Can a genetics unit affect students’ views of people different from themselves? This session presents lessons learned during a project-based learning unit, with critical discussion.

TAKEAWAYS:
1. How can we use project-based learning to enhance scientific literacy? Attendees will have access to lesson plans and supporting materials. 2. How can we use middle school standards to decrease stereotypes? Participants will see the results of a pilot study that measured shift in bias as students learned genetics. 3. What can teachers do to encourage this kind of learning? Participants will engage in critical conversation to identify standards and approaches that will work in their classrooms as well as having an opportunity to connect and collaborate.

SPEAKERS:
Amanda Clapp (The Catamount School: Sylva, NC)

Practice hands-on strategies for engaging students with scientific notebooks, letters, photos, and drawings, highlighting scientific practices, nature of science, and connections between science and society.

TAKEAWAYS:
1. Access to millions of free digitized primary sources the Library of Congress has for K–12 science educators, including Thomas Jefferson’s weather journal, Robert Hooke’s first drawings of cells, photographs from the Dust Bowl, historic newspaper accounts about lead paint and electric cars, and much more!; 2. Multiple hands-on strategies for integrating science-related primary sources in the K–12 classroom to facilitate student engagement, critical thinking, and student-centered construction of knowledge; and 3. An understanding of how primary source analysis can lead to unique insights related to the Nature of Science, such as how scientists and engineers think, practice, and apply scientific principles and discoveries in the real world; how scientific ideas evolve over time; and how science and engineering are related to society.

SPEAKERS:
Michael Apfeldorf (Library of Congress: Washington, DC), Lesley Anderson (Albert Einstein Distinguished Educator Fellow: Washington, CA)

Increase multilingual learners’ success in STEM by taking a language-based approach. Assist multilingual learners to deconstruct and unpack dense scientific sentences as “STEM Sentence Detectives.”

TAKEAWAYS:
Participants will learn: 1. to select juicy sentences in scientific texts that will be challenging for multilingual learners; 2. to “unpack” the meaning of each sentence chunk to point out which elements of each chunk in the sentence are helpful in illuminating the meaning; and 3. several reading strategies that support multilinguals’ understanding of scientistic text.

SPEAKERS:
Maria Cieslak (Center for Applied Linguistics: Washington, DC)

My NASA Data will present the wealth of NGSS-focused NASA resources that promote learning in flexible Earth science classroom spaces such as hybrid, in-person, and virtual environments.

TAKEAWAYS:
1. Test out the newly updated Data Literacy Cubes to scaffold Earth science data exploration for a variety of learners; 2. Explore a wealth of three-dimensional resources that support teaching and learning with NASA Earth data; and 3. Navigate through the My NASA Data offerings to locate resources that support your teaching and learning goals.

SPEAKERS:
Desiray Wilson (Science Systems and Applications, Inc.: Hampton, VA), Janet Struble (: Toledo, OH), Jessica Taylor (NASA Langley Research Center: Hampton, VA)

This session focuses on the core messages of the book Crosscutting Concepts: Strengthening Science and Engineering Learning, published by NSTA Press in 2021.

TAKEAWAYS:
1. The power of crosscutting concepts is most fully realized when they are used in conjunction with science and engineering practices and disciplinary core ideas; 2. Crosscutting concepts serve as lenses on phenomena, supporting all students in question-asking and sensemaking; and 3. Teacher leadership is critical to realizing the power of crosscutting concepts in practice.

SPEAKERS:
Jeff Nordine (The University of Iowa: Iowa City, IA), Okhee Lee (New York University: New York, NY)

Participants will engage in a process where student work is analyzed for student understandings around NGSS Performance Expectations. Identifying student understandings, misconceptions, and holes in explanations enables teachers to assess student learning based on what students got versus what you thought you were giving.

TAKEAWAYS:
1. A process for analysis of student work; 2. Identifying gaps between what teachers taught and what students learned; and 3. Using formative assessments to identify next steps.

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

Connect your school with local colleges and STEM employers using relevant, standards-based, hands-on activities that spark interest in science and STEM careers. Sample activity included.

TAKEAWAYS:
1. How to identify and reach out to potential community and industry partners; 2. How to build a program or event that meets the needs of all stakeholders; and 3. How to develop authentic learning experiences to impact student perspectives of locally available STEM careers.

