Since the early 2000s when the NSF coined the acronym “STEM” to increase attention and national investment in science, technology, engineering, and mathematics, the “S” in STEM provided the foundation for the accompanying “TEM” disciplines. The pandemic exposed the need for increased public literacy around biomedicine, paving the way for an additional “M” (medicine) in STEM. Building a successful STEMM ecosystem includes increasing access to biomedicine across disciplines to advance equitable access for all students. Campuses and/or districts must reach consensus on the action plan for transdisciplinary STEMM curricular development. At BCM, we developed a 3-day STEMM Planning Institute for K-12 campus teams (administrators, support staff, and key educators) aimed at creating, building, or restructuring STEMM programs. This poster will highlight the planning tools, preliminary findings regarding the planning process, and thematic barriers/successes of STEMM implementation.

TAKEAWAYS:
This poster will highlight the planning tools, preliminary findings regarding the planning process, and thematic barriers/successes of STEMM implementation for K-12 school campuses and districts.

SPEAKERS:
Matthew Blank (Assistant Professor: Houston, TX)

We will share the collaboration between Westminster College and local elementary schools to enhance the learning of science. At Westminster, we conducted a STEAM Night for the local elementary schools. Education and Science majors teamed up to create stations that covered science topics such as structure & function, force & motion, the engineering design process, the structure of DNA, botany, art & geometry, and robotics. Elementary students and their families participated in hands-on experiences to reinforce science concepts taught in the classroom. Our poster shares the benefits of collaboration that provide learning experiences which students may not have in the classroom. Not only do these activities have benefits for elementary students and their teachers, but it also gives college students experience in how to work with children and conduct impactful science lessons. This experience creates opportunities to build bridges between schools and colleges to learn STEAM together.

TAKEAWAYS:
Science education can be transformed through partnerships between colleges and schools. Elementary teachers sometimes lack time to focus on the subject of science. Colleges can collaborate with schools to give students science learning experiences they may not get otherwise.

SPEAKERS:
Tami Ensor (Westminster College: Fulton, MO), Annette Ramirez (Preservice Teacher/Student: No City, No State), Courtney Street (Student: No City, No State)

The main resource that will be shared is a poster that presents an overview of a case study completed as a part of the Multiple Literacies in Project-Based Learning (ML-PBL) Efficacy Study. The information shared will focus on the affordances of carrying the thinking from science to other parts of the school day and of using science-related texts for multiple purposes in literacy instruction. Overall efficacy study results will be shared. The url for finding the posted free ML-PBL OER curriculum resources will be provided, as well as information for learning more about ML-PBL. The case study has been published in a book of case studies, which will be mentioned (is shown in a section of the poster), but not promoted. Texts used to extend Grade 3 units will be available for attendees to review.

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)

Although there is extensive dissemination of the research and results obtained from deep-sea cores within the scientific ocean drilling community, less focus has been placed on the lives and experiences of those carrying out the research, including scientists, technicians, ship’s crew, and shore-based staff. This project documents the stories of those that have sailed on and supported scientific ocean drilling expeditions through a collection of audio narratives that showcase what goes beyond the “science” part of science at sea. By highlighting the human aspect of ocean expeditions and emphasizing the experiences of those involved, we make the field accessible to those who may have previously felt uninterested, disconnected, or alienated. We are also seeking feedback from educators in terms of what additional supporting materials (eg: images and maps, scaffolds, formative and summative assessments) should be added to the project to maximize the benefit to all students.

TAKEAWAYS:
Free multimedia classroom resources, including audio narratives from the people involved in scientific ocean drilling and associated activities and worksheets, allow students to interact with the people who participate in complex science and engage in sensemaking about geoscience concepts.

SPEAKERS:
Maya Pincus (Columbia University / U.S. Science Support Program: Palisades, NY)

In this poster session, educators will have the opportunity to learn about ways to get students outside and learning about the native arthropods in their area. This 2-4 day project allows students to research, collect, and identify different arthropods in their environment. Students will practice and show their understanding of these arthropods by designing and presenting their own phylogenic tree while connecting it back to their native environment.

TAKEAWAYS:
Come learn about how to engage your students in the environment around them through the lens of classification and taxonomy.

SPEAKERS:
Jacqueline Svetich (Science Teacher: Naperville, IL)

SubjectToClimate's free online resources provide inquiry-based, interdisciplinary elementary lessons about climate change. These lessons follow an inquiry-based framework that enables students to practice NGSS K-2 learning outcomes, such as observing patterns in the natural world to explain natural phenomena, and using evidence to construct explanations. Through the use of engaging activities and real-world examples, these lessons help students to develop a deeper understanding of climate change and its impact on the environment. The interdisciplinary approach encourages the integration of science, math, and literacy, making these resources a valuable tool for educators looking to incorporate climate change education into their curriculum. The poster session will highlight the key features of the resources and provide examples of how they have been implemented in classrooms.

TAKEAWAYS:
Attendees will learn how they can incorporate climate change into elementary-level science curriculum using NGSS, while learning about SubjectToClimate’s free platform that offers teaching resources, lessons by teachers, and much more.

SPEAKERS:
Elaine Makarevich (SubjectToClimate)

In this poster session, we highlight how two 5th-grade teachers of linguistically diverse students strategically used the Science and Engineering Practice of Developing and Using Models over the course of a physical science unit to increase opportunities for sensemaking with all students. First, we show sample models from multilingual learners across three time points in the unit: initial, revised, and final model. At each time point, we highlight what the teachers did to elicit and interpret student thinking. In particular, we share how “final models” can serve as a more authentic end-of-unit task when an iterative modeling process has been enacted. We describe how the teachers’ own perceptions of modeling changed over the course of the unit. As a result of heightened student sensemaking with the more iterative modeling process, the teachers shifted away from positioning models as products and toward positioning models as evidence of current and evolving sensemaking.

TAKEAWAYS:
By strategically allowing all students, particularly multilingual learners, to develop and use increasingly sophisticated models over time, teachers shifted away from “models as products” and toward “models as evidence of sensemaking.”

SPEAKERS:
Iovanna Williams (Science Teacher: , NY), Adriana Romanzo (Elementary Science Teacher: New York, NY), Abigail Schwenger (Research Associate)

In Oklahoma, The University of Central Oklahoma and Oklahoma State University are working to prepare future STEM teacher/leaders by integrating Science Olympiad volunteering into each institution's pre-service teacher (PST) education programs. With partial funding through a grant from the Science Olympiad USA Foundation, the teacher education programs are partnering with the Oklahoma Science Olympiad (OKSciOly) to provide PSTs who serve as peer-mentors to OkSciOly member schools and Event Supervisors for OKSciOly tournaments as a part of their science education program expectations. The program goals are supported by prior studies that indicate that such a program could be associated with improving PSTs’ confidence, increasing opportunities for practicing skills in planning and assessment, and supporting intrinsic motivation associated with coaching Science Olympiad. We will describe the development and activities, and what we learned from PSTs and member schools about the experience.

TAKEAWAYS:
Attendees will learn how Universities and Science Olympiad can increase STEM education support to local schools and develop capacity within their pre-service teacher candidates to use Science Olympiad’s high quality, NGSS-aligned science, math, and engineering experiences with their future students.

SPEAKERS:
Bob Melton (University of Central Oklahoma: Edmond, OK)

Learning about matter serves as an important and critical foundation for understanding many other scientific ideas. Understanding what matter is, forms in which it exists, properties of matter, and conservation of matter in the elementary grades supports students in being able to explain a variety of phenomena including melting and freezing, as well as larger processes such as the water cycle. However, despite its importance as a foundation to science learning, the concept of matter is both complex to teach and difficult to learn. Furthermore, the NGSS represent a fundamental shift in how matter is taught at the elementary level. Through a set of educative curriculum materials developed with funding from NSF, teacher educators and professional developers can support elementary teachers in developing their content knowledge for teaching. Materials are free and include elicitation tasks, lesson plans, and more-- educative supports are included to aid facilitators in implementation.

