In this session we will look at how engaging students in the practice of Developing and Using Models over the course of a unit can be used for different purposes. Participants will experience building a consensus model and reflect on how building a class consensus model is an important step in ensuring that all members of the learning community can contribute to the knowledge building and that ALL students have access to the ideas the class agrees moves the understanding forward. We will also highlight how models are a powerful way to uncover new questions students may have, requiring students to dig for a deeper understanding.

TAKEAWAYS:
Developing and using scientific models allows all students to be integral members of the knowledge-building community.

SPEAKERS:
Holly Hereau (NSTA: Arlington, VA)

This capacity building session will explore how to make meaningful phenomena for students; review a set of phenomena descriptions generated by others and say which ones might be compelling to students and why; and explore a framework with examples for different classes of phenomena.

TAKEAWAYS:
Educators will learn, through an existing OER professional learning module, how to identify meaningful and relevant phenomena that attend to students interest and community priorities.

SPEAKERS:
William Penuel (University of Colorado Boulder: Boulder, CO)

In this session we will engage participants in thinking about how they can create stronger connections to current climate change research through placed-based learning experiences.

TAKEAWAYS:
Attendee's will be able to share the benefits of place-based teaching and learning with peers and colleagues, and serve as an advocate for field experiences within the school community.

SPEAKERS:
Rebecca Shoer (Senior Program Manager, Education & Engagement), Elisabeth Colby (Director of Visitor Experience and Engagement Programs: Boston, MA), Holly Rosa (Boston Public Schools: Boston, MA)

This session will describe an NSF grant in progress to increase high school awareness of geoscience through field trips and activities. This grant was written by geoscience and education faculty. We will share some activities along with what we learned from the pre- and post- assessments.

TAKEAWAYS:
Attendees will participate in hands-on activities that have been prepared by geoscience faculty at Missouri S&T. The teacher ed. faculty at Missouri S&T will share ideas on how to implement and assess these. Student learning is enhanced when students are engaged in hands-on, field based learning.

SPEAKERS:
Amanda Meek (Professor: Rolla, MO), Michelle Schwartze (Missouri S&T: Rolla, MO)

The various metals and alloys used in the minting of the US penny over the years provide for rich explorations. We will share activities that combine some very basic lab activities conducted by some of our Chemistry classes with detailed mathematical modeling done by the students in AP Statistics.

TAKEAWAYS:
Participants will use real data to develop mathematical models and learn how to test your hypothesis by performing an experiment and analyzing the results, combining chemical analysis with statistical sampling for a cross-curricular approach;

SPEAKERS:
Karlheinz Haas (Science/Math Instructor, Retired: Tequesta, FL)

During this session, attendees will learn the results of a literature review that focused on the culturally inclusive/responsive pedagogies that are being used in science classrooms. Everyone will then be able to share their experiences with these pedagogies or suggest alternative methods.

TAKEAWAYS:
After this session, attendees should better understand how to incorporate culturally responsive/inclusive pedagogies in a science classroom.

SPEAKERS:
Anna-Margaret Bruton (Project Director: Broader Impacts: Charlottesville, VA)

How can we provide access to learning to ensure students can succeed in today’s learning experience? We will look at the practice of scaffolding instruction in science and use classroom examples that can be transferred into your classroom. Q&A to follow.

TAKEAWAYS:
The practical use of instructional scaffolds and the supporting strategies to increase access to student learning in science.

SPEAKERS:
Jeffrey Longenberger (Washington County Public Schools: Hagerstown, MD)

Washington County Public Schools, MD had adopted the definition of Acceleration as intentionally providing access to grade/course-level learning so students who have unfinished learning succeed in today’s learning experience. Underpinning this definition we have leaned on the work of John Hattie to identify 4 high-impact areas(relationships, scaffolds, clarity, feedback) of teaching and learning to frame our focus away from traditional remediation. This session will look at the practice of scaffolding instruction in the science classroom. Attendees will participate in collaborative discussions and experience the use of authentic classroom examples. These experiences will promote their own thinking of how our practical strategies can be transferred into their classrooms. Due to the organizational leadership role of the presenters, audience members will be able to have questions ranging from classroom implementation to curriculum integration discussed.

TAKEAWAYS:
The practical use of instructional scaffolds and the supporting strategies to increase access to student learning in science.

SPEAKERS:
Tara Ellis (Washington County Public Schools: Hagerstown, MD)

Generating STEM interest through a place-conscious framework is a pathway for students to solve issues relevant to their community. Framing instructional methods within the place-conscious design allow important issues to be at the center of the curriculum.