SPEAKERS:
Bethany Kenyon (BioNetwork: Greenville, NC)

We are awash in assessment data, but often it’s overwhelming to make sense of it. Join us to learn tips and strategies for wrangling data.

TAKEAWAYS:
1. Explore new ways to organize data collection and raw data to aid in exploring the data for stories after it is collected; 2. Acquire skills in tying questions, data types, and data visualizations to enhance your ability to make sense of your assessment data; and 3. Identify next steps to better utilize and leverage your assessment data to help you measure students’ learning and know what steps to consider next.

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

Learn how to apply for NMLSTA’s Classroom Teacher Awards and Hurd Award. This interactive workshop will provide information and an opportunity to begin an application.

TAKEAWAYS:
1. NMLSTA Classroom Teachers awards provide up to $200 to support science in your classroom and has a quick and easy application. 2. The Hurd Award is for exemplary science teaching performance including leadership in sharing these ideas and a great way to showcase what you are doing in science education. 3. This workshop will cover eligibility, requirements, and timelines along with how to write a successful application, an opportunity to brainstorm ideas and start an application.

SPEAKERS:
Alison Seymour (Science Teacher: Winchester, 0)

Build a working solar oven and your students’ empathy for global issues in this inquiry-based lesson on convection, conduction, and radiation with an authentic audience!

TAKEAWAYS:
1. Having an authentic, global audience for a STEM inquiry project can be engaging and inclusive for your students and can promote empathy in your classroom; 2. The UN Sustainable Development Goals (https://sdgs.un.org/goals) can pair wonderfully with STEM lessons to enhance project-based lessons and make them meaningful to students; and 3. Organizations like iEARN (https://www.iearn.org/) partner with teachers to help provide platforms and opportunities for global learning.

SPEAKERS:
Kate York (The University of Texas at Dallas: Richardson, TX), Katherine Donaldson (The University of Texas at Dallas: Richardson, TX)

This session will introduce participants to the three dimensions of “3-D thinking”—from the origin of the dimension to how integrating the three dimensions supports all students in learning science. Gain experience using resources that guide decision-making in the selection, revision, and/or development of lessons designed for “3-D thinking."

TAKEAWAYS:
1. Identify the three dimensions of “3-D thinking”; 2. Increase understanding of the three dimensions, including how the three dimensions increase in complexity from K to 12; and 3. Gain experience in how integrating the three dimensions supports all students in learning science.

SPEAKERS:
Kate Soriano (NSTA: Arlington, VA), Jennifer Meyer (Summitk12)

This session will give participants the opportunity to interactively and collaboratively engage in a sampling of simple activities to promote explicit instruction in the nature of science.

TAKEAWAYS:
1. It is important to explicitly teach the nature of science to students; 2. The nature of science should be presented in an accessible way to all students; and 3. Attendees will walk away with activities they can use in their class immediately to teach the NOS.

SPEAKERS:
Kelly Moore (Tennessee Tech: Cookeville, TN)

Come find out how to involve your students in learning how AI and ML can be taught to your students, how it can be used to promote equity in the classroom, and how it can make YOUR teaching job easier! If you can, bring a data set and computer.

TAKEAWAYS:
1. AI and ML can help equitize the science classroom by allowing students to participate in learning; 2. AI and ML can be taught to students in the classroom and is an excellent 21st-century skill for all students; and 3. AI and ML hold the possibility to make the science teacher's job easier.

SPEAKERS:
Holly Amerman (University of Georgia: Athens, GA), Anna Herdliska (Gwinnett County Public Schools: Suwanee, GA)

Join us as we explore a continuum of engagement strategies to formatively assess your students’ ability to demonstrate mastery of 3-D science standards.

TAKEAWAYS:
Attendees will: 1. gain new ideas to formatively assess 3-D learning; 2. participate actively in academic games; and 3. leave our session with accessible tools to use in the classroom next week!

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

For many students, writing is difficult; moreover, explaining one's thinking is a challenging cognitive task to do. Encourage students to describe and explain observed data using the Claims-Evidence-Reasoning protocol that will help students to truly show what they know.