TAKEAWAYS:
Participants will learn about content knowledge for teaching about matter and a set of research-based tools that they can use in workshops and teacher education courses to help elementary teachers develop the understanding they need to teach matter in ways that align with the NGSS.

SPEAKERS:
Debi Hanuscin (Western Washington University: Bellingham, WA)

Using the authenticity framework, students are guided through a 5E lesson, to answer the essential question “How does fire impact prairie ecosystems?” Embedded are real-world connections, the construction of knowledge, student inquiry, and student-centered learning. Lesson snapshot: Students will: Engage with various prairie ecosystem photos and images of prairie fires, and write descriptive words that come to mind. Explore a map of North American prairies, and complete an I Notice, I Wonder; we will explore articles to begin a CER to answer the essential question. Explain by participating in an activity to sort goods and services based on their knowledge of prairies. Extend by viewing an Individual Career and Academic Plan (ICAP) video to learn about the importance of using fire to improve plants and ecosystems, and how indigenous tribes used fire for agriculture. Evaluate the completion of their CER using their notes from the lesson and a list of prescribed vocabulary terms.

TAKEAWAYS:
HS teachers will have a ready-to-use, standards-based 5E lesson that they can use in their classrooms immediately. And it’s FREE!

SPEAKERS:
Teresa Randall (The University of Oklahoma: Norman, OK)

This presentation will examine current research showing the positive effect virtual/augmented reality has on student engagement and achievement when used effectively in the classroom. Educators will have the opportunity to review the literature to determine if and how virtual/augmented reality could be beneficial in their classrooms. Attendees will have the opportunity to use a virtual reality headset and experience educational applications. They will also be provided with various virtual/augmented reality educational resources. These resources range from requiring highly updated technology to simply needing a Chromebook. Any educator can implement virtual/augmented reality into their STEM classroom. This presentation will introduce many educators to a new age in educational technology.

TAKEAWAYS:
Attendees will learn what educational research currently says about virtual/augmented reality in STEM classrooms, as well as what future studies should be conducted. Various tools and resources will be provided to enable teachers to utilize virtual/augmented reality in their classrooms.

SPEAKERS:
Kayla Sullivan (Chemistry Teacher HS: Georgetown, OH)

Discussion of culture is often missing in garden-based education. To share and validate the interests of our culturally diverse students, we will delve deep into the significance of culture as it relates to food and gardens and also as it relates to the diverse populations with whom we work. Through student voices and examples we will share the principles of culturally responsive garden education that honors diversity and inclusion. Join us as we explore ways to celebrate and center culture through garden-based learning. School gardens have many benefits for students which include helping students make nutritious choices, encouraging students to be environmentally conscious, and providing experiential learning. Research shows that students who participate in garden-based science curriculum score significantly higher on science achievement tests than students in a traditional classroom-based control group. This garden-enhanced achievement benefits both boys and girls equally.

TAKEAWAYS:
By their nature, gardens embody diversity. Garden education is increasingly recognized as an interdisciplinary approach that integrates academic goals, health and wellness, place-based education, and community connections and relationships.

SPEAKERS:
Lindsey Noonan (Topeka Public Schools USD 501: Topeka, KS), Rhonda Gadino (Topeka Public Schools: No City, No State)

School gardens are a fantastic way to transition from a more traditional classroom to an outdoor, experiential learning opportunity centered on student engagement and critical thinking. Students are able to physically connect with nutrition education, understand the process of growing healthy foods, and recognize environmental stewardship. A school garden can also be integrated into many subjects such as math, science, health, literacy and social studies. The school garden offers a place to enrich teaching efforts with powerful hands-on experiences that make learning come alive. Each school or youth garden is as unique as the school or community that plants it. Gardens may come in many configurations, ranging from a collection of container gardens or a grouping of raised beds to a half-acre of plowed land. Successful garden programs do have certain features in common, however, they are designed to meet local program needs, to be sustainable, and to use the physical site and resources.

TAKEAWAYS:
School gardens are a fantastic way to transition from a more traditional classroom to an outdoor, experiential learning opportunity centered on student engagement and critical thinking. A school garden can be integrated into many subjects such as math, science, health, literacy and social studies.

SPEAKERS:
Lindsey Noonan (Topeka Public Schools USD 501: Topeka, KS), Rhonda Gadino (Topeka Public Schools: No City, No State)

Interviews with pre-service teachers and their host teachers inform how host teachers can best support observing pre-service teachers, and how observing pre-service teachers can authentically and meaningfully engage in the classroom. The poster will present how both parties can work together to create a learning environment that both the pre-service teacher and host teacher mutually benefit from, and address typical pitfalls causing disengagement and miscommunication in the classroom environment. The research serves to answer the questions of "What do pre-service teachers and host teachers need from each other to produce a meaningful observation experience?" in order to progress science education preparation programs.

TAKEAWAYS:
Both practicing and pre-service teacher attendees will learn how to best support each other during teacher practicum observation hours to ensure both parties mutually benefit and learn from each other.

SPEAKERS:
Carol Compton (Chemistry Teacher: O'Fallon, MO)

For many students, an undergraduate general education life science (GELS) course may be the only one where they are exposed to scientific reasoning at the collegiate level. In order to contribute to a scientifically literate and informed society, the Interactions in General Education Life Sciences (IGELS) project aims to engage students in reasoning skills around topics that are highly relevant to students. We describe the goals and activities of IGELS and provide preliminary results of our survey of GELS instructors that assesses their current knowledge and implementation of the “Vision and Change” (AAAS, 2009) framework in their courses. These data will inform our future activities to provide faculty development and develop curricular models that support reasoning and relevancy in GELS courses while implementing principles of “Vision and Change.”

TAKEAWAYS:
Attendees will be able to describe the mission of IGELS and envision how future projects can assist educators in increasing reasoning skills in learners in ways that are relevant to their lives.

SPEAKERS:
Heather Rissler (North Iowa Area Community College)

Understanding complex science standards in elementary school often depends on the amount of background knowledge children have. One way that teachers can help students develop their schema before beginning a new science unit is to provide children with opportunities to build their prerequisite knowledge. This is particularly important when meeting the needs of a diverse group of learners. This session will center around upper elementary curriculum. It will include examples of short (5-10 minute) hands-on activities that can be used in the classroom to help children expand their schema before beginning to learn new science standards. Examples of pre-teaching activities: Ecosystems and Environments: Sorting seeds for a seed dispersal lab. The children notice features of the seeds. Force and Motion: Test the ramps before the activity and discuss independent variables such as ramp height and surface. Earth Systems: Use a sponge puzzle in water to model how tectonic plates move.

TAKEAWAYS:
Attendees will leave with several examples of short, 5-10 minute long, hands-on activities to use in their classroom to help children develop their schema. They will also see examples of student's thinking and sensemaking in science notebooks.

SPEAKERS:
Stacy Sharp-Adamson (Bell Prairie Elem School)

This poster presentation will use the Krebs Cycle of Creativity as created by Dr. Neri Oxman as a framework for a new approach to interdisciplinary sciences. I will explore the intersectionality of art, science, engineering, and design. This will include how the synergy between these disciplines creates opportunities to study how art and design affect our behavior, how design and engineering impact utility, how engineering and science creates knowledge, and how science and art portrays information. I will use examples from my own classes to highlight how the Krebs Cycle of Creativity can provide a new lens to view interdisciplinary teaching in the science discipline. This will include examples of projects, teaching materials, and student samples. Visitors will leave with a tangible understanding of how their school can move away from the siloed STEAM approach and move towards a more holistic approach that connects the many different disciplines of science.

