A step-by-step explanation of how to implement FLORES (Family Learning and Outreach for Research and Education in STEM) in your elementary school. The program builds content knowledge and confidence in both parents and students, as they learn STEM together in their native language.

TAKEAWAYS:
Participants will learn about the positive research results form this program, how to implement FLORES and how to access the materials used to run the family sessions.

SPEAKERS:
Anny Vanegas (Columbus Elementary School: New Rochelle, NY), Amanda Gunning (Mercy College, Dobbs Ferry Campus: Dobbs Ferry, NY)

The Stackable, Instructionally-embedded, Portable Science (SIPS) Assessments project is applying current research, theory, and best practice to establish replicable and scalable processes and resources to drive shifts to science instructional practice and assessment as envisioned by the Framework.

TAKEAWAYS:
Educators’ ability to design and implement high quality 3-dimensional science instruction, evaluate student learning, and make appropriate instructional decisions will be modeled. Beneficial tools and resources will be shared to ensure a coherent system of curriculum, instruction, and assessment.

SPEAKERS:
Charlene Turner (Senior Associate: Laramie, WY), Mary Nyaema (University of Illinois Chicago: Chicago, IL), Rhonda True (Nebraska Department of Education: Lincoln, NE), Bill Herrera (edCount, LLC: No City, No State)

Engaging in scientific investigations can motivate students to read, write and participate in productive discourse. This session provides educators with lessons and resources to support teaching three-dimensional hands-on scientific investigation that motivates student learning.

TAKEAWAYS:
Participants leave the session with insights into how to use engaging hands-on investigations to motivate students to read, write, and engage in discourse. They will receive a complete set of lesson plans for their NGSS state grade-level standards.

SPEAKERS:
Candace Penrod (Salt Lake City School District: Salt Lake City, UT), Brett Moulding (Partnership for Effective Science Teaching and Learning: Ogden, UT)

Data from exams over the last several years has revealed what we maybe already knew. Students have misconceptions about Biology content. This session will illuminate what those misconceptions are and what data tells us about what the students really think.

TAKEAWAYS:
The main takeaway from this session will be how to meet student misconceptions head-on and help guide students away from their confusion and towards correct knowledge.

SPEAKERS:
Lisa Neesemann (Bay Ridge Prep: Brooklyn, NY), Catherine Walsh (College Board: Alachua, FL)

This intervention combined purposeful planning and innovative academic vocabulary instruction. Easily replicable classroom strategies and examples will facilitate implementation and demonstrate how to make science accessible to all students, including minorities, economically disadvantaged, English

TAKEAWAYS:
Participants will strategically target academic vocabulary, visually display connections between inquiry activities and vocabulary, and explore opportunities for students to experience vocabulary in context, actively process word meanings, and practice using vocabulary to speak and write sentences.

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

Stories from Chemical Insights Research Institute’s “research to impact” process will be shared from their work on a variety of emerging technologies and topics such as 3D printing emissions, an economical approach to improving indoor air quality during wildfire smoke events, and more.

TAKEAWAYS:
Participants will discuss how “research to impact” is or might be used in their schools and collaborate to create their own research to impact story they can share to engage students in their classrooms.

SPEAKERS:
Cristi Bell-Huff (Research Manager), Holley Henderson (Chemical Insights Research Institute: Marietta, GA)

We will share a model of science home/school partnership, focused on families of young multilingual learners (MLs) that fuels their science and language learning across contexts, sparks their interest and self-efficacy in science, and can be leveraged to support their school science learning.

TAKEAWAYS:
Attendees will leave with concrete strategies, tools, and resources for building science partnerships with families of MLs that support language-enriched science experiences at home and mutually reinforce children's NGSS-aligned science and language experiences at school.

SPEAKERS:
Mandell Academy (Connecticut Science Center: Hartford, CT), Rachel Shurick (Connecticut Science Center: Hartford, CT), Becky Fahey (Connecticut Science Center: Hartford, CT), Cindy Hoisington (Education Development Center, Inc.: Holbrook, MA)

Jason will explain what Science Ninjas is, why King’s College, London undertook this research and what it’s taught them about supporting teachers to plan effective active learning lessons and developing professional learning programs that lead to sustained improvement.

TAKEAWAYS:
The kinds of support that elementary teachers needed in order to make inquiry and hands-on learning effective in their classrooms.

SPEAKERS:
Jason Harding (Teacher Educator)

According to the US Bureau of Labor Statistics, 100% of the top ten fastest growing occupations between 2020-30 are STEAM-related professions! NOW is the time to leverage our students' learning tools to help them maximize their scientific literacy! Let's use what matters to them to inspire them!

