Welcome to NSTA’s national conference!! Where should you begin? Join us for an exploration of the conference app and NSTA’s social media. You will learn how to maneuver and conquer the conference and leave feeling energized.

TAKEAWAYS:
Learn how to get the most out of your conference experience in addition to becoming an engaged learner.

SPEAKERS:
Elizabeth Mulkerrin (Science Olympiad: No City, No State)

In pre-NGSS approaches to science teaching, units were often sequenced based on how experts understand the relationship among concepts. This means that it typically requires an understanding of the concepts being taught to understand why a unit is sequenced the way it is. The result is that the sequence of activities may make sense to a teacher, but doesn’t necessarily make sense to the students. The shift to phenomena-based 3D learning brings the student to the center of the learning and uses their life experiences and approaches to sensemaking to drive the learning. This session will highlight how powerful this shift is for student ownership of learning and general engagement. Additionally, we will describe HOW to make this a reality in classrooms and provide participants with resources and supports to bring this learning to life in their classroom.

TAKEAWAYS:
The shift to phenomena-based 3D learning brings the student to the center of the learning and uses their life experiences and approaches to sensemaking to drive the learning forward.

SPEAKERS:
Matt Krehbiel (OpenSciEd: New York, NY)

Explore how the Project Approach is effective for increasing authentic sensemaking experiences in PreK-2 settings. Grounded in classical procedures of science, the Project Approach builds a foundation for science learning. A project, or long-term investigation, begins with children’s questions about the phenomena of interest, proceeds to cycles of predictions and data collection, and concludes with representation of learning. Projects provide rich opportunities for discipline integration, optimizing learning for young children through integrated curricula. Project work assists teachers in building on children’s innate abilities and curiosity about phenomena that they find intensely interesting, such as worms seen on sidewalks after it rains. Participants will identify key project phases, how to use planning tools for topic selection, and intentionally teach through standard integration. Participants will examine documentation of project work including photos and children’s questions.

TAKEAWAYS:
Examine classroom documentation to evaluate alignment between NGSS sensemaking pillars and the Project Approach components, such as how to select topics for investigation; gather children’s questions; and support young scientists to plan, investigate, collect data, and communicate their learning.

SPEAKERS:
Karrie Snider (Associate Professor: Lee's Summit, MO), Rebecca Wilson (Van Meter Community School District: Van Meter, IA)

The claim, evidence, reasoning method is a well-researched and effective tool in helping students engage in argumentation. However, in our work with teachers, we find that the method is often not well understood or implemented. In practice, especially in elementary classrooms, teachers are using claim to replace the word hypothesis, leading to the incorrect use of the method. Teachers are also starting by having students make a claim and then evaluating the evidence shown as to provide reasoning. A better way of using the method is to evaluate the evidence, then make a claim, and finally use reasoning to support the claim. We want to help teachers understand the research and how to use the method in their classrooms. Once the background is understood, the teachers will practice the method themselves by gathering evidence from the provided visualizations, writing a claim based on the evidence, and using the evidence along with their own background knowledge as their reasoning.

TAKEAWAYS:
Participants will learn where and how to use the claim, evidence, reasoning method and practice using it to make their own reasoned claims based on evidence.

SPEAKERS:
Susan Licher (Cornell Lab of Ornithology: Ithaca, NY)

Join us to see how OpenSciEd’s materials can help build science learning experiences anchored in compelling phenomena and in important community and global problems. OpenSciEd high school uses a storyline approach that emphasizes coherence from the student perspective. Participants will explore the curricular routines, discourse strategies, and comprehensive assessment system that support equitable participation

TAKEAWAYS:
OpenSciEd HS's storyline approach, curricular routines, student discourse strategies, and assessment systems work together to help students build equitable science learning experiences.

SPEAKERS:
Zoe Buck Bracey (Senior Science Educator and Director of Design for Justice: Colorado Springs, CO), Michael Novak (Northwestern University: Evanston, IL), Kate Henson (University of Colorado Boulder: Boulder, CO)

It's difficult for educators at the primary level to imagine creating “additional time” for science, but when we understand strong language skills provide greater success in reading and writing, we see that science isn't just "one more thing." Science and critical thinking creates opportunities for students to have authentic conversations–which allows us to guide student language in a way that's unmatched! We will include a brief review of SEPs, standards for spoken/written language, and examples for using NGSS DCIs to facilitate student conversations. Ideas for explicitly teaching conversational language skills and behaviors will be shared. Participants will learn ways to combine the use of guided student language and current best practices in literacy instruction along with other ideas that can be used immediately. The session will end with participants developing plans for scientific conversations in their own classrooms, and ideas for how they might guide & build student language.

TAKEAWAYS:
Participants will be provided with ideas for engaging students in scientific conversations, ideas for guiding student language within those conversations, and ideas for using language to facilitate literacy instruction.

SPEAKERS:
Paige Garrett (Teacher: Nixa, MO), Courtney Mills (John Thomas School of Discovery Partner School: Nixa, MO), Shannon Winkler (John Thomas School of Discovery Partner School: Nixa, MO)

This is session 1 of 4 in the PL Committee CCCs conference course. It is designed to support K-12. This session is an opportunity for members of NSTA's PL Committee to recruit and connect with fellow NSTA members. Attendees will be introduced to topics included in the conference course highlighting how CCCs are used as tools in service of DCIs and SEPs, student sensemaking, and assessment of CCCs to guide further instruction. Using the Framework progression documents and STEM Teaching Tools, attendees will have the opportunity to collaborate with fellow participants to uncover vertical progressions of CCCs and have tools to use within the classroom to elicit student sensemaking. The PL Committee will utilize research from Jeffery Nordine and Okhee Lee's book, "Crosscutting Concepts: Strengthening Science and Engineering Learning," to ignite the call to action for realizing the power of CCCs.

TAKEAWAYS:
This session is a call to action for realizing the power of CCCs. Attendees will have an opportunity to connect with NSTA's PL Committee, collaborate with fellow science leaders, and leave with an invitation to continue the conference course to further understandings of sensemaking and CCCs.

SPEAKERS:
Rebecca Abbott (The Lawrence Hall of Science: Berkeley, CA), Kimberley Astle (Washington Office of Superintendent of Public Instruction: Olympia, WA), Sharon Cates (Phenomenon Science Education: Amherst, MA), Zoe Evans (Bremen City Schools: Bremen, GA), Leah Litz (Omaha's Henry Doorly Zoo & Aquarium: No City, No State)

The Jackie Joyner-Kersee Food Agriculture Nutrition Innovation Center (JJK FAN) is a collaboration between the Danforth Plant Science Center, the University of Illinois-Urbana Champaign, and the JJK Foundation that serves K-12 youth, predominantly Black/African American, and low-income students in East St. Louis, IL. To ensure high-quality programming in out-of-school time (OST) settings, capacity development for OST staff is critical. The JJK FAN developed a culturally responsive mentoring program to provide STEM professional development for racially minoritized staff. The pilot paired racially minoritized male part-time staff (mentees) with full-time educators (mentors) for a year. We used community-based participatory research methods and culturally responsive pedagogy. Mentors and mentees will share their experiences and examples of OST activities. We will present research findings and highlight the benefits and challenges of working on educator capacity building in underserved communities.

TAKEAWAYS:
This project provides a model for engaging out-of-school time staff in professional development designed around their specific needs and cultural wealth in historically minoritized communities that is broadly adaptable.

SPEAKERS:
Ruth Kaggwa (Donald Danforth Plant Science Center: Saint Louis, MO), Kristine Callis-Duehl (Donald Danforth Plant Science Center: Saint Louis, MO)

Teaching climate change in diverse contexts can be challenging; however, working with colleagues, community members, and leaders in business, government and non-profits can ensure that such teaching persists and expands as needed. This session will be a discussion format to share examples and name challenges and opportunities in building systemic supports for teaching climate change at a variety of scales within educational systems. Facilitators are experienced implementors in this field and bring a variety of perspectives to the conversation. We will also explore tools that have been used to foster deeper collaborations, help facilitate leadership support, and expand teacher capacity to engage in sustainability and climate change learning.

