The 5E is effective for learning most concepts, but not for processes. Other models may need to be included within the 5E.

TAKEAWAYS:
1. Clearly understand the various instructional models and the best practice for their uses; 2. The learning objective must be clearly identified as a concept of a process to correctly identify the best practice and instructional model; and 3. Use other best practices such as moving instruction from the known to the unknown or concrete to pictorial to abstract or limiting objectives within a 5E.

SPEAKERS:
Sandra West (Texas State University: San Marcos, TX)

Learn how graphical reasoning helps students bridge the STEM gap. Gain tools to help students become proficient at graphing, making predictions, and deepening content understanding.

TAKEAWAYS:
1. Help students who lack algebraic fluency bridge the gap between science and mathematics; 2. Gain tools and tips to help students become proficient at creating graphs, identifying common graph shapes (e.g. linear, inverse square), linking graphs with their algebraic representations, making predictions, and deepening content understanding; and 3. With hands-on demonstrations, data from our research studies, and lesson plans, teachers can utilize the information shared in this session to better support their students.

SPEAKERS:
Janice Gobert (Rutgers Graduate School of Education: New Brunswick, NJ), Michael Sao Pedro (Inq-ITS by Apprendis: Berlin, MA)

Join us as we explore how NOAA Teacher at Sea can bring stimulating ocean science content to the classroom through a wide range of technology and media applications.

TAKEAWAYS:
NOAA Teacher at Sea provides numerous cutting-edge strategies to make ocean science accessible to students such as Google Cardboard and various VR applications to utilizing NOAA Teacher at Sea’s rich ocean science resources.

SPEAKERS:
Spencer Cody (Edmunds Central School District: Roscoe, SD)

Discover how to use physical education to help teach interdependence of the circulatory and respiratory systems through Argument Driven Inquiry. Three-dimensional teaching meets cross-curricular planning.

TAKEAWAYS:
How to: 1. collaborate with your PE teachers to conduct a scientific investigation; 2. teach students about data collection and analysis; and 3. help students realize the interactions of body systems and how they relate to physical exercise.

SPEAKERS:
Lincoln Clark (Spain Park High School: Birmingham, AL)

Training hard, lifting weights, and eating right are not the only elements of athletics success. See how Olympic data can fuel STEM discoveries.

TAKEAWAYS:
1. Data analysis that leads to speed and acceleration graphs; 2. Applying technology to images for modeling functions; and 3. Learn to code a calculator to make data analysis more efficient.

SPEAKERS:
Brad Posnanski (Comsewogue High School: Port Jefferson Station, NY)

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

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

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

Astrobiology Learning Progressions support the creation of units that are relevant and motivating through the lens of the search for life in the universe.

TAKEAWAYS:
K–12 teachers, curriculum directors, and other science communicators will take away from this session: 1. what is the scientific search for life in the universe—Astrobiology, how it is interdisciplinary, and how it can be combined within STEM, ELA, art, engineering, and more; 2. how they can use the excitement and motivating topics in Astrobiology to leverage learning in a variety of science concepts throughout the NGSS; and 3. the know-how to navigate and use the Astrobiology Learning Progressions ( https://astrobiology.nasa.gov/education/alp/ )to find information, context, and resources to create their units and lessons.

SPEAKERS:
Dani Leach (Lakewood High School: Arlington, WA)

We will share how we use learning targets based on the NGSS science practices to develop assessments that are accessible to learners of all abilities.

TAKEAWAYS:
Attendees will: 1. understand how to develop assessments that are accessible to all learners; 2. distinguish between formative and summative assessments and see examples of effective ways to apply each; and 3. understand how to use assessments to fine-tune teaching practice.

SPEAKERS:
David Frangiosa (Pascack Valley Regional High School District: Montvale, NJ), Elise Naramore (Pascack Hills High School: Montvale, NJ)

You made the learning three dimensional in your classroom; now it's time to do the same for your grading.

TAKEAWAYS:
1. Ways to help students focus on learning more than gradesl 2, Systems of efficient grading that make meaningful feedback possible; and 3. Tips to have students participate in telling their learning story.

SPEAKERS:
Johanna Brown (Washington State OSPI)

Lead the PBL charge from the science classroom with simple changes to your 5E lesson/unit plans that drive the question, provide instruction, and build interdisciplinary integration.

TAKEAWAYS:
1. Changing a 3-D learning claim to a guiding question; 2. Structuring Explore in research and the first phases of the EDP; and 3. Creating an interdisciplinary project in Elaborate that acts as an Evaluation.

SPEAKERS:
Claire Williams McGee (Metro Nashville Public Schools: Nashville, TN)

Creative writing assignments can better reach students with differing learning styles. The incorporation of creative writing exercises into introductory chemistry courses and their effects on student performance will be described.

TAKEAWAYS:
1. Creative writing is an effective way to cement understanding of chemistry concepts; 2. Engaging in creative writing leads to better exam performance; and 3. Creative writing exercises increase critical-thinking skills.

SPEAKERS:
Donald Carpenetti (Craven Community College: New Bern, NC)

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

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

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

Learn how to access and explore NOAA’s data-rich resources, lesson plans, and visualization tools to build data literacy and proficiency in scientific data analysis.