TAKEAWAYS:
Attendees will learn tangible strategies to utilize in their classrooms TOMORROW in order to appeal to their STEAM learners and inspire them to engage in STEAM content in meaningful, creative, and solution-oriented ways!

SPEAKERS:
Shaneka Bullins (Founder and Owner: , CA)

Calling all ASTE California members! All researchers and educators are invited to share their current research, project, or teaching resources with ASTE members.

TAKEAWAYS:
This session will provide networking and sharing space for ASTE California members with all other researchers and educators to share their own practices, research, and gather new ideas for research and teaching.

SPEAKERS:
Gina Childers (Texas Tech University: Lubbock, TX)

Students and presenters will share how they are making a positive impact in their community through interdisciplinary research and design thinking. During this interactive session you will learn how to teach students interdisciplinary research, interview skills and host a community showcase.

TAKEAWAYS:
It is hard for students to learn about complex problem such as climate change, water security through STEM fields only. By combining STEM research with other disciplines, students learning is deepened and it gives teachers a chance to collaborate with colleagues from other disciplines as well.

SPEAKERS:
Jim Birdsong (Monta Vista High School: Cupertino, CA), Kavita Gupta (Monta Vista High School: Cupertino, CA)

This talk will describe ways in which science educators can utilize the science of early adversity and resilience to improve their classroom culture, mitigate the effects of early adversity on student performance, and provide students with strategies to improve their educational outcome.

TAKEAWAYS:
Attendees will learn the basics of the science of early adversity and resilience through the 6 pillars of trauma-informed care proposed by the Substance Abuse and Mental Health Services Administration (SAMHSA). An emphasis will be placed on strategies and suggestions educators implement.

SPEAKERS:
Chelsea Robertson (Assistant Professor), Cheryl Robertson (University of Tennessee, Knoxvile)

Advanced spatial thinkers do well in science, and building spatial skills can improve achievement. In this session, we will explore why science teachers should care about spatial skills, pedagogical tools to build these skills, and how they can be put into practice to build scientific knowledge.

TAKEAWAYS:
Attendees will (1) gain an understanding of what spatial skills are and why they are important to success in science learning, courses, and careers; and (2) learn how to incorporate five spatial “tools” into their pedagogy and their students’ activities during science instruction.

SPEAKERS:
Kristin Gagnier (Senior Research Scientist: Arlington, VA)

Research in climate change education indicates that knowledge alone is a poor predictor of student action toward addressing climate issues. Learn about how one high school is supporting students to connect local issues, climate and food justice through community partnerships and civic action.

TAKEAWAYS:
In this session you’ll learn about: A framework for education that integrates knowledge of place, interdependence, and student agency Current research in climate change education How food justice can be a powerful motivator that leads to student engagement and action

SPEAKERS:
Andrew Margon (Teacher: NY, NY), Jennifer Cirillo (Shelburne Farms: Shelburne, VT)

Find out how to use explore-before-explain learning to flip the traditional teaching script and promote long-lasting understanding in physical science.

TAKEAWAYS:
How you do it—ready-to-teach lessons that use an explore-before-explain sequence to provide an experience that meet the Next Generation Science Standards and make interdisciplinary connections to the Common Core State Standards.

SPEAKERS:
Patrick Brown (Fort Zumwalt School District R-II: O'Fallon, MO)

This session will provide resources for real life research and curriculum building opportunities in STEM. Come experience the passion of a veteran science educator who is continually finding new ways to enhance her own learning and wants to share her success with you!

TAKEAWAYS:
Teachers will leave with resources and ideas on how to synergize their own professional practices by participating in hands on research and learning opportunities that will provide them the tools to successfully introduce real- life STEM concepts into their own teaching.

SPEAKERS:
Camie Walker (Weber School District, Ogden, Utah: No City, No State)

We are sending them into their own classrooms, but do they know their science? Are emerging science teachers aware of their students’ ideas and misconceptions?

TAKEAWAYS:
Characteristics of pre-service science teachers and their content knowledge and knowledge of students' misconceptions.

SPEAKERS:
Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA)

Our session introduces an open-source data visualization tool, Map Spot, which creates spaces for participants to draw together personal and public accounts to illustrate claims about the places they live. Research shows that visualization tools can help youth understand the effects of disasters, the value of resilience, and how infrastructural improvements can support or even alleviate existing community resilience strategies. Besides Map Spot, we will demonstrate YARDs, a 14-session curriculum for middle school youth to advocate for building community resilience. Youth advocacy is an effective intervention for improving individual and group-level psychosocial outcomes and also built environment and community change. Our presentation will show how these two tools can help youth reflect on the effects of disasters in their communities, imagine what resilience to these disasters might mean, and advocate for infrastructural projects that will benefit themselves and the region.