TAKEAWAYS:
1. Engage in the Claim-Evidence-Reasoning process to get a better understanding of the student experience; 2. Understand the integration of writing in the science classroom to describe and explain scientific phenomena and real-world events; and 3. Apply the Claim-Evidence-Reasoning protocol when speaking and writing about natural phenomena.

SPEAKERS:
Lisa Soll (Education Service Center, Region 20: San Antonio, TX), Allen Wilson (Education Service Center, Region 20: San Antonio, TX)

Learn how using NextGen TIME can help you get the best possible science instructional materials into the hands of teachers prepared to use them.

TAKEAWAYS:
1. NextGen TIME is a suite of tools and processes that support district leaders in: a. preparing to evaluate instructional materials; b. evaluating instructional materials for their quality and design for next generation science; and c. planning for next steps including customization to improve student outcomes and effective implementation in classrooms throughout the district; 2. NextGen TIME is a collaborative, evidence based suite of tools and processes for professional learning that helps teachers and others operationalize the characteristics of high-quality instructional materials designed for next generation science; and 3. Using NextGen TIME represents an investment in curriculum-based professional learning to increase the likelihood that all students and teachers have access to the best possible materials for the local context.

SPEAKERS:
Jody Bintz (BSCS Science Learning: Colorado Springs, CO), Jenine Cotton-Proby (BSCS Science Learning: Colorado Springs, CO)

Make student thinking come to life with notebooks! Increase the rigor of student work—learn new strategies for organizing content and how to use templates for any science class. Take home many current NGSS classroom examples to get you started.

TAKEAWAYS:
1. The how and why of science notebooks; 2. Engaging ALL students in science; and 3. Templates scaffold student learning for success.

SPEAKERS:
Jennifer Weibert (Fresno County Office of Education: Fresno, CA)

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)

Participants will explore how to use phenomena to elicit student questions that can drive a 3-D unit of instruction. In such a unit, students see how the disciplinary core ideas they construct using practices and crosscutting concepts address questions and problems they care about. We will explore how to anchor units in phenomena and how to introduce additional phenomena to help students investigate and make progress on their questions. Examples will range across grade bands (elementary, middle, high school) and disciplinary core ideas (physical science, life science, and Earth and space science).

TAKEAWAYS:
1. Explaining phenomena and/or designing solutions is the goal of all 3-D instruction; 2. Identifying differences between productive anchoring and investigative phenomena is key to designing coherent instruction; and 3. An anchoring phenomenon routine can help students explore the phenomena, attempt to explain it, and connect to their related experiences in ways that will help raise student questions that can drive an entire unit of instruction.

SPEAKERS:
Brian Reiser (Learning Sciences, SESP, Northwestern University), Nicole Vick (Northwestern University), Dan Voss (Northwestern University: Evanston, IL)

Join us to learn what sensemaking is and how to use research-based resources to engage students in making sense of the world around them.

TAKEAWAYS:
1. Develop an understanding of what sensemaking is and how it can help build classrooms where students are able to make sense of the world around them; 2. Using a Daily Do lesson plan, explore the four critical attributes of sensemaking: Phenomena; Science and Engineering Practices; Student Ideas; and, Science Ideas; and 3. Leave with a tool that you can use to move your lessons more toward sensemaking.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA), Elizabeth Allan (University of Central Oklahoma: Edmond, OK)

Empower students through real experiences, engage them in learning about natural phenomena occurring locally, and teach them how to make the world a better place.

TAKEAWAYS:
Participants will: 1. explore current research findings from educators in the field who utilize place-based learning and review various ways educators can strengthen environmental literacy by addressing content standards related to interdependent relations between ecosystems, human impact, and conservation; 2. evaluate various ways to integrate inquiry-based learning activities related to their local environment into their existing curricula by engaging students in place-based learning; and 3. generate ideas for ways they can empower students to explore their sense of self in relation to their sense of space, through stewardship in person on a local level and realize a collective impact on a global scale through interdisciplinary literacy applications.

SPEAKERS:
Alvera McMillan (Louisiana Sea Grant)

Teach chemistry using Breakout boxes to encourage problem-solving through mystery (unlock the box), while incorporating Cooperative, Social, and Emotional skills to support all learners.