TAKEAWAYS:
This session will explore how to design hands-on inquiry lesson developed from a place-conscious framework.

SPEAKERS:
Nicole Bookheimer (Pre-service Teacher: , MT)

This session is intended for secondary science teachers with multilingual learners (MLLs). MLLs bring important science ideas that contribute to learning. This session will emphasize meaningful language instruction for all students and provide ideas for how to support emergent multilingual students.

TAKEAWAYS:
In this session, participants will engage with meaningful examples of teaching techniques to support higher-level thinking for all students, especially multilingual learners. These examples can be implemented in any secondary science classroom.

SPEAKERS:
Monica Davies Davies (AVID curriculum Developer: , WA), Angela DiLoreto (Bellevue School District: Bellevue, WA)

COESEE - Join us to explore the selection and implementation of phenomenon for elementary students as you review materials or build phenomenon into your own materials.

TAKEAWAYS:
Phenomenon can be used in multiple ways to support interesting and just learning experiences.

SPEAKERS:
Shelly LeDoux (The University of Texas at Austin: Austin, TX), Molly Ewing (The Charles A. Dana Center: No City, No State), Carla Zembal-Saul (Penn State: University Park, PA), Mary Starr (Michigan Mathematics and Science Leadership Network)

This session will describe the Science Curriculum Adaptation Project for Special Educators, in which science specialists and special educators adapted an NGSS badge unit for students with moderate to severe disabilities. We outline the program structure and share examples of adaptations.

TAKEAWAYS:
Learn about the structure of a program designed to support special education teachers in using the high quality “Garbage” unit with their students, discuss the UDL framework as a part of this work, and see examples of adaptations that can be used with students with moderate to severe disabilities.

SPEAKERS:
DESE Science (Massachusetts Department of Elementary and Secondary Education: Malden, MA)

The NSTA Sensemaking Tool (adapted from the research-based NGSS Lesson Screener) is designed to help educators be critical consumers of curricular materials as well as create and/or revise science lessons to reflect the instructional shifts required by new standards (sensemaking). Join us to gain experience using the tool and facilitating criteria-based consensus conversations with colleagues.

TAKEAWAYS:
Recognize the critical aspects of sensemaking in a science lesson.

SPEAKERS:
Emily Mathews (NSTA: McLean, VA), Kate Soriano (NSTA: Arlington, VA)

Engage your Forensics students with a few of my favorite labs, investigations, and activities! You will leave this session with ready-to-implement resources that you can use right when you get back to your classroom. (DOOR PRIZES)

TAKEAWAYS:
Attendees will learn how to engage their Forensics students with some of my favorite labs, activities, and classroom investigations.

SPEAKERS:
Dana Niblett (Teacher)

Learn how to engage your students with the rich phenomena around the mismatch between our human body physiology and our modern environment, using a free, EQuIP-reviewed unit designed for HS NGSS.

TAKEAWAYS:
Attendees will develop a vision for how to use engineering practices to teach genetics and epigenetics while creating a more engaging and inclusive classroom environment for all learners

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

How do we center students in NGSS units designed for a national audience? Join us to explore how a team of K-8 educators are developing resources and strategies that incorporate local phenomena, community needs, and the lived experiences of their students into their teaching of Amplify Science units

TAKEAWAYS:
Participants will become familiar with an approach used to localize national curricula and take away research-based and equity centered tools, resources and approaches they can use in their own efforts to localize their curricula and create an inclusive classroom environment.

SPEAKERS:
Rebecca Abbott (The Lawrence Hall of Science: Berkeley, CA), Brad Street (IslandWood: Bainbridge Island, WA)

In this session we will showcase how to unpack the NGSS Science Standards to develop transparent rubrics. We will showcase how to use the rubric for backwards planning and what formative process to follow so students can set their own success criteria.

TAKEAWAYS:
Setting students to be successful in your Science Classes by Backward planning and setting success criteria.

SPEAKERS:
Rodrigo Diaz (Science Teacher: Managua, 0)

Botany principals presented in unusual, indigenous myths of photosynthesis, mycorrhizal fungi, pollination, decomposers, seed diversity, forest ecology, etc. Discover elements of what makes story an effective educational tool and generate successful interdisciplinary experiences supporting science.

TAKEAWAYS:
Discover the essential elements of story and understand what makes story such an effective educational tool. Learn from indigenous myths to build the meaning of botanical/scientific concepts in the context of narrative, imagery, characterization and sensory elements.