TAKEAWAYS:
Besides Map Spot and YARDs, participants will learn how advocacy work can increase self and collective efficacy and connect youth to a broader network of local allies. In addition to the potential for infrastructural change, these social and individual psychosocial changes can enhance resilience.

SPEAKERS:
Mohsin Yousufi (PhD Student: Atlanta, GA), Allen Hyde (Assistant Professor)

Students at Ransom Everglades Middle School in Coconut Grove, Florida conducted research using iButton Thermochrons. Students used the iButtons to record heat and humidity data around campus. They then analyzed the data to determine why certain areas were warmer than others.

TAKEAWAYS:
Attendees will learn how this project allowed students to collect data, analyze that data, and ultimately present their research as citizen scientists.

SPEAKERS:
Robin Escobedo (Ransom Everglades School: Coconut Grove, FL)

This poster presents in-progress research and literature associated with teacher questioning as it impacts science practices and ambitious science teaching.

TAKEAWAYS:
Literature-based recommendations of qualities that lead to strong questions teachers may use during classroom discourse.

SPEAKERS:
Liz McMillan (The University of Texas at San Antonio: San Antonio, TX)

We share an approach used to recruit and train STEM professionals in a rural community to engage middle school youth using programmable environmental sensors and 3D printing technology to design solutions to real-world problems. The result? Authentic connections to STEM careers in their community.

TAKEAWAYS:
Learn how a research team developed and implemented a model to increase middle school students’ interest in STEM careers through integration of STEM curricula using programmable sensors and 3D printing technology, STEM mentors from local community partnerships, and career focused activities.

SPEAKERS:
Melissa Rummel (UCAR Center for Science Education: Boulder, CO)

This poster will introduce attendees to Transformational Learning Theory and how we have used this as a research to practice framework. We will provide best practices for using it to develop science teacher education programs, particularly focused on study abroad or study away opportunities.

TAKEAWAYS:
Attendees will learn how to create transformational learning experiences for their science teacher educators using study abroad and study away opportunities. A template for designing and assessing such experiences will be shared.

SPEAKERS:
Lacey Huffling (Georgia Southern University: Statesboro, GA)

This poster session will present research on how chemistry professors or science content experts view creativity in their subject matter and their subject matter teaching and connect these findings to practical applications in the classroom.

TAKEAWAYS:
By studying and realizing how content experts view creativity and how they implement it into their classrooms and labs, this presentation will share how preservice methods instructors can better organize and provide experiences to explain how science content can be learned and taught.

SPEAKERS:
William Veal (College of Charleston: Charleston, SC)

This session presents a science and literacy instruction intervention aimed at helping improve student achievement on high-stakes standardized tests. This study found statistically significant results with medium to large effect sizes at multiple campuses. Findings contribute to research and practice by demonstrating how to make science education accessible to all students, including minorities, economically disadvantaged, English learners, and At-Risk students. It also advances knowledge about effective science and literacy instruction interventions. Participants in this session will learn how to strategically target academic vocabulary, visually display connections between inquiry activities and vocabulary, explore opportunities for students to experience vocabulary in context, actively process word meanings, and practice using vocabulary to speak and write sentences. Easily replicable classroom strategies and examples that may be used to facilitate implementation will be shared.

TAKEAWAYS:
Participants will strategically target academic vocabulary, visually display connections between inquiry activities and vocabulary, and explore opportunities for students to experience vocabulary in context, actively process word meanings, and practice using vocabulary to speak and write sentences.

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

Students in K-12 science classrooms don’t think about diagrams the same way adults do, and can be easily “overloaded.” Research in cognition gives us tools to make science diagrams that more effectively support learning. Surprise: often, students learn more without features like arrows and colors!

TAKEAWAYS:
Effective diagrams direct student attention to the most important information and relationships while minimizing cognitive load. Strategies for doing so include tree structures, explicit cues for implicit information, replacing realistic photos with illustrations, and use of the proximity principle.

SPEAKERS:
Audrey Rabi Whitaker (Academy for Young Writers: Brooklyn, NY)

An AD can decrease the amount of waste in landfills, and produce clean energy, the byproduct of digestate (liquid and solid) can be used as fertilizer, it prevents pollution of the atmosphere, and the processing time takes (20 to 30 days) less than composting.

TAKEAWAYS:
This research aimed to identify and create a way to repurpose and utilize organic waste material that usually ends up in landfills. By creating a closed system within the laboratory, we measured the gas production of carbon dioxide and methane gas, and which waste produces the most biogas.

SPEAKERS:
Candace Edmerson (Duncanville High School: Duncanville, TX)

Using a sample of 755 STEM undergraduates from the National Longitudinal Study of Freshmen, we examined the relationship between students’ years of high school study in STEM courses and their retention in STEM college majors.