TAKEAWAYS:
Visitors will leave with a new lens to view interdisciplinary science teaching including examples of projects, teaching materials, student samples, and a tangible understanding of how their school can move away from the siloed STEAM approach and towards a more holistic take on teaching science.

SPEAKERS:
Adam Vorel (6th Grade Science Teacher: Webster Groves, MO)

Student engagement and performance in science and math, especially in underserved populations, have declined as a result of the pandemic and the switch to remote learning. Traditional teaching methods have had to evolve in the face of these new challenges. This work describes how project-based learning (PBL) is woven into the scope and sequence of high school Chemistry. Assessment is a departure from a points-based to a standards-based grading system. Students are evaluated based on their mastery of four different standards: inquiry, design, analysis, and communication. Examinations that test for content are enhanced with inquiry-based problems that connect Chemistry to real life. Students are expected to take responsibility for their own performance, to seek help when needed and to advocate for themselves. The work presented will include classroom strategies, project ideas that promote equity, and samples of assessments and student work.

TAKEAWAYS:
The work presented will include classroom strategies and project-based learning ideas with samples of student work. It describes a standards-based assessment that focuses on the acquisition and mastery of skills as an alternative to a traditional points-based grading system.

SPEAKERS:
Caroline Gochoco-Tsuyuki (Archbishop Riordan High School: San Francisco, CA)

In 2014 Girls Building STEAM was concieved after attending an ISTE presentation. The goal was to do short, fun activities that girls could continue at home, like melted crayon art, air pressure games with cheeseballs, and MAKER activities. Once a month 30 minute meetings grew into weekly 1 hour meetings and stand-alone ideas grew into year-long projects. Along the way, a group of girls took charge and began leading, assisting in grant writing, planning, and teaching. We created a successful year-long fashion program that taught fashion design, jewelry-making, art, and more to bring attention to environmental issues in South Florida. In this session we will share our day plans, month plans, and year plans. You will hear from students and student leaders about why this program is important, and how it has enhanced their learning in school and guided their choices for the future.

TAKEAWAYS:
Attendees will gain insight on how to start, maintain, and succeed with a student-led club that helps build young ladies into leaders. You will hear from current students and mentors who discovered their love of STEAM, and are now motivated to get others hooked on the fun and learning.

SPEAKERS:
Nancy Penchev (Scheck Hillel Community School: Miami, FL)

The historic All of Us Research Program by the National Institutes of Health aims to engage one million or more people across the US as research participants and partners. These individuals are providing data to build one of the largest, most diverse, and broadly accessible datasets ever assembled. De-identified, aggregated data collected by the All of Us Research program is publicly available via the interactive Data Browser. Participants, researchers, and other members of the public may use this online tool to learn more about the All of Us participant community and explore summary data. We’d like to introduce teachers and students to the power of “big data” and support them in using the Data Browser to conduct authentic investigations related to science content standards. The poster session will include an introduction to the All of Us Research Program, the Data Browser, and paper-based and multimedia classroom resources, and use it to investigate research questions.

TAKEAWAYS:
The All of Us Research Program is building the largest, most diverse biomedical database of its kind. The program is making de-identified, aggregated data from the database available to the public through a Data Browser and providing resources to help students navigate it.

SPEAKERS:
Molly Malone (The University of Utah: Salt Lake City, UT)

Primary grades (K-2) are a challenge for science education. With the focus on basic literacy and math, there is little time for stand-alone science lessons. Here is one solution. Printable booklets are widely used to teach sight words (the top commonly used 100 words) or how to decode simple letter-sound relationships. With a careful selection of vocabulary words, they can also be used to introduce science ideas. The 5-part lesson 1) previews student ideas (models) and introduces vocabulary; 2) uses the booklet to get students to notice, wonder, and ask questions; 3) investigates a question from 2; 4) makes sense of results from 3 to build a shared model; and 5) assesses abilities to interpret new material using the model. The approach is illustrated with two booklets and lessons. One is on different kinds of leaves (~NGSS K-LS1-1) and one is on the effect of sunlight (NGSS K-PS3-1) which can tie into building a structure to reduce the warming effect of sunlight (NGSS K-PS3-2).

TAKEAWAYS:
Learn how to create or recognize science literature that clicks with a teacher focused on reading, writing, speaking, and listening. Use that literature to craft a lesson that explicitly connects teaching ELA to student ideas, science ideas, science practices, and sensemaking.

SPEAKERS:
Jan Weaver (Retired)

A really fun component of my virology course is virus structure. The first time I taught the class ('21), I gave the students a guided tutorial on how to build a viral capsid using very fancy online software. Students really enjoyed this activity, however, they found difficulty understanding the different axes of symmetry that viruses use to create a capsid shell. Therefore, during the second iteration of the course ('22), I created a paper-based icosahedron (a typical shape that viruses use) folding activity so students could orient themselves with a model before doing the more complex online computational building component. This was such a hit that I am currently working on a case study for publication with a student on this activity in particular. For the third iteration of the course ('23), students printed 3-D models of their viruses that truly enhanced learning for this work. I would present overviews of the activities as well as detail the progression of the course.

TAKEAWAYS:
In an effort to facilitate a complete understanding of viral 3-D structure for the development of antivirals and vaccines, students conduct origami paper-folding activities as well as 3-D printing to complement the more rigorous computational methods used in the classroom.

SPEAKERS:
Lawrence Tartaglia (Teaching Assistant Professor: Bethlehem, PA)

Participants will learn about the Authentic Literacy and Language (ALL) for Science curriculum framework and discover how the combination of guided science investigations, mini-lessons on Science-based disciplinary literacy, and science inquiry circles can increase learner performance. Teachers who used lessons using this curriculum framework reported that children demonstrated increased engagement with lessons and improved their language skills as they began to read, write, and think like scientists. They also found that children performed better overall on assessments of science concepts, attributing the use of collaborative learning teams that build a community of science practice as a factor. Participants will receive a sample lesson from the curriculum and access to the ALL for Science website where they can download FREE resources aligned with NGSS standards.

TAKEAWAYS:
Learn how the ALL for Science curriculum framework unifies guided science investigations and science-specific disciplinary literacy to engage learners in the practices of science. Educators will receive a sample lesson from the curriculum and access to free online resources.

SPEAKERS:
Jimmie Thomas (Baylor College of Medicine)

Research has shown that student acceptance of evolutionary theories are impacted by cultural factors as well as knowledge of biology and the nature of science. The information technology age is an important change in our culture as Americans in the last 2 decades. The poster will present a comparison of influences on acceptance of evolution in 2000 and 2023. Culturally competent educators must understand and respect multiple cultural ways of knowing in their instruction and assessment.

TAKEAWAYS:
Research has shown that student acceptance of evolutionary theories is impacted by cultural factors, as well as knowledge of biology and the nature of science. Culturally competent educators must understand and respect multiple cultural ways of knowing in their instruction and assessment.

SPEAKERS:
Taylor Alicea (Parkview High School: Springfield, MO), Julie Mayne (Evangel University: Springfield, MO)

This study aimed to understand how a STEM course and immersive environment improved pre-service teachers’ self-efficacy and motivation to implement STEM. Self-efficacy and motivation were measured using the proposed tool before and after they attended a semester-long course centered around engineering design activities, research, and pedagogy over three years. Additionally, post-graduation data was collected as pre-service teachers entered the first three years of their teaching careers. Findings suggest that a course focusing on combined research, pedagogy, and modeling in an immersive environment improves motivation and self-efficacy, and carries over into a career. However, motivation and efficacy diminish as post-graduation time increases. Implications from this study could improve professional development design and practice. Lastly, this research can inform EPPs, practitioners, stakeholders, researchers, and policymakers about how to motivate classroom teachers.

TAKEAWAYS:
A STEM course focused on research, pedagogy, and modeling in an immersive environment improved STEM efficacy and beliefs of pre-service elementary teachers that carried over into careers. However, motivation and efficacy diminished as post-graduation time increased.

