Join NSELA members for a generative conversation about the recent "Taking Stock of NGSS Implementation Summit" and share ideas for supporting science learning and leadership.

TAKEAWAYS:
1. Reflect on key takeaways from the "Taking Stock of NGSS Implementation"; 2. Discuss the implications for science leadership; and 3. Network with national science leaders.

SPEAKERS:
Andy Weatherhead (National Science Education Leadership Association (NSELA): Downingtown, PA), Linda Cook (The University of Texas at Dallas: Richardson, TX)

Computer-based simulations can make learning chemistry fun in classrooms that may not have funding for expensive labs, but which ones should you choose?

TAKEAWAYS:
Participants will: 1. learn about computer-based simulations and characteristics that students enjoy most; 2. explore ways to adapt the research study presented to their own classrooms; and 3. explore virtual learning games as an opportunity for students to engage with chemistry information in order to demonstrate their ability to use, think about, interpret, and communicate their understanding of chemistry.

SPEAKERS:
Nastassia Jones (Southern University and A&M College: Baton Rouge, LA), Sunitha Shyamala (Tara High School: Baton Rouge, LA)

Daily Do sensemaking lessons are designed to engage students in authentic, relevant science learning. Join us to explore how these phenomenon-driven lessons motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. Gain experience with the critical attributes of sensemaking exemplified in Daily Do lessons you can use to shift your own lessons. Learn strategies to implement sensemaking lessons in both face-to-face and virtual settings.

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

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

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)

What kinds of talk, tasks, and tools do students need in order to fully engage in meaningful forms of science learning? Join us as we share a statewide virtual book study that allowed AMBITIOUS Iowa science teachers to connect, collaborate, and refine their practice.

TAKEAWAYS:
Participants will: 1. focus on teaching practices relating to planning for engagement with big science ideas, eliciting students’ ideas, and supporting ongoing changes in student thinking; 2. learn how to set up opportunities for collaboration both online and with a local coach and peers; and 3. learn about the application of the learning related to a classroom action research option.

SPEAKERS:
Tammy Askeland-Nagle (Mississippi Bend Area Education Agency: Bettendorf, IA), Beverly Berns (Keystone Area Education Agency: Elkader, IA), Hope Garton Brown (Prairie Lakes Area Education Agency: Pocahontas, IA), Christopher Soldat (Grant Wood Area Education Agency: Cedar Rapids, IA)

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)

We will present the efforts of 11 secondary schools and partners at Stanford University to create authentic Drosophila-based research experiences, and how you can too!

TAKEAWAYS:
Through Stan-X, middle school and high school students learn science through authentic, open-ended, publishable research; 2. Coordination between schools, both public and private, across the world can enhance scientific learning and research opportunities for your students, while also building a supportive network for teachers interested in providing these opportunities to students; and 3. Instructing teachers in the "process" to develop student-based classroom research is the crucial step in providing meaningful experiences in research-based classes.

SPEAKERS:
Nicole Lantz (The Lawrenceville School: Lawrenceville, NJ)

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)

Architects of STEAM Ecosystems immerse cross sectors to develop a conduit for ALL students to be successful. STEAM Ecosystems embed authentic research experiences for teachers and students that bridge the cultural and opportunity gaps. Learn how to develop research education blueprints that incorporate cultural responsive externships outside the classroom.

TAKEAWAYS:
1. Learn how to develop research education blueprints that incorporate cultural responsive externships outside the classroom; 2. Help students gain access to pathways for rewarding and productive STEM careers; and 3. Navigate through securing strategic STEM partnerships for a successful STEM Ecosystem.

SPEAKERS:
Doug Baltz (Seaholm High School: Birmingham, MI)

RESET provides online PD and opportunities for summer research at Army labs for STEM educators in middle and high school around the nation.

TAKEAWAYS:
Attendees will: 1. become familiar with the goals and objectives for AEOP RESET; 2. learn about examples of previous summer research by former AEOP RESET participants; and 3. learn about the requirements and process for applying to become an AEOP RESET participant.

SPEAKERS:
Jennifer Meadows (Tennessee Tech: Cookeville, TN), Kelly Moore (Tennessee Tech: Cookeville, TN), Leslie Suters (Tennessee Tech: Cookeville, TN)

This shark-themed lesson for secondary school science is used to promote inquiry and scientific literacy in the classroom through hands-on experiments, simulations, and data collection.

TAKEAWAYS:
1. Applying real science techniques to activities in the informal or formal classroom setting; 2. Promoting scientific literacy through inquiry-based activities, reflective thinking, and connections to diverse shark scientists; and 3. Bridging science with other subjects such as history and math in the classroom.