TAKEAWAYS:
Our findings suggest that STEM undergraduate students who took more Physics and Chemistry courses in their high school tended to be more likely to stay in STEM majors in their college years compared to their peers who did not or did so less.

SPEAKERS:
Peter Cho (Student), Young Kim (Professor: Azusa, CA)

The Science Teacher Residency (STaR) Program was launched in 2018 in response to the need to expand access to high quality professional development for science teachers in Arizona. It is designed for third through eighth grade teachers from Title 1 designated schools, and provides instructional tools and resources to participants for free. The program is designed around its Theory of Change, which involves four facets: pedagogical approaches, content learning, access to expertise, and materials and resources. The program is externally evaluated by the Lawrence Hall of Science. Data on content knowledge level, fascination level, interest level, and intention to pursue science will be featured on the poster. Our target audience is for professional development providers.

TAKEAWAYS:
STaR expands access to high-quality teaching practice in science education for Arizona teachers. PD facilitators can obtain new ideas for research-based implementation of pedagogy, content learning, access to expertise, and materials and resources.

SPEAKERS:
Brenna Chambers (Manager of Professional Learning), Judith Lozoya (Professional Development Facilitator: Phoenix, AZ), Jennifer Petersen (Professional Development Facilitator: Phoenix, AZ)

Have you wondered how to teach the Nature of Science in an engaging way? Do you know that there are free accessible websites to help. Come see how a few simple activities that allow students to access the other dimension of the NGSS standards.

TAKEAWAYS:
Come away with free resources of Nature of Science activities. In addition learn the backed research principles that make this dimension of NGSS vital for scientific literacy.

SPEAKERS:
Kelly Mulligan (Bridgeport Public School: Bridgeport, NE)

By presenting students with science concepts and then assisting them with designing inquiry labs and models, students develop better mental models of how science theories and concepts operate.

TAKEAWAYS:
Teachers will learn how to design student led inquiry projects that allow students to create conceptually correct mental models of how different science theories work. Computer simulations and physical models provide students with actual experience manipulating variables to see the results.

SPEAKERS:
Carolyn Mohr (University Center of Lake County: Grayslake, IL), Tina Harris (Bedford North Lawrence High School: Bedford, IN)

Sponsoring Company: Lab-Aids

Learning Sequences to drive phenomena through a unit is one way to help students understand the content. In this model activity from a new Lab-Aids program: Science and Global Issues: Biology, developed by SEPUP, you will use data to investigate how abiotic factors and species diversity are related.

We present results of a national survey (of 6,044 beginning college students at 59 institutions) that assesses the influence of in-school computer science experiences on students’ career intentions.

TAKEAWAYS:
Attendees will learn what works--and what does not work--in boosting students' computer science-related career interests.

SPEAKERS:
Philip Sadler (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA), Susan Sunbury (Smithsonian Astrophysical Observatory: Cambridge, MA), Gerhard Sonnert (Harvard College Observatory: Cambridge, MA)

The lived experiences and narratives of Black heritage and African American Gullah-Geechee are used as engaging phenomena in inquiry lessons using the 5E model. The scientific practices are used to explore biology data cards created in a National Science Foundation funded project.

TAKEAWAYS:
Engaging in inquiry and scientific practices using the cultural resources of Black heritage facilitate engagement in the NGSS three dimensions of STEM. Attendees receive free resources created from this project. Connections to Common Core and equitable classroom practices will be made.

SPEAKERS:
Catherine Quinlan (Howard University)

Learn about Educating for Environmental Change, a free Indiana University program that helps educators teach the science and policy of climate change and participate in an exemplar ice core activity.

TAKEAWAYS:
Science teachers have stated that standards like the NGSS are a principal reason for teaching climate change in their classroom. This workshop will engage participating teachers in hands-on, exemplar climate change activities that align with the NGSS and emphasize science practices.

SPEAKERS:
Adam Scribner (Indiana University Bloomington: Bloomington, IN)

How do scientists study dark matter in a world where we only see matter? How do they study neutrinos, a subatomic particle with almost no mass, no charge, that travels near the speed of light and is constantly shifting? At the Sanford Underground Research Facility, scientists are doing just that!

TAKEAWAYS:
Participants will leave with ideas for classroom strategies that support introducing difficult and abstract topics. Leveraging the SEPs, teachers can help students use what they can see to figure out things they cannot.

