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)

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)

Join us to explore the free online student notebook and facilitator’s guide, make your own mosquito larvae trap, and do NASA citizen science.

TAKEAWAYS:
1. Students will learn where, how, and when to safely find mosquito larvae, and how to identify three medically important mosquito genera; 2. Mosquitoes and the diseases they spread are everywhere; students will learn how to reduce the number of mosquito breeding sites in their local community and contribute their citizen science data; and 3. Facilitators will learn about the insights, answers, recommendations, background information, applications, and supplements (games and book lists) found in the Facilitator’s Guide.

SPEAKERS:
Liz Burck (Institute for Global Environmental Strategies: Arlington, VA), Cassie Soeffing (Institute for Global Environmental Strategies: Arlington, VA)

Turning on a string of electric lights is the anchoring phenomenon in this storyline. Students ask questions about electricity sources, production, and uses.

TAKEAWAYS:
1. The system of producers and consumers of electricity we call the power grid is changing, and users are becoming more active participants; 2. Generators use magnetism and mechanical turning to create electricity, and burning carbon-based resources provides much of the energy that powers these generators; and 3. Energy efficiency and renewable and clean energy sources are important to the energy system of the future.

SPEAKERS:
Jana Sebestik (University of Illinois at Urbana-Champaign: Champaign, IL), Christina Tran (University of Illinois at Urbana-Champaign: Urbana, IL)

Come participate in activities showing how all students’ understanding of science becomes deeper and broader when given the chance to interact with a professional scientist mentor.

TAKEAWAYS:
Participants will: 1. learn how the PlantingScience mentoring program works, and how they can participate; 2. understand the impact that exposure to real scientists can have on students' interest in and perception of science as a practice and a profession; and 3. learn mentoring strategies and understand how PS mentors are coached to respond to students in ways that promote inclusive conversations and learning.

SPEAKERS:
Jennifer Hartley (The Botanical Society of America: Saint Louis, MO)

Systems Object Framework is an assessment tool that captures both levels of system structure and students’ growing conceptualization of that system structure.

TAKEAWAYS:
Attendees will interact with Systems Object Framework and learn how: 1. to use it as an assessment tool evaluating student conceptualization of system structure; 2. to use it as a curriculum design tool; and 3. NGSS standards are being promoted through the use of SOF.

SPEAKERS:
Narmin Ghalichi (Bowling Green State University: Bowling Green, OH)

In this hands-on workshop, participants learn how a culminating student performance task provided evidence of student learning while having a lasting impact locally.

TAKEAWAYS:
Attendees will learn: 1. building knowledge across units ensures success on culminating performance tasks; 2. a diversity of assessments allows access to a variety of learners to effectively assess student learning; and 3. building engaging performance tasks provides evidence of student learning while impacting the larger community.

SPEAKERS:
Vanessa Robertson (Envirolution: Reno, NV), Kristina Hadley (Swope Middle School: Reno, NV), Sylvia Scoggin (Washoe County School District: Reno, NV)

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)

Engage your students in real-world science about climate change, geology, and Earth’s history through free resources offered by the International Ocean Discovery Program.

TAKEAWAYS:
1. Learn how to access the 100+ free classroom resources developed by the International Ocean Discovery Program; 2. Collaborate with other teachers to plan lessons that engage students in real-world science and engineering practices; and 3. Improve students’ science literacy through the opportunity to provide students with an authentic interaction with diverse STEM leaders.

SPEAKERS:
Maya Pincus (Bushwick Leaders' High School for Academic Excellence: Brooklyn, NY)

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)

See how a high school science department unpacked the science and engineering practices to create and implement a flexible, competency-based assessment system across all courses.

TAKEAWAYS:
1. Competency-based grading in a science classroom; 2. Assessing Science and Engineering Practices; and 3. Practical tips for assessment and rubric design and implementation.

SPEAKERS:
Alyssa Wallace (Del Lago Academy: Escondido, CA), Trish Stepanek (Del Lago Academy: Escondido, CA), Maria Vidaca (Del Lago Academy: Escondido, CA)

Explore the use of zebrafish in a diverse, inquiry-based classroom to spark ALL students’ curiosity and scientific engagement with real-life science experiences through multiple-learning modalities.

TAKEAWAYS:
1. Build knowledge about the use of zebrafish in biomedical research; 2. Learn how zebrafish and low-budget pet store supplies can be used to engage diverse learners in multimodal (visual, kinesthetic) real-life science learning experiences; and 3. Engage in activities to learn how zebrafish can be used to provide three-dimensional learning experiences for ALL learners by providing opportunities to engage in practices used by scientists, exploring crosscutting concepts and disciplinary code ideas.