SPEAKERS:
Savanna Finley (Science Teacher: Sarasota, FL)

Global collaborative initiatives can provide students with a shared experience to enhance academic achievement for all learners regardless of their socioeconomic, ethnic, or linguistic backgrounds.

TAKEAWAYS:
Engaging students from underrepresented populations in a global virtual exchange can; 1. enhance their feelings of belonging within the classroom environment; 2. assist students in developing a globally competent mindset; and 3. lead to increased confidence in one's ability to participate in more rigorous coursework at the secondary and postsecondary levels.

SPEAKERS:
Robbie Higdon (James Madison University: Harrisonburg, VA), Seth Shantz (Harrisonburg High School: Harrisonburg, VA), Andrew Jackson (Harrisonburg High School: Harrisonburg, VA)

Use radio astronomy to offer students a hands-on way to enhance their learning of the EM spectrum, Doppler Effect/Red Shift, Kepler’s 3rd law, circular motion, or astronomy. Lessons provided.

TAKEAWAYS:
1. Students can get to do real astronomy with a telescope they build; 2. Radio astronomy can be done during class time as radio wave detection is not affected by daylight and enhances student engagement in existing physics lessons; and 3. Students will learn about the unique nature of galactic rotational behavior as compared to circular motion and planetary motion under Kepler’s Laws.

SPEAKERS:
John Clark (Volusia Online Learning: Port Orange, FL)

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)

This program aims to dramatically increase the exposure to and consumption of locally produced honey by developing a network of apiaries and supporting curriculum for preK–12.

TAKEAWAYS:
Teachers will learn about: 1. how educational apiaries can be used in an education setting; 2. the benefits of implementing curriculum related to honey production; and 3. strategies to engage migrant students in STEM education.

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

In this self-directed poster and video session, meet educators from around the world and discover new perspectives on best practices, novel content delivery, scientific literacy, and more!

Here are a list of the offerings:

Science Learning: Vito's Approach by Vito Dipinto

TAKEAWAYS:
1. Discovering international perspectives; 2. Connecting with international educators; and 3. Finding new ideas to teach science.

SPEAKERS:
Patrick Brennan (The University of Sydney: Sydney, NSW), Melissa Sleeper (Holy Trinity Episcopal Academy, Upper School: Melbourne, FL), Darla French (Oberlin College: Oberlin, OH), Vito Dipinto (National Louis University at Wheeling: Wheeling, IL), Deborah Armstrong (Mineola High School: Mineola, TX), Louise Puslednik (Australian Catholic University: Banyo, QLD), Bob Worley (CLEAPSS: London, United Kingdom), Maria Garrett (Belmont University: Nashville, TN), Alison Seymour (Science Teacher: Winchester, 0), Gabe Kraljevic (Retired Science Teacher: Winnipeg, MB), Barbara Gajda (Collège Garden City Collegiate: Winnipeg, MB), James Browning (University of Pikeville: Pikeville, KY), Ian Fogarty (Riverview High School: Riverview, NB), Riley Sault (Fort Richmond Collegiate: Winnipeg, MB)

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)

When teachers take risks, we see our students motivated to follow our example. Learn about research opportunities in the US and abroad to lead as a citizen scientist teacher. This presentation will include funded and partially funded experiences for teachers and students to connect classroom content to solving problems in our world. Participants will be informed about opportunities to learn about epidemiology, oceanography, meteorology, conservation and archaeology. Programs that take a closer look at science education in Japan and Costa Rica will be discussed. In addition, opportunities to lead research trips with scientists and high school students will be shared.

TAKEAWAYS:
1. Opportunities will be shared to see how educators in other parts of the world teach STEAM topics; 2. Participants will learn about opportunities to partner with scientists in field work; and 3. Participants will be encouraged to apply for national and international citizen science projects.

SPEAKERS:
Candice Autry (Sheridan School: 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)

This session will introduce you to the use of "probing questions" that uncover how students (and teachers) think about concepts and phenomena for the purpose of informing instruction while simultaneously promoting conceptual learning. The new digital Google Classroom probes will also be introduced.

TAKEAWAYS:
1. Learn why it is important to start with students' (and teachers') initial ideas; 2. Examine specially designed questions called "probes" that reveal what students (and teachers) are really thinking about core ideas, (including answer choices that mirror commonly held ideas noted in the research literature), and the support material for using the probes effectively in pre- and post-assessment; and 3. Gain strategies for using the probes in K–12 inclusive classrooms as well as with teachers during professional learning.