SPEAKERS:
Ashley Armstrong (Sanford Underground Research Facility: Lead, SD)

Professional learning is critical for identifying and using high-quality instructional materials and can be provided in multiple ways. Join us as we examine criteria for choosing high-quality professional learning experiences in K-5 science. Participants will explore useful tools and just-in-time supports for personal professional learning that meet teachers where they are. We will collaborate to refine expectations for professional learning that supports K-5 learning. Participants will have a different lens for knowing the types of support that are critical when evaluating and implementing high-quality instructional materials Brilliance and Strengths Report: Recommendation 10, 12, 14

TAKEAWAYS:
Professional learning should be connected to curriculum materials and be flexible enough to meet teachers needs.

SPEAKERS:
Shelly LeDoux (The University of Texas at Austin: Austin, TX), Carla Zembal-Saul (Penn State: University Park, PA), Heidi Carlone (Vanderbilt University Peabody College: Nashville, TN), Mary Starr (Michigan Mathematics and Science Leadership Network)

Sponsoring Company: Adventerra Games

Adventerra's unique board games nurture environmental literacy. While racing to win, students see how their actions affect the planet. Come play, and discuss how to use games to empower students and achieve curricular goals! Learn about a Johns Hopkins study on the effect of games on eco behavior.

SPEAKERS:
Ruth Mundell (Marketing and sales: Laurel, MD), Bryan Mundell (Founder), Sue Mundell (Adventerra Games North America: Boston, MA)

Minoritized students' underrepresentation in STEM are a result of cycles of marginalization that replay resounding narratives of socially constructed inferiority in STEM. Curricular experiences that counter deficit narratives support minoritized students in transforming their identitities in STEM.

TAKEAWAYS:
Attendees will learn about an effective curriculum and instructional model that supports minoritized students' achievement in STEM with a specific focus on enhancing their sense of efficacy and science identity.

SPEAKERS:
Layla/Ye Zang (Virginia Tech: Blacksburg, VA), Brenda Brand (Virginia Tech: Blacksburg, VA)

We are developing a framework of pedagogical methods and professional learning, with an emphasis on equity, that can be leveraged to support teaching with the NGSS no matter what curriculum is being used. Come tell us what you think!

TAKEAWAYS:
Teachers will gain a deeper understanding of high leverage pedagogical practices that directly support teaching with the NGSS, and strategies to implement some of these practices in the science classroom.

SPEAKERS:
Karin Klein (Museum of Science and Industry: Chicago, IL)

Are you and your students tired of following procedures for classroom laboratories? Us too! Come join us in learning about the challenge-based learning framework and helping us redesign traditional laboratories into differentiated challenge-based learning experiences!

TAKEAWAYS:
Attendees will conceptualize the challenge-based learning framework (i.e., engage, investigate, and act) and reimagine traditional classroom experiments into challenge-based learning experiences.

SPEAKERS:
Gustavo Perez (Texas A&M University: College Station, TX), Andrew Kipp (Texas A&M)

Want to strengthen learning experiences outside of the classroom? All teachers are welcome to participate in this workshop where we will practice field trip collaboration skills with experts from local informal science education centers. Opportunity for free treats from Atlanta area centers!

TAKEAWAYS:
In this workshop teachers will partner with informal educators to co-develop a plan connecting classroom learning goals with the educational opportunities offered at an informal center. Teachers will be equipped to leverage their educational expertise to better collaborate for their next field trip.

SPEAKERS:
James Ammons (Gwinnett County Public Schools: Suwanee, GA)

This session will report findings from a study of young peoples' perceptions of school science in the UK. Focus groups revealed a general positive attitude towards the sciences but a desire to have greater variation through creative teaching and learning approaches.

TAKEAWAYS:
Attendees will hear suggestions made by young people in the UK about what they want from school science, how they want to be engaged, and what they suggest needs to be avoided when teaching science.

SPEAKERS:
Gareth Price (Sheffield Hallam University: Sheffield, United Kingdom), Stuart Bevins (Sheffield Hallam University: Sheffield, United Kingdom)

Presentation of research findings from rural chemistry teachers in Georgia and ways to implement inquiry-based laboratory instruction in the classroom. Additionally, Georgia Department of Education will present new resources available for teachers aligned to NGSS and GSE.

TAKEAWAYS:
Attendees will walk away with a better picture of the views of chemistry teachers in rural schools regarding inquiry-based laboratory instruction. GaDOE is giving attendees access to digital resources to help combat many of the feelings of isolation or confusion with the depth of standards.

SPEAKERS:
Keith Crandall (Science Program Manager: No City, No State), Robert Bice (Berry College: Mount Berry, GA)

A Research Experience for Teachers Program at the University of Puerto Rico (BIORETS: BioInteractions) aims to engage eight secondary school teachers in the development of standards-centered curricular materials after they participate in a summer research immersion experience. The focus of the research experiences is on the overarching theme of biological and biomolecular interactions. Teacher participants engage in a broad range of research activities: from molecular biology to ecology. Curricular materials are designed based on their research experience to promote students’ scientific literacy and foster positive attitudes towards STEM. In this session, we will share experiences from the summer research immersion experience as well as examples of the curricular materials that have been developed and tips for their implementation.