SPEAKERS:
Susan Strauss (Author/ Storyteller: , OR)

Gardening in a school setting provides an authentic learning environment filled with wonder for students and teachers alike. From small outdoor flower pots to raised beds, these spaces transform not only the environment, but gives all involved a new perspective on where our food comes from.

TAKEAWAYS:
Students gain hands-on experiences with their environment while making connections between what they have planted and the food that goes into the cafeteria. Learn how we transformed an unusable space to create a school garden/outdoor classroom that has had unexpected benefits.

SPEAKERS:
Shelly Butcher (Tozer Primary School, Weld RE-4 School District)

Students in the general education science classes have multiple abilities by which they learn. With more districts turning to the use of technology in the classroom for all students, targeted technology can aid in deeper comprehension and retention of biological content.

TAKEAWAYS:
Biology is a difficult science to master with its broad content and specific terminology that can be tricky to understand, however for students with moderate/severe disabilities and ASD it can be more frustrating and more extensive supports need to be put into place to allow for student success.

SPEAKERS:
Jessica Minton (Houston High School: Germantown, TN)

Many states are adopting policy that promotes the use of high-quality standards-aligned curriculum for all grade levels. However, educators may question the accessibility of these units for all students. In the Science Curriculum Adaptation Project for Special Educators (SCAPE) program, science specialists from the Massachusetts Department of Elementary and Secondary Education worked with special educators to adapt the NYU SAIL “Garbage” unit for students with moderate to severe disabilities. Science specialists provided learning activities around the structures and routines in the unit and guided teachers through key lessons. Teachers then identified barriers and used Universal Design for Learning (UDL) to adapt the unit for their students to access ideas and SEPs in the unit. Each teacher participant left with an adapted unit to pilot with students. In this presentation we will outline the program and share examples of adaptations made for students with disabilities.

TAKEAWAYS:
Session attendees will learn about a MA program designed to support special education teachers in using the high quality “Garbage” unit with their students. Attendees will also see examples of UDL-based adaptations that can be used with science students with moderate to severe disabilities.

SPEAKERS:
Angela Palo (Horace Mann School for the Deaf and Hard of Hearing: Boston, MA), DESE Science (Massachusetts Department of Elementary and Secondary Education: Malden, MA)

In this session you will take a closer look at STEM instruction in order to reflect on whether it is inclusive of all students and how to use innovative ideas to continue moving forward as a STEM educator.

TAKEAWAYS:
Attendees will have an opportunity to discuss and reflect on their own STEM instruction and focus on ways to include all students in STEM education regardless of abilities, language, or economic status.

SPEAKERS:
Pavel Escobedo Garcia (Principal: Ventura, CA), Adriana Guerra (E. P. Foster STEM Academy: Ventura, CA)

Culturally responsive pedagogy can help bridge the diversity gap in STEM. This session shares how our Dream City program supports all students in thinking like urban planners to design beautiful neighborhoods that are not only structurally sound but also inclusive and responsive to all who come.

TAKEAWAYS:
Attendees will have a chance to see how IMSA Outreach provides inquiry-based, hands-on STEM learning. Attendees will see how inquiry-based teaching and learning is, by its very nature, inherently culturally responsive and can leave with practical ideas to use in their own classrooms.

SPEAKERS:
Elaine Wu (Illinois Mathematics and Science Academy: Aurora, IL)

Attendees will learn how to utilize interactive lab journals to model scientific reasoning with students. Lab journals allow students to become owners of their own learning and track growth throughout the year.

TAKEAWAYS:
Attendees will learn how to create a lab journal in their classroom to fit their standards and curriculum.

SPEAKERS:
Cristina Farley (Ahlf Junior High School: Searcy, AR), Kyla Glasser (Ahlf Junior High School: Searcy, AR)

Participants will participate in several discussions focused on the general perception of STEM careers that students may have, as well as their own perceptions and biases surrounding the content and materials they incorporate in their instruction. Strategies will be provided for use in the classroom to engage student interest in seeing themselves in STEM, and foster space for their resilience and perseverance. Activities: Discussion: What does a scientist look like? Activity (Philosophical Circle): Participants will be given a scenario and tasked with determining their response to that scenario. Activity: Choose an item that symbolizes skills or qualities that are needed to persevere in STEM. Discussion: What do you do in your classroom to cultivate student perseverance and resilience?

TAKEAWAYS:
Attendees will takeaway strategies to engage student interest and perseverance in STEM.

SPEAKERS:
LaTonya Bolden (School Improvement Coach), Marshai Waiters (Marietta Middle School: Marietta, GA)

Making core instruction accessible to a variety of English Learners isn’t rocket science! With intentional planning and implementation of best practices, you can support multilingual learners with deepening their understanding of science concepts AND developing their English language proficiency.

