Want to establish a TK–5 classroom culture inclusive of all learners? Come experience how connecting Next Generation Science Standards and Social Justice Standards promotes inclusivity.

TAKEAWAYS:
1. Experience a hands-on NGSS lesson; 2. Opportunity to get to know the Social Justice standards; and 3. Numerous resources to support science and social justice in your learning spaces.

SPEAKERS:
Channon Jackson (Alameda County Office of Education: Hayward, CA), Nancy Wright (Hayward Unified School District: Hayward, CA)

Learn how a nature storybook can help you meet Next Generation Science Standards and create crosscutting concepts.

TAKEAWAYS:
Participants will: 1. review NGSS and cross-curricular concepts for early childhood students; 2. learn how to review a children's storybook for standards alignment, and how to match the text to relevant Next Generation Science Standards; and 3. work in small groups to analyze a text for NGSS alignment as well as cross-curricular concepts and STEM extensions.

SPEAKERS:
Julie Travaglini (Allegheny Land Trust: Sewickley, PA)

Design a robotic insect to meet the requirements of a given environment and adapt the designs to changes in or new information about the environment.

TAKEAWAYS:
1. NASA engineers use biomimicry to design robots for other planets; 2. NASA STEM educator guides provide detailed information to implement STEM in the classroom; and 3. Practice designing a Robotic Insect.

SPEAKERS:
Susan Kohler (NASA Glenn Research Center: Cleveland, OH)

The focus is on a Reggio-Inspired preschool classrooms' exploration of microorganisms and the human digestive system during the global pandemic. It will provide detailed documentation and practical STEAM experiences, and explore how they align with Next Generation Science Standards.

TAKEAWAYS:
1. Examine a STEAM project about the human digestive system; 2. Discuss how STEAM experiences meet Next Generation Science Standards; and 3. Explore the implications for all children to develop STEAM habits of mind at a young age.

SPEAKERS:
Jacqueline Hernandez (California State University, Fresno: Fresno, CA), Pei-Ying Wu (California State University, Fresno: Fresno, CA), Sharon Arias (California State University, Fresno: Fresno, CA)

In this session, participants will engage with the Solutionary Unit, an inquiry-based curriculum design combined with placed-based science learning and investigations grounded in equity and justice.

TAKEAWAYS:
Participants will: 1. learn the Solutionary Unit Design approach; 2. learn Science and Engineering Practices strategies and frameworks that align with local issues and challenges; and 3. collaborate with colleagues and peers to examine ways to implement the solutionary practices in their own communities and watersheds.

SPEAKERS:
Nicodemus Ford (Pivot Learning: Oakland, CA), Anna Meyerpeter-Newman (Retired Science Educator: Wheatland, CA)

Bring the excitement of literacy and STEM to children as you discover how to incorporate STEM Imagination Guides in your classroom!

TAKEAWAYS:
Attendees will: 1. discover this new resource and the potential for community partnerships by utilizing the STEM Imagination Guides; 2. walk away with book suggestions, guided questions, and expanded learning resources to support literacy development, enhance relationships, and make connections with local libraries; and 3. discuss the importance of incorporating nature and STEM into their early childhood classroom.

SPEAKERS:
Sarah Roberts (University of Nebraska-Lincoln: Lincoln, NE), Jackie Steffen (University of Nebraska-Lincoln Extension in Cedar County: Hartington, NE)

Explore simple cause-and-effect relationships with forces and motion through hands-on investigations with a toy dog named Newton and a toy car.

TAKEAWAYS:
1. Learn how the right picture books can set the stage for STEM learning; 2. Receive a STEM lesson plan that you can use in your classroom; and 3. Explore how the three dimensions (DCIs, SEPs, and CCCs) can be integrated to create meaningful learning experiences in the K–5 classroom.

SPEAKERS:
Emily Morgan (Picture-Perfect Science: West Chester, OH), Suzy Jungmann (Lufkin High School: Lufkin, TX), Rebecca Walker (Tays Junior High School: Katy, TX), Amy Rush (Lufkin Middle School: Lufkin, TX)

Become a Tinkering Teacher by participating in a hands-on STEM lesson derived from a classic fairytale. Learn how to detect STEM opportunities within your favorite pieces of children's literature to create rigorous novel engineering lessons of your very own.