SPEAKERS:
Shannon Dadd (Troy University: Troy, AL)

Is there a correlation between the length of someone’s hand and shoe size? While this may seem like a silly question, we've developed a full research project called the "Foot-to-Hand Ratio." This research project uniquely exposes students to units of measurement, dimensional analysis, and research. Over a period of years, a class of 24 students completed this research project. Students measured the length of one hand, one foot, and their height. Then they calculated their Foot-to-Hand, Height-to-Foot, and Height-to-Hand ratios. Surprisingly, there was a direct correlation between the hand and foot length, and height and hand, or foot, length. In addition, students used statistics to dismiss "outliers" in the data.

TAKEAWAYS:
Attendees will have access to a new, simple research project that incorporates mathematics.

SPEAKERS:
Sharron Jenkins (Georgia Gwinnett College: Lawrenceville, GA)

This poster focuses on the study that aims to investigate the effectiveness of gamification in science classes for exceptional learners, specifically those with emotional behavioral disorders (EBD) and autism spectrum disorder (ASD). The study seeks to determine if gamification can increase engagement in science classes for exceptional learners, identify methods for incorporating gamification, identify the specific components of lessons that can be gamified, and measure the level of engagement of exceptional learners in science classes. The study includes 11 exceptional learners from a Title 1 alternative school in Florida. The participants come from diverse socioeconomic backgrounds, including some designated as homeless and living in group homes. The majority of the participants are male and African American. The study highlights the importance of engaging exceptional learners in science classes to improve their academic performance and prevent negative attitudes towards education.

TAKEAWAYS:
Using gamification in science classes can increase exceptional learners' engagement and interest in science. Educators can use the study's insights to gamify specific components of science lessons and improve engagement, which can aid in closing the achievement gap for exceptional learners.

SPEAKERS:
Lacie Conner (ESE Science Teacher, EBD)

Standards-based grading shifts the focus from traditional grades to a mastery of specific learning objectives. SBG is a comprehensive approach that focuses on identifying and communicating clear learning objectives to students and assessing their progress based on these objectives. We will discuss how SBG can be used in a chemistry classroom to promote student learning outcomes throughout sample storylines. We will explore the benefits of using SBG, including increased student engagement, motivation, and ownership of learning. We will also discuss the challenges of implementing SBG and strategies to overcome them. By attending this presentation, chemistry educators will gain a better understanding of how SBG can promote student learning outcomes for ALL students in their classrooms. They will also gain practical ideas and strategies for implementing SBG in their own chemistry classrooms.

TAKEAWAYS:
Standards-based grading doesn't have to be scary or time intensive. Teachers will learn how SBG strategies can be used in the classroom to make assessing NGSS storylines equitable and centered on learning.

SPEAKERS:
Christine Gustafson (Millard South High School: Omaha, NE)

Understanding environmental issues requires students to understand science and social factors. To improve student understanding of how different regions are impacted by, and seek solutions to, environmental issues, educators at three institutions connected students in General Education life science courses. Faculty from the participating institutions -- Eastern Iowa Community Colleges (EICC), Louisiana State University (LSU), and San José State University (SJSU) -- have created a semester-long project in which students met virtually in small groups to discuss specific environmental issues. Students research local environmental issues to share and compare with their peers in other locations and create communication tools (e.g., websites, podcasts, etc.). Data collected through student surveys indicates that students connected with peers in different locations have enhanced knowledge and understanding of how similar environmental issues impact people in different parts of the world.

TAKEAWAYS:
This poster will showcase how the project is organized from both the faculty and student perspectives. This includes the faculty having to coordinate instructions and due dates, policies to protect students' rights when communicating, and the use of common rubrics for assessing student work.

SPEAKERS:
Tracy Hmielowski (Assistant Profesor: Riverdale, IA)

Join us to explore the variety of online professional development opportunities for educators. We will be highlighting all the opportunities to gain NSTA certificates that could be used as continuing education certificates, including many that are free!

TAKEAWAYS:
Learn about the variety of professional learning opportunities that NSTA has to offer.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA)

Polydensity bottles are made with salt, isopropyl alcohol, water, UV beads, and pony beads. These materials are easily accessible and relatively inexpensive. With the polydensity bottles, students can engage in sensemaking related to density, molecular properties, solubility, and other concepts supported by the NRC K-12 Framework. Students can be challenged to complete calculations and create their own bottles, or teachers can make bottles to be used as an introductory or anchoring phenomenon. This session will provide multiple ideas on ways to use these interesting bottles to give students at multiple levels the opportunity to engage in sensemaking and Science Practices. Instructions will be given for creating bottles with multiple recipes, and sources of instructional materials will be provided to participants.

TAKEAWAYS:
Poly density bottles are an effective and inexpensive way to provide a discrepant event to intrigue students. Students at various levels can engage with this phenomenon to engage in sensemaking as they employ several different concepts in Physical Science.

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

The poster aims to present student ideas about mathematics and computational thinking (MCT) in the context of weight (elementary) or mass (secondary). Standards K-PS2-1 and 3-PS2-1 emphasize and guide the three-dimensional approach. Participants consider the differences and similarities between a pan and digital balance with a Venn diagram. Students typically think of weight as a quantitative measure. The pan balance can be used to describe the weight of an object both qualitatively and quantitatively. In mathematics education, pan balances quantify the weight of objects with a set of known weights. Weighted plastic of one, five, or ten increments placed on one side of the pan quantitatively measures the ”weight” of the object on the other pan. Educators use “weight” to describe “mass” and refer to heaviness or the amount of stuff an object has at the elementary level. Comparing and contrasting quantities and relationships align with the SEP of using MCT.

TAKEAWAYS:
After comparing the weight of two or more objects with a pan and digital balance, a Venn diagram structures students' thinking about the weight measurement tools. We present students’ ideas about balances and offer strategies to uncover students’ ideas about qualitative and quantitative measurements.

SPEAKERS:
Jaclyn Murray (Mercer University: Macon, GA)

COVID locked down our schools and forced many of us to adapt to a new universe of teaching. Now, how do we regain our students' attention and foster full engagement? This session is the result of the presenter’s reflections about the journey he took as an educator at the Health Sciences Academy. HSA is a public-private partnership between Springfield Public Schools in Springfield, MO, and Mercy Hospital. Fifty 8th grade students spend a full year embedded inside a working hospital and learn through a project-based lens. After the shutdowns, recapturing students' imaginations is key, and this session will explore how to do that by giving specific examples of educational philosopher Keiran Egan’s imaginative tools as applied to the health sciences.

TAKEAWAYS:
Participants will learn how imaginative tools such as narrative, role-play, metaphor, making use of collections, and identifying heroes were incorporated into project-based learning for a unit on communicable disease at the Health Sciences Academy.

SPEAKERS:
Matthew Bills (Teacher: , MO)

This poster discusses the mutli-year implementation of a ‘Genius Hour’ project in a high school stellar astronomy course. Through multiple semester iterations of the project, the classroom teacher has refined the process to make it accessible to students of a variety of ages, learning styles, and abilities. The key take-away from this poster is that with appropriate scaffolds, ANY student can find success with this type of project, regardless of prior knowledge or success in the science classroom. This process, implemented over ten 40-minute periods in the classroom, is 100% student-driven, and allows students to pursue sensemaking and learning of a topic of their choosing as it relates to astronomy. From driving question development to public display, this poster discusses how to guide and motivate students, as well as how to grade the components and final result. In addition to multiple work samples and student achievement data, a framework for implementation will be shared.

TAKEAWAYS:
Key Point: YOU can do this in YOUR classroom! Learn the steps taken to implement Genius Hour successfully in the HS astronomy classroom, including the framework used, ideas for differentiation, and a variety of student work samples.