TAKEAWAYS:
1. Experience an engaging chemistry lesson on atomic structure and identifying elements using the periodic table through hands-on activities, in a mystery game "Find the Secret Code" setting; 2. Model how to easily incorporate more Cooperative Learning ( not just group work) in all lessons; and 3. Demonstrate how Social Emotional Learning skills such as active listening, respect for others, and appreciation of diversity of thought can be interwoven in science lessons to help in creating a supportive and safe science learning environment.

SPEAKERS:
Pam Kirkland (The University of Texas at Dallas: Richardson, TX), Emily Hennessy (The University of Texas at Dallas: Richardson, TX)

Introduce the extremophiles of Yellowstone National Park into your classroom to strengthen students’ understanding of the importance of resource availability, even in the harshest ecosystems.

TAKEAWAYS:
Attendees will: 1. increase their content knowledge of how Yellowstone's extremophiles are dependent on their environmental interactions, both with living things and nonliving factors; 2. increase their pedagogical content knowledge about the effects of resource availability on organisms and populations of organisms in Yellowstone's hot springs; and 3. learn how to bring Yellowstone's "sense of place" into their classroom curriculum.

SPEAKERS:
Julie Angle (Oklahoma State University: Stillwater, OK)

The vision of the Framework calls for engaging students in sensemaking about phenomena and problems that connect to their interests and identities and that make use of disciplinary core ideas, science and engineering practices, and crosscutting concepts. Assessment can support this vision when embedded in high-quality materials and when tasks invite student sensemaking and help build a caring academic community in the classroom. In this session, participants will engage with principles, tools, and examples of curriculum-embedded assessments that support student learning.

TAKEAWAYS:
1. Framework-aligned assessments require a system of tasks and activities that address five dimensions of science learning: the use of disciplinary core ideas, science and engineering practices, and crosscutting concepts and connections to students’ interests and identities; 2. For assessments to be fair, they need to be accessible and connected to what students have opportunities to learn (curriculum); and 3. There are principles and freely available tools for designing and adapting assessments that support equitable science learning.

SPEAKERS:
William Penuel (University of Colorado Boulder: Boulder, CO), Sara Cooper (Contextus)

Carnegie Corporation of New York released a challenge paper calling on the education field to transform teaching and learning through the elements and essentials of curriculum-based professional learning. Learn how schools and systems are helping teachers experience the instruction their students experience to help change instructional practices, leading to better student outcomes.

TAKEAWAYS:
1. Explore the rationale for a challenge paper dedicated solely to the issue of curriculum-based professional learning; 2. Discover the 10 elements and three essentials of professional learning critical to effective implementation of high-quality science instructional materials; and 3. Consider implications of the roles and responsibilities for putting into action the elements of curriculum-based professional learning.

SPEAKERS:
Jim Short (Carnegie Corporation of New York: New York, NY)

Have fun creating a faculty-centered lab-based mystery plus virtual CSI escape room for your young scientists to enjoy next week! Hands-on fun!

TAKEAWAYS:
1. How to use your own school community to create an engaging crime for students to solve while encouraging socialization, collaboration, and critical thinking; 2. How to use Google Forms to create a virtual escape room to set up a mystery that students can work to solve either in class or remote; and 3. Forensics concepts, including blood typing, fingerprints, genetics, hair and fiber analysis, handwriting analysis, chromatography, and ways to adapt these concepts to all levels and budgets.

SPEAKERS:
Elizabeth Guzzetta (Our Lady of Mercy School for Young Women: Rochester, NY)

This session focuses on taking a deep dive into how crosscutting concepts can be more explicitly leveraged to strengthen science instruction. Presenters will illustrate how two instructional units—one elementary and one secondary—have developed CCCs as lenses on phenomena in order to better connect with students’ everyday experiences and to enhance students’ ability to meaningfully integrate SEPs, DCIs, and CCCs to make sense of authentic phenomena and problems.

TAKEAWAYS:
CCCs are: 1. lenses on phenomena and problems; 2. critical to sensemaking about phenomena and problems; and 3. most useful when meaningfully integrated with SEPs and DCIs.