TAKEAWAYS:
Attendees will: 1. participate in a model STEM lesson derived from a problem found within children's literature. This model experience enables attendees to learn how to see science in every piece of material they choose to use in their classroom. Science is indeed everywhere and awaiting us to make the connections; 2. learn how to utilize and develop lessons using the 5E instructional model; 3. take away methods for preparing 5E lessons from their favorite children's literature; 4. utilize tips shared in the training session to identify science phenomena or concepts embedded in the literature; 5. recognize the significance of inquiry and facilitating collaborative discussion to further depth of knowledge; and 6. recognize the added benefit of journaling: differentiating instruction and strengthening 21st-century writing and communication skills.

SPEAKERS:
Lisa Oden (Southern Arkansas University: Magnolia, AR), Angela Stanford (Southern Arkansas University: Magnolia, AR)

SWiRL your classroom with Giverny Award-winning storybooks and literacy strategies! Giverny books deliver outstanding story, art, and science content for elementary science classrooms. Free resources!

TAKEAWAYS:
1. Giverny Award–winning books provide science content within a story; 2. Giverny books can SWiRL literacy in the classroom through speaking, writing, reading, and listening; and 3. Giverny books’ multiple science concepts can be showcased and developed in elementary classrooms through mind maps, magnet summaries, and carousel literacy strategies.

SPEAKERS:
Renee Clary (Mississippi State University: Mississippi State, MS)

Literacy has used “Text to…”connections  to help students make authentic connections. Strategies/examples of expanded “text to…” connections for science and math are modeled.

TAKEAWAYS:
Participants will 1. explore how to expand a common literacy strategy of “text to” connections when using picture books in the elementary science classroom; 2. engage in investigations that model the use of “text to” connections that help students connect their own authentic experiences and help them understand and make sense and 3. consider criteria for the selection of books, identification of phenomena, and selection of investigations can be a powerful experience for students.

SPEAKERS:
Christine Anne Royce (Shippensburg University: Shippensburg, PA)

STEM concepts revealed in the schoolyard as community/citizen science’s impact blossom in journals, artifact collections, and children’s literature. Can students impact the “ultimate phenomena”?

TAKEAWAYS:
1. Teachers will get strategies to go with specific children's book titles that work well with citiizen science in the schoolyard; 2. Solid examples of prominent citizen scientists will demonstrate what is possible—such as in the NSTA Kids book, Mrs. Carter's Butterfly Garden; and 3. Integrated hands-on/minds-on strategies will be shared, including how to make nature journaling more impactful, and how to safely navigate the schoolyard to collect artifacts and evidence of animals and plants.

SPEAKERS:
Steve Rich (Science Author/Consultant: Atlanta, GA)

Explore strategies and tools for engaging students in discussions and writing in the elementary science classroom.

TAKEAWAYS:
Learners will: 1. practice science notebooking and discussion techniques that can be used in the classroom; 2. explore high- and low-tech tools that can prompt and develop science discourse; and 3. plan implementation of discourse tools and strategies within their instruction.

SPEAKERS:
Suzy Zietlow (Discovery Charter School: Columbus, WI)

Join the fun and inquiry as we apply a variety of hands-on activities to core concepts across grade levels, from elementary to middle school to high school.

TAKEAWAYS:
1. Elementary students are naturally curious and we can capitalize on their curiosity with engaging science activities; 2. Using the NGSS 3-D approach leads to effective science teaching and learning; and 3. The goal of science teaching is to help students become scientifically literate.

SPEAKERS:
Wayne Snyder (Cal Poly Pomona: Pomona, CA), Karen Ostlund (The University of Texas at Austin: Austin, TX)

Learn about the creative way one school district is getting more diverse students involved in STEM and explore classroom facilitation strategies that engage all learners.

TAKEAWAYS:
1. Learn strategies to eliminate barriers and allow all students to feel included; 2. Identify discussion supports to foster effective collaboration and communication; and 3. Explore the benefits of engaging with community partners to provide new STEM opportunities.

SPEAKERS:
Lorri Coates (Museum of Science, Boston: Boston, MA), Sarah Slater (Marquardt School District 15: Glendale Heights, IL)

Participants will explore forces with common objects in a carefully designed sequence using conversation to uncover conceptual understanding.

TAKEAWAYS:
How to: 1. sequence instruction to explore forces; 2. use conversations to make thinking visible and drive instruction; and 3. make diverse classrooms equitable and inclusive.

SPEAKERS:
Deanna Buckley (The University of Texas at Austin: Austin, TX)

Teach and assess engineering in the elementary classroom in an engaging way. Attendees will participate in an engineering instructional model to use in their classrooms.