SPEAKERS:
Katie Mercadante (Montour School District: , PA)

A Framework for K–12 Science Education and the Next Generation Science Standards (NGSS) encourages students to engage in science and engineering practices to develop deeper understanding of disciplinary core ideas and crosscutting concepts. As a partner in the development of the NGSS, NSTA has been at the forefront of the shift toward improving the quality of science instruction for all students. Let us support your school or district efforts to implement three-dimensional standards and transform classroom instruction.

TAKEAWAYS:
Learn how to bring NSTA professional learning services to your school, district, or organization (face-to-face, virtual, and hybrid).

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA)

Implementing a practice based approach within a science methods course has the power to positively impact the science teaching self-efficacy of pre-service elementary teachers (Flores, 2015). Designing and implementing a performance based final as a culminating experience within a science methods course is an example of such a practice based approach. In addition to submitting a 5E lesson plan with all the accoutrements, pre-service elementary teachers planned, rehearsed, and facilitated a 'Science Friday" event at a local elementary school. This "Science Friday" event included six classrooms, two from each grade (Grade 3-5), where the pre-service elementary teachers facilitated a science lesson that included a 4-station hands-on, minds-on activity. All of the pre-service elementary teachers who participated in the performance final found the "Science Friday" experience to be a "value added" experience that positively impacted their perception of their science teaching self-efficacy.

TAKEAWAYS:
Attendees will leave this poster session with knowledge of how to implement a performance-based final within a science methods course that effectively promotes the science teaching self-efficacy of pre-service elementary teachers.

SPEAKERS:
Trish Arnold (Minnesota State University, Mankato: Mankato, MN)

This poster will demonstrate the process of creating a Missouri Western State University node for pre-service science teachers affiliated with NSTA. It will include the components as outlined in the “Students Chapter Procedures Guide” from NSTA, as well as the Recognized Student Organization guidelines under the Student Government Association at MWSU. Chapters include a mission statement, by-laws or constitution, and a faculty advisor. Students presenting this poster will also highlight how applied learning at the state designated university compliments the goals of NSTA student chapters.

TAKEAWAYS:
Students struggle with advocating to bring their classroom learning to the community to foster change. One of the primary challenges is where to start. From this Poster Session, faculty and students will learn the starting points of beginning their own chapter at their respective institution.

SPEAKERS:
Ollie Bogdon (Missouri Western State University: Saint Joseph, MO)

Prolonged exposure to radon, a colorless, radioactive, noble gas, is the second-leading cause of lung cancer. Researchers at Georgia State University (GSU) and GSU Perimeter College are conducting research to measure levels of radon gas in metropolitan Atlanta with support from the U. S. Department of Agriculture and National Science Foundation. GSU researchers are testing soil samples and remotely monitoring radon levels. To disseminate this research to the broader community, the researchers hosted a week-long radon research workshop for 6-12 grade teachers in DeKalb County Public Schools, Georgia, in June 2022. Four teachers attended the summer radon workshop at the GSU Perimeter College-Decatur Campus. They participated in experiments on soil and water quality testing, soil porosity measurements, gene editing for cancer treatment, and virtual reality lung exploration. The project was highly successful and received positive feedback. This poster will detail the workshop experience.

TAKEAWAYS:
Participants will learn how universities can successfully partner with local districts to provide research experiences for teachers to expand their content knowledge and lab experience. This project demonstrates the broader impact of the project’s initial goal of measuring radon levels in Atlanta.

SPEAKERS:
Samantha Andrews (GSU Perimeter College)

eCYBERMISSION is a free virtual STEM competition for grades 6-9. Supported by a wealth of standards-aligned resources, teams of 2-4 students are engaged in sensemaking as they research a community problem of their choosing. Through hands-on learning, students gain practical experience, enhance problem-solving skills, and develop leadership qualities. eCYBERMISSION strives to be accessible to everyone by providing free resources, grants for teachers, and a primarily virtual participation format. Participating students have the opportunity to compete for awards worth thousands of dollars and an all-expense paid trip with their supporting teacher to the finals. eCYBERMISSION offers a unique opportunity for students to think critically and creatively, paving the way for the next generation of innovators. Let's connect and empower your students today!

TAKEAWAYS:
eCYBERMISSION is a free virtual STEM competition for grades 6-9 that is supported by a wealth of standards-aligned resources. Students are engaged in sensemaking through hands-on learning while enhancing problem-solving skills and developing leadership qualities.

SPEAKERS:
Carey Dieleman (National Science Teaching Association: No City, No State), Brian Kutsch (National Science Teaching Association, eCYBERMISSION)

In Wisconsin, 5th-grade students develop models to explain how Earth's systems interact. 10 Milwaukee Public Schools are engaged in Project {FUTURE}; a DOA research and outreach grant as partners with Marquette and Sacred Heart Universities to bring Computer Science into elementary classrooms. A group of these Project {FUTURE} teachers are members of a collaborative cohort developing integrated computer science units. These units embed and bridge Computer Science content, such as algorithms and programming, into other content areas. The highlighted "novel" integrated unit connects the science topic of Earth's systems to the beginning computer programming language of Blockly to create interactive models using CODE.org's Sprite Lab. The culminating project requires students to incorporate research and data gathered on two or more of Earth's systems, and create an interactive app using sprites, variables, and simulations within CODE.org Computer Science Fundamental Course F.

TAKEAWAYS:
The poster session will outline the collaborative process experienced by a cohort of teachers in designing integrated computer science units. The featured Earth's System unit embeds computer science components of programming and algorithms with the WI and NGSS grade 5 standards for physical science.

SPEAKERS:
Renee Scianni (Milwaukee Public Schools: Milwaukee, WI)

A middle school PLC observed that students were not retaining or using content specific vocabulary or completing teacher provided practice. Through a coaching partnership, educators researched and determined to prioritize the following learning: conceptual understanding, explicit instruction, connection between words, multiple interactions with words, and discourse among peers. First, teachers minimized the words in each unit to focus only on Tier 3 and Tier 2 words. Next, the educators placed the words in a flow chart on a large wall showing connections between words. Teachers developed conceptual understanding during instruction and ways for students to interact with each word. Examples included; labs, readings, definitions, and discourse with peers. The teachers intentionally selected strategies to interact with each word such as defining, drawing, comparing, summarizing, discussing, and synthesizing their understanding. Student work was displayed on the interactive wall.

TAKEAWAYS:
Participants will leave with strategies to implement vocabulary instruction in any science content area.

SPEAKERS:
Maryam Siddiqui (Teacher: , IL), Meghan Chuipek (Thompson Middle School)

Using a story, such as Fish in a Tree, that is already being used in the classroom as the structure and inspiration for STEM-related activities is one way to incorporate additional time into the week for STEM. Some of our school districts have 45 minutes every other week dedicated to Science, so the idea is to incorporate scientific thinking and activities into the Literacy and Math blocks through questioning strategies that are directly tied to the existing curriculum. Fish in a Tree is a perfect example of ways to incorporate science habits of mind from a non-science-specific book. In this poster session, we will look at the Mystery Boxes from Chapter 14 and look at ways students will discover, through observation, what is inside the box. I will provide some sample mystery boxes, as well as some questioning strategies to use if students get stuck and some ideas for things to contain within the mystery boxes for varied skill levels.

TAKEAWAYS:
Attendees will be able to use mystery boxes to model the theme of persistence; to discover through observations other than sight; to determine what is contained within the box. Mystery boxes can be used with a variety of ages and skill levels as a way to encourage creative thinking and problem-solving.