SPEAKERS:
Okhee Lee (New York University: New York, NY), Jeff Nordine (The University of Iowa: Iowa City, IA)

Learn how to use citizen science and inquiry to observe, describe, and document your own environment. Be ready to go outside!

TAKEAWAYS:
Participants will learn: 1. inquiry strategies to investigate the environment around them; 2. how to incorporate citizen science into their classrooms; and 3. how to empower their students to explore and take action in their own community.

SPEAKERS:
Melaine Rickard (Western Middle School: Elon, NC), Rachael Polmanteer (Center for Inquiry Based Learning: Durham, NC)

Engage in a variety of activities, collect information and resources, and network with middle level leaders from NSTA and NMLSTA. Discover new ideas and materials that you can use next week.

TAKEAWAYS:
Attendees will: 1. have networking opportunities with other middle level science educators; 2. discover resources to help them in all aspects of their teaching; and 3. engage in a variety of new activities to use with their students.

SPEAKERS:
Mary Lou Lipscomb (National Middle Level Science Teachers Association: Naperville, IL), Rebecca Kurson (Collegiate School: New York, NY), Wendy Abshire (American Meteorological Society: Washington, DC), Alison Seymour (Science Teacher: Winchester, 0), Bruce Boehne (Zion Lutheran School: Dallas, TX), Marissa Nalley (The Algae Foundation: Midland, TX), Abigail Stimach (American Meteorological Society: Washington, DC), Kylie Wynaker (The Algae Foundation: Midland, TX), Amanda Clapp (The Catamount School: Sylva, NC), Covey Denton (Greenfield School: No City, No State), Katy Garvey (The Source for Learning, Inc.: Reston, VA), Edralin Pagarigan (Golden Ring Middle School: Rosedale, MD), Emily Ong (Girls Who Code: New York, NY)

Join us for a hands-on experience and discussion about modeling! It will feature quick-start guides, student work examples, and modeling assessment strategies.

TAKEAWAYS:
Participants will: 1. learn how to use a model with a given natural phenomenon; 2. learn how to scaffold models for all diverse learners; and 3. be given ready-to-use resources to start modeling in their classroom.

SPEAKERS:
Brittany Blair (Charles H. Barrows STEM Academy: North Windham, CT), Nicole Vitello Lowell (Charles H. Barrows STEM Academy: North Windham, CT)

Use everyday materials to construct models demonstrating the size and scale of atoms, planets, the solar system, number of stars in our universe, and more.

TAKEAWAYS:
1. The universe at various scales can only be truly appreciated with an understanding and utilization of scientific notation; 2. “Scale” is important to grasping the bigness and smallness of various objects, events, and concepts in the universe; and 3. “Modeling” allows humans to literally “grasp” the various scales inherent of and in the universe.

SPEAKERS:
Elizabeth Strong (SMARTCenter: Wheeling, WV), Robert Strong (SMARTCenter: Wheeling, WV)

Come explore the practice of developing and using models by analyzing maps from The NSTA Atlas of Science Literacy and developing your own models based on your own observations of a phenomenon during a hands-on activity.

TAKEAWAYS:
1. Explain the intended progression of learning for students in developing and using models; 2. Analyze a model to determine students' understanding of core ideas in science; and 3. Argue with evidence about students’ proficiency with the practice of developing and using models.

SPEAKERS:
Ted Willard (Discovery Education: Silver Spring, MD), Brad Fountain (Discovery Education: Silver Spring, MD)

How can teachers in bilingual, dual-immersion, and mainstream classrooms support student language use? How can we move beyond a focus on language as vocabulary to engage students in using all of their diverse linguistic and semiotic resources to engage in science? This workshop will focus on how teachers can use different tools and strategies to support ELLs in developing their language while meeting the NGSS. Participants will engage as learners in activities that involve the practices of modeling and argumentation and include embedded support for language development and collaboration. Based on their engagement, participants will identify the language opportunities afforded by the NGSS practices and concrete strategies to support student-to-student discourse and collective sensemaking.

TAKEAWAYS:
1. How to apply language development frameworks to support science learning; 2. How to plan lessons that integrate science and language goals; and 3. Strategies and tools to support multilingual learners to engage in science practices.