TAKEAWAYS:
1. The difference between science and engineering; 2. Creating an effective teaching model to address NGSS engineering standards; and 3. The use of claim, evidence, reasoning for assessment.

SPEAKERS:
John Graves (Montana State University: Bozeman, MT), Jessi Anderson (Montana State University: Bozeman, MT)

Practice Morrow and Zawaski’s 5E Sky Time lessons for understanding a day, the seasons, and a year, through an NGSS-focused movement and motion model.

TAKEAWAYS:
1. Dynamic lesson plan, implemented without special materials or equipment; 2. Practice, as learners, a kinesthetic model of the solar system; 3. Individual opportunity to connect DCIs, SEPs, and CCCs into a lesson plan.

SPEAKERS:
Pamela Harman (SETI Institute: Mountain View, CA), Coral Clark (SETI Institute: Mountain View, CA)

During this session, school leaders will explore an NGSS Implementation Toolkit that leverages classroom observations to support strategic alignment of resources for elementary science education.

TAKEAWAYS:
1. Gain a deeper understanding of student sensemaking and discourse in an NGSS-focused elementary classroom; 2. Explore an elementary classroom observation tool that builds instructional leadership in support of science learning; and 3. Examine structures and supports needed to build capacity at the school or district level to implement NGSS in elementary school classrooms.

SPEAKERS:
Dawn O'Connor (CSU East Bay: Danville, CA), Nancy Wright (Hayward Unified School District: Hayward, CA)

Join us to explore the use of fiction to help make complex topics like evolution, heredity, and natural selection more fun, understandable, and meaningful for elementary students.

TAKEAWAYS:
Participants will learn how to: 1. conduct example activities using a fictional story that can help integrate science and ELA topics; 2. engage students in science and literature by scaffolding their learning with inquiry-based and hands-on activities related to a fictional story; and 3. apply these examples and strategies to other science content using other fictional titles.

SPEAKERS:
Christine Moskalik (NSTA: No City, No State), Nicole Ross (Illinois Mathematics and Science Academy: Aurora, IL)

Want to engage students in inquiry lessons, but don’t know where to start? Join us for hands-on experiences to take back to your classroom!

TAKEAWAYS:
1. Participate in a three-phase inquiry; 2. Obtain resources and materials for designing an inquiry; and 3. See how to link phenomena, inquiry, and the three dimensions of NGSS.

SPEAKERS:
Nicole Bay (Charles H. Barrows STEM Academy: North Windham, CT), Kim Lewis (Charles H. Barrows STEM Academy: North Windham, CT)

Learn how successful users integrate NSTA resources together to promote STEM and literacy through the use of high-quality STEM-related picture books.

TAKEAWAYS:
1. Hear success stories and learn strategies for integrating STEM and literacy in K–5 with NSTA resources such as Picture-Perfect, Uncovering Student Ideas, NSTA Kids books, and more;l 2. Explore suggested picture books that integrate STEM and literacy; and 3. Walk away with a STEM lesson you can use right away.

SPEAKERS:
Christine Lewis (Blue Springs School District: Blue Springs, MO), Ryan Bohannan (Cordill-Mason Elementary School: Blue Springs, MO), Aubrey Tsevis (Lucy Franklin Elementary School: Blue Springs, MO)

Take a peek behind the curtain of creating the NSTA Daily Do lesson plans driven by phenomena to engage all learners. Walk away with a rubric to guide your own lesson design.

TAKEAWAYS:
1. Explore high-quality science lessons; 2. Utilize a tool to support you in designing phenomena-driven lessons; and 3. Leave with a collection of resources to improve your phenomena-driven instruction.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

This interactive workshop will feature authentic learning experiences that align with the preK–2 engineering design standards (NGSS), and promote critical thinking, communication, collaboration, and creativity.

TAKEAWAYS:
1. How to incorporate engineering design experiences into the existing curriculum in order to meet the preK–2 NGSS standards; 2. How to adjust learning experiences to adapt to the current learning environment; and 3. Learning experiences that can be used as is or modified to meet the needs of individual classrooms.

SPEAKERS:
Jeanine Doxsee (Franklin Early Childhood Center: Hewlett, NY), Brian Terry (Hewlett-Woodmere Public Schools: Woodmere, NY)

In this session, participants will learn about the S.W.I.R.L. strategy and how effective implementation in a three-dimensional science classroom can enhance literacy outcomes for English Language Learners.