TAKEAWAYS:
Attendees will take away strategies to transfer scientific research experiences into their classroom to promote students’ scientific literacy and positive attitudes towards STEM.

SPEAKERS:
Diana Rodríguez-Pérez (Teacher), Brenda Lee Estévez Moreno (Science Teacher), Diana Galloza Ramirez (Teacher: Aguada, PR), Michelle Borrero (University of Puerto Rico - Rio Piedras Campus: San Juan, PR)

We have worked with more than 40 current and future K-8 teachers across our state as part of a PD and curriculum project. We used a place-based approach to explore marine science, climate change, and the NGSS. We will share our PD model and strategies for successful implementation.

TAKEAWAYS:
We will present an overview of our PD model, which provides a series of workshops on climate change, marine science, and the NGSS K-8. Attendees will have access to our growing database of NGSS-aligned grade-level specific science lessons exploring marine science and climate change.

SPEAKERS:
Lauren Madden (The College of New Jersey: Ewing, NJ)

Are you looking to integrate science fiction (sci-fi) media into your science classroom? Travel with us as we share current research regarding individuals’ interest in learning science while attending “science tracks” at sci-fi conventions and how we can integrate sci-fi into the science classroom.

TAKEAWAYS:
Participants attending this session will explore current research regarding the informal learning space of science fiction conventions and how these spaces and science fiction media can be used in formal science classrooms to support the learning of science.

SPEAKERS:
Gina Childers (Texas Tech University: Lubbock, TX), Rebecca Hite (Texas Tech University: Lubbock, TX), Kania Greer (Georgia Southern University: Statesboro, GA)

Spend invaluable time with current Albert Einstein Distinguished Educator Fellow, Candyce Curry, exploring FREE RESOURCES from the U.S. Geological Survey website. This workshop will give teachers insight on finding & using, with minimal preparation, datasets from multiple sources within the website.

TAKEAWAYS:
Attendees will be presented with methods & strategies to use readily available data from the US Geological Survey to incorporate & improve their data literacy practices. This is an introduction to content specific data, resources, and suggested methods to modify/accommodate for differentiation.

SPEAKERS:
Candyce Curry (US Geological Survey: No City, No State)

Making observations about the world around us and being able to record that in written and drawn form is a skill critical for scientists. In the elementary classroom, students comprehension greatly increases when observation skills are expanded. Learn how to increase this within your own classroom.

TAKEAWAYS:
Learn how to engage your students as scientists in a new way, drawing! Understand the basics of drawing and how it connects to scientific observations. These simple and easy steps will transform the scientific drawings your students are creating during class to increase their overall comprehension.

SPEAKERS:
Melissa Oberdorf (Big Spring School District: Newville, PA)

Students at Ransom Everglades Middle School in Coconut Grove, Florida conducted research using iButton Thermochrons. Students used the iButtons to record heat and humidity data around campus. They then analyzed the data to determine why certain areas were warmer than others.

TAKEAWAYS:
Attendees will learn how this project allowed students to collect data, analyze that data, and ultimately present their research as citizen scientists.

SPEAKERS:
Robin Escobedo (Ransom Everglades School: Coconut Grove, FL)

This USDA funded project aims to develop diverse rangeland grazing systems to optimize ruminant production, reduce environmental impacts, enhance biodiversity, and improve overall health. Schools and communities partner through gardening programs to develop scientific ways of thinking.

TAKEAWAYS:
Participants will learn about a sustainable agricultural research program that utilizes garden-based and social and emotional learning through the 3-H learning model. We build science capital through an integrated STEAM curriculum, children’s literature, outreach booths, citizen science, and videos.

SPEAKERS:
Kathy Trundle (Utah STate University: No City, No State), Rita Hagevik (The University of North Carolina at Pembroke: LAURINBURG, NC)

This session will review research into creativity in science lessons identifying the key enablers and blockers. It will also look at resources and strategies that teachers can use to move towards a more creative science experience for learners.

TAKEAWAYS:
Attendees will learn the key characteristics of a creative science learning experiences revealed by research and identify some strategies to support these experiences in classrooms from K-12. They will also explore some exemplar resources designed to support more creative approaches.

SPEAKERS:
Stuart Bevins (Sheffield Hallam University: Sheffield, United Kingdom), Gareth Price (Sheffield Hallam University: Sheffield, United Kingdom)

To effectively engage audience members, we will invite them to dance with us, feel their body movements, recognize the geometrical patterns, computational arts modelling, and discuss the power of body movements in social bonding and expressing emotions.