SPEAKERS:
Emily Reigh (Stanford University: Stanford, CA), Emily Adah Miller (University of Georgia: Athens, GA)

Focusing on wetlands and the connection to flooding puts STEM in a real-world context that is relatable to students, and virtual reality makes it fun.

TAKEAWAYS:
Participants will: 1. gain experience in developing virtual field trips using free software and a 360-degree camera; 2. experience a virtual field trip focused on ecosystems, participate in activities covering standards related to ecosystems components, and identify ways to incorporate their local context to the virtual environments; and 3. learn about relevant local connections and partnerships that they can leverage to design a more varied student experience unique for their classroom.

SPEAKERS:
Nastassia Jones (Southern University and A&M College: Baton Rouge, LA), Nikita LaCour (Scotlandville Pre-Engineering Magnet Academy: Baton Rouge, LA)

Join us for engaging data sets and hands-on labs that will generate data for students to graph and interpret. You'll love seeing your students draw real conclusions from simple real-world data. Handouts!

TAKEAWAYS:
1. Practice interpreting and representing data; 2. Participate in a lab to collect, graph, and interpret data; and 3. Receive data sets and lesson plans to use with students.

SPEAKERS:
Katie Busch (The University of Alabama at Birmingham: Birimingham, AL)

Participants investigate three concepts of an anchoring phenomenon to explain why a dog can see himself and the bottom of a frozen pond simultaneously.

TAKEAWAYS:
Workshop participants will engage in and learn about; 1. a phenomenon-driven storyline focused on multiple concepts; 2. model-based reasoning and collective sensemaking; and 3. constructing explanations via developing models and forming CER statements.

SPEAKERS:
Jaclyn Murray (Mercer University: Macon, GA)

Discover inquiry-based simulations and modeling activities that explore “Human Impacts” topics, including global land and water use, wildlife habitats, and interdependent relationships in ecosystems.

TAKEAWAYS:
Participants will: 1. learn ways to incorporate modeling and simulation activities into classroom instruction around the topic of interdependent relationships in ecosystems; 2. learn ways to incorporate modeling and simulation activities into classroom instruction around the topic of human-environmental interactions; and 3. be able to identify how the presented hands-on activities use 3-D learning strategies for middle grades science and how the activities can be used to reach all kinds of learners in the middle school classroom.

SPEAKERS:
Tammy-Lee Tracy (Social Studies Instructional Specialist: Spring, TX)

Join us as we explore how NSTA’s three-dimensional resources can be utilized to enhance your teaching. Walk away with effective strategies for science teaching and learning and hear from educators as they provide tips for using these resources.

TAKEAWAYS:
1. Learn how to use NSTA resources to shift your practice; 2. Leave with strategies to use in your classroom to promote student engagement in science learning; and 3. Hear from classroom teachers about how they are using NSTA Press publications.

SPEAKERS:
Wendy Binder (Program Director, STEM Professional Learning: Arlington, VA), Christine Anne Royce (Shippensburg University: Shippensburg, PA)

Democratic STEM Teaching (DST) centers student voice, creating inclusive classrooms where all students can thrive. Explore how human-centered design thinking turns DST principles into practice.

TAKEAWAYS:
Teachers will: 1. understand the DST principles and describe practical examples of student voice, shared authority, and STEM criticality; 2. develop ideas of how to use DST principles in their own classrooms in order to create a more inclusive classroom; and 3. use the design thinking approach and protocols to identify a focus area in the classroom.

SPEAKERS:
Kelly Houston (STEM Ed Innovators: Saratoga, CA)

Learn how winter road salt treatments depress the freezing point of water and how to monitor the impact of these treatments on stream salinity.

TAKEAWAYS:
Learn how: 1. salt depresses the freezing point of water; 2. to test the salinity of stream water; and 3. to share your results with citizen science projects and your community.

SPEAKERS:
Valerie Stone (Gettysburg College: Gettysburg, PA)

Come learn about using community-based phenomena as the basis for long-term STEM projects.

TAKEAWAYS:
1. How to intergrade local phenomena into STEM projects; 2. Using eCYBERMISSION in your middle school science classroom; and 3. How to better engage middle school students with local problems.