TAKEAWAYS:
1. Explore examples of needed systemic supports for sustainability and climate change learning 2. Examine tools for working on building supports in your own contexts 3. Share learning with other participants around challenges and opportunities for building systemic supports

SPEAKERS:
Deb Morrison (Educator and Learning Scientist: Seattle, WA), Tana Luther (Louisiana Dept. of Education: Baton Rouge, LA)

Activating Students' Ideas! is a one-stop professional learning experience that will inspire you to reimagine how you teach. This session discusses how two popular teaching resources can be used in tandem: (1) Uncovering Student Ideas formative assessment probes and (2) Explore-before-explain teaching. We show how simple shifts in arranging and combining activities help students construct knowledge while allowing you to put the three dimensions of the K-12 Science Education Frameworks into practice. The session includes: (1) A concise review of research on why the order in which you structure your lessons is so critical; (2) The critical planning considerations for becoming an “explore-before-explain” teacher; (3) Ready-to-teach lessons that use science phenomena as a hook to provide an interdisciplinary learning experience; and (4) Reflection questions will spark thinking throughout the sequencing process and help you develop the knowledge to adapt these concepts to you

TAKEAWAYS:
Learn about a resource for formative assessment and explore-before-explain teaching.

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

Participants will become knowledgeable about the plethora of digital resources available on NSTA’s website, about the live events, member benefits, and the professional learning community that can help them enhance their knowledge and improve their teaching practices. Numerous live events are offered to educators of science every month to enhance and extend their content and pedagogical knowledge -- many of them free to NSTA members and guest users of the NSTA website. Participants will also learn how to engage with other educators of science and grow their network of like-minded individuals. Join us and learn about NSTA's discussion forums and profile page. NSTA staff will be available to answer questions.

TAKEAWAYS:
Participants will become knowledgeable about the plethora of digital resources available on NSTA’s website, about the live events, member benefits, and the professional learning community that can help them enhance their knowledge and improve their teaching practices.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA), Flavio Mendez (NSTA: Arlington, VA)

The Nutcracker Ballet + STEM learning event was created to expand access to high-quality STEM and art learning experiences for K-3 students. Created in partnership with Stephens Auditorium, this free program is based upon current research that includes, but is not limited to, the report Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators (2022). In this presentation, we will first overview the research-base and development process. Then, participants will be introduced to the free hands-on STEM + arts challenges. These engaging challenges were designed for easy implementation with low-cost materials. All challenges use the experiential learning model of Do, Reflect, and Apply. This will then be followed by photos and video from the event to add depth and provide details on the experience. To conclude, impact data and discussion around lessons learned will be shared.

TAKEAWAYS:
Participants will learn about an educational model for integrating STEM and the arts, while gaining access to free educational materials to support a similar program in their area.

SPEAKERS:
Sara Nelson (Iowa State University: Ames, IA)

This unit helps students develop an understanding of the elements of evolution by natural selection and learn to apply that understanding to protect populations endangered by urbanization. Students learn through modeling, reading and discussing adaptations of published scientific studies of nonhuman populations impacted by urbanization. They develop criteria for designing urban systems that protect populations from the harmful effects of fragmentation in urban systems and evaluate proposals for development in a real US city.

TAKEAWAYS:
Leave motivated to use OpenSciEd’s storyline to teach the elements of evolution by natural selection using real-world examples. Students will learn how their understanding of biological concepts can be used to design more sustainable systems that benefit the human and more-than human world.

SPEAKERS:
Sara Krauskopf (University of Colorado-Boulder: No City, No State), Wayne Wright (NSTA: Arlington, VA), Kate Henson (University of Colorado Boulder: Boulder, CO)

Participants will discover how argumentation can support the vision of inclusive instructional strategies across the curriculum. This session will anchor in learning theory and focus on student work examples, including graphic organizers and transcripts, that tell the story of an instructional sequence about pollinators. How the routines of science support learning for literacy and math will be investigated and made explicit. We’ll pull apart the underlying instructional practices evident in the student work for how to plan for engagement, elicit student ideas, support changes in student ideas, and press for complete explanations through argumentation.

TAKEAWAYS:
Participants will come away with an example of how to structure argumentation in the 4th grade classroom through observing student data organization and student discourse.

SPEAKERS:
Lindsey Roy (Science and Digital Learning Coordinator: Lincoln, NE), Miranda Orellana (Elementary Teacher: Lincoln, NE), Betsy Barent (Lincoln Public Schools: No City, No State)

According to recent studies, teaching elementary reading, writing, and math in isolation is not the most effective way for students to learn. We will show how it is possible to develop integrated learning opportunities using all of the subjects in the elementary school day-- building strong connections within young students' brains. Such rich and impactful experiences in student learning enhances the likelihood for students to make lasting connections with what they're learning every day. The Framework for K-12 Science in Education in conjunction with the NCSS C3 Framework is our basis for designing lessons and units. Presenters will model and help teachers brainstorm robust, integrated lessons with STEM, ELA, and social studies to improve student understanding in all subject areas as they gather, reason, and communicate connections in problem-solving STEM activities, fiction, informational text, writing, and simulated learning experiences– all capable of supporting each other.

TAKEAWAYS:
Attendees will learn the connections between NGSS, NCSS, and CCSS and the impact they can have on student learning with mindful integration of these subjects. Using a template to guide their planning, attendees will begin to practice integrating lesson/unit plans based on their own core requirements.

SPEAKERS:
Deborah Draper (Cedar Ridge Elementary School: Cedar Hills, UT), Julie Siebach (Retired Teacher: Cedar Hills, UT)

Elementary Science Olympiad for All (ESO for All) provides K-6 students of all ability levels with a dynamic, engaging STEM experience. Many elementary classrooms and schools today are fully inclusive, so Science Olympiad created activity plans for students with disabilities that include individualized accommodations tailored to the following needs: Academic, Communication, Health, Vision/Hearing, Motor (Small and Large), Functional, and Social/Emotional. Come learn how 10 classic Elementary Science Olympiad events we use as a base for the activity plans touch every letter in STEM, are fully aligned to the Next Generation Science Standards (NGSS) and complement any school’s science curriculum. Bugs, rocks, catapults, planes, and towers will spark imagination and creativity; providing opportunities for teamwork, collaboration, and shared successes. You’ll learn insightful advice, like outlining shapes on Monster Cards with glue so that students with sight impairment can use their tactile senses.

TAKEAWAYS:
Join us for a fun-filled look at how classic science activities can be modified to meet all learners whether they are a core part of your instruction, an enhancement (such as a family science night or school science day), after-school club, or a community-engaging STEM competition.

SPEAKERS:
Shari Haug (Science Olympiad: Oakbrook Terrace, IL), John Loehr (Science Olympiad: Oakbrook Terrace, IL)

Supporting the teacher as the “designer” of science instruction is essential to cultivating a learning environment in the science classroom that leverages sense-making. Participants will learn about “look for’s” for high quality instruction, their implications for evaluation and the value of giving teachers both confidence and inspiration to innovate.

TAKEAWAYS:
Administrators will learn practical ways to support teachers in shifting instructional practices that support the demands of the NGSS.

SPEAKERS:
Zoe Evans (Bremen City Schools: Bremen, GA), Michael Fumagalli (Assistant Director of Teaching & Learning: Glen Ellyn, IL)

Introductions[5min] Meet the presenters and share with neighbors to establish networking for discussion and exploration Do Now (5min) Review session objectives and set personal goals The Role of Phenomena in Science Education (5min) Investigate examples of phenomena that lend themselves to strong Science lesson The Importance of Interdisciplinary Units in Science Education (5min) Explore purposeful pairing of learning objectives from a range of content areas Exploration of The Water Princess Unit Plan (30min) Learn about the elements of the unit and the accompanying resources that support strong instruction Identify opportunities for customization and differentiation based on their unique teaching and learning environments and students Science Notebooks - features and strategies (10min) See examples of science notebooks and discuss their impact on student learning Call to Action and Closing Comments (5min) Anchor their session take-aways with the personal goals they set during the Do

TAKEAWAYS:
Participants will receive a richly-developed, phenomenon-based unit plan paired with the ‘how to’ of unit planning, strategies for science notebooks, interdisciplinary learning objectives, KLEWS, notice-and-wonder, graphic organizers, and assessment models.