TAKEAWAYS:
By the end of the session, participants will be able to: 1. support language development in the science classroom; 2. incorporate research-based practices for ELL students in the science classroom; and 3. utilize productive language strategies in inquiry-based learning.

SPEAKERS:
Danielle Armstrong (DeKalb County School District: Stone Mountain, GA), Kassidy Moore (DeKalb County School District: Stone Mountain, GA)

Discover this student-led hands-on workshop of “novel engineering,” a STREAM activity for solving problems in children’s books through the collaborative, imaginative engineering of inventions from upcycled items.

TAKEAWAYS:
Participants will: 1. engage in the 1st steps of a whole group novel engineering activity (a read-aloud of a children’s book to identify character problems); 2. engage in the final steps of a small group novel engineering activity (construction of an invention prototype to solve identified book character problems with presenter-provided upcylced materials); and be invited to share their small group inventions with the whole group and discuss additional activity ideas and modifications based on their students’ needs and abilities.

SPEAKERS:
Ethan Burrow (Texas Connections Academy Houston: Houston, TX), Lauren Burrow (Stephen F. Austin State University: Nacogdoches, TX)

Develop students’ understanding of how engineers help animals through collaborative engineering challenges that identify real-world problems, plan solutions, design models, and check and share results.

TAKEAWAYS:
1. Teachers and students fully engage in science and engineering; 2. Innovative thinking through a process-oriented, project-based design approach to solving real-world problems; and 3. A spirit of teamwork through literacy and engineering collaboration.

SPEAKERS:
Amber Robinson (AEDI Foundation: Saint Petersburg, FL), Rafael Robinson (AEDI Foundation: Saint Petersburg, FL)

Teaching science through art makes learning more meaningful! Learn how our elementary specials team collaborates with classroom teachers to support science learning.

TAKEAWAYS:
1. Learn how to use the arts to make science standards more meaningful to students who may otherwise not be engaged; 2. Participants will have the opportunity to participate in a simple green screen project to see how to put pedagogy first when teaching science through art; and 3. Teachers will leave with templates to help facilitate their collaborative efforts between elementary science teachers and specials/support staff.

SPEAKERS:
Lindsey Wuest (A. D. Henderson University School: Boca Raton, FL), Jennifer O'Sullivan (A. D. Henderson University School: Boca Raton, FL)

This Extravaganza is not to be missed! Join elementary groups of professionals for an exceptional opportunity. Gather resources for use in your classroom immediately. Engaging hands-on activities, strategies to excite and encourage your students, a preview of the best trade books available, information about award opportunities, contacts with elementary science organizations, sharing with colleagues, and much more will be available to participants.

Walk away with a head full of ideas and arms filled with materials.

Organizations participating in the Elementary Extravaganza include:

• NSTA Committee on Preschool– Elementary Science Teaching
• Science & Children authors and reviewers
• Society of Elementary Presidential Awardees

NSTA is grateful to Linda Froschauer, 2006–2007 NSTA President, for organizing this event.

SPEAKERS:
Elaine Sevin (Isidore Newman School: New Orleans, LA), Brittnie Hecht (Park City Library: Park City, UT), Scott Bartholomew (Brigham Young University: Provo, UT), Katie Morrison (University Child Development School: Seattle, WA), Stephanie Wendt (Tennessee Tech: Cookeville, TN), Jennifer Williams (Isidore Newman School: New Orleans, LA), Rebecca Kurson (Collegiate School: New York, NY), Christine Anne Royce (Shippensburg University: Shippensburg, PA), Katrina Kmak (Park City Library: Park City, UT), Carla Neely (Warrensville Heights Middle School: Cleveland, OH), Stephanie Long (Turnbow Elementary School: Springdale, AR), Jesse Wilcox (University of Northern Iowa: Cedar Falls, IA), Alissa Lange (East Tennessee State University: Johnson City, TN), Christine Moskalik (NSTA: No City, No State), Tiffany Pace (Cross Lanes Elementary School: Charleston, WV), Perihan Fidan (Tennessee Tech: Cookeville, TN), Julia Crane (Springdale Public Schools: Springdale, AR), Cathy Barthelemy (STEMexperts: Keller, TX), Katie Stevenson (South Redford School District: Redford, MI), Michael Novak (Northwestern University: Evanston, IL), Patrick Brown (Fort Zumwalt School District R-II: O'Fallon, MO), Marlee Tierce (Retired Educator: Vonore, TN), Gretchen Brinza (Louisville Middle School: Louisville, CO), Amy McGreal (James Ward Elementary School: Chicago, IL), Wendi Laurence (Education Specialist: Park City, UT), Lisa Felske Deslaurier (EduSmart, Inc.: Austin, TX), Dennis Schatz (Institute for Learning Innovation: Beaverton, OR), Julie Travaglini (Allegheny Land Trust: Sewickley, PA), Karen Matsler (University of Texas Arlington: No City, No State), Megan McCall (Barton Academy for Advanced World Studies: No City, No State), Elizabeth Barrett-Zahn (National Science Teaching Association)

Incorporate “Escape Room” activities that will assess and enrich your science lessons by using technology and cross-curricular connections. Come "Break Out"! Bring your own device.