SPEAKERS:
Vinita Hajeri (The University of Texas at Dallas: Richardson, TX), Pam Kirkland (The University of Texas at Dallas: Richardson, TX)

When teaching about complex social justice science issues, how do teachers decide what to include while learning about new content and contexts?

TAKEAWAYS:
1. Strategies for deciding what content is “worthwhile” when teaching about complex phenomena; 2. Strategies for deciding how much context is appropriate to include when dealing with social justice issues in science class; and 3. Suggestions for leveraging professional learning communities as sites where we can learn about unfamiliar contexts and contents in order to connect our subject to our communities.

SPEAKERS:
Daniel Morales-Doyle (University of Illinois Chicago: Chicago, IL), Alejandra Frausto Aceves (Northwestern University: Evanston, IL), Adilene Aguilera (George Washington High School: Chicago, IL), Mindy Chappell (North-Grand High School: Chicago, IL), Tiffany Childress Price (Chicago Public Schools: Chicago, IL), Tomasz Rajski (Hubbard High School: Chicago, IL)

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)

Invitations to Inquiry with FieldScope are free lessons designed to build student confidence to analyze and interpret data and answer questions about real-world phenomena.

TAKEAWAYS:
1. Develop an understanding of an instructional model designed to incrementally provide students with opportunities to develop data analysis and interpretation skills using citizen and community science data sets; 2. Develop awareness and fluency in using an online graphing and mapping tool to analyze large data sets; and 3. Consider the benefits and barriers in using large data sets and digital tools in the classroom.

SPEAKERS:
Audrey Mohan (BSCS Science Learning: Colorado Springs, CO), Sean O'Connor (BSCS Science Learning: Colorado Springs, CO)

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)

Engage in three-dimensional learning with hands-on activities to explore human population, biodiversity, climate change, land and natural resource use, and paths to sustainability.

TAKEAWAYS:
Participants will: 1. learn ways to incorporate 3-D learning strategies into hands-on activities around the NGSS topic of Human Sustainability; 2. come away with ideas and lessons to supplement their coursework in High School Biology and Environmental Science (General and AP) with experiential activities for in-person and virtual classrooms; and 3. be able to identify how the presented hands-on activities meet the NGSS Disciplinary Core Ideas, Crosscutting Concepts, and Science and Engineering Practices; and how the activities can be used to reach all kinds of learners, for an inclusive classroom.

SPEAKERS:
Abby Watkins (Population Connection: Washington, DC), Pam Wasserman (Population Connection: Washington, DC)

A multidisciplinary open-ended investigation that incorporates absolute and relative dating, anomalies, historical context, volcanoes, solar proton events, energy cycles, Earth systems, terrestrial events, and supernovas.

TAKEAWAYS:
1. Students will have a better understanding of the process of constructing knowledge; 2. Students will have to analyze and defend their results; and 3. Sometimes there is no answer key, only possible solutions from constructing and analyzing data from several sources that cross traditional disciplines.

SPEAKERS:
Donna Young (NASA/NSO/UoL Program Manager: Laughlin, NV)

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)

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)

Compare surface temperature data collected by students between urban and rural areas. Get involved and continue over the summer in a Google classroom. Resources will be provided.

TAKEAWAYS:
1. The importance of collecting surface temperature data to study “heat islands” within communities and ways to interpret the data; 2. Analysis of ground-truthing data and NASA satellite data; and 3. Instructional materials from GLOBE and NASA to teach the science content (heat islands) and protocols aligned to NGSS.

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

Bee-coming a data scientist—discover how honeybee researchers find pathogens that contribute to colony loss.

TAKEAWAYS:
1. Understand the essential role of honeybees in agriculture; 2. Discover example phenomena to engage students as a data scientist and exploration into the universal language of DNA sequences; and 3. A simple and free computer-based activity that can be performed anywhere with a computer and internet (classroom, home, or public library).

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

This workshop will focus on how collaboration between educators can provide an educational experience to all learners in a district that highlights STEM education from Kindergarten to High School. The presenters will introduce many activities and lessons for teachers and administrators to bring back to their schools and classrooms focusing on agricultural education, engineering activities, and STEM experiments. The workshop will be broken into three segments highlighting hydroponics, community gardens, robotics, computer science, and science experiments/demonstrations.