SPEAKERS:
Wendy Amato (UVA | Teaching Channel: No City, No State)

Over the last few years, access to digital resources to capture student understanding of chemistry concepts has greatly increased. This technological shift, along with a focus on the use of storylines to engage students in chemistry, provides an opportunity to implement digital interactive notebooks. Through the use of various on-line platforms, student beliefs and understanding can be documented and tracked over the course of a storyline. Digital notebooking is a dynamic process that integrates different learning experiences to challenge and reinforce student understanding. This method actively engages students in a manner that encourages discussion and collaboration. Support is built into the digital notebook for absent students and those that need additional resources to understand a concept. This session provides an overview of the digital interactive notebook creation, along with guidance for educators to take this process and use phenomena relevant to their students.

TAKEAWAYS:
This session will provide a brief overview of how I use digital interactive notebooks in my classroom, along with guidance on how educators can begin the process of building their own. Resources and editable chemistry notebooks will be shared that focus on different chemistry phenomena.

SPEAKERS:
Sarah English (Sweet Home High School: Amherst, NY)

This session will outline work that Saint Paul Public Schools, BSCS Science Learning, and OpenSciEd have done to adapt OpenSciEd materials to support standards implementation and district equity goals. The session will explain key considerations and modifications needed to align materials with domain-specific standards, while maintaining curricular coherence from the students’ perspective. The team will share professional learning strategies to develop teachers’ professional capacity to use the goals and key instructional elements of OpenSciEd as lenses for enhancing standards alignment and enhancing the meaningfulness of students’ learning. The team will share features of responsive partnerships that attend to local context and support teachers and leaders as they shift classroom practices and partner together in the adaptation work. Participants will then apply lessons learned to consider implementing or adapting OpenSciEd curriculum in their local contexts.

TAKEAWAYS:
Participants will learn what considerations are important for developing a well-crafted plan for implementing and adapting OpenSciEd for use in their local contexts. Presenters will highlight key resources that can be instrumental for supporting desired shifts.

SPEAKERS:
Michael Novak (Northwestern University: Evanston, IL), Whitney Mills (BSCS Science Learning: Colorado Springs, CO), Abraham Lo (BSCS Science Learning: Colorado Springs, CO), Molly Leifeld (Saint Paul Public Schools: Saint Paul, MN), Matt Krehbiel (OpenSciEd: New York, NY)

Find opportunities to grow. Nurture your passion. Create your opportunities. Find opportunities to grow -- I volunteered to serve on committees to evaluate and write curriculum. I went to meetings and conferences. I applied to help write the Next Generation Science Standards. Nurture your passion -- I read journals and blogs, I asked questions, and I attended conferences even when my school district wouldn’t support me. I stretched myself. Create your opportunities -- Stop waiting for the ‘right’ opportunities to present themselves. Reflect on HOW to turn your passion into opportunity. Share your dream with others. Find a mentor. My passion -- my niche -- is educating students and teachers about the science of food production. What’s your passion? What’s your niche? How are you going to conquer that mountain?

TAKEAWAYS:
Chris will share her winding journey through valleys and over mountains in search of her passion. She often struggles to find the confidence to step out into the unknown, but has found inspiration and encouragement from others along the way as she pursues her passion to make a difference.

SPEAKERS:
Chris Embry Mohr (Olympia High School: Stanford, IL)

Session Objectives: -Provide an opportunity for science education leaders to network and share ideas. -Identify critical issues facing science education and discuss potential solutions. -Inspire and motivate attendees to continue working to improve science education. The session will be held in a relaxed and informal setting. Attendees will have the chance to network and chat with other leaders in the field and identify pressing issues for groups of attendees to discuss. Presenters will facilitate small group table discussions on some of these critical issues. The session will be followed by a discussion period where attendees can share their thoughts and ideas that resonated most with their table groups.

TAKEAWAYS:
Participants will gain insights and perspectives from science education leaders from across the country. This will help them to better understand the challenges and opportunities facing science education today, and to develop strategies for improving science education in their own communities.

SPEAKERS:
Trisha Herminghaus (Alaska Science Education Consultants: Anchorage, AK), Matthew Christiansen (Oceanside High School #7: Oceanside, NY)

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)

In this session, participants will learn about the characteristics of high-quality instructional materials, and how to use EdReports’ reports to identify these characteristics in a curriculum adoption process. Participants will participate in a mock materials adoption where they will learn how to use EdReports’ resources to identify priorities and compare and contrast sample programs around the identified criteria. Through this process participants will learn how to effectively read and leverage EdReports reports and how to begin to narrow materials selection through a critical lens, through guided practice and discussion. Finally, we will orient participants to EdReports' complete reviews of instructional materials, existing adoption and selection tools, as well as other resources for making materials selections for their school or classroom.

TAKEAWAYS:
Through engaging in a sample materials selection process, participants will gain an understanding of the characteristics of high-quality instructional materials and how to use EdReports' free resources.

SPEAKERS:
Teresa Eliopoulos (EdReports.org: Alexandria, VA), Sam Shaw (EdReports.org)

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: Arlington, VA), Holly Hereau (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

What would it look like if we designed all aspects of the assessment system to prioritize impact on instruction and students? Traditional ideas about assessment systems describe assessment systems in the ideal world, where state summative assessments have the smallest footprint, and meaningful classroom assessments are the most important component. However, in practice, we know this is not always the case–because of the stakes and funding attached to large scale testing (both perceived and real), assessments that are not meant to inform instruction end up shaping a lot of the decisions educators make about student learning. In this session, we will discuss how we rectify this in assessment system design, including examples and implications for state, district, and classroom assessments. The session will include opportunities for participants to inform the development of policy documents to inform assessment system development.

TAKEAWAYS:
Systems of assessment can center students and instruction, and simultaneously surface trustworthy information for decision-making – if they are intentionally designed to do so.

SPEAKERS:
Sara Cooper (Contextus), Kelley Aitken (Winchester Public Schools: Winchester, VA)

Three first year elementary teachers will share their stories of the science educational journey they’ve begun. They will share their ah-ha moments, key learnings, and challenges from their adventures: taking their first science methods course, attending and presenting at their first national NSTA conference last summer, completing their student teaching experience, and beginning their first year of their educational career. Their stories of teaching science in the elementary classroom can provide insight on the demands of elementary teachers, the challenges they face related to science instruction, and the solutions they’ve designed to ensure their students engage in science in their classrooms. The session will provide an authentic perspective on how they are working to be change agents for elementary science education. The session will be moderated by their elementary science methods professor, who continues to serve as a mentor on their journey.

TAKEAWAYS:
Teachers face a variety of challenges when it comes to science instruction in the elementary classroom. These stories will provide an authentic lens to view these challenges and how these teachers are working to change the narrative of science education in the elementary classroom.

SPEAKERS:
Ava Hauser (Rising STAR Elem Sch: Shawnee Mission, KS), Abigail Depperschmidt (Solomon USD 393: No City, No State), Beth Pesnell (Kansas State University: Manhattan, KS)

Centering learning around local phenomena can foster sustainable futures when learning is framed in larger global systems thinking and principles. The SDGs provide a framework of 17 central goals that help to foster thriving and sustainable communities. The SDGs are used across many different nations to raise awareness, engage people in action around critical needs for fostering thriving communities, and innovate solutions for our shared futures. This session will explore the SDG framework and its connections to potential local phenomena that connect to learning standards. Participants will be supported to consider examples of how this framework can be used for teaching students about sustainability, climate solutions, and green economy transitions that are critical to our shared future. We will draw on resources and experiences from partner organizations across the nation and the world.

TAKEAWAYS:
After learning about the SDGs, participants will explore the interrelationships between the SDG Framework and local phenomena for use in their own teaching.