SPEAKERS:
Matthew Hartman (BrainPOP: Pittsburgh, PA)

We will investigate the difference between Project-Based Learning, Problem-Based Learning, and Transdisciplinary Learning. Each model incorporates real-world, hands-on experiences aligned to STEAM integration; yet there are distinguishable characteristics that one may be preferred over the other throughout one's teaching philosophy. Join us as we explore the pros and cons of each instructional approach in conjunction to your school's STEAM initiatives!

TAKEAWAYS:
Participants will: 1. take away a greater understanding of the three instructional models and will determine which model (if not all) works best for them; 2. receive supplemental resources (articles/ videos) to assist them in planning for future lessons and/or units using problem-based, project-based, or transdisciplinary learning; and 3. gain understanding of how to build teacher capacity for STEM/STEAM in their schools.

SPEAKERS:
Yolanda White (Clayton County Public Schools: Jonesboro, GA), Rebecca Dorsey (Mundy's Mill Middle School: Jonesboro, GA)

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 will investigate the implications for science instructional practices in their classrooms.

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:
Denise Haynes (Science Consultant: Austin, TX), Cathy Harter (Katy ISD: Katy, TX), Jennifer Meyer (Summitk12)

Come network with the National STEM Scholars—a group of middle school science teachers—as we share our innovative hands-on projects, materials, results, and curriculum.

TAKEAWAYS:
1. Discover new ideas, lessons, and projects that you can use in your middle school classroom; 2. Network with other middle school teachers from around the country; and 3. Experience effective real-world projects that encourage all learners to be scientifically literate.

SPEAKERS:
Kerrie McDaniel (Western Kentucky University: Bowling Green, KY), Rico Tyler (Western Kentucky University: Bowling Green, KY), Julia Roberts (Western Kentucky University: Bowling Green, KY), Tyler Clark (Western Kentucky University: Bowling Green, KY), Mike O'Connell (Chester Area School: Chester, SD), Amanda Huff (Christian County Middle School: Hopkinsville, KY), Jennifer Snead (North Belton Middle School: Temple, TX), Tammy Bartlett (Dinwiddie Elementary School: Dinwiddie, VA), Jaime Camero (Walter Douglas Elementary School: Tucson, AZ), Katie Lee (Cockrill Middle School: McKinney, TX), Rob Jackson (Seaman Middle School: Olathe, KS), Melissa Chesterfield (Marnel C. Moorman School: Shelbyville, KY), Allison Baas (Whiting High School: Laramie, WY), Andi Twiss (New Millennium Academy: Minneapolis, MN), Paula Carlson (Tripoli Community School District: Tripoli, IA), Chris Stark (Wachusett Regional High School: Holden, MA), Denise Wright (Ocean Bay Middle School: Myrtle Beach, SC), Paige Isner (Hendricks Middle School: Cumming, GA), Allison Bogart (Stonecreek Junior High: No City, No State), Ecil Miller (Glasgow Middle School: Glasgow, KY), Erin Lange (Surfside Middle School: Panama City Beach, FL), Holly Miller (Riverside Intermediate School: Fishers, IN), Jennifer Smith (Illinois State University: Normal, IL), James Brown (Sand Creek Middle School: Albany, NY), Laura Seaver (Loranger Memorial School: Old Orchard Beach, ME), Patrick Kyne (Duncan U. Fletcher Middle School: Jacksonville Beach, FL), Patrick Marti (Villa Academy: Seattle, WA), Tara Reinerth (Lakeside Middle School: Millville, NJ), Susie Fisher (Tongue River Middle School), Sarah Slack (I.S. 223 Montauk Intermediate School: Brooklyn, NY)

Explore new ways to teach climate change science and discover strategies and resources to engage and empower students in the defining issue affecting their future.

TAKEAWAYS:
Examine how climate change impacts the planet and people, especially people in marginalized communities, and how to explore the inequitable distribution of impact; 2. Learn about resources, activities, and ideas to implement climate change in your curriculum, including a free e-book you can use with your students; and 3. Compare and contrast individual, local, national, and global climate change solutions, and how you, your students, and school might participate and how you, as a science teacher, can inspire action.

