Language learning occurs in content-rich and discourse-rich classrooms. Learn how to use interactive word walls to support listening, speaking, reading, and writing about academic language.

TAKEAWAYS:
How to: 1. organize science concepts and academic vocabulary to scaffold listening, speaking, reading, and writing about science; 2. identify vocabulary that has multiple meanings and may present comprehension challenges for multilingual learners; and 3. bridge academic language acquisition theory to classroom practice.

SPEAKERS:
Julie Jackson (Texas State University: San Marcos, TX)

Daily Do sensemaking lessons are designed to engage students in authentic, relevant science learning. Join us to explore how these phenomenon-driven lessons motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. Learn strategies for implementing Daily Do lessons  in both face-to-face and virtual settings. If you are a K–5 teacher, we have Daily Do sensemaking lessons for you!

TAKEAWAYS:
1. Explore how phenomenon-driven lessons motivate students to engage in science and engineering practices to make sense of science ideas; 2. Understand the critical attributes of sensemaking; and 3. Discuss strategies for implementing Daily Do lessons in face-to-face and virtual settings.

SPEAKERS:
Patrice Scinta (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA), Kristin Rademaker (NSTA: Arlington, VA)

Hear about various NSTA competitions and how they can bring STEM and the NGSS into the classroom, as well as give students and teachers a chance to earn recognition and prizes.

TAKEAWAYS:
Learn: 1. about NSTA competitions; 2. how NSTA competitions help integrate STEM and NGSS in the classroom; and 3. how students and teachers can win recognition and prizes.

SPEAKERS:
Acacia McKenna (NSTA: Arlington, VA), Matthew Hartman (BrainPOP: Pittsburgh, PA)

Tired of disconnected, one-day field trips? Join this interactive presentation on collaborating with community experts to embed outdoor science learning within an interdisciplinary PBL.

TAKEAWAYS:
Participants will leave with specific strategies for: 1. building strong relationships with community science partners; 2. linking outdoor learning experiences to standards-based science and interdisciplinary learning through Project-Based Learning; and 3. helping students explore real-world environmental issues and become advocates for change.

SPEAKERS:
Victoria Martinez (Artemisia Bowden Academy: San Antonio, TX), Jared Holmes (Selah, Bamberger Ranch Preserve: Johnson City, TX), Ellen Barnett (Trinity University: San Antonio, TX), Melissa Rodriguez (Mirabeau B. Lamar Elementary School: San Antonio, TX), Lyric Johnson (Trinity University: San Antonio, TX)

If we treat content areas as silos, we’ll never find time for Science! Discover how to create authentic, cross-curricular projects that increase engagement and critical thinking.

TAKEAWAYS:
1. Determine characteristics of authentic learning experiences; 2. Explore two projects, lesson by lesson, making connections to your science content; and 3. Discover a process for creating your own project-based learning units.

SPEAKERS:
Terra Tarango (Van Andel Education Institute: Grand Rapids, MI)

Learn about a seven-week Saturday program that engages fifth- and sixth-grade Latinx girls and their parents in garden-based activities to develop language and science identities.

TAKEAWAYS:
Participants will: 1. learn about the evolution and goals of Family Problem-Based Learning to promote interactions and language, and to develop science content knowledge and abilities; 2. appreciate how translanguaging can be an asset in science education; and 3. learn about activities that can be used in classrooms and out-of-school programs.

SPEAKERS:
Kim Marie Rillero (Urban Farming Education: Phoenix, AZ), Adrian De Alba (Maricopa County Schools: Phoenix, AZ), Peter Rillero (Arizona State University West Campus: Glendale, AZ), Susie Oliver (Arizona State University: Tempe, AZ), Ashley Coughlin (Arizona State University: Tempe, AZ)

Learn how to create a vermicomposting container in your classroom that will encourage participation, learning, and environmental awareness.

TAKEAWAYS:
1. Expand the awareness of the environmental husbandry of our Earth and its resources; 2. Vermicomposting takes care of the majority of food waste while also eliminating greenhouse gases; and 3. Vermicomposting can turn into an Earth-friendly, income-producing project that allows the entire classroom to participate.

SPEAKERS:
Paula Daniel (UF/IFAS Extension Okeechobee County: Okeechobee, FL)