SPEAKERS:
Deb Morrison (Educator and Learning Scientist: Seattle, WA), Brian Mandell (Smithsonian Science Education Center: Washington, DC), John Olson (Metropolitan State University: Saint Paul, MN)

This lesson focuses on radio astronomy data collected with a $50 student-built telescope. The telescope is not needed to do the lesson. Students collect information on the locations of neutral hydrogen. Easy to do and a primary focus of radio astronomy. The data collected can be used in the classroom to teach lessons on the Doppler Effect, Wave behavior, galactic velocity curves, and effects of gravity as well as other science topics. Many physics concepts can be taught in a highly engaging way by studying the concepts found in astronomy. Doppler effect, rotational motion, wave behavior, the EM spectrum are examples. The challenges to doing such lessons is the high cost of the telescopes and the challenges of collecting astronomy data during daylight hours. Plans for building and operating the radio telescope will be provided. Lesson plans for teaching the Doppler Effect via Red Shift/Blue Shift and for teaching how to work with galactic velocity curves will be included.

TAKEAWAYS:
Radio astronomy is done during class time as radio wave detection is not affected by daylight. Students will learn about the unique nature of galactic rotational behavior as compared to circular motion and planetary motion under Kepler’s Laws.

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

This presentation will discuss the importance of home-to-school connections in fostering early science opportunities through everyday activities. We explore research on family-school partnerships and the value of incorporating families' experiential knowledge into the curriculum to promote equity and inclusivity in early childhood. The Early Science Framework, an infant, toddler, and preschool adaptation of the Framework for K-12 Science Education, provides a research-based approach to early science learning that connects science to children's everyday lives. We will discuss how teachers can use this framework to create a more dynamic curriculum. Practical resources and ideas for teacher professional development will be provided to support culturally responsive preschool science engagement. By promoting family-school partnerships and bringing research into practice, we can create a more engaging learning environment for children and stronger partnerships between families and schools.

TAKEAWAYS:
We provide resources and examples incorporating experiential knowledge from families into the classroom, connecting children’s learning to their everyday lives. These home-to-school connections provide culturally relevant and equity-informed opportunities for high-quality teaching and learning.

SPEAKERS:
Daryl Greenfield (University of Miami: Miami, FL), Chabely Figuereo (Graduate Student: Coral Gables, FL)

A collaborative team of teachers and researchers share results from a research project aimed at leveraging compelling and equitable phenomena in NGSS-designed instruction with multilingual learners (MLs). Using our yearlong fifth-grade curriculum, we share our approach to selecting phenomena from both science and equity perspectives. From a science perspective, we ensured that a unit anchoring phenomenon (a) promotes deep science and engineering understanding, (b) integrates science disciplines, (c) sustains a 9-week unit, and (d) raises awareness of societal concerns. From an equity perspective, we ensured that a unit anchoring phenomenon (a) creates relevance for all students, (b) utilizes funds of knowledge, (c) provides context for language, and (d) promotes participation of all students. We focus on the impact of using compelling and equitable phenomena with MLs and present case studies of two teachers who implemented such phenomena across four units over one school year.

TAKEAWAYS:
By using phenomena and problems that meet both science and equity criteria, teachers ensure that all students, especially MLs, have agency to make connections to the world around them, see science as relevant to their lives and future careers, and see themselves as scientists and engineers.

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)

In order for teachers to support the three-dimensional learning of their students, they need high-quality professional learning (PL). This presentation outlines a PL approach that focuses on Ambitious Science Teaching (Windschitl, M. Thompson, J., & Braaten, M., 2018) as an approach to support teacher and student three-dimensional science learning. The PL model includes 4 PL sessions followed by 3 action periods to “try-on” strategies in their classrooms. During the PL sessions teachers experienced ambitious strategies as learners, connected theory to practice, collaborated meaningfully with colleagues, and reflected on their implementation of strategies. The sessions led to a change in teacher practice that was evident through the artifacts they collected. Teachers also made cross-curricular connections with many of the introduced strategies. This presentation provides suggestions for supporting teachers in implementing ambitious science teaching strategies.

TAKEAWAYS:
The audience will walk away with a model for high-quality professional learning for teachers that supports student growth in three-dimensional science learning. The model can be implemented at the school, district, or cross-district level.

SPEAKERS:
Heather Milo (Washington University in St. Louis: St. Louis, MO), Alex Gerber (Instructional Specialist: University City, MO)

School and district leaders will learn about the variety of professional learning opportunities that NSTA offers, delivered in-person, online, and blended, that give their teachers the power to personalize their learning as well as the ability to learn with their peers. Presenters will share how to utilize NSTA's online learning resources to support in-person professional learning experiences. A few case-studies will be presented representative of different professional learning options available, including coaching, in-person workshops, online book studies, and district/school partnerships.

TAKEAWAYS:
School and district leaders will learn about the variety of professional learning opportunities that NSTA offers, delivered in-person, online, and blended, that give their teachers the power to personalize their learning as well as the ability to learn with their peers.

SPEAKERS:
Flavio Mendez (NSTA: Arlington, VA)

The National Oceanic and Atmospheric Administration (NOAA) collects hundreds of terabytes of data daily from satellites, buoys, weather stations, animal tags, and more. Though that may sound intimidating, much of this data is readily available to teachers and can be used in the classroom to teach about our natural world. Using scientific data in the classroom can be a great way for teachers to motivate students and for students to learn inquiry-based methods using real-world data. This presentation will highlight many of NOAA’s standards-supported resources, how to access them, and strategies for using them in the classroom. NOAA data spans Earth, life, and physical sciences, and comes in a variety of formats ranging from raw unprocessed real-time measurements and satellite images to processed visualizations, graphs, charts, and animations. Many resources are ready-to-go so you can bring data into your classroom tomorrow!

TAKEAWAYS:
What types of data are available from NOAA and how to find and use NOAA data in your classroom.

SPEAKERS:
Kayla Smith (National Oceanic and Atmospheric Administration: Silver Spring, MD)

As teachers, it is important for us to understand how the brain works when students are learning. Brain science research has not been easy to transfer to the classroom setting. We are beginning to bridge the gap with real-world, classroom research. By joining this session, you will uncover some of the newest neuroscience/learning research and ways to use the information in your classroom. Retrieval practice, interleaving, spaced practice, and elaborate encoding are a few of the topics we will learn about. In addition, you will leave with plenty of short 5-minute tools you can use right away in your classroom, as well as a deeper understanding of the pros and cons of neuroscience research and classroom settings.

TAKEAWAYS:
Not all research is equal, especially when it comes to classroom teaching. This session will help you understand the research, it's strengths and limitations, and provide you with usable tools to start using right away.

SPEAKERS:
Kirsten Landry (Kent Denver School: Englewood, CO)

After the pandemic, we wanted to bring in as many hands-on, real-life chemistry experiences to our students as possible. After watching labs through a screen and sending materials home, our team had a new passion to get as many labs and investigations in as possible! What that passion evolved into was working on non-traditional assessments that required students to plan and carry out an experiment for an assessment in addition to the labs during class time instead of the traditional “in your seat” with paper and pencil assessment. We wanted to give our assessment meaning and bring purpose back to the labs. Presenters will share several different formats that we have tried as we went through year one of implementing SEP3 Planning and Carrying Out an Investigation.

TAKEAWAYS:
Presenters will share how they developed non-traditional assessments related to SEP3 Planning and Carrying Out Investigations in their standards-based grading chemistry curriculum. Presenters will share recommendations/challenges for teachers to think about as they implement SEP3 in their classrooms.

