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)

Experience two novel instructional routines supporting the integration of NGSS Crosscutting Concepts and learn how these routines can be used to foster belonging in science classrooms.

TAKEAWAYS:
Attendees will: 1. learn the steps for how to facilitate two instructional routines to support student thinking and discourse; 2. learn how the use of CCCs during these routines can support students making sense of phenomena; and 3. come away with a deeper understanding of how to use the CCCs to foster belonging in science classrooms.

SPEAKERS:
Joy Otibu (Mott Hall Bronx High School: Bronx, NY), Andrea Sau (Mott Hall Bronx High School: Bronx, NY)

Learn how to use a laboratory simulation and data analysis activity to teach students about using data to address real-world public health problems.

TAKEAWAYS:
1. Learn how CDC epidemiologists and other experts like laboratory scientists and biostatisticians 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 Science Ambassador educational activities 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)

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

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

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

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)

Join this workshop to learn about the chemical properties of copper using appropriate technology in this hands-on activity.

TAKEAWAYS:
Participants will: 1. learn to research and design an inquiry experiment; 2. use technology to gather and analyze data from the inquiry; and 3. visualize what occurs on the submicroscopic level by employing particulate drawings.

SPEAKERS:
Gregory Dodd (Retired Chemistry Teacher: Pennsboro, WV)

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

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

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

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)

The first technology revolution may have passed you by but rest assured, the second one is going to rock your world!

TAKEAWAYS:
1. Relevance/difference of 1st and 2nd technology revolutions; 2. Understanding real-world examples for quantum information science; and 3. Importance of teaching QIS in the K–12 classrooms.

SPEAKERS:
Karen Matsler (University of Texas Arlington: No City, No State), Janie Head (Lamar CISD: Rosenberg, TX), Emma Smith (Ridgeline High School: Millville, UT)

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)

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)

Join us and take part in experiences that include literacy integrations; scientific discourse; and claims, evidence, and reasoning in a 5Es (Engage, Explore, Explain, Elaborate, and Evaluate) lesson.

TAKEAWAYS:
Attendees will: 1. participate in experiences that include argumentation through claims, evidence, and reasoning; 2. have an opportunity to view a variety of literacy strategies embedded in a 5E lesson; and 3. be able to view and participate in literacy strategies that promote scientific discourse.

SPEAKERS:
Takisha Gastile (University of Houston-Clear Lake: Houston, TX), Nedaro Bellamy (Houston ISD: Houston, TX)

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

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

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

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)

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)

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)

This session introduces a way to create in-person and remote learning experiences that give all students a chance to learn how to use the DCIs, CCS, and SEPs to make sense of the world around them.

TAKEAWAYS:
1. How to make in-person and remote learnings experience more meaningful, relevant, and equitable for students; 2. How to give students an opportunity to use their own ideas along with the DCIs, CCs, and SEPs in the service of sensemaking; and 3. How embedded formative assessment during an investigation can be used to examine student sensemaking.

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

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)

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

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

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

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)

This session will focus on how to teach wave-particle duality (WPD) from a historical to present-day perspective. Engage students experimentally and relate the results to quantum information science.

TAKEAWAYS:
1. Recognition of the historical relevance and sequence of events that currently support WPD; 2. The double slit experiment can be done with electrons and photons; and 3. Experimental results show how a wave interference pattern can also be produced by a probability distribution of photons and electrons.

SPEAKERS:
Karen Matsler (University of Texas Arlington: No City, No State), Jan Mader (Retired Physics and Chemistry Teacher: Great Falls, MT)

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

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

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

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)

Discover low-cost, easy-to-construct, physically active lessons that help students understand solids, liquid, and gases at the particle level and the forces between particles.

TAKEAWAYS:
1. Learn how to model the attractive forces between particles in a gas, liquid, and solid to help explain the difference in properties of the different states of matter; 2. Learn how to construct these activities using the materials and spaces they already have; and 3. Receive ideas and opportunities to modify the depth to make the activity more appropriate for the student population.

SPEAKERS:
Clark Ellis (The Kinkaid School)

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)

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

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

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

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

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

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

Argument-Driven Inquiry is an instructional model that gives students an opportunity to learn how to use DCIs, CCs, and SEPs to explain natural phenomena, and it creates a learning environment where students are able to talk, read, and write in the service of sensemaking.