TAKEAWAYS:
Learn more about collaborating and intentionally developing resources for a range of English language learners.

SPEAKERS:
David Flores (Title III Resource Teacher: Charlotte, NC), Christina Mahar (English Language Resource Teacher: Charlotte, NC), Darlene Keyser (Charlotte-Mecklenburg Schools: Charlotte, NC)

Looking for an innovative way to bring to life the science vocabulary your students need to know? This session will cover a strategy to enhance the ol' word wall of the past into an engaging learning experience that is low prep for the teacher with maximum benefit for the student.

TAKEAWAYS:
Teachers will leave with the ability to create an engaging visual representation wall, knowledge of current brain science behind building vocabulary memory, and factors to consider when prioritizing key vocabulary words.

SPEAKERS:
CHRISTINA SPEARS (Director of Teaching Academy: Comfort, TX)

How do we adapt curriculum to support our emergent multilingual learners? How can we localize phenomena for science instruction? Participants will examine student work from multimodal language surveys and learn strategies to guide curriculum adaptations for more linguistically equitable learning.

TAKEAWAYS:
Participants will be provided with a language survey tool, example student work and a strategies list to help them make more linguistically inclusive curriculum adaptations and help localize phenomena for science instruction.

SPEAKERS:
Katherine McNeill (Boston College: Chestnut Hill, MA), Samuel Lee (Boston College: Chestnut Hill, MA)

Creating emotionally safe classrooms for all students willing to take risks, gain confidence, and find their voice, this is the ultimate reward. Student scientists practice positive communication, build strong connections, and support each other as they learn new concepts and develop new skills.

TAKEAWAYS:
Teachers will learn several strategies to create emotionally safe classrooms and practice applications in grade level support teams. Teachers will feel confident returning to their student scientists ready to set up learning environments where everyone has a voice and is their own self-advocate.

SPEAKERS:
Amy Couch (Captain Nathan Hale Middle School: Coventry, CT)

The SIOP Model is an effective research-based instructional model for meeting the academic needs of English language learners. Learn how to use it to support ELLs in your science classroom.

TAKEAWAYS:
1. The eight components to the SIOP model will be explained; 2. Examples of actual and effective classroom implementation of the SIOP model; and 3. Consideration for not only teaching science content but doing so in a culturally conscious manner will also be shared.

SPEAKERS:
Nadene Klein (Daniel C. Oakes High School: Castle Rock, CO)

ARISS allows your students to talk with an astronaut on the International Space Station! ARISS involves NASA and other space agencies to provide this amazing experience for schools worldwide! An ARISS contact tends to unite and excite a school community while focusing on STEM at your school.

TAKEAWAYS:
Attendees will find out about all the experiences and resources provided at no cost to schools and teachers selected for an ARISS contact including a STEM enrichment kit and special workshop opportunity.

SPEAKERS:
Martha Muir (Retired teacher: Alpharetta, GA)

A special education teacher and science consultant worked together to plan, create, deliver and assess the middle school Essential Elements Science standards for students with significant cognitive disabilities. All assessed students increased three full grade levels.

TAKEAWAYS:
Participants will leave with an understanding of how to teach science using the Dynamic Learning Maps for middle school students with significant cognitive disabilities using best practices in special education and science teaching. Unit samples will be available.

SPEAKERS:
Mandie Sanderman (Central Rivers Area Education Agency: Cedar Falls, IA), Nancy Scheel (Teacher), Chelsie Byram (Central Rivers Area Education Agency: Cedar Falls, IA)

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:
Hannah Kiser (Pullman High School: Pullman, WA), Johanna Brown (Washington State OSPI)

Our FlyGirls program was developed to introduce young women in grades 4–8 to aerospace using drones. The Cobb County School District has partnered with Lockheed Martin, FTW Robotics, female drone pilots from across the U.S., and other informal educators to offer our FlyGirls program.

TAKEAWAYS:
Participants will: 1. learn how to cultivate a dynamic partnerships between multiple agencies; 2. receive step-by-step guidance to start your own local chapter of FlyGirls; and 3. receive access to the resources we developed and used with our FlyGirls group.

SPEAKERS:
Alana Davis (Cobb County School District: Marietta, GA)

Discover the recent research on females in STEM and learn how to take intentionally small, but powerful steps in your classroom to ensure that our future female problem-solvers have the confidence, encouragement, and motivation to change the world, one STEM field at a time!

TAKEAWAYS:
Teachers will discover the current reseach regarding girls in STEM and leave with six powerful ways to increase their interest,, motivation, and confidence in these fields.