SPEAKERS:
Heather Summers (Project ECHO for Education)

Research has proved that active learning is more effective than traditional lectures. However, active learning requires additional support in addition to textbooks. For example, POGIL needs workbooks to assist students' learning. Flipped classroom needs clickers to collect students' responses. This talk will discuss what kind of support is required by active learning, specifically for flipped classroom and Just-in-time learning from practice standpoint and technology standpoint. After the presentation, the attendees will be able to design their own material for their classroom teaching. The webtool to implement the active learning strategy will also be introduced. After the presentation, the attendees will have skills to design their own material for their classroom teaching. For example, the attendee can prepare teaching material before class, during class and after class for flipped classroom and Just-in-time learning.

TAKEAWAYS:
The audience is expected to implement Just-in-time-teaching in their own classroom to teach chemistry.

SPEAKERS:
Jack Huang (associate professor: Jacksonville, FL)

Coaching Science Olympiad 30+ years and my science teaching cousin still a rookie, we offer tips and tricks on team startup or management. Join us to hear how I took a tiny Nebraska school to win B and C Divisions at Regionals my first year at Arcadia. Having been a veteran coach at four public schools, this amazing educational science event molded careers for my students, cousin, and four children. My cousin started a team in western Nebraska which added travel challenges across our state. We will share ideas on how to manage 2 teams of 30+ students to compete in 24+ events that coaches rarely get to see. Nebraska coaches often make tests for 2 events in 4 time slots to judge. Balancing team preparation and meeting NGSS/state science standards is a challenge while teaching a full day with 3-7 preps. The NE Director asked me to mentor more S.O. coaches so here we are. Teachers will be enlightened with a poster, slide show, paper examples and 3-D visuals to help coaches find success.

TAKEAWAYS:
Attendees will gain ideas to start their own Science Olympiad Team/s. How to select students for various events to earn team points in each, make user-friendly maps with schedules, reminders and information students can follow, and build unity by wearing team designed school shirts .

SPEAKERS:
Marie Wadas (Arcadia Public School: Arcadia, NE)

Aligned to Next Generation Science Standards, our collaborative card game called Mountain Rescue engages players in STEM learning while immersed in an authentic and thrilling context: seeking rescue from a plane crash. Designed for grades 5-8, the game is playable in about 30-minutes. Preliminary play-test results indicate that students are engaged and feel the game has value for collaborative learning. During gameplay, players utilize collaborative skills essential to STEM careers by working together to solve puzzles related to electricity, physics, chemistry, and engineering design. Yet, to convert our research into effective classroom practice–we need you. Please stop by our poster and share your feedback with us. We would love to hear your thoughts about gameplay, game design, and potential implementation issues which we will incorporate into our next round of funding. Maybe you would even like to have the next version of Mountain Rescue come to your classroom!

TAKEAWAYS:
Attendees will learn about the collaborative STEM card game called Mountain Rescue. Presenters will share the design, gameplay basics, and research findings. Presenters will engage attendees in lively discourse around necessary improvements and implementation issues.

SPEAKERS:
Denise Bressler (Chief Ideologist: Liberty Corner, NJ)

Sensemaking with the Claim-Evidence-Reasoning process for students is made relatable when they use data sets generated about themselves. They can evaluate the results by examining the population directly in their environment. The Reasoning part that early learners struggle with flows out from their direct experiences with the data.

TAKEAWAYS:
Attendees will learn how to measure, graph, and find relationships using their students as the data source.

SPEAKERS:
Stacey Bauer (Spalding Academy: Spalding, NE), Polla Renken (Science Instructor: Kearney, NE)

MothEd provides K-8 students and teachers a simple, low-cost way to study moths, an important and often overlooked part of the natural world. These fascinating insects play key roles in our ecosystems as pollinators, prey, and in some cases, pests. The relative lack of scientific research about moths provides rich opportunities for students to make novel discoveries while learning the practice of science research. Students build DIY blacklight traps, develop research questions and hypotheses, collect data from local habitats, and use technology-enhanced curricular materials to foster collaboration and conduct analyses. Participants at NSTA will see examples and learn to build their own moth traps from 2L soda bottles. They will learn how MothEd is implemented in a classroom by teachers in 1st-8th grade and how students in these classes asked their own questions and discovered their own results from their local habitats. Participants will learn how to run a MothEd unit in their class.

TAKEAWAYS:
Teachers learn to build moth traps from 2L bottles to engage students in authentic science experiences. They see how MothEd is implemented in a classroom by developing research questions/hypotheses, collecting/analyzing data from local habitats, and fostering collaboration and agency among students.

SPEAKERS:
Brian Keas (Research Associate)

STEM Education in rural areas needs to meet students where they are at, not push progress and advancement by utilizing non-relatable curriculums and extensions. Rural community culture needs to be recognized and respected, as well as incorporated into STEM learning in order to achieve the most beneficial outcome for the student. The GO STEM Mobile Maker Lab is using & developing curriculum influenced by students and supported by teachers to elevate rural STEM Education.

TAKEAWAYS:
Awareness and insight into exploratory STEM education methods and tools designed to enhance classroom experiences.

SPEAKERS:
Kyle Koyle (GO STEM: La Grande, OR)

The National Institutes of Health (NIH) has a clearinghouse of free STEM education resources covering a wide range of health and biomedical research topics for students in grades K through 12. On science.education.nih.gov, you’ll find links to great content from NIH, as well as materials developed through our education grants. The National Institute of General Medical Sciences (NIGMS, part of NIH) has created a section of its Biomedical Beat blog called the Educator’s Corner (biobeat.nigms.nih.gov/educators-corner) with a collection of carefully curated blog posts designed to align with existing NIGMS science education resources, such as its Pathways collection for middle and high school students. You’ll find tools and ideas to enhance lesson plans, building upon existing science education material that’s already available at no cost. We hope these websites will be useful tools to bring STEM materials into the classroom and to encourage students toward health science careers.

TAKEAWAYS:
The National Institutes of Health has a wide range of free curriculum resources for teachers in the health science space. Materials vary from online interactives, Kahoot! games, and blog posts, to free printed magazine copies with teacher guides. Find them all at science.education.nih.gov.

SPEAKERS:
Rachel Crowley (NIGMS, National Institutes of Health: No City, No State)

Mankind will not survive without water. It has been a quest for centuries to find clean and safe water to drink. The team gathered samples of water from nine (9) sources. Using the HACH Arsenic Test procedures, results show that all of the waters sources have an arsenic level of 30 parts per billion (ppb) which means that IF LEFT UNTREATED, water will NOT be SAFE for drinking, mixing into beverages, cooking, washing fruits and vegetables, or for animals to drink; but SAFE for all other domestic uses, including bathing, washing dishes, doing laundry or irrigating gardens. This has a negative impact on human health, the environment, and to the economy. It is recommended that the Zuni community should have a water treatment plant that will support reverse osmosis technology, and an iron oxide filter system, or they should switch drinking water sources.

TAKEAWAYS:
The audience will learn the importance of knowing the level of arsenic in water, and how this condition impacts the community and the whole ecosystem. The audience will also learn about technologies that can help get rid of/minimize arsenic contamination in water.

SPEAKERS:
Roy Basa (Zuni Public School District: Zuni, NM)

Computer science promotes problem solving, decision making, communication, and critical thinking. Students in early grades need the opportunity to participate in programming activities that engage them while also strengthening reasoning and problem-solving skills. Project STEM+C2 provides this opportunity for Grades 2 and 3 classroom students while motivating young learners and promoting cognitive reasoning. Computer science provides students with opportunities to learn about process thinking, troubleshooting, the iterative nature of problem solving, and perseverance. We engaged students in building computational thinking skills through unplugged computer science activities. Featured lessons include placing items on a bookshelf using positional words, writing a program for a battleship to find a target, and using conditionals to guide hedgehogs through a maze. Implemented and field-tested through a U. S. Dept. of Education project, STEM+C2, the activities will engage young learners.

TAKEAWAYS:
This poster will describe and link to three unplugged computer lessons including using positional words to model computational thinking, how to write a program using algorithmic thinking, debugging programs and looping, and using conditionals to write programs.

