create your own resources for student use. By converting an interactive notebook into a digital notebook, students can now access multi-media resources all in one place creating opportunities for greater flexibility and autonomy in learning.

TAKEAWAYS:
Create and manage digital notebooks resources from materials you already use.

SPEAKERS:
Joy Barnes-Johnson (Foundation Academies: Willingboro, NJ), Mridula Bajaj (Mount Laurel Schools: Robbinsville, NJ), Shefali Mehta (Princeton High School: Princeton, NJ)

Turn any multiple-choice review into an exciting escape! Learn to create digital and in-person escapes to help keep students interested, engaged, and motivated.

TAKEAWAYS:
Participants will learn tips for designing escape boxes, plus how to add riddles, puzzles, games, and small prizes. The digital escape uses Google Forms, and the physical escape uses lockable boxes with resettable combination locks. Links to a customizable digital and physical escape will be available to attendees.

SPEAKERS:
Sharon Beck (Davidson County High School: Thomasville, NC)

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

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

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

Budburst is a national community science project that brings together researchers, educators, gardeners, and community scientists to make careful observations of the timing of plant life cycle events, or phenophases. Changes over time can be used to illustrate how plants and ecosystems are being affected by human impacts on the environment, especially climate change. By joining Budburst, students can connect to nature wherever they live while participating in an authentic scientific investigation with real-world impacts. In this session educators will learn how they can use Budburst to engage their students in collecting and using real scientific data to examine local plant phenomena and address the NGSS. They will learn about the resources freely available to educators on the Budburst website, including tools allowing them to (1) create their own virtual classroom and set up student accounts, (2) collect and submit data with students, and (3) access existing data to help students ask and analyze their own questions about plants, ecosystems, and climate change. Finally, participants will learn how other educators have implemented Budburst in their classrooms and explore how they can use this flexible platform to scaffold their students’ participation in different stages of the scientific process.

TAKEAWAYS:
Learn to engage students in local plant phenomena and real-world climate change science using Budburst resources.

SPEAKERS:
Sarah Jones (Chicago Botanic Garden: Evanston, IL), Rebecca Ammann (Chicago Botanic Garden: Glencoe, IL)

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: Northford, CT), Kathleen Brooks (CREC: Westbrook, CT)

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

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

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

Participants will be provided opportunities to define disciplinary literacy in science. Participants will be able to use research-based literacy strategies to incorporate reading, writing and discourse in physical science on structures and properties of matter. Content will be based on tools to promote disciplinary literacy in the secondary science classroom. The session will incorporate understanding and using claim, evidence and reasoning during 5E instruction. Student products will include the completion of CER process to extend their scientific data and analysis. A template will be provided to assess and norm CER and support their claim through the appropriate evidence and reasoning from the lesson.

TAKEAWAYS:
Attendees will: 1. participate in experiences that include argumentation through claims, evidence, and reasoning; 2. have an opportunity to view a variety of literacy strategies embedded in a 5E lesson; and 3. be able to define and explore disciplinary literacy within science.

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