TAKEAWAYS:
1. Our Science/STEM Instructor will present various STEM Night lessons and activities that are taught to high school students who participate in Family/Science Nights in the district throughout the year. These activities focus on NGSS standards that students learn throughout the year; 2. Our Agriculture Educator will present how to start and maintain a hydroponics lab and a community garden in the district for all levels of instruction; and 3. Our Engineering instructor will present a curriculum and activities in Robotics and Computer Science Applications that will build your students' knowledge and demonstrate how these students teach younger students in the district in STEM education.

SPEAKERS:
Kim Usery (Cabot High School: Cabot, AR), Nicole Gatewood (Cabot High School: Cabot, AR)

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)

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)

Integrated science? Teach NGSS-focused geology, ecology, biology, engineering, and physical science through real-world problems. Access rubrics, guides, lesson plans, timelines, and other ideas.

TAKEAWAYS:
1. Using a thematic approach to integrated science truly integrates the disciplines rather than the traditional one quarter of each discipline; 2. Integrated science can be highly engaging by giving students real-world applications of the content; and 3. Even though NGSS does not have a set of "integrated science" standards, aligning this kind of course to NGSS is still possible.

SPEAKERS:
Vanessa Ueltzen (Walther Christian Academy: Melrose Park, IL)

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:
1. Connecting the human impact of single-use plastics and their effect on aquatic ecosystems; 2. Exposing students to basic coding and engineering design in an NGSS-focused content classroom; and 3. Developing a project that enhances STEM skills in students such as collaboration, curiosity, and creative problem-solving.

SPEAKERS:
Jessica Kohout (Educational Consultant: Voorhees, NJ), Stacy Thibodeaux (Southside High School: Youngsville, LA)

Overview of thermoset versus thermoplastic polymers and hands-on activities to be done in the classroom, including predictive design, calculations, and environmental impact discussion.

TAKEAWAYS:
1. Different ways of categorizing polymers; 2. Difficulties with recycling certain polymer materials; and 3. Design and environmental challenges for students.

SPEAKERS:
Scott Spohler (Global Impact STEM Academy: Springfield, OH), Briana Richardson (Washington High School: Washington Court House, OH)

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)

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)

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)

During this session, we will discuss instructional tools and resources to leverage students' cultural capital in the science classroom.

TAKEAWAYS:
1. Explore the tenets of Culturally Responsive Pedagogy; 2. Understand how all learning is cultural, especially science, and access to science helps students become change agents; and 3. Explore the components and values of an inclusive science classroom.

SPEAKERS:
Patricia Morgan (Georgia State University: Atlanta, GA)

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)

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: 1. identify the CER and CEJ approach for building scientific literacyl; 2. identify opportunities for using CERs and CEJs to facilitate student discourse and discussion; and 3. apply what they have learned to their own classroom.

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

The free app E-Bin identifies trash and recyclables as they’re tossed out and indicates which waste bin to use. Rewards are earned for doing so.

TAKEAWAYS:
How to: 1. set up a school recycling system based on rewards; 2. use a free educational app promoting a “green” environment; and 3. earn money for school clubs.

SPEAKERS:
Mark Supal (Retired Educator: Grosse Pointe, MI)

Explore free hands-on, inquiry-based learning activities using real national and local data and models to explore how to clean, conserve, and manage local water resources.

TAKEAWAYS:
Attendees will: 1. explore geographic, social, political, and environmental concepts and problems related to their watersheds; 2. use maps, models, and simulations of their environment to learn the factors involved in interacting with and protecting water in their surroundings; and 3. investigate a systems approach to problem solving through hands-on, inquiry-based watershed-related activities while incorporating national and local data and geospatial analysis.

SPEAKERS:
Carolyn Staudt (The Concord Consortium: Concord, MA), Jerry Valadez (Fresno State and SAM Academy CSW)

Look for patterns in biodiversity and habitat structure as you investigate mesofauna to determine cause and effect relationships and understand how ecosystem services affect patterns of diversity.

TAKEAWAYS:
1. Investigate patterns in mesofauna diversity, soil health, and carbon sequestration; 2. Calculate species richness, relative abundance, and soil structure to determine the diversity in a soil ecosystem; and 3. Identify human impact on ecosystem services that affect patterns of biological diversity.

SPEAKERS:
Heather Bryan (Nourish the Future - Education Projects, LLC: Columbus, OH)

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)

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)

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)

July 2021–highest temperatures recorded on Earth! Get your students to collect and upload surface temperature data to study the urban heat island in your area.