TAKEAWAYS:
1. What types of data are available from NOAA; 2. How to find and use NOAA data in your classroom; and 3. How students can be involved in data collection.

SPEAKERS:
Bekkah Lampe (NOAA Office of Education: Silver Spring, MD), Kayla Smith (National Oceanic and Atmospheric Administration: Silver Spring, MD)

Students sometimes struggle to connect real-life motion with various representations such as graphs, data sets, and motion maps. This activity uses cups and your school football field to bring motion maps to life.

TAKEAWAYS:
1. Teachers will get a copy of an activity they can use to get their students out of the classroom and actively engaged; 2. The copy includes sample lab results and a sample video that they can use to help them prepare for the lab; and 3. The goal of the session to present a physical version of a motion map that students can watch back to help understand motion.

SPEAKERS:
Maximilian Von Schlehenried (Jesuit College Preparatory School of Dallas: Dallas, TX)

Discover several strategies for developing well-written multiple-choice questions that can assess higher levels of Bloom’s taxonomy.

TAKEAWAYS:
1. Multiple-choice exams can assess higher-order cognitive skills and increase student learning gains; 2. Developing these types of multiple-choice questions is easier than you might think; and 3. Our higher-order multiple-choice questions are practically "Google proof,” making them ideal for online exams.

SPEAKERS:
Tarren Shaw (The University of Oklahoma: Norman, OK), Donald French (Oklahoma State University: Stillwater, OK)

Through engaging case studies, attendees will gain an understanding of what is in our indoor air, including emissions from emerging sources and their health impacts, as well as mitigation strategies.

TAKEAWAYS:
1. Identify the potential unintended consequences of emerging technologies on indoor air quality; 2. Understand what is in our air, including emissions from emerging sources and their health impacts; and 3. Provide engaging case study examples and strategies for how to successfully deploy safer solutions.

SPEAKERS:
Holley Henderson (Chemical Insights Research Institute: Marietta, GA), Melanie Share (Chemical Insights Research Institute: Marietta, GA)

Learn how to join NASA’s first online community of practice for STEM educators (CONNECTS) and gain access to NASA content, resources, educator community, exclusive events, and NASA experts.

TAKEAWAYS:
Participants will: 1. receive a foam rocket activity they can implement in their classrooms using simple materials; 2. learn about the vast resources offered by NASA’s new online community of practice for STEM educators, CONNECTS; and 3. learn how they can join CONNECTS.

SPEAKERS:
Cindy Hasselbring (NASA Headquarters: Washington, DC)

The session will describe the need and deliberate actions taken within the Scientific Research Saturdays program to involve under-resourced students to develop STEM projects and participate in the regional science and engineering fair.

TAKEAWAYS:
1. Under-resourced students are disadvantaged by not having mentors to assist them in developing research that will benefit them in competing in national and international science fairs, winning scholarships to universities and programs, and strengthening their confidence and passion for STEM fields; 2. Mentoring is an effective strategy to support under-resourced high school students. However, access to mentors, particularly where geographic and time barriers are concerned, and reduced cost must be considered; and 3. The onus to establish equity in education continues to be on educators.

SPEAKERS:
Christine Todd (Miami-Dade Virtual School: Miami, FL)

Let's stop the guessing game as to what we expect from our students. The Depth and Complexity Icons do just that. Come find out!

TAKEAWAYS:
1. By using the Depth and Complexity Icons, the teacher immediately knows what type of feedback to give students (formative assessment); 2. Once this becomes part of the teacher's instructional practice, the students will begin to know exactly what is expected of them from the teacher; and 3. Teachers must first become familiar and comfortable with this before we can expect the students to become comfortable and successful.

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

Hear how a university prepares preservice STEM teachers for project-based learning (PBL) while they simultaneously experience a PBL curriculum for teacher preparation. Leave with resources.

TAKEAWAYS:
Participants will: 1. be able to identify the importance of rigor, relevance, and relationships in the design of a STEM teacher preparation program that threads PBL throughout teacher candidates’ preparation; 2. be able to identify opportunities and challenges of threading PBL throughout such a program; and 3. reflect on how provided resources can be utilized and integrated into their own STEM teacher preparation programs.

SPEAKERS:
Deborah Sachs (University of Indianapolis: Indianapolis, IN), Katherine Stickney (University of Indianapolis: Indianapolis, IN), Kimberly Baker (University of Indianapolis: Indianapolis, IN), Jean Lee (University of Indianapolis: Indianapolis, IN), Laura Gardner (Riverside High School: Indianapolis, IN)

Citizen Chats allow students to find a voice on topics ranging from social justice issues to scientific experiments, and let the data collected guide their decisions.

TAKEAWAYS:
Participants will: 1. be able to support their students in the incorporation of 21st-century skills to design and execute student-driven research in class; 2. be able to design and implement grading strategies to appropriately gauge student learning for a wide variety of topics; and 3. feel comfortable incorporating student-based research into their everyday curriculum for deepening student learning.