SPEAKERS:
Nathan Gustin (Adlai E. Stevenson High School: Lincolnshire, IL), Karen O'Connor (Adlai E. Stevenson High School: Lincolnshire, IL), Ashley Rose (Adlai E. Stevenson High School: Lincolnshire, IL), John Deppong (Adlai E. Stevenson High School: Lincolnshire, IL), Kristen One (Adlai E. Stevenson High School: Lincolnshire, IL)

TikTok is all the rage, and student spend a large amount of time on TikTok. Because of this, students do not always like traditional methods of receiving information (notes, lectures, demonstrations, labs). Additionally, according to Pew Research, 26% of 18-29 years old get their news (whether accurate or inaccurate) on TikTok. This number is probably higher for younger ages. Because students spend so much time on TikTok, they are used to getting short (less than 1 min) snippets of information in an engaging environment. In order to better serve our students, educators need to know how to use TikTok to their advantage to inform students. Tiktok can be used to share information with students (as photos or videos) and can serve as a great tool for formative and summative assessments (i.e.: students sharing information about their experimental results, taking polls, analyzing other TikTok's for their educational value).

TAKEAWAYS:
Attendees will learn how to use TikTok for educational purposes; including disseminating information to students via TikTok and using TikTok as a formative and summative assessment tool for high school and post-secondary students.

SPEAKERS:
Kelsey Mescher (Battle High School: Columbia, MO), Stephanie Coyle (Jefferson Middle School: Columbia, MO)

The United States Patent and Trademark Office has developed free, online educational resources for K - 12 educators and students to teach the basics of intellectual property where disciplines converge through STEM and invention education. The purpose of this session is to introduce teachers to EquIP HQ and other free tools and resources from the US Patent and Trademark Office delivered by the USPTO's Office of Education staff of Education Program Advisors and Specialists. EquIP HQ provides free, online lessons and activities to teach the invention process, as well as what intellectual property is and how it drives innovation and industry. By learning about intellectual property, your students can gain a deeper understanding of the role of innovation in our society and how they can make a positive impact through problem solving. By using USPTO resources, you can help your students develop critical thinking and research skills as well as creativity and problem solving.

TAKEAWAYS:
The purpose of this session is to introduce teachers to EquIP HQ and other free tools and resources from the US Patent and Trademark Office to help your students develop essential critical thinking and research skills as well as creativity and problem-solving through invention education.

SPEAKERS:
Jorge Valdes (U.S. Patent and Trademark Office: Alexandria, VA), Reginald Duncan (U.S. Patent and Trademark Office: Alexandria, VA)

This session will help administrators to answer: What should I see and not see in a 3-dimensional science classroom? How do I provide effective feedback to the teacher? How do I support instructional innovation as an instructional leader?

TAKEAWAYS:
Administrators will feel empowered to lead science instruction in their schools, even without a science background.

SPEAKERS:
Michael Fumagalli (Assistant Director of Teaching & Learning: Glen Ellyn, IL)

The negotiation and construction of scientific ideas through talk is a central part of the science learning described in the Framework for K-12 Science. Discussion is the glue that connects science and engineering practices to one another, and it connects those practices to disciplinary core ideas and cross-cutting concepts. But just because it is a key part of the vision, making it a reality in the classroom isn't always easy. In this session, we will dig into the types of discussions and approaches for ensuring they are equitable and meaningful. We will share planning tools, and teaching moves that will support science discussion. Participants will engage in discussion, analyze classroom videos and plan for how they may implement aspects in their own classrooms.

TAKEAWAYS:
Discussion is the way that a classroom community makes sense of what it is investigating, and there are tools and approaches that teachers can use to ensure that all students have access to this sensemaking.

SPEAKERS:
Matt Krehbiel (OpenSciEd: New York, NY)

Much of the work of an educational leader is really coaching adults. It’s important to know that adult learning is different. When educational leaders deeply understand what drives social behaviors, then we can reflect on how to approach coaching conversations to promote the targeted change in practice. To address this, participants will explore the domains of SCARF: a brain-based model for collaborating with and influencing others. Participants will experience and practice the critical coaching skills of committed listening/listening with empathy and paraphrasing/fostering dialogue. Participants will leave with a coaching frame strategy to use in facilitating productive coaching conversations as they work to promote change in the educators they support.

TAKEAWAYS:
In short, adults learn differently than our students. So educational leaders need an aligned mindset and appropriate skills to coach science teachers through any change needed to improve.

SPEAKERS:
Derek McDowell (Frisco ISD: Frisco, TX)

Students and educators must remain connected to, and motivated by, the elements of their world that not only spark curiosity and generate wonder but are real. Students care deeply about the environment, climate change, food insecurity, and sustainability. A sustainable and resilient future will only be achieved if we begin to make sense of these challenges in smaller, coherent investigations; starting in our science classrooms. An enormous piece of the sustainability puzzle lies within sustainable food systems. Food production and agriculture provide limitless opportunities for students to explore phenomena among the interactions of living things and the earth’s systems. Further, the practice of agriculture, since its origins, has been a continuous series of design challenges to cultivate nature for the needs of humans. This presentation provides a lens through which students and educators can find opportunities to spark inquiry and solve real-world problems.

TAKEAWAYS:
Educators will see successful examples of authentic phenomena and problems found within food and agricultural systems that are relevant to all students. We will demonstrate how all three dimensions of NGSS are used to make sense of these real-world phenomena.

SPEAKERS:
John McNamara (Wash. State Academy of Sciences), Brian Beierle (Vivayic, Inc.: No City, No State)

This session will introduce participants to a lesson designed to introduce high school students to cutting-edge research on planetary science. The lesson is designed around the critical aspects of sensemaking: students experience a phenomenon, engage in science and engineering practices, and share ideas to build and/or apply disciplinary core ideas and crosscutting concepts needed to explain how or why the phenomenon occurs. Sensemaking is in the vision of A Framework for K-12 Science Education -- “the doing of science and engineering is highlighted as a strategy that can capture students’ interest in science and motivate their continued study.” (A Framework for K-12 Science Education, pp 42-43). JHU Wavelengths lessons co-designed by NSTA and Johns Hopkins University provide opportunities for all students to engage in science learning that is meaningful to them.

TAKEAWAYS:
The Johns Hopkins Wavelengths lesson introduced in the session provides opportunities for secondary students to learn about cutting-edge planetary science research and figure out science ideas related to earth and space science, and physical science.

SPEAKERS:
Patrice Scinta (NSTA: Arlington, VA)

Learn how one district moved from individual teachers' curriculum-based professional learning to adopting and implementing high-quality instructional materials in middle school classrooms district wide. Hear the story from different perspectives within our multi-tiered system.

TAKEAWAYS:
Practical guidance for moving your multi-tiered system forward with implementation of high-quality instructional materials.

SPEAKERS:
Richard Bacolor (Wayne RESA: Wayne, MI), John Tafelski (Assistant Superintendent: Allen Park, MI)

“Rockets Away '' curriculum revealed that the predominantly female staff was uneasy and hesitant to use launching equipment. A “Science Squad” assisted the teachers with the physics knowledge, building, and launching of the rockets. Then the creation of videos to show the proper techniques for rocketry and voice overlay ppt to ensure the accuracy of the physics concepts. Teachers became certified in Rocketry. Many 3rd-grade teachers provided inquiry science in the form of dioramas for their life science unit. The introduction of “Chickquest” was essential to providing inquiry-based learning. Early on, a “Science Squad” dressed in white coats, funny chick glasses, and hats assisted the teachers in the classroom with setting-up incubators, candling eggs, and troubleshooting student questions to WebCams for students to witness the live hatching 24/7. These STEM activities evolved into humanity lessons such as students reading to the chicks and sharing their hatches with each other.

TAKEAWAYS:
How to leverage technology & personnel for elementary teachers to engage students in authentic science and engineering concepts.

SPEAKERS:
Johnna O'Neal (Instructional Specialist: No City, No State), Katrina Halasa (Akron Public Schools: Akron, OH)

The Science Education Dept. at Harvard University conducted a nationwide study over the course of three semesters, of the strengths and weaknesses of STEM and teaching knowledge of preservice educators who will soon enter the STEM teaching workforce. By examining pre-service teachers’ experiences before and during their preparation program, we’ll share our findings about experiences that optimize teacher knowledge for effective science teaching. The study also characterizes two essential types of teacher knowledge: 1) subject matter knowledge; and 2) pedagogical content knowledge concerning the common preconceptions and misconceptions held by learners, reflecting stages in student learning progressions. This research helps identify promising features of undergraduate PST programs for future implementation.