Please note that hands-on materials are available to the first 40 participants.

TAKEAWAYS:
Learn how to: 1. use a digital platform in creating break-outs for the classroom; 2. understand the benefits of using break-outs; and 3. participate in a hands-on engaging session that will leave you excited about how to implement and assess in your classroom.

SPEAKERS:
Mary Headrick (AMSTI-University of Alabama, Huntsville: Huntsville, AL), Cayce Perry (AMSTI-University of Alabama, Huntsville: Huntsville, AL), Charles Holloway (The University of Alabama in Huntsville: Huntsville, AL), Ann Iott (AMSTI-University of Alabama, Huntsville: Huntsville, AL), Shundra Morris (AMSTI-University of Alabama, Huntsville: Huntsville, AL)

STEM experiences are not limited to the school day. Get ready to roll up your sleeves to work on planning a STEM event for your organization!

TAKEAWAYS:
Participants will: 1. learn effective practices for STEM family outreach events and begin to plan their own STEM family outreach event; 2. engage as learners and participate in activities from successful STEM events; and 3. engage in small group discussion to brainstorm potential planning ideas for their own STEM events using the tips provided in the session for successful, family-friendly STEM events.

SPEAKERS:
Jennifer Meadows (Tennessee Tech: Cookeville, TN), Leslie Suters (Tennessee Tech: Cookeville, TN), Kelly Moore (Tennessee Tech: Cookeville, TN)

Participants will engage with a lesson sequence for elementary-aged students designed to support science practices and connections between precipitation and river flow using real-world data.

TAKEAWAYS:
1. Young learners (e.g., the fourth graders we engaged in the Streams of Data project) have and can develop thinking skills that can enable them to think critically with and about real-world, professionally collected data in order to understand connections between phenomena such as river flow and precipitation; 2. There are appropriate instructional scaffolds that can be applied to the use of datasets that are available online from sources (e.g., USGS, NOAA, and others) to provide students with a foundation for making meaning of events and phenomena in local and/or regional contexts; and 3. Varied instructional resources—including real-world data (i.e., that are professionally collected or gathered by students), hands-on models, and media-focused elements (e.g., still images, videos)—can be combined with students’ own experiences to generate meaningful understanding of real-world events and phenomena.

SPEAKERS:
Ed Robeck (American Geosciences Institute: Alexandria, VA), Amy Busey (EDC Center for Children and Technology: New York, NY), Lindsay Mossa (American Geosciences Institute: Alexandria, MD)

Come experience how one California district is leveraging an opportunity to bring equitable STEM experiences to all preK–12 students.

TAKEAWAYS:
1. How one district approaches integrated STEM; 2. What an integrated STEM unit feels like; and 3. How one district supports and builds accountability for equitable STEM instruction.

SPEAKERS:
Scott Reynolds (Community Training and Assistance Center (CTAC): Boston, MA), Dean Reese (Tracy Unified School District: Tracy, CA)

This session provides educators with strategies and resources to use scientific investigation to motivate students to read to obtain information, academic discourse, and write explanations.

TAKEAWAYS:
Science educators will: 1. take away strategies for how to use scientific investigation to motivate students to read, engage in discourse, and write; 2. learn how to use over 340 investigations as effective reading strategies to engage students in active science learning; and 3. have access to a set of strategies to effectively teach students how to use the ideas and concepts of science presented in the Framework and 3-D science standards.

SPEAKERS:
Brett Moulding (Partnership for Effective Science Teaching and Learning: Ogden, UT), Juan-Carlos Aguilar (Georgia Dept. of Education: Brookhaven, GA)

Investigate fostering scientific understanding and practice skills in our youngest learners. Take away topics of inquiry and tools for planning experiments and documenting student thinking.