SPEAKERS:
Page Keeley (NSTA Past President: No City, No State)

This session will discuss the influence of identity in the classroom and how it can be used to promote inclusion and an appreciation toward science.

TAKEAWAYS:
By the end of this session attendees will be able to: 1. celebrate the various identities that enter their classrooms daily; 2. amplify voices of underrepresented students in the science classroom; and 3. identify the sources of bias and how to limit them.

SPEAKERS:
Alexander Eden (Florida International University: Miami, FL)

Engaging in thought-provoking conversations about female perceptions of STEM, participants will understand how an inclusive “To STEM” learning environment can influence their professional practice.

TAKEAWAYS:
Participants will: 1. understand the value of using female STEM role models to break the mold of stereotypes and help students form new, meaningful connections to STEM careers; 2. understand the value of inclusive learning environments and how knowing female perspectives are important in building an inclusive STEM community; and 3. learn the role female perceptions can play in building inclusive learning environments that support engagement and learning among all students.

SPEAKERS:
Carol Waters (University of Houston-Clear Lake: Houston, TX), Mary Curtis (Curriculum & Instruction Consultant: Richardson, TX)

Hear how to support the development of students' critical consciousness in STEM using COVID-19 to explore social and health disparities.

TAKEAWAYS:
1. Examine beliefs, practices, and policies that uphold and enforce the oppression of marginalized people; 2. Unpack the history of power, prejudice, privilege, and oppression that marginalized people have faced in healthcare; and 3. Explore how to help students evaluate the recent history of diversity and inclusion efforts and offer solutions to create inclusive classrooms, schools, and communities.

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

Participants will learn about how some districts around the country are using an asset approach to post-COVID learning and will collaboratively share ideas with others.

TAKEAWAYS:
1. Some districts around the country are focusing on an acceleration rather than a remediation post-COVID approach to learning; 2. An asset approach to learning and learners supports social and emotional well-being; and 3. The NSELA Learning Center provides resources for continued learning about asset versus deficit approaches to learning.

SPEAKERS:
Andy Weatherhead (National Science Education Leadership Association (NSELA): Downingtown, PA), Linda Cook (The University of Texas at Dallas: Richardson, TX)

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)

Let's explore student and teacher outcomes from inquiry-based laboratory instruction of scientific literacy and writing in a private high school setting.

TAKEAWAYS:
Effectiveness of: 1. professional development on teacher efficacy for writing instruction in science; 2. inquiry-based laboratory instruction on student writing performance in science; and 3. inquiry-based laboratory instruction on student perceptions of writing ability and scientific literacy.

SPEAKERS:
Ross Lyons (Ensworth High School Campus: Nashville, TN)

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)

Did you realize that elders used inquiry, a multidisciplinary project-based approach, hands-on learning, and innovation? Incorporating these ideas will improve your classroom for ALL students.

TAKEAWAYS:
1. All teachers can adapt their teaching methods to match those of our elders and, in fact, NSTA's Sensemaking program provides a strong foundation for this method of instruction; 2. The sequence and methods that were used by our elders ensured that all students were active learners; and 3. The elders not only had students build a foundation of knowledge, but also accomplished this by using inquiry, exploring phenomena, implementing a hands-on approach, and concluding with an innovative extension.

SPEAKERS:
Joel Truesdell (Kamehameha Schools Hawaii Campus: Keaau, HI)

Local food systems need youth changemakers. Participants will learn about strategies to engage students in food ;systems by identifying food deserts, developing student-led hands-on projects, and learning about opportunities to engage the global community.

TAKEAWAYS:
1. Identify resources to support classroom discussions on food systems and building relationships with the community; 2. Recognize opportunities to engage sttudents in student-led hands-on community projects; and 3. Learn about the World Food Prize Youth Institute and other global food community opportunities for students.

SPEAKERS:
Daniel Delcher (Essex County West Caldwell Tech: West Caldwell, NJ)

Join us as we share our journey of collaborating with science leaders to recognize and design quality professional learning to advance 3-D science teaching and learning.

TAKEAWAYS:
1. An understanding of the science leader’s role in putting the pieces of the NRC Framework together for a coherent science program; 2. Ways to strategically plan and prioritize professional learning based on system and individual teacher needs; and 3. Ways to approach addressing what teachers need to know and be able to do if students are to achieve our vision for science learning.

SPEAKERS:
Tonya Woolfolk (Houston County Schools: Perry, GA), Patricia Morgan (Georgia State University: Atlanta, GA), Casey Bethel (Douglas County School System: Douglasville, GA)

We use a "shared-note classroom" in chemistry classes at St. Andrew’s School (Delaware), and we think this approach has many advantages for STEM instruction.