TAKEAWAYS:
How to: 1. use this instructional model, or way of teaching, to give students an opportunity to learn how to use the DCIs, CCs, and SEPs to make sense of natural phenomena; 2. give students an opportunity to use their own ideas and ways of communicating to talk, read, and write in the service of sensemaking; and 3. give students more opportunities to decide what counts as valid and acceptable and develop new criteria for what counts evidence in science.

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

Explore inexpensive hands-on demonstrations and interactive models to build conceptual understanding of Earth’s elasticity, structure, plate motions, and more.

TAKEAWAYS:
Participants will be able to: 1. describe a suite of hands-on models, evaluating their merits and limitations; 2. differentiate between mental models and expressed models, linking multiple types of models to phenomena (to express the unviewable); and 3. support explanations by analyzing and interpreting data generated by physical models.

SPEAKERS:
Michael Hubenthal (IRIS | Earthscope Consortium: Washington, DC)

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)

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)

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 model of the atom has transitioned from the Bohr Atom to the Quantum Mechanical Model utilizing energy transitions and standing waves.

TAKEAWAYS:
1. Spectral emission or absorption lines are the result of quantum jumps; 2. Quantized energy transitions are discrete; and 3. Quantized energy orbitals are produced by standing waves.

SPEAKERS:
Jan Mader (Retired Physics and Chemistry Teacher: Great Falls, MT), Emma Smith (Ridgeline High School: Millville, UT)

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)

Arts integration for the science classroom! Utilize this session's takeaways to incorporate diverse learning practices that don't sacrifice content time.

TAKEAWAYS:
Provide attendees with: 1. diverse teaching methods with a curated selection of arts-integration practices; 2. make-and-take product(s) to use as exemplars; and 3. digital access to content (rubrics, examples, etc.) that would help these practices be implemented in the classroom.

SPEAKERS:
Suzanne Murphy (Farmington High School: Farmington, AR), Hailey Robinson (Farmington High School: Farmington, AR)

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

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

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

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

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

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

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)

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)

Participants in this session will learn how to incorporate Project-Based Learning in the science classroom as a means to promote relevancy, engagement, empowerment, and authentic assessment.

TAKEAWAYS:
Attendees will: 1. learn what Project-Based Learning is and is not; 2. learn how to implement Project-Based Learning into a science learning sequence to maximize conceptual flow of the unit; and 3. engage in a Project-Based Unit as a learner, then be provided samples, and given time to collaborate.

SPEAKERS:
Allison Bogart (Stonecreek Junior High: No City, No State)

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)

Get ready for the 2023 and 2024 solar eclipses. See how learning activities about Earth, Moon, and Sun provide three-dimensional learning experiences that connect to these events that will be more spectacular than the 2017 eclipse.

TAKEAWAYS:
Participants will: 1. have a better understanding of what is meant by three-dimensional learning; 2. see how 3-D learning can lead to knowing what causes lunar phases and eclipses; and 3. be prepared to enjoy the solar eclipses in 2023 and 2024.

SPEAKERS:
Dennis Schatz (Institute for Learning Innovation: Beaverton, OR)

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)

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

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

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

Explore STEAM with concrete, metal, polymers, and clay. Apply math and design concepts to many real-world examples. Supplies are cheap and students love destructive testing!

TAKEAWAYS:
1. Basic properties of materials science categories: metals, ceramics, polymers, composites; 2. Affordable labs exploring these properties and ways to adapt these labs for specific classroom needs; and 3. Real-world applications for these materials and lab concepts, focusing on the iterative design process.

SPEAKERS:
Briana Richardson (Washington High School: Washington Court House, OH)

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)

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

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

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

Motion diagrams are a great tool for teaching about velocity and acceleration without using maps. Join other teachers in using a hands-on manipulative to teach this useful subject.

TAKEAWAYS:
1. Velocity and acceleration can be taught qualitatively instead of quantitatively; 2. Using manipulatives reaches all different kinds of learners—verbal, visual, and kinesthetic; and 3. Giving students different ways to learn the same topic helps to reach more students.

SPEAKERS:
Kristin Pierce (Oakville High School: Saint Louis, MO)

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)

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)

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)