TAKEAWAYS:
Participants will walk away with a brief experience of the aesthetic nature of mathematics embedded in their body movements. They will be able to implement the strategies immediately in their classroom and expand them into science in STEAM education.

SPEAKERS:
Colleen Wahl (Asst Professor: , NY), Mina Sedaghatjou (Rowan University: Glassboro, NJ)

This presentation includes a research that investigated middle school science teachers' practices in engaging students in sense making tasks.

TAKEAWAYS:
Teachers will learn about the practices in engaging English learners to access SEPs and develop English proficiency simultaneously.

SPEAKERS:
Edralin Pagarigan (Golden Ring Middle School: Rosedale, MD)

A former national science fair judge provides insights on how good titles can improve the odds of winning at science fairs. The poster will describe what the parts of a "good" title are and how teachers can help your students create one.

TAKEAWAYS:
Teachers will learn the components of how to create a good project title (from a research project on science fairs) and how to help their students develop a good title for their own project that is structurally similar to those used by scientists to describe their own research at conferences.

SPEAKERS:
G. Michael Bowen (Mount Saint Vincent University: Halifax, NS)

The effects of a Storyline approach was used in a High School biology class. A storyline focusing on the concept of ecosystem homeostasis was presented to students and compared to a traditional teaching approach. Results indicated that student content knowledge and attitudes improved.

TAKEAWAYS:
Storylines are effective teaching tool to help student learn science content through the lens of Science & Engineering Practices and Crosscutting Concepts.

SPEAKERS:
Shane Cullian (Whitewater High School: Whitewater, WI), John Graves (Montana State University: Bozeman, MT)

"Believe you can and you're halfway there!" There's a lot of buzz about self-efficacy, but what does it mean for a science educator? Come discuss how practices that focus on self-efficacy for both students and teachers can impact academic achievement, goal-setting, and resilience in your students.

TAKEAWAYS:
Those that visit this poster will engage in conversation about what current research says about self-efficacy and K-12 science classrooms and will come away with resources to focus classroom practices on raising the self-efficacy of their students for performing scientific practices.

SPEAKERS:
Patricia Rushing (PhD Candidate: , VA)

ML-PBL teachers find ways to further integrate literacy and science throughout their day. ML-PBL's free OER project-based curriculum resources support students in applying their figuring out and critical thinking processes to all subject areas. Check it out!

TAKEAWAYS:
Attendees will be exposed to free resources and ideas for selecting resources for literacy lessons that allow students to continue to fine tune and extend the ideas they are developing in science class. Handouts with links to additional resources will be available.

SPEAKERS:
Susan Codere (CREATE for STEM Institute, Michigan State University, Retired)

Learn about an interdisciplinary research project that studied how atmospheric dust affects climate change. A team of educators collaborated with researchers to develop hands-on activities targeted at upper elementary through high school students that highlight science concepts from this project.

TAKEAWAYS:
Learn how a team of educators collaborated with paleoclimate researchers to develop activities targeted at upper elementary through high school students that explore how atmospheric dust affects climate change, highlighting how climate is influenced by complex interactions within the Earth system.

SPEAKERS:
Melissa Rummel (UCAR Center for Science Education: Boulder, CO)

Free phenomenon based unit around chromatin remodeling! Organization of a meter of DNA into a 5-μm nucleus is an obstacle and a way that genes are regulated. Using free resources including a 3D cut-and-paste model, this unit explores how DNA is organized and how access to DNA is controlled.

TAKEAWAYS:
DNA is coiled around histones. Tightly coiled DNA is inaccessible to gene reading machinery. Methyl molecules bind to DNA and block access to genes. Acetyl molecules bind to histones and improve access to genes.

SPEAKERS:
April Thompson (Lakeview Academy: Saratoga Springs, UT)

Our poster session will answer the following questions: What makes a good STEM Challenge? What types of supplies do I need? What happens if students are not engaged in the challenge? How do I assess the challenge? Our interactive poster board will answer these questions and more. Attendees can view videos of activities we have done to help students generate solutions to problems using the engineering design process. When they own it they will do it!

TAKEAWAYS:
Attendees will walk away with a STEM Supply list to use to create an unlimited amount of STEM challenges to encourage creative design and problem-solving. Many of the items on the list are free or very low-cost.

SPEAKERS:
Linda Gowen (Curriculum Consultant), Sue Bedard (iBuild Academy, Inc: ORANGE CITY, FL)

A qualitative phenomenological study investigated high school science teachers who planned and taught lessons that integrated NGSS engineering design practices. Analysis of the data revealed best practices for instruction, assessment, and professional development.