TAKEAWAYS:
Attendees will learn what factors impact preservice teachers’ interest in teaching, the status of teacher education programs, and what are the strong and weak content knowledge areas of preservice science teachers, including the prevalence of learning about students’ misconceptions.

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

Models engage students, promote critical thinking, and help students connect abstract concepts to real-world phenomena. This session will promote using the science and engineering practice of developing and using models as a technique to explore concepts, promote sense making, and demonstrate student understanding. Presenters will include modeling techniques that have been successfully used in both rural and urban chemistry classrooms to help students better understand complex concepts within storyline units. The use of simulations, hands-on activities, physical manipulatives, drawings, and technology will be demonstrated. The benefits of models used as an equitable tool will be examined using student data and examples. Sample chemistry storylines will be used to show how student coherence builds throughout the unit with the use of models. Strategies for teachers will be provided to help students develop better models, and a discussion of formative assessment value will be stressed.

TAKEAWAYS:
Attendees will leave with various modeling strategies to implement into their chemistry courses. This will promote student sensemaking and more equitable evaluations of student ideas.

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

The presenters will share the development of an elementary science lesson that incorporates art into science as a meaningful tool, not a fun supplemental activity. Participants will then complete the example activity that involves developing a solution to a real-world problem using a combination of science and art knowledge and skills. At the conclusion of the example activity, the presenters will provide information on the development of the activity and participants will have the opportunity to begin developing their own science and art-infused lessons.

TAKEAWAYS:
Art does not have to only be a supplemental activity that is added after a science lesson, it can be an integral part of a STEAM lesson.

SPEAKERS:
Amber Mintert (Associate Professor of Art: Joplin, MO), Laura Schisler (Missouri Southern State University: Joplin, MO)

Live-streaming wildlife cams give students an intimate view into the amazing and diverse world of animals and allow teachers to engage all students in inquiry- and phenomena-based learning as nature unfolds in real-time and with unknown outcomes. Wildlife cams encourage questioning and curiosity, build connections to wildlife and nature, and are interesting to teachers and students alike. Cams engage students who have fewer opportunities to be immersed in nature, including those in urban settings, with mobility challenges, and in remote learning environments. I will guide teachers through a series of questions to help them determine good live-streaming cams to use in their classrooms. I’ll discuss different ways to use cameras within the classroom, including active and passive usage. I’ll share how we use cams to make observations and they will draw their own comics as we watch a live-streaming cam.

TAKEAWAYS:
Participants will discover a variety of wildlife cams from around the world, explore how they can be used to effectively develop student science practices, and discover free resources to support science learning through wildlife cams.

SPEAKERS:
Susan Licher (Cornell Lab of Ornithology: Ithaca, NY)

Since the beginning of the COVID pandemic, teachers have had to restructure how they teach. When schools closed, teachers were given multiple options and had to pick one. Many schools chose the Google Classroom option as it was the easiest for some schools to set up, but didn't allow for inclusivity with every student both in and out of the room. Using examples from my own Chemistry and fully virtual Applied Digital Skills classes, I will show how Microsoft Teams can give both the teachers and students a hub for all their presentations, notes, assignments, and even assessments. It allows teachers the ability to grade assignments and for students and parents to see those grades within the platform. It also allows for teachers to keep track of students' mental health and insights that can be shared with parents or councilors about students' habits on their computer. This may not be a science specific topic, but it works so well for managing a science classroom.

TAKEAWAYS:
Attendees will know how to use Microsoft Teams to host virtual lessons, create postings students can read and interact with, create and grade assignments, and how to check in with the emotional needs of students.

SPEAKERS:
Jill Elder (Assumption High School: Louisville, KY)

School administrators are tasked with evaluating classroom instruction in all subject areas and many do not have the training to understand the difference between Three-Dimensional Learning and basic hands-on activities and/or demonstrations. This session is designed to equip attendees with the basic understanding of how to parse out the differences and resources will be shared to continue their learning beyond this session.

TAKEAWAYS:
Attendees will have a better understanding of how to identify true Three-Dimensional instruction.

SPEAKERS:
Christina Hilton (Central Indiana Educational Service Center: Indianapolis, IN)

The NGSS is very complicated. The Institute for Quality Science Teaching at the Museum of Science and Industry provides professional learning opportunities for science teachers in Chicagoland and surrounding areas. Our approach is to ground everything we do in the NGSS and take a deep dive into all the elements of 3-dimensional learning. The professional learning programs at MSI are invested in helping teachers understand how to teach science effectively using these standards. This presentation will review the basics of the NGSS, the 3 dimensions, how they’re combined in Performance Expectations, and the basics of how to enact the NGSS in the classroom. If you need a refresher, just want a review, or still don’t have all those acronyms straight in your head, this is the presentation for you.

TAKEAWAYS:
Teachers will leave with a basic understanding of the structures of the Next Generation Science Standards and how they inform three-dimensional standards and three-dimensional science teaching.

SPEAKERS:
Garrett Gray (Sr. Educator, School and Teacher Programs: Chicago, IL), Tara Flett (Sr. Educator IQST: Chicago, IL)

Participants will explore 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. They will receive and be guided through a sample lesson and a template they can use to develop their own lessons using this framework. 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 access to the ALL for Science website where they can download FREE curriculum resources aligned with NGSS standards.

TAKEAWAYS:
Educators will explore how they can create their own lessons unifying science investigations with science-specific disciplinary literacy using the ALLS framework to engage learners in the practices of science. Participants will receive the framework template and access to free resources.

SPEAKERS:
Jimmie Thomas (Baylor College of Medicine)

The session aims to enhance leaders’ knowledge and skills to become effective change agents within their organizations. By leveraging systems thinking, leaders will be better positioned to create systems conditions that support every child. This approach goes beyond isolated interventions, emphasizing the importance of systemic change to ensure lasting impact. This session offers an exceptional opportunity to explore the transformative potential of systems thinking and its practical application. The session will empower science leaders to apply systems-level thinking within their own educational settings. Leaders will delve into the features of systems change mapping, a powerful tool for disrupting the deprioritization of science in K-12 systems. By understanding the entry points and dynamics of one’s system, leaders can strategically identify and address the barriers that hinder equitable access to quality science education.

TAKEAWAYS:
Participants will engage in applying systems-level thinking to their own contexts as a high-leverage strategy for driving equitable change, and will gain a deeper understanding of the features of systems change mapping for disrupting the deprioritization of science in K-12 systems.

SPEAKERS:
Vanessa Lujan (The Lawrence Hall of Science: Berkeley, CA), Sarah Pedemonte (The Lawrence Hall of Science: Berkeley, CA)

The crosscutting concepts provide a consistent language for student communication. When teachers’ assessment prompts are designed with the crosscutting concepts, the focus of student thinking can be directed to key aspects of the phenomenon or, the system being investigated. Patterns may be used as evidence to support explanations or arguments for the causes of a phenomenon. Participants will explore the progression of Crosscutting Concepts throughout a student’s K-12 career. They will consider phenomenon and discuss several appropriate prompts that bring different CCCs to the forefront (patterns, scale, systems). Participants will review and evaluate sample prompts and responses which employ different crosscutting concepts.

TAKEAWAYS:
Participants will leave with resources that guide their development and use of Crosscutting Concepts to focus student sensemaking on assessments. These can be integrated with assessment prompts which are aligned to Science and Engineering Practices and Disciplinary Core Ideas.