SPEAKERS:
Dawn McCotter (Van Andel Institute for Education: No City, No State)

Learn how to select phenomena that matter to students and leverage students' questions to create a student-driven storyline. Participants will learn the design principles for adapting existing curriculum that honor students’ identities, voices, and ideas.

TAKEAWAYS:
Participants will learn two key aspects of designing equitable learning experiences for NGSS instruction: 1) making phenomena matter by considering community issues and student identities; 2) leveraging students’ diverse ideas and questions to drive instruction.

SPEAKERS:
Nelly Tsai (University of California, Irvine: No City, No State)

Gradebooks can be a powerful tool for communicating student learning with students & families. Using open-source lessons, I will share a gradebook build design I have used to offer a fairer, comprehensive record of student learning with three-dimensional standards.

TAKEAWAYS:
Gradebooks are not a "necessary evil" for 3D learning. You will see a model gradebook and complete an example analysis of student work and practice with a gradesheet.

SPEAKERS:
Kerri Wingert (Good Question Research: Boulder, CO)

Participants will learn practical strategies to build a more equitable and inclusive class culture in this LSSS aligned session. Participants will engage in an original environmental science-based anchoring phenomenon to explore proven routines that support student articulation of ideas for investigation and development of models. In particular, the session will examine the importance of leveraging student experiences and resources to drive modeling discussions which help students understand key aspects of the phenomenon. Participants will also learn strategies for moderating focused student-led discussions. These strategies include development of student norms for dialog, methods for planning student discussions and sharing of teacher and student "Talk Moves". Session materials will include references, background readings and "ready to go" classroom materials.

TAKEAWAYS:
Three dimensional and phenomena-based teaching routines build classroom equity and inclusion, developing clear norms together are key to helping students find their voice and productive student talk requires planning, but student and teacher tools are available.

SPEAKERS:
Steven Babcock (Louisiana State University Laboratory School: Baton Rouge, LA)

This session will share research collected through a study on Georgia FIRST Robotics. We will examine the benefits of FIRST Robotics for SWD, factors that create barriers to SWD involvement, strategies to mitigate these barriers, and will facilitate a hands-on activity illustrating FIRST involvement

TAKEAWAYS:
Attendees will learn the benefits of STEM extracurricular programs, using FIRST Robotics as an example, and accommodation strategies for students with disabilities through a presentation and hands-on robotics activity and how educators can improve inclusion in these programs.

SPEAKERS:
Kania Greer (Georgia Southern University: Statesboro, GA), Karin Fisher (Associate Professor: STATESBORO, GA), Andre Grossberg (GeorgiaFIRST Robotics CTSO President: , GA)

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

TAKEAWAYS:
Attendees will: 1. explore geographic, social, political, and environmental concepts and problems related to their watersheds; 2. use maps, models, and simulations of their environment to learn the factors involved in interacting with and protecting water in their surroundings; and 3. investigate a

SPEAKERS:
Carolyn Staudt (The Concord Consortium: Concord, MA)

Houston we have a problem... We need more inclusive science classrooms and curricula! Explore the principles of Universal Design for Learning (UDL) and learn how to use the UDL Guidelines to identify and overcome barriers to student learning and make science accessible for ALL students.

TAKEAWAYS:
By the end of this session, participants will understand how the Universal Design for Learning (UDL) framework can be used to plan more inclusive learning experiences and classroom environments so that every student can be a successful learner in the science classroom.

SPEAKERS:
Dodie Resendez (Region 4 Education Service Center: Houston, TX)

Who better than a teacher to forge partnerships that infuse the arts and social studies into STEM by linking caring adults beyond the classroom to young people in the classroom and in doing so situate learning in vibrant, real-life contexts? As the expert in teaching and learning and with a deep con

TAKEAWAYS:
- understand the benefits of infusing arts and social studies into STEM (STEAM & STEMSS) - explore myriad examples of community partnerships and place-based learning - learn how to build supportive community networks for STEM learning

SPEAKERS:
June Teisan (InnovatED 313)

This presentation provides guidance on what it can look like for NGSS-designed instructional materials to support all students to design solutions to real-world problems and use them to drive instruction.

TAKEAWAYS:
In the NGSS, problems are defined as “situations somebody wants to change,” which is different from construction or design projects, where the ultimate goal is achieving a design or tinkering. Real-world problems can create intrinsic motivation for students to learn science and engineering ideas.

SPEAKERS:
Jennifer Childress Self (NextGenScience: San Francisco, CA), Neelo Soltanzadeh (WestEd: San Francisco, CA)