SPEAKERS:
Monica Meadows (University of Arkansas at Little Rock: Little Rock, AR)

The vision of the Fairport STEAM Lab is to support, challenge, and prepare all Fairport students to be Future Ready. We believe that by engaging with curricular and extracurricular projects and inquiries, students will utilize their innate creativity to actively construct knowledge. Students engage with materials and technologies that help them share their learning and tell their stories. The Labs are a place for young people to develop skills that they can transfer to other parts of their lives as they prepare themselves for the future. The presenters will share our experience with building a Lab with attendees that are interested in creating them in their districts and how we have expanded our work to other area districts. We will explore how our curriculum is scaffolded to increase levels of sophistication regarding engineering design, computer science, and digital literacy concepts.

TAKEAWAYS:
Participants will leave with recommendations for creating STEAM Labs in their districts based on the blueprint that Fairport used to launch Labs that incorporate the NGSS Engineering Design Standards, Computer Science and Digital Fluency Learning Standards, and a focus on social-emotional learning.

SPEAKERS:
Travis Wood (Fairport Central School District: No City, No State), Kristin Larsen (Honeoye Falls- Lima CSD: Honeoye Falls, NY)

Our cross-cultural environmental education unit allowed us to collaborate with classes in Venezuela and Nicaragua to deepen our understanding of migratory birds. We integrated Science, Technology, Art, and Spanish into the curriculum, and used technology to facilitate cultural exchange. Through Stop Motion Animation and paper maché models, students connected with peers and learned about the challenges birds face. By understanding their role as environmental stewards, students learned how they can help preserve habitats and protect these birds. We're hope this unit inspires others to take action in preserving our environment and the habitats of migratory birds. We connect learning across disciplines and relationships with students in Nicaragua and Venezuela to promote global education and environmental stewardship. The collaboration and partnership with a school in Ometepe Island allowed for a holistic approach to learning about the birds and their migration patterns.

TAKEAWAYS:
Our trans-disciplinary approach deepened students' learning by raising awareness of the challenges neotropical migrating birds face, such as building collisions during migration. By understanding their role as environmental stewards, students can help preserve habitats and protect these birds.

SPEAKERS:
Larissa Giacoman (Spanish Teacher: Alexandria, VA), Michelle Bruch (Primary Science Teacher)

NASA’s UoL STEM program connects the public to the discoveries, scientists, engineers, and educators working with astrophysics missions, such as Hubble, Chandra, Spitzer, GALEX, Fermi, Swift, and JWST. The program includes a nationwide network of partners who share and develop resources. The UoL projects and events are designed to inspire engagement and learning with STEM materials to promote science literacy. All materials are free and excellent astronomy resources for STEM education programs. One of the UoL STEM partners is the National Science Olympiad (NSO), a national non-profit organization dedicated to improving the quality of K-12 science education, increasing interest in science for all students, and creating a STEM-literate workforce. The UoL program supports NSO space science events, and all materials are freely available from the UoL or the NSO websites. Other UoL partners include AstroViz, Planet Search, STEAM, MicroObservatory, Planet Watch, and View Space.

TAKEAWAYS:
NASA’s UoL team connects the public and learners to data, discoveries, and experts from NASA’s Astrophysics missions. The team of scientists, engineers, and educators have direct connections to these missions, and provide a range of projects and interactive activities for any educational setting.

SPEAKERS:
Donna Young (NASA/NSO/UoL Program Manager: Laughlin, NV)

We believe lifelong learners are developed as a result of a strong early childhood foundation in problem-solving and sensemaking. This session documents a lesson in engendering, math, and problem-solving we developed with cereal box dominoes in our K-4 science class. The lesson included and engaged all students in saving, sorting, and creating a domino path pattern, as well as the community and surrounding city as churches, parents, apartment complexes, friends, and family saved boxes and eagerly anticipated the domino event.

TAKEAWAYS:
Session demonstrates how science is presented to K-4 students to both build a strong science foundation and competency in problem solving.

SPEAKERS:
Susan (Cee Cee) Cohen (Retired Teacher: Madison, WI)

Participants will have an opportunity to practice using a 3-D printing pen. They will be able to create small models and designs from a pattern (or just by doodling). This activity also aims to spark ideas for 3-D pens as a relatively easy and inexpensive way to introduce the engineering design process with practical applications for students. Information about eCYBERMISSION and the other programs sponsored by the Army Educational Outreach Program will be available as well. Submitted for the STEM Haven activity session on Saturday AM session, request access to electrical outlets and table space Please do not schedule to conflict with the following sessions: The Scoop on K-12 STEM Programs and Teacher Awards Administered by NSTA; eCYBERMISSION STEM Competition - The Power of Phenomenon-Based Learning; eCYBERMISSION STEM Competition - Authentic, Engaging, Accessible; or Translating Experience to Classroom Practice through Research Experiences for STEM Educators & Teachers (RESET)

TAKEAWAYS:
Participants will have an opportunity to use a 3-D pen to make (and take) a small model or design for the classroom using a provided pattern or an original design. Information about eCYBERMISSION and programs administered by NSTA and sponsored by AEOP will be available.

SPEAKERS:
Brian Kutsch (National Science Teaching Association, eCYBERMISSION), Carey Dieleman (National Science Teaching Association: No City, No State)

Participants will have an opportunity to participate in a virtual reality simulation of a laboratory setting by wearing a VR headset. They will be able to “test” potential solutions for a refillable canteen by following verbal and visual instructions within the VR application. The VR experience also offers additional options to learn about various technological developments researched and developed by scientists and engineers working in Army laboratories, including night vision goggles and walkie talkies. Information about eCYBERMISSION and the other programs administered by NSTA and sponsored by the Army Educational Outreach Program will be available as well.

TAKEAWAYS:
Participants will have an opportunity to use virtual reality goggles and applications to explore a technological alternative to hands-on scientific inquiry and engineering design processes. Information about eCYBERMISSION and programs administered by NSTA and sponsored by AEOP will be available.

SPEAKERS:
Brian Kutsch (National Science Teaching Association, eCYBERMISSION), Carey Dieleman (National Science Teaching Association: No City, No State)

Climate change is the biggest threat affecting our collective futures. We need to provide young people with the tools to be able to navigate a future that is unclear. Technology is both a blessing and a curse when it comes to climate solutions. However, teaching students how to understand the limitations and benefits of how technology can lead to climate solutions is important. This poster session will showcase student work that was completed during the Howard County Conservancy’s Youth Climate Institutes STEM Action Team. Students worked collaboratively to identify climate impacts within their own communities and developed models to potential solutions.

TAKEAWAYS:
Get ideas of how to incorporate STEM projects while teaching Climate Change and Environmental Science.

SPEAKERS:
Jessica Kohout (Educational Consultant: Ellicott City, MD)

Basic bioinformatics tools are becoming increasingly important in biological sciences. Students (and researchers) need to become more comfortable with the use and interpretation of the resulting data. This case study introduces students to basic bioinformatics tools such as BLAST and ClustalOmega to compare and identify 12S rRNA sequences obtained from putative Yeti artifacts. The research is based on work published by Bryan Sykes (Sykes et al., 2014) investigating such artifacts. The story that is provided introduces the bioinformatics tools in the context of a research expedition and the reader acting as the researcher of the data analysis and interpretation. Supplemental materials are provided for a background in DNA sequencing and a basic introduction to the BLAST algorithm using a word search approach. The four-part case study introduces students to the concept of BLAST searches looking at sequence alignments, performing alignments, and interpretation of the resulting data.

TAKEAWAYS:
The worksheets presented direct students through an introduction to DNA sequencing technology and the use of such technology to identify and understand environmental samples. The 4-part worksheets can be used in classroom or laboratory settings, and were generated for an introductory biology course.