SPEAKERS:
Rebecca Abbott (The Lawrence Hall of Science: Berkeley, CA), Sharon Cates (Phenomenon Science Education: Amherst, MA), Leah Litz (Omaha's Henry Doorly Zoo & Aquarium: No City, No State)

My first years of teaching Physics at Title 1 schools in Memphis were challenging. Many of my students were very behind, especially in math. However, I developed 5 strategies to make learning physics accessible and they completely transformed my classroom. 1. “Building Block” Method The biggest breakthrough in my classroom was breaking long problems down into building blocks. I will show how to do this with a sample forces unit. 2. Pre-manipulated equations I will share an equation sheet that shows all forms of each equation. It is a game-changer for students who struggle with algebra. 3. Setting-Up for Success I will model a consistent way to help students stay organized on different types of problems. 4. Simplifying Motion I will illustrate how to solve motion problems using simpler notation and simpler equations. 5. Simplifying Circuits I will show how to use the “routes method” so students can solve most circuits in a more conceptual way.

TAKEAWAYS:
Teachers will come away from this session with strategies that they can immediately implement in their classrooms to make physics more accessible and engaging, especially for their lower-level learners.

SPEAKERS:
Jack Replinger (FormerTeacher / Founder: , WA)

California Northstate University College of Health Sciences offers several outreach programs supporting middle and high school students and teachers. Our outreach goals are to expand opportunities, interest, and awareness for students interested in pursuing careers in the STEM and health science professions and to increase and diversify the pipeline of students with access to these career opportunities. Currently, we have 3 active outreach programs engaging the regional communities: Biology Education to Careers, Institute for Chemistry and Physics for Middle School Science Teachers, and Student Powered Activities for Reach Knowledge. Over 400 students have participated in our various outreach programs, and we have added over 50 educators to our training network. Our regional community school affiliations have grown to over 30. By sharing our outreach experiences, we hope to inspire educators in engaging their regional communities about careers in STEM and health science professions.

TAKEAWAYS:
California Northstate University is dedicated to sharing insights gained from developing and implementing our outreach programs and to offer guidance for educators and institutions that seek to engage their local communities about careers in STEM and health sciences.

SPEAKERS:
Allan Ancheta (California Northstate University: Rancho Cordova, CA)

N/A

TAKEAWAYS:
Gain strategies and resources to support your evaluation and instructional coaching cycles.

SPEAKERS:
Zoe Evans (Bremen City Schools: Bremen, GA)

Presenters will discuss how a partnership with the Illinois State Board of Education (ISBE) and the SIU STEM Education Research Center @ Carbondale, IL built a 100% IL-developed Science Assessment. There was a concerted effort by SIU to include willing and qualified IL educators to score constructed responses and item development. It proved to be a powerful professional learning experience. Participants improved their understanding of NGSS (Illinois Learning Standards in Science (ILS-S/NGSS) and classroom practices. Participants report this experience was rewarding personally and professionally, and their classroom instruction benefited students. We will present participant survey data and testimonials to support our claims. Teachers often say there is a lack of meaningful and rewarding NGSS/science professional learning opportunities. We found the Illinois Science Assessment Project is one of the few. We suggest other states, agencies consider the same.

TAKEAWAYS:
Meaningfully including in-service educators in developing your state assessment will transform the black box of large-scale summative assessment to a joint endeavor that will see teacher buy-in and professional development increase, and student learning and scores go up.

SPEAKERS:
Harvey Henson (Southern Illinois University Carbondale: Carbondale, IL), Kristin Rademaker (NSTA: Arlington, VA)

Teaching climate change in diverse contexts often means we need to meet communities where they are at and teach through concerns that are central to their lives. The SDGs provide a framework of 17 central goals that help to foster thriving and sustainable communities. The SDGs are a global framework that is used across many different nations to raise awareness and engage people in action around critical needs for fostering thriving communities. This session will explore the SDG framework and its connections to climate literacy principles. Participants will be supported to consider examples of how this framework can be used for teaching students about sustainability, climate solutions, and green economy transitions that are critical to our shared future. We will draw on resources and experiences from partner organizations across the nation and the world. "

TAKEAWAYS:
1. Be able to describe the SDGs Framework 2. Explore the interrelationships between the SDG Framework and climate literacy principles 3. Consider connection points with the SDG Framework to your own teaching

SPEAKERS:
Deb Morrison (Educator and Learning Scientist: Seattle, WA), Brian Mandell (Smithsonian Science Education Center: Washington, DC), Molly Talbot (Louisiana Dept. of Education: Baton Rouge, LA)

STEM educators often teach in traditional settings without exposure to innovative teaching methods. Traveling nationally or internationally can offer valuable insights into how other STEM educators use local experiences to teach. This session covers topics such as applying for national and international STEM professional development programs, benefits for educators and students, and strategies to broaden global perspectives through PBL. Participants will also learn how to apply for grants to fund classroom activities and potentially send students on the same experiences. The session provides practical examples and insights to empower participants to take action and apply their newfound knowledge in their communities. By attending, educators can enhance their teaching skills and create long-lasting lesson plans.

TAKEAWAYS:
Enhance teaching skills and knowledge in STEM subjects for better student learning outcomes with effective strategies and resources. Attend this session to discover the benefits of national and international educator study tours for professional development.

SPEAKERS:
Oktay Ince (Horizon Science Academy Columbus High School: Columbus, OH)

The three presenters: a classroom teacher, a district science coordinator, and a state science supervisor, will share the different roles and perspectives we each hold in Kansas science education and how that has shaped our different paths to understanding NGSS through collaborative work with each other over the last 6+ years. We will highlight multiple resources that have helped our understanding and implementation of the NGSS in various contexts. During this session, resources will include: unpacking tools, administrative book studies, PLC guidance, and recommendations for how tools might be modified while maintaining integrity of the standards in different contexts.

TAKEAWAYS:
The session will provide resources to collaborate with various stakeholders to improve capacity and efficacy with the NGSS. We will share processes for how we have unpacked the science standards which resulted in better understanding of classroom practices, instruction, & assessment across Kansas.

SPEAKERS:
Meg Richard (Kansas Department of Education: , KS), Stephanie Alderman-Oler (Washington High School: Kansas City, KS), Spencer Martin (Kansas City Kansas Public Schools: Kansas City, KS)

The NGSS set forth a call to action requiring all teachers to make the changes necessary to provide equitable and high-quality science instruction. However, for teachers to change their teaching practice it requires that they first understand the current reality of their classroom. Video recording is a powerful tool that can help teachers and partners in the classroom recognize strengths in order to determine areas for growth and change. Additionally, video can reveal to a teacher biases in their interactions with students that have gone previously unnoticed. Teachers often feel too vulnerable or are unprepared to use video. In this session we will take part in a reflective exercise to help educators become more comfortable with using video recording as a form of job-embedded professional learning. Participants will learn about a group of science educators who used a reflective protocol, how it impacted their attitude towards video recording and resulted in real change.

TAKEAWAYS:
Participants will learn about a group of science educators who used a reflective protocol, how it impacted their attitude towards video recording, and resulted in real change. A checklist to prepare for recording and a tool to use for watching/reflecting on videos for goal setting will be provided.

SPEAKERS:
Sarah Millette (Chicago Public Schools: No City, No State), Andrew DeVivo (Chicago Public Schools: Chicago, IL), Carla Shortino (Chicago Public Schools: Chicago, IL)

Creative ideas will be explored for developing and using climate science storylines based on Midwestern climate phenomena, past and present. For example, the timing of the settling of Midwestern states was a direct result of global and regional climate changes that included the Little Ice Age (creating a demand for animal furs for coats and hats) and the giant 1815 eruption of the Indonesian volcano Tambora (which caused the famines of the “year without a summer” and drove large numbers of easterners westward into the Midwest. Examining regional Midwest geology (such as glacial deposits and bedrock limestone layers) can also foster student sensemaking of the cycles of climate change that can occur on longer time scales. Analyzing the evidence of past climate changes and its impacts on humans and other life will help students carry out the processes of sensemaking to better understand the current trends in climate change (obtained from NASA satellites) and their implications for humans.

TAKEAWAYS:
Climate-related storylines anchored by Midwest regional phenomena provide powerful frameworks for students to develop sensemaking of performance expectations concerning weather and climate. Instructors will leave with multiple ideas for incorporating the latest climate science into their classroom.