TAKEAWAYS:
1. Activities to introduce Urban Heat Island Effect to your students; 2. Resources to help your students to do inquiry-based student research projects; and 3. My NASA Data activities aligned to NGSS.

SPEAKERS:
Janet Struble (: Toledo, OH), Susan James (St. Peter's School: Mansfield, OH)

Participants will explore the biology, chemistry, and physics of carbon dioxide’s role in climate and climate change.

TAKEAWAYS:
Attendees will: 1. explore the biological pathways, stoichiometric reactions, thermodynamics, and environmental implications of hydrocarbon-sourced CO2 gas; 2. learn how to explain the role of carbon dioxide in climate change to high schoolers through hands-on activities; and 3. learn how to bring relevance and critical thinking to their science classes.

SPEAKERS:
Nicole DiLuglio (Houston ISD: Houston, TX), Marlo Diosomito (Houston ISD: Houston, TX), Cedric Williams (Houston ISD: Houston, TX)

WaterViz lesson plans allow all learners to equally engage with real scientific water cycle data uniquely represented as art, music, and scientific graphs.

TAKEAWAYS:
Students will: 1. learn about weather and the water cycle; 2. be able to predict relationships between components of the water cycle, analyze data, and use evidence to support their claims; and 3. learn about STEAM and that data can be explored in many creative forms.

SPEAKERS:
Mariella Mannino (Science Teacher: Brooklyn, NY)

How can science learning experiences be designed to support reciprocal and caring understandings of the natural world and human-nature relationships? Come find out with us!

TAKEAWAYS:
1. Human-nature relationships are culturally rooted and embedded in approaches to science learning; 2. Shifting away from a view of humans as separate from nature and toward an understanding of humans as part of nature can support learners’ development of caring ecological relationships and practices; 3. Supporting reciprocal and caring human-nature relationships aligns with NGSS science and engineering practices, disciplinary core ideas, and crosscutting concepts.

SPEAKERS:
Maya Garcia (Colorado Dept. of Education: Denver, CO), Deb Morrison (Educator and Learning Scientist: Seattle, WA)

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)

Oceanography is an appealing application to engage all students in the high school physical science, physics, and chemistry classroom.

TAKEAWAYS:
1. How to leverage students' interest in oceans to engage all students in physical science inquiry; 2. Resources for training teachers to promote oceanography instruction at all levels; and 3. Example activities that incorporate oceans into the physical sciences.

SPEAKERS:
Steve Schulz (Manheim Township School District: Lancaster, PA)

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)

This session will introduce the gamification of ecological modeling within a biology classroom, through both playing and analyzing student-developed games that demonstrate ecological interactions.

TAKEAWAYS:
Participants will: 1. develop a greater understanding of modeling as one of the crosscutting concepts of NGSS; 2. learn the DCI related to ecology and SEP of modeling, including developing, using, and evaluating models; and 3. learn the importance of modeling, the revision process when it comes to modeling, and limitations of modeling.

SPEAKERS:
Kristine Wilbrecht (Swope Middle School: Reno, NV), Catherine Pozarski Connolly (Nevada's Northwest Regional Professional Development Program: Reno, NV)

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)

Explore what it means to be scientifically literate and how to develop students who can participate in discussions about scientific issues that affect society.

TAKEAWAYS:
The goals of this session are for participants to gain an understanding of what scientific literacy is, how it can be supported in classrooms, and how the application of science principles and processes will enable students to join society’s science conversations.

SPEAKERS:
Tina Hovance (Katy ISD: Katy, TX), Cathy Harter (Katy ISD: Katy, TX)

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)

Discover the power of tiny things to promote equity through real-world problem solving with nano@stanford. Learn the biomimicry connection to water-resistant and other engineered materials being developed in nanotechnology to solve real problems that will promote equity by engaging more students.

TAKEAWAYS:
1. Learn the biomimicry connections to water-resistant and other engineered materials that are being developed in nanotechnology to solve real problems; 2. All STEM disciplines are needed to solve real problems and nanotechnology provides the tools to develop solutions; and 3. Learn the locations of NGSS-focused activities, resources, and virtual experiences for your classroom connected to Nanotechnology Opportunities for free/ paid professional development with the NNCI and nano@stanford.

SPEAKERS:
Daniella Duran (Stanford University: Stanford, CA)

Explore a variety of careers in the energy sector and discover what soft skills and personality traits will help your students in the workforce.