SPEAKERS:
Keith Johnson (Bradley University: Peoria, IL)

Visualization of biological macromolecules is a powerful educational tool to illustrate and explore the connection between structure and function. However, many educators are unfamiliar with the vast amounts of bioinformatics and 3-D structural data, and the rapidly evolving tools available for exploring them. Learning to use these data and tools, then developing suitable lessons focused on structure-function relationships, can be time-consuming and challenging. The “Box of Lessons” resources were designed to engage students and educators alike in the exploration of biological macromolecules integrating chemical and biological perspectives. Videos and learning materials lead users through the resources while ready-to-use worksheets provide opportunities to assess learning. The modular nature of the resources allows educators to use all or part of the resource to fit the need of their course while providing an avenue for adaptation of the resources to fit the desires of the educator.

TAKEAWAYS:
The materials accessible through the "Box of Lessons" provides educators with ready-made resources to be integrated into the classroom or laboratory. The resources are modular, allowing flexibility, and are editable, allowing customization of the materials -- both allow educators flexibility.

SPEAKERS:
Keith Johnson (Bradley University: Peoria, IL)

Even prior to the adoption of Illinois' media literacy requirement, Stanford University had researched student search patterns and developed a curriculum for teachers/specialists to educate students on evaluating online sources. I am a biology teacher who worked on a teacher-led team for 3-years with Stanford to implement a cross-curricular Civic Online Reasoning experience for all freshmen. Our program was highlighted in Chicagoland All Things Considered (NPR) and Scripps National News Literacy Week. Focus will be on why students need explicit experiences, three online focuses, and designing lessons for immediate use. https://cor.stanford.edu/curriculum/ https://docs.google.com/document/d/1t_mVir5PHvfnOKgzm48HCqDPxilpeKwnZ1qf_7CSnek/edit?usp=sharing

TAKEAWAYS:
Science teachers can take the front seat in teaching students best practices in online searches with mini-lessons embedded in science content.

SPEAKERS:
Adrianne Toomey (Neuqua Valley High School: Naperville, IL)

The interdisciplinary STEM unit is a series of six science lessons and activities for grades 9-12 about viruses, wastewater, and public health with COVID-19 as the anchoring phenomenon. The unit was implemented at a rural high school in the southeastern United States. The presenter co-taught the unit with each teacher during their regular biology classes. Along with the three biology teachers, over 160 students in grades 9-11 participated in the implementation. The students experienced hand-on, inquiry-driven lessons exploring the role of wastewater testing in public health. Additionally, the co-teaching provided an immersive perspective into students’ and teachers’ experiences throughout the unit. We will provide insight into these experiences and discuss how they helped students develop science understanding associated with wastewater testing and public health.

TAKEAWAYS:
Explore the experiences students and teachers had during the implementation of the STEM unit on wastewater and public health. We will present examples of student work and share students’ and teachers' experiences from the unit.

SPEAKERS:
Jeff Chalfant (Ph.D. Candidate)

This lesson is part of a multi-day unit designed for middle school students to learn about viral respiratory pandemics. The lesson incorporates a free computation model called Disease Spread, which is provided by Gizmos. The lesson is divided into two 45-minute blocks. In the first block, students are introduced to the concept of probability, explore the relationship between probability of transmission and the time it takes for a virus to spread through a group of people. Students generate hypotheses, brainstorm methods to test their hypotheses, and get familiar with the simulation. During the second block, students first collect data using the computational model. They then analyze data using means and histograms with both digital tools and unplugged activities. Students draw conclusions based on their findings, and discuss the affordances and limitations of the computational model.

TAKEAWAYS:
We demonstrate how to utilize a computational model and integrate mathematics concepts (i.e., probability) to help students engage in and make sense of a science phenomenon with critical connections to society (i.e.,the spread of viruses).

SPEAKERS:
Swarna Mahapatra (Graduate Student: Columbia, MO)

Due to the increasing environmental concerns among consumers, governments worldwide are focusing on adopting clean mobility solutions through alternative fuel. The team decided to gather leftover seeds to extract oils that will serve as our source of FAMEThe team used grape, pumpkin, watermelon, pomegranate, and cactus seed oils as a source of fatty acid methyl esters or biodiesel as an Alternative Biofuel. Results show that all plant seeds are a feasible source of biodiesel, pumpkin. on the other hand, oil from the pumpkin seeds shows remarkable results wherein it produces 100 mL of oil from 500 grams of seeds and it has also the highest height (9 inches) of flame when measured. It was also observed that it easily captured the fire during the flammability test. On the other hand, the team observed that the flame color of most of the biodiesel was orange, except for the grape seed which shows a more yellow flame.

TAKEAWAYS:
Making of Fatty Acid Methyl Esters (Biodiesel) Out of Native Plant Seeds

SPEAKERS:
Roy Basa (Zuni Public School District: Zuni, NM)

The poster will highlight a free unit that is comprised of easy-to-implement multimedia and paper-based activities paired with scaffolded practice in working with models, crafting explanations, and identifying cause and effect relationships. The unit’s student and teacher resources are available at: https://teach.genetics.utah.edu/content/change The poster will feature: • An engaging dog breeding game with achievements • An activity where students see how their own traits would affect their chances of surviving and reproducing in fantastic situations • Online interactives that explore the non-directional nature of natural selection, artificial selection in plants, and the role of proteins in making traits • Videos that illustrate the gene/environment connection, how traits are inherited, and how natural selection works

TAKEAWAYS:
Where to access a new, free, NGSS-friendly unit on genetics, heredity, and natural selection.

SPEAKERS:
Molly Malone (The University of Utah: Salt Lake City, UT)

Teachers who attend this session will learn ways to maximize student learning, success, and engagement through integration. The session will show how to blend the arts with science and other content areas. Participants will engage in visual/performing arts and science-integrated activities. We will then utilize identified learning standards and brainstorm/collaborate ways to integrate the arts. Participants will leave with ideas generated from educator collaboration, ready-to-use projects, and a fresh mindset on how to effectively integrate the arts and content areas.

TAKEAWAYS:
Participants will walk away with ready-to-use projects, get access to arts integration material, and explore fun and simple ways to use invigorate your classroom with the Arts.

SPEAKERS:
Taylor Shaeffer (JTSD) (John Thomas School of Discovery Partner School: Nixa, MO)

Presenting on the NSTA/HESI (Health and Environmental Sciences Insitute) partnership curriculum - Health DataWell. To understand the varied roles of citizens and health scientists in protecting and promoting the health and wellness of their communities This curriculum is designed for teachers to use with high-school level science students and can be freely accessed and implemented by teachers anywhere in the world. The program content is aligned with common educational standards of learning (SOLs) in the US but is not specific to any State. At present the curriculum will only be offered in English, but future iterations may include translation into other languages.

TAKEAWAYS:
Students will build skills and knowledge in three primary focus areas: data analysis and visualization, social and environmental determinants of health, and increasing awareness of careers and civic roles in societal health protection.

SPEAKERS:
Raechel Puglisi (Scientific Program Manager: Washington, DC)

Using inquiry as a platform to support young children’s creativity and engagement, this presentation will share some ideas for ways to incorporate STEM learning into children’s learning through play. We will share specific ways to encourage play through a variety of mediums with an eye on safety of materials and environments. Each example activity will recommend easy to obtain or recycled materials and activities with appropriate scaffolding to meet the needs of infants, toddlers and preK children. These activities will use an open-ended set of materials that can be revisited over time as the children grow and mature in their STEM understanding and confidence to move forward with their investigation.

TAKEAWAYS:
In this poster session, attendees will learn ways to meet the needs of infants and toddlers as they explore the materials around them. Attendees will take away specific activities and supplies for each ages (infants, younger toddlers, older toddlers, preK) while using a common theme of materials.

SPEAKERS:
Heather Summers (Project ECHO for Education)