TAKEAWAYS:
1. We are hoping to share our experiences with this format and learn from other teachers who employ a shared-note classroom; 2. For teachers new to this technique, we are hoping to provide a model from which they can comfortably explore this approach; and 3. For students who struggle with note-taking and organization, this approach can be transformational.

SPEAKERS:
Brendan Daly (St. Andrew's School: Middletown, DE), Will Rehrig (St. Andrew's School: Middletown, DE)

Students will explore how that spinning mass/ hanging mass lab is built on the same physics that radio astronomers used to discover dark matter.

TAKEAWAYS:
Students will learn: 1. how dark matter was uncovered; 2. that galactic rotational motion follows different rules than either circular motion or Kepler’s planetary motion laws; and 3. by doing hands-on activities that include building graphing and data analysis skills.

SPEAKERS:
John Clark (Volusia Online Learning: Port Orange, FL)

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)

Leave with the knowledge and strategies needed to focus three-dimensional science lessons through the lens of the crosscutting concepts in the physical and virtual classroom.

TAKEAWAYS:
At the end of this session, teachers will be able to: 1. develop a deeper understanding of the crosscutting concepts in science lessons; 2. brainstorm ways in which we can incorporate and assess the crosscutting concepts in 3-D science lessons; and 3. learn strategies that will engage all students in utilizing the crosscutting concepts to make deeper connections in science.

SPEAKERS:
Marissa Murdock (Dekalb County School District: No City, No State)

Explore modern dilemmas in genetics and biotechnology in a new way! Learn to incorporate bioethics into your curriculum using mock senate hearings and debates.

TAKEAWAYS:
1. Learn about an interdisciplinary approach to teaching bioethics with an interactive curriculum that challenges students to confront their personal biases while formulating and defending a data-based argument; 2. Learn how to frame an argument using the four bioethical principles and apply this technique to three modern issues in bioethics; and 3. Receive three case studies and mock senate hearing debate guidelines for use in your life science classroom.

SPEAKERS:
Jason Ader (Mount Saint Joseph High School: Baltimore, MD), Rebecca Obniski (Mount Saint Joseph High School: Baltimore, MD)

An English teacher and a science teacher team up to present four methods of teaching prairie ecology and citizen science concepts using project-based assessments.

TAKEAWAYS:
1. Cross-curricular teaching is an investment that yields higher student engagement and learning; 2. Three-dimensional science teaching is further enhanced by crossing curricular boundaries, resulting in greater efficiency in meeting standards for both curricular areas; and 3. Student-designed projects can improve scientific literacy while allowing for student choice and creativity.

SPEAKERS:
Amy Leising (Omaha Public Schools: Omaha, NE), Tess Sykes (Papillion La Vista Community Schools: Papillion, NE)

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 (CCModelingSystems.com: No City, No State)

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)

Do you impact your school and community with STEM? If you teach K–12, come learn how to apply to win up to $10K through these Shell-sponsored teacher awards programs.

TAKEAWAYS:
1. Learn how to apply for two Shell-sponsored teacher awards programs; 2. Begin your application or nomination of a Shell-sponsored program and receive a prize; and 3. Collaborate with past winners and judges to learn how to strengthen your application.

SPEAKERS:
Amanda Upton (NSTA: Arlington, VA)

Join us as we walk through scenarios from science classrooms and provide UDL solutions and resources to ensure learning for all students.

TAKEAWAYS:
Participants will; 1. recognize common barriers to learning in the science classroom; 2. understand how the UDL framework addresses instructional barriers to promote high-level learning for diverse learners; and 3. identify at least two resources to support engagement, interaction, and scientific understanding among all learners.

SPEAKERS:
Shalece Kohnke (Auburn University), Michelle Patterson (University of Central Florida: Orlando, FL)

This session will explore the genetic basis behind hybrid flower production on the video game Animal Crossing New Horizons and how you can use this popular game to gain student interest in genetics.

TAKEAWAYS:
1. Many traits are influenced by multiple genes; 2. The video game Animal Crossing New Horizons uses Mendelian genetics to determine the offspring of a flower; and 3. Student interest can be enhanced when you use popular video games as a frame of reference for activities, and their virtual experiences can be used in sensemaking.

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

Join us to learn exciting new ways to capture students' attention with quick engagement activities to promote student thought, questioning, and creativity.

TAKEAWAYS:
Participants will walk away with: 1. engagement strategies to promote student thought and questioning; 2. an understanding of the first E in the 5E Instructional Model; and 3. examples of lesson engagement or starters for class.

SPEAKERS:
Meghan DiBacco (Cinco Ranch High School: Katy, TX)