SPEAKERS:
Emily Lahr (Greene Central High School: Snow Hill, NC), Jose Garcia (Greene Central High School: Snow Hill, NC)

NCF-Envirothon is an environmental and natural resources problem-solving competition for high school students that engages students with classroom-based study and hands-on outdoor experiential education.

TAKEAWAYS:
1. The NCF-Envirothon is an environmental and natural resource conservation problem-solving, team-building, and leadership experience that inspires high school students across the U.S., Canada, and China to integrate science learning with real-world applications; 2. The NCF-Envirothon incorporates STEM principles, in-class curriculum, and hands-on outdoor field experiences to foster student learning about natural resource management and environmental science career possibilities in the areas of Aquatic Ecology, Forestry, Soils and Land Use, Wildlife, and Current Environmental Issues; and 3. Through a comprehensive course of study aligned with the Next Generation Science Standards and the AP Environmental Science curriculum, the NCF-Envirothon challenges students to develop their critical-thinking skills to create inventive solutions to the complex local and global environmental issues facing our world today. The NCF-Envirothon empowers students with knowledge and skills to change the world!

SPEAKERS:
Rachel Edwards (National Association of Conservation Districts (NACD): Washington, DC)

This session will describe Arts-STEM Afterschool Programming in two low-performing schools in primary grades based on the theme of Thinking and Inventing like Leonardo da Vinci.

TAKEAWAYS:
1. To engage participants in the connection between nature, art (design), math, and science and the core disciplines for three-dimensional thinking; 2. To promote three-dimensional thinking by promoting science and engineering practices and crosscutting processes (particularly, form and function); and 3. To promote inclusivity by showing how a variety of children and families from diverse races, ethnicities, and countries in high-need areas worked together to promote a high level of learning in the design thinking.

SPEAKERS:
Mary Jo Pollman (Professor Emerita, Metropolitan State U of Denver: Denver, CO)

Engage yourself and your students in experimental research and engineering opportunities to develop real-world and effective communication skills.

TAKEAWAYS:
1. How to engage yourself and your students as scientists; 2. Writing assessment guides and taking advantage of what students learn in language arts classes; and 3. Communication—as a teacher scientist and to help guide your students to communicate as student scientists.

SPEAKERS:
John Taylor (Marvin Ridge High School: No City, No State)

We will share how we implemented current educational research to create a learning environment that supports learners of all abilities.

TAKEAWAYS:
Attendees will: 1. understand the educational research supporting a shift away from traditional grading; 2. describe which attributes of a learning progression model address each of several major classroom issues, including equity, differentiation, peer interactions, and growth mindset; and 3. describe methods of implementing the research in the classroom.

SPEAKERS:
David Frangiosa (Pascack Valley Regional High School District: Montvale, NJ), Elise Naramore (Pascack Hills High School: Montvale, NJ)

Toshiba America Foundation wants to work together with teachers who are looking for a better way of doing the right thing.

TAKEAWAYS:
1. Toshiba America Foundation objectives; 2. How to request a Toshiba America Foundation grant; and 3. Learn from fellow Toshiba America Foundation grant teachers.

SPEAKERS:
Acacia McKenna (NSTA: Arlington, VA), John Anderson (Toshiba America Foundation: Irvine, CA)

Teach students to build relatively simple, visual computer models to study system interactions associated with climate change. Software is free and web based.

TAKEAWAYS:
1. See how to build several relatively simple visual simulation models, in stages, dealing with systemic interactions involving population/global temperature, population/global potable water, etc.; 2. Learn how to incorporate nonlinear influences in a systems model; and 3. See a live demo detailing how to build a basic population model in the free web-based software.

SPEAKERS:
Diana Fisher (Portland State University: Portland, OR)

This session will describe a proposed high school STEM course open to all students. This course utilizes problem-based learning based on local businesses.

TAKEAWAYS:
1. The proposed course, STEM in the 901, will teach students the scientific method, the engineering design process, and content knowledge across STEM disciplines through researching and solving problems faced by local businesses; 2. The use of problem-based learning (PBL) centered around local businesses allows for the integration of culturally relevant pedagogy and encourages engagement by all students; and 3. One of the proposed PBL units, including lesson plans and suggested assessments, will be made available to participants.

SPEAKERS:
Shelby Montague (St. George's Independent School: Collierville, TN)

This session features current science practitioners who share some common challenges faced by urban science educators as well as successful solutions from their school districts. The challenges and solutions discussed are applicable to all school settings.

TAKEAWAYS:
1. Receive resources and strategies to promote successful science education; 2. Discuss fresh progressively thinking approaches of current science practitioners who are in the classroom and at the district level; and 3. Engage with presenters on culturally responsive tips that support and strengthen urban science education.

SPEAKERS:
Charles Hayes (Highland Oaks Elementary School: Memphis, TN), LeeAnne Jimenez (Wilson Teaching and Learning Academy: Tulsa, OK), Michelle Ellis (Hunter Huss High School: Gastonia, NC), Brad Rhew (Guilford County Schools: No City, No State), Florentia Spires (Prince George's County Public Schools: Upper Marlboro, MD)