TAKEAWAYS:
Participants will come away with strategies to: 1. plan investigations to integrate science into their early childhood curriculum; 2. build scientific practice skills in our youngest learners; and 3. reveal and document student understanding through lab notebooks.

SPEAKERS:
Katie Morrison (University Child Development School: Seattle, WA), Deb Chickadel (University Child Development School: Seattle, WA)

Participants will be introduced to five strategies for creating an inclusive science class. Examples of hands-on activities, lessons, and assessments will be provided.

TAKEAWAYS:
Attendees will leave with: five strategies that can be easily implemented quickly; 2. a variety of lessons and hands-on activities for grades preK–5; and 3. examples of a variety of assessments that can be adapted for almost any activity.

SPEAKERS:
Jess Blust (White's Tower Elementary School: Independence, KY)

Engineering design involves integration of the three dimensions in NGSS. This session will introduce four models illustrating the NGSS engineering practices for K–3, 4–5, 6–8, and high school designed to show how students progress from initial conceptions to a coherent view of engineering design.

TAKEAWAYS:
1. How engineering practices progress from grades K to 12; 2. How the three dimensions in NGSS are integrated through engineering; and 3. What is developmentally appropriate for K–3, 4–5, 6–8, and high school engineering projects.

SPEAKERS:
Karen Ostlund (The University of Texas at Austin: Austin, TX)

Participants will explore an engineering design challenge that engages upper elementary students in the creation of tiny homes as a solution to homelessness after a natural disaster. We will explore Design Thinking and how empathy plays a role in authentic STEM inquiry.

TAKEAWAYS:
1. Engage participants in NGSS-based engineering design challenge where participants are required to design a solution for homelessness caused by natural disasters (hurricane, floods, wildfire); 2. Learn the role of empathy in authentic STEM inquires by using Design Thinking principles; and 3. Outline possible place-based strategies for implementing STEM inquiries in upper elementary classrooms that engage all learners in STEM.

SPEAKERS:
Jennifer Williams (Isidore Newman School: New Orleans, LA)

Participants will dive into makerspace as a means to create an inclusive classroom with student choice for many outcomes, including sensemaking and assessments.

TAKEAWAYS:
1. Explore key elements of makerspace activities; 2. View makerspace challenges as a means to provide student choice and voice in how they make sense of a phenomena, a solution to a problem, and core ideas; and 3. Explore ways to use makerspace activities where student choose a means to demonstrate their understanding of a core ideas as a means of assessment.

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

Educators get hands-on experience using a variety of circus props that can be integrated into grades 3–5 physics curriculum and project-based units as a UDL technique.

TAKEAWAYS:
Teachers will be able to: 1. describe how the integration of social circus pedagogy allows for authentic differentiation and promotes equity and inclusion in the science classroom; 2. use a variety of circus props to demonstrate fundamental concepts in physics; and 3. dDesign fair tests and project-based learning units involving circus props that address NGSS standards in Motion and Stability, Energy, and Engineering Design (3-PS2-1, 3-PS2-2, 4-PS3-1, 5-PS2-1, 3-5-ETS1-1).

SPEAKERS:
Kathleen Alexander (International Elementary School: Brooklyn, NY)

This hands-on workshop will engage participants in outdoor STEM activities and experiments they can utilize in an early childhood classroom.

TAKEAWAYS:
Participants will: 1. learn about the research outcomes surrounding outdoor learning for early childhood students, and the importance of nature and greenspace to mental and physical health; 2. engage with and complete at least three outdoor STEM activities such as sound maps, making scientific observations and drawings, journaling, etc.; and 3. take home at least six new ideas for outdoor STEM activities as well as accompanying resources.

SPEAKERS:
Julie Travaglini (Allegheny Land Trust: Sewickley, PA)

Student-centered science instruction can embrace the diversity of students with special needs. Create engaging instructional opportunities with accommodations and learn strategies for special education achievement.

TAKEAWAYS:
1. Learn how to embrace the needs of students with special needs and use the 3D5E DO-KNOW-THINK Learning Sequence that allows teachers to create STEAM-centered lessons for engagement, active learning, and interdisciplinary instruction; 2. Understand the specific needs and accommodations necessary for students with special needs and walk away with a matrix of learning strategies that can be used to modify and differentiate your instruction for all students; and 3. Create a co-teaching model with action planning steps, questions to think about, and collaboration strategies between special education, general education, and parent communication.

SPEAKERS:
Leena Bakshi (STEM4Real: No City, No State), Marie Gorman (STEM 4 Real: San Francisco, CA)

This engaging, evidence-based session answers the question, “How can we get families involved in their child’s education?” Science & Literacy bags provide unique experiences for families.