TAKEAWAYS:
The teachers in this study used different ways to teach engineering design, but they all saw engineering as a process of improvement, overcame problems, and grew professionally as they planned and taught engineering lessons with a student-centered pedagogy.

SPEAKERS:
Rachel Stasi (Retired Secondary Science Educator: , IL)

Discover how an interdisciplinary team helped pre-service STEM teachers develop their confidence and competence in working with data and teaching data literacy.

TAKEAWAYS:
Attendees will gain an understanding of our four-session approach to integrating data literacy, real world data, and subject matter experts into a semester-long pre-service course to build confidence and competence in working and teaching with data.

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC: No City, No State), Melissa Zrada (The College of New Jersey: Ewing, NJ), Michael Jabot (SUNY Fredonia: Fredonia, NY)

Participants will learn how school districts were able to increase elementary science access by establishing a District Science team grounded in distributed leadership and using the principles and tools of Improvement Science. Panelists' insights and a toolkit of resources will be shared.

TAKEAWAYS:
Attendees will learn how several districts developed a distributed leadership team focused on increasing access to elementary science education. They will hear from panelists and explore the tools and processes these teams used as part of their science leadership teams.

SPEAKERS:
Channon Jackson (Alameda County Office of Education: Hayward, CA), Dawn O'Connor (CSU East Bay: Danville, CA)

Want your students to code but new yourself? This session introduces ‘swirl’ (OER lessons using the R programming language) to encourage quantitative skill adoption in Biology classrooms.

TAKEAWAYS:
We will discuss how to find, use, and create customizable lessons for your classroom that are biology-standards-aligned and encourage coding skills (without you needing to be an expert!)

SPEAKERS:
Emily Weigel (Senior Academic Professional: Atlanta, GA)

Explore the fundamental nature of particles with hands-on activities and real experiences based on the research of the Sanford Underground Research Facility.

TAKEAWAYS:
Investigating concepts from the micro and macro environments is better when students can investigate the content through hands-on activities and real-world experiences.

SPEAKERS:
Chad Ronish (Science Education Specialist: Lead, SD)

You are using models in your science classroom, but are your students MODELING to make sense of systems and phenomena? Come to this hands-on session to learn more about modeling as a sensemaking practice and how to integrate meaningful modeling experiences into your science classroom!

TAKEAWAYS:
Participants will come away from this session with a deeper understanding of modeling as a sensemaking practice, having engaged with multiple models and with ideas about how to integrate more modeling in their own classrooms, support discourse, and formatively assess students’ modeling practice.

SPEAKERS:
Lauren Saenz (Researcher: , ME), Alison Miller (Bowdoin College: Brunswick, ME)

Sponsoring Company: STEMscopes by Accelerate Learning

Learn from innovative schools and districts on how they strengthen STEM instructional capacity through systematic approaches to professional learning. Hear from colleagues on how they integrated STEM certification programs into initiatives to positively impact STEM instruction and student success.

SPEAKERS:
Susan Arnette (STEMscopes by Accelerate Learning: Houston, TX), Angela Campana (Accelerate Learning, Inc.: Houston, TX)

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)

Teams use a programmable robotic ball to design solutions and simulate an unmanned aerial vehicle entering a disaster zone. Set in a post-natural-disaster scenario, students will find solutions to problems that first responders may face. This standards-aligned activity will help students explore challenges engineers face throughout different phases of NASA missions as they conduct research, propose solutions, create designs, build their designs and test their solutions to a set of given problems. Students will investigate how their designs in each stage of the challenge lead to their final design solution. With these activities, students will: Apply the steps of the engineering design process to successfully complete a team challenge. Conduct research, write a proposal and create a basic budget. Program a spherical robot using JavaScript (JS) or block programming to complete various leveled challenges. Design, build and test solutions to each problem. Create a presentation and share.

TAKEAWAYS:
Bring the world of advance air mobility to life in your own classroom. Transform your students into ground pilots and open up the door to their future STEM career.

SPEAKERS:
Lynn Dotson (NASA Office of STEM Engagement-GoH: Kennedy Space Center, FL)

Modeling integrates scientific practices, cross cutting concepts, and disciplinary core ideas. In this workshop you will construct a model of a favorite anchoring phenomenon, and use the model to develop a 3D, modeling-based unit.

TAKEAWAYS:
In this session attendees will learn how to engage their students in modeling, and use a systems-thinking framework to construct a modeling-based unit

SPEAKERS:
Steve Bennett (Michigan State University: East Lansing, MI)

Ever wondered what microorganisms might be hiding in a plant? Probably not! But we'll show you how to translate real high-level research into a highly engaging lab your students will remember and enjoy.

TAKEAWAYS:
Participants will leave with a lab protocol to isolate plant endophytes with their students

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