TAKEAWAYS:
1. Learn activities to help students identify the soft skills and personality traits that will make them stand out in workplace environments; 2. Help students in understanding just how many different career opportunities and paths exist in the world around them. The list is much broader than doctor, lawyer, teacher, or firefighter and the energy industry includes much more diversity in job types than just engineer, technician, and electrician; and 3. Be able to describe the traits and skills that are essential to being a good worker and team player, no matter what industry or job the student may enter.

SPEAKERS:
Sue Parrent (The NEED Project: Manassas, VA)

Climate change is a crucial subject for all ages. Come explore classroom strategies for supporting learners’ climate science knowledge and action-oriented responses to the climate crisis.

TAKEAWAYS:
1. All students are capable of learning about climate science and climate justice; 2. Climate education should be place-based, experiential, multidisciplinary, action-oriented, community-centered, and personally relevant for learners; and 3. Numerous examples, resources, and communities of practice are emerging to support teachers on climate education.

SPEAKERS:
Peter McLaren (Next Gen Education, LLC: North Kingstown, RI), Deb Morrison (Educator and Learning Scientist: Seattle, WA), Maya Garcia (Colorado Dept. of Education: Denver, CO), Frank Niepold (NOAA Climate Program Office: Silver Spring, MD)

Use SageModeler to model real data on how hippos affect their environment in Tanzania and predict how invasive hippos might impact the environment in Colombia!

TAKEAWAYS:
Attendees will: 1. discuss how to use hippos, and particularly Pablo Escobar’s hippos in Colombia (an introduced species), as an anchoring phenomenon to teach ecology; 2. examine data from a study of how hippos affect the ecology of aquatic ecosystems in central Tanzania and use those data to investigate key ecological concepts like nutrient cycling and eutrophication and 3. learn to use the free online program SageModeler to model the interactions described in the study above and predict how Pablo Escobar’s hippos may affect the Colombian ecosystem.

SPEAKERS:
Emily Schmidt (The Bronx High School of Science: Bronx, NY)

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)

Learn how to engage students in making sense of local climate justice phenomena and take action in response in partnership with impacted communities.

TAKEAWAYS:
1. Ability to articulate the climate science standards within your own teaching context; 2. Examination of strategies to engage in climate justice instruction; and 3. Definition of your own action plan for designing science learning around climate justice phenomena for your own context.

SPEAKERS:
Deb Morrison (Educator and Learning Scientist: Seattle, WA)

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)

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)

Meteorology is an appealing application that can be used to engage all students in the high school physical science, physics, and chemistry classroom.

TAKEAWAYS:
1. How to leverage students' interest in weather to engage all students in physical science inquiry; 2. Resources for training teachers to promote meteorology instruction at all levels; and 3. Example activities that incorporate weather into the physical sciences.

SPEAKERS:
Steve Schulz (Manheim Township School District: Lancaster, PA)

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)

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)

Experience how the discussion diamond protocol can help support students’ argumentation skills and Claim Evidence Reasoning writing through peer discourse.

TAKEAWAYS:
1. Student discourse can be used to support the development of students’ argumentation skills; 2. The discussion diamond protocol provides students with a structure to build scientific arguments based on evidence and reasoning in collaboration with their peers; and 3. The discussion diamond protocol is a versatile tool that can be adapted for students at different skill levels and in various subjects.

SPEAKERS:
Nicole Ciccarello (Beverly Hills High School: Beverly Hills, CA)

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)

FREE IRIS and UNAVCO resources explore how the earthquake system behaves across long and short time scales using observations; evidence; and simple, interactive physical models.

TAKEAWAYS:
Teachers will be able to: 1. use evidence and reasoning to construct an explanation for earthquake occurrence at varying timescales; 2. model energy inputs and outputs to the earthquake cycle using a simple mechanical model; and 3. describe how the moment magnitude is calculated for an earthquake and how this relates to basic physical science principles.

SPEAKERS:
John Taber (IRIS | Earthscope Consortium: Chevy Chase, MD)

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)

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)

Set up a simple lab and watch a cool demo for ways to talk about resources and the environment, using copper as a specific example.

TAKEAWAYS:
1. Great lab that can be used for many levels of understanding—geology, environmental science, chemistry; 2. Focus on environmental impact of resource acquisition; and 3. Resources to highlight for students the depth and complexity of these issues.

SPEAKERS:
Scott Spohler (Global Impact STEM Academy: Springfield, OH), Briana Richardson (Washington High School: Washington Court House, OH)