TAKEAWAYS:
1. Participants learn about the science & literacy bags that encourage all students to describe, explain, and predict natural phenomena integrated with strategic science literacy skills; 2. Using the science & literacy bags, participants experience the science investigations integrated with science literacy skills along with management tips for successful implementation; and 3. Participants walk away with science & literacy bag ideas that promote powerful family, school, and community connections.

SPEAKERS:
Sandy Handrick (Educational Consultant: Leander, TX)

Learn effective strategies for engaging multilingual learners and culturally diverse students in collaborative phenomenon-based sensemaking.

TAKEAWAYS:
1. Examine the principles for equitable engagement co-developed by NSTA and WIDA, and discuss how these relate to national reform efforts, but more importantly, how they are applied in science classrooms for multilingual students; 2. Examine suggested classroom norms that support collaboration and equitable engagement among linguistically diverse students and their peers—participants will engage in group discussion about equitable science teaching practices describing the data practices they currently use and which practices they would like to expand upon within their science teaching; 3. Learn new ideas about language and some new approaches to support multilingual students’ deep engagement in sensemaking; and 4. Map WIDA’s Teacher Discourse Moves and Student Discourse Moves onto the sensemaking process to support the exploration and transformation of science understanding.

SPEAKERS:
David Crowther (University of Nevada, Reno: Reno, NV)

This session will be a hands-on approach to using STEM to transform literacy. The session will allow participants to take a peek into McKissick Academy and see the transformation. The session will include a school view, a classroom view, and a time to explore and learn.

TAKEAWAYS:
1. A key element to STEM is creating a universal language and signaling system for the entire school that fosters success after some failures; 2. STEM can be intergrated into any lesson utilizing the Engineering and Design Process at a rigourous level; and 3. Participants will take home a lesson that they can use when leaving the session that they created and practiced during the presentation.

SPEAKERS:
Melissa Stovall (McKissick Academy of Science & Technology: Easley, SC), Andrew Shipman (McKissick Academy of Science & Technology: Easley, SC), Brittany Clark (McKissick Academy of Science & Technology: Easley, SC)

This session will focus on building teacher capacity and understanding of the newly adopted Science TEKS to be implemented during the 2024–2025 school year. Participants will explore science engineering practices, recurring concepts, and content standards…and investigate the implications for science instructional practices in their classroom.

TAKEAWAYS:
1. Increased understanding of the SEPs and recurring themes in newly adopted science TEKS; 2. Increased understanding of the content standards that are part of the new science standards; and 3. Understanding the relationship between the new science standards and the K–12 Science Framework.

SPEAKERS:
Donald Burken (Science Teachers Association of Texas: Austin, TX), Rhoda Goldberg (Spring Branch ISD: HOUSTON, TX), Jennifer Meyer (Summitk12)

Educators will enhance their student science inquiry and literacy skills using melting blocks, questioning strategies, claims, evidence, and reasoning in a lively demonstration.

TAKEAWAYS:
Teachers will: 1. enhance their inquiry questioning strategy; 2. have a deeper understanding of how energy flows; and 3. receive organizers to help them teach students about energy.

SPEAKERS:
Teresa LeSage-Clements (University of Houston-Victoria: Victoria, TX)

Experience the PETE Method and learn how to implement it. The approach develops communication abilities, critical thinking, and content construction with discrepant events.

TAKEAWAYS:
Participants will: 1. experience the PETE Method and Discrepant Events from a learner’s perspective; 2. be able to find effective, NGSS-focused discrepant events for use with the PETE Method and implement the approach in their classrooms; and 3. learn how to use polling software for formative evaluation.

SPEAKERS:
Peter Rillero (Arizona State University West Campus: Glendale, AZ)

Students are going to talk anyway. Learn to make talk productive with student-led talk circles. Use this powerful strategy next week to build students’ scientific literacy!

TAKEAWAYS:
1. How and when to use talk circles; 2. Talk Moves and how to use them; and 3. Materials and resources to take back and use immediately.

SPEAKERS:
Nicole Bay (Charles H. Barrows STEM Academy: North Windham, CT), Patricia McMahon (Charles H. Barrows STEM Academy: North Windham, CT)

We use data to do science; data literacy is its own set of skills. Young learners benefit when we integrate data, literacy, and science together.