SPEAKERS:
Alyson Mike (Presidio Graduate School: San Francisco, CA)

Learn how to use data from the COVID-19 pandemic to teach students key STEM concepts and how to make evidence-based decisions.

TAKEAWAYS:
1. Learn how CDC epidemiologists and other public health experts use data to make evidence-based decisions and recommendations; 2. Get ideas on how to use public health examples to illustrate key STEM concepts and skills; and 3. Take CDC NERD Academy lesson plans, animated videos, STEM activities, and career spotlights back to your classroom.

SPEAKERS:
Kelly Cordeira (Centers for Disease Control and Prevention: Atlanta, GA), Molly McKenna (Centers for Disease Control and Prevention: Atlanta, GA), Juliana Azeredo (Centers for Disease Control and Prevention: Atlanta, GA)

Participate in hands-on activities focused on data literacy to engage all students in questioning, analyzing, and using mathematical thinking around historical primary sources.

TAKEAWAYS:
1. Free online resources from the Library of Congress for K–12 science and math teachers to use with their students; 2. Concrete strategies for analyzing primary sources via mathematical reasoning to engage all students; and 3. Hands-on activities that sharpen students' data literacy skills for deeper conversations around topics in science.

SPEAKERS:
Peter DeCraene (Albert Einstein Distinguished Educator Fellow: Washington, DC)

Discover resources and tools to aid in crafting 3-D assessments. Bring your own assessment for peer feedback or explore OERs to adapt to your setting.

TAKEAWAYS:
1. Best practices in 3-D assessment design; 2. Strategies for adapting existing assessments; and 3. Resources for identifying engaging phenomena.

SPEAKERS:
Becky McDowell (Independent Contractor: Springfield, PA)

Let's review the best practices for integrating science instruction into literacy instruction. Presenters will share strategies for choosing the right text, teaching vocabulary, and how to incorporate reading skills and strategies into science instruction. Participants will have the opportunity to review a science text and work with a group to plan a lesson that incorporates science content with literacy strategies.

TAKEAWAYS:
1. Strategies for selecting a text that meets the science and literacy standard to be addressed; 2. Teaching vocabulary; and 3. Asking questions at a variety of DOK levels to reinforce comprehension of literacy skill and science content standard.

SPEAKERS:
Alicia Kozimor (Grand Canyon University: Phoenix, AZ), Elizabeth Lemster (Grand Canyon University: Phoenix, AZ)

This presentation supports teachers’ knowledge and understanding of  instructional strategies to help facilitate students’ academic discourse and support inclusive science and STEM classrooms.

TAKEAWAYS:
1. Understand the shift from traditional classroom talk Initiation, Response, Evaluation (I-R-E) to Productive Talk; 2. Learn practical and effective strategies to facilitate academic discourse to promote access; and 3. Understand how a variety of instructional strategies promotes scientific discourse that can be used in the classroom immediately to create an inclusive environment.

SPEAKERS:
Carol Waters (University of Houston-Clear Lake: Houston, TX), Rebecca Garelli (Arizona Science Teachers Association)

Discover an engaging, hands-on experience for your students that focuses on middle school science concepts using breakout and interactive games with puzzles and clues.

TAKEAWAYS:
Participants will learn: 1. how to create their own breakout room or interactive game tailored to specific student needs; 2. the benefits of using games that require the use of multiple learning styles to master content for the grade 8 science assessment; and 3. learn how to use games in the science classroom to increase scientific literacy by using thinking, reading, writing, and discourse strategies to deepen the understanding of the content.

SPEAKERS:
Jonathan Kramer (Dallas ISD: Dallas, TX)

This session will provide participants with a hands-on understanding of the Science and Engineering Practices to equip educators to  implement these practices in their classrooms.

TAKEAWAYS:
Participants will: 1. learn how to utilize SEPs and content standards to plan for science instruction; 2. apply their understanding of the SEPs and content standards; and 3. collaborate and share instructional implications of Science and Engineering practices.

SPEAKERS:
Terry White (Fort Bend ISD: Sugar Land, TX), Kate Soriano (NSTA: Arlington, VA), Jennifer Meyer (Summitk12)

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

TAKEAWAYS:
1. STEM inclusion activities; 2. Coding in the classroom; and 3. STEM project ideas.

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