TAKEAWAYS:
1. Identify how data literacy is a critical aspect of literacy and science literacy in the 21st century; 2. Explore strategies and resources to use to authentically integrate data into K–5 science instruction; and 3. Develop a plan for next steps to elevate data as an aspect of meaningful connections between literacy and science.

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

We will construct a mosquito buzzer and explore what factors affect sounds. We'll choose one factor and design and perform an experiment that determines how the factor affects the “buzzing.”

TAKEAWAYS:
1. Reading and science go together; 2. Science is experimentation; and 3. Science is part of all core subjects.

SPEAKERS:
Janie Head (Lamar CISD: Rosenberg, TX), Shanna Bryson (Long Acres Ranch: No City, No State)

Light reflects, refracts, and can be used for communications, but do we really understand some of the weird things it does? Come “see the light”!

TAKEAWAYS:
1. Light can bend as it travels through objects; 2. Light has properties of particles, like grains of sand; and 3. Light has properties of waves.

SPEAKERS:
Karen Matsler (University of Texas Arlington: No City, No State), Cathy Barthelemy (STEMexperts: Keller, TX)

This interactive session explores how having young children intentionally observe, discuss, and edit drafts of drawings is highly effective and equitable to build young children's scientific understanding.

TAKEAWAYS:
Attendees will use the “drawing like a scientist” strategy to: 1. explore the equity issues in using strategies that do not depend on verbal proficiency in a privileged language to support young children in acquiring and representing scientific understanding; 2. identify how using a “draft” approach allows young children beginning in preschool to experience NRC’s strand 4 Participating Productively in Science; and 3. examine how young children need many engaging authentic experiences to develop understanding that science process skills such as observing, representing, and analyzing data are closely interrelated.

SPEAKERS:
Mary Hynes-Berry (Erikson Institute: Chicago, IL)

Create a successful indoor garden using basic materials, and on a budget!

TAKEAWAYS:
How to: 1. select appropriate materials, such as soil and planting pots; 2. create a curriculum for the plants; and 3. choose appropriate plants for an indoor environment.

SPEAKERS:
Rebecca Kurson (Collegiate School: New York, NY)

Makerspace is an engaging teaching pedagogy where students participate in sensemaking to solve real-world problems through innovation, creativity, and collaboration.

TAKEAWAYS:
1. Makerspaces are versatile and encourage student engagement; 2. Makerspaces teach students crucial 21st-century life skills; and 3. Hands-on exploratory learning leads to increased retention and understanding.

SPEAKERS:
Courtney Graf (Student: Shippensburg, PA)

This session introduces a way to create learning experiences that will give students opportunities to talk, read, and write in the service of sensemaking as they use the DCIs, CCs, and SEPs to explain natural phenomena.

TAKEAWAYS:
1. How to ensure students have access to science by designing investigations that promote and supports the use of literacy skills; 2. How literacy can be used in the service of sensemaking; and 3. How to embed formative assessment of science practices and literacy skills into an investigation in a meaningful and informative way.

SPEAKERS:
Victor Sampson (The University of Texas at Austin: Austin, TX)

This introduction to STEM for elementary, secondary, or special education classrooms will allow participants to explore motion and energy while creating their own Rube Goldberg machine using found objects.

TAKEAWAYS:
1. Using the engineering design process to design and carry out a demonstration of motion and energy; 2. Using found/recycled objects to create a functional Rube Goldberg machine; and 3. Teaching the laws of motion through simple activities.

SPEAKERS:
Elaine Sevin (Isidore Newman School: New Orleans, LA)

Learn from successful users how NSTA Kids books can be integrated into your classroom to spark student notebooking and mentor text writing activities.

TAKEAWAYS:
1. Learn how literacy and science can be connected through writing activities with NSTA Kids books Notable Notebooks, Exemplary Evidence, and The Next Time You See series; 2. The NSTA Science Notebooks in Student-Centered Classrooms resource address the essential component of 3-D student-centered classrooms. While there are a variety of notebook models in use, a flexible, hybrid approach is best to meet the needs of elementary students; and 3. In this session, you will receive free classroom-ready resources (videos and graphic organizers) to guide your students through a Mentor Text Study.

SPEAKERS:
Heather Kirk (William Yates Elementary 2022 Partner School: Blue Springs, MO), Christine Lewis (Blue Springs School District: Blue Springs, MO), Ryan Bohannan (Cordill-Mason Elementary School: Blue Springs, MO), Aubrey Tsevis (Lucy Franklin Elementary School: Blue Springs, MO)