SPEAKERS:
Michael Wysession (Washington University in St. Louis: Saint Louis, MO)

Research shows that when students are typically engaged in science class discussions, the teacher asks a question, one student responds, the teacher gives feedback, and the cycle continues. The teacher then only knows about the understanding of science of one student. But what are the other students able to make sense of? This presentation will share with attendees research that was conducted through a dissertation, explicitly looking at talk moves developed by Sarah Michaels and Cathy O'Connor, and how they increased engagement with female students. This presentation will also provide teachers with these talk moves, and tips and tricks on how they can be used in a middle school science classroom, and how they better help students make sense of science phenomena.

TAKEAWAYS:
Attendees will takeaway with tips and tricks that will get middle school students engaging in sensemaking discussions. Teachers will be provided with a set of talk moves that can be implemented Monday with students!

SPEAKERS:
Betsy Lawrence (Summit Trail Middle School: Olathe, KS)

This presentation helps administrators learn how to develop a science professional development program that is research-based, overcomes local challenges, and is guaranteed to impact science teacher practices and student learning. Information shared is the result of six years of grant-funded research and development. 1) Discuss our current limited and ineffective elementary science instruction nationwide and its impact on students (based on research). 2) Discuss a vision for effective elementary science instruction in every classroom (what it looks like in practice). 3) Discuss challenges to executing that vision. 4) Discuss science professional learning research-basis and best practices (including science instructional best practices and professional learning best practices). 5) Introduction of strategies to overcome time, curriculum, location, and funding challenges. 6) Introduction of an administrator professional learning planning tool to create a district action plan.

TAKEAWAYS:
Administrators will learn how to develop a science professional learning program that is research-based, overcomes local challenges, and is guaranteed to impact science teacher practices and student learning.

SPEAKERS:
Emily Starr (STEM Specialist: Clinton, IA)

Explore the comprehensive assessment system that accompanies the OpenSciEd high school program. This comprehensive system includes opportunities for formative, summative, self, and peer assessment. The session will guide participants through the multiple assessment types and will explore in depth electronic exit tickets and transfer tasks. Electronic exit tickets give teachers an opportunity to formatively assess students' three dimensional thinking at key points in each unit. Transfer tasks are summative assessment opportunities that give students an opportunity to transfer what they have learned in the unit to a novel scenario. Both of these assessment opportunities include teacher and student routines to support student thinking and instructional action.

TAKEAWAYS:
In OpenSciEd HS, the assessment system is structured to support teachers in assessing all three dimensions of the NGSS through formative, summative, peer, and self assessment opportunities.

SPEAKERS:
Zoe Buck Bracey (Senior Science Educator and Director of Design for Justice: Colorado Springs, CO), Michael Novak (Northwestern University: Evanston, IL), Kate Henson (University of Colorado Boulder: Boulder, CO)

Even if educators understand the role of an engineer, they often do not know how to teach it at an elementary level. In this session, I will explain the components of the engineering design process, including ask, imagine, plan, create, test, and improve. A comparison will be made between the scientific and engineering design processes. A description of STEM will be presented that centers on the engineering design process. Participants will explore the alignment of the engineering design process and the next-generation science standards. A simple STEM project will be analyzed through the engineering design lens in order to identify potential adjustments to foster the inclusion of critical thinking of an engineer.

TAKEAWAYS:
What is engineering, and how can it be used to enhance my STEM teaching?

SPEAKERS:
Erika Neuman (University of Texas at San Antonio: No City, No State)

We outline an integrated STEM program implemented across multiple schools in a large urban district. The program presented an engineering design challenge using computer-aided design, computational modeling, and 3D printing, as a way to fully integrate the “T” in STEM. We engaged students in solving a real-world problem: optimizing a prototype of a Soap Box Derby Car by using CAD software, virtual and physical wind tunnel testing, and 3D printing. Students investigated the factors that impact the performance of a gravity racing car in order to optimize its performance, using concepts they learned about aerodynamic forces. The students then used CAD Software and virtual simulation testing to design and test a car shell. We will share integration strategies, highlights of the curriculum implementation in several middle school classrooms, and research results from student assessment and teacher interviews to discuss the impact of the curriculum on students’ learning and engagement.

TAKEAWAYS:
How to effectively integrate technology, engineering, and science in a STEM curriculum that focuses on engineering-specific technology tools and computational modeling, and uses science and engineering practices.

SPEAKERS:
Johnna O'Neal (Instructional Specialist: No City, No State), Katrina Halasa (Akron Public Schools: Akron, OH)

Socioscientific issues are complex, open-ended social issues with embedded scientific content and processes. This presentation aims to foster undergraduate students' reasoning skills necessary to navigate these issues. Specifically, a photovoice activity was added to a water quality unit in a scientific inquiry course. First, during the data collection, students were asked to take photos that could best represent the status of the ecological system of the stream. Second, they worked as groups in the classroom to analyze the different pieces of evidence and create a visual representation where they can organize all the evidence in the photos. Lastly, each group presented their photovoice product to the whole class and explained each piece of their evidence and how they indicate the different aspects of water quality and the overall water quality. The activity will be presented and supporting instructional materials and tools will be provided in this presentation.

TAKEAWAYS:
This presentation will show how to promote students' reasoning skills necessary to negotiate with socioscientific issues through a photovoice activity, and provide supporting instructional materials and tools.

SPEAKERS:
Conghui Liu (Ph.D. Candidate: Bloomington, MO)

Too often teachers spend valuable time creating performance tasks in science to encourage sensemaking in their students and to make student thinking more visible. This session will highlight available OER resources that have been compiled across multiple sites. Using these tasks as a starting point, participants will explore ways to adapt these tasks to meet the needs of their classroom. Participants will learn strategies for increasing rigor, providing different levels of support, and providing opportunities to increase student engagement through student voice and choice.

TAKEAWAYS:
Participants in this session will leave with an understanding of the OER tasks available for classroom use and strategies to adapt these tasks for their classroom. Strategies will include examples of support for scaffolding, giving meaningful feedback, and increasing student voice and choice.

SPEAKERS:
Kelley Aitken (Winchester Public Schools: Winchester, VA)

Our session will explore the following: The research behind using podcasts via TinkerClass in the classroom, which revealed: -Observable engagement and equitable experience in project-based activities across all learners, irrespective of their race, native language or income level -Lowered anxiety regarding reading and encourages executive functioning skills as kids lean into scientific inquiry -Shared community experience -Passion and joy for learning in an accessible format -Activated creativity and ideation -Teachers' want for a tool that promotes science, 21st century skills, and the 6-C’s: Content, Creative Innovation, Critical Thinking, Communication, Collaboration, Confidence How teachers can use podcasts & TinkerClass in the classroom: -Explanation of equipment required -Examples of how to integrate audio into existing lesson plans / curricula -Run-through of how podcasts and TinkerClass can streamline instruction and be templated to optimize teacher prep time

TAKEAWAYS:
Panel attendees will learn how to use podcasts in the classroom through TinkerClass’ modular LISTEN, WONDER, TINKER, MAKE pathway, which guides students to gather and analyze their own hypotheses and data to create multimedia presentations of their engineering designs and scientific experiments.

SPEAKERS:
Carole Paterson (Science Teacher: Ligonier, PA), Rebecca Caban (Educational Producer)

I Was A Kid: How people in Science, Technology, Engineering, Arts, and Math/Medical Fields Got from There to Here This presentation introduces teachers to the purpose and concept underlying this new program devoted to demonstrating pathways into STEAM advanced education and professional fields.

TAKEAWAYS:
Science identity is the first step to a future in STEAM; observing the process of entering the fields and seeing problems/solutions modeled through multimodal presentations is also key.

SPEAKERS:
Karen Romano Young (Science communicator: Bethel, CT)

Using the Disciplinary Core Ideas and a research-based “citizen science” approach, science educators contributed their own test items, and also helped to revise existing test items in order to address crucial issues such as difficulty, gender, and racial/ethnic bias that were present in the item analysis characteristics. We share the analysis and results of these efforts so that educators can assess their own test items to be more inclusive of all students understandings in one of the dimensions of the 3-D approach to learning. Learn what changes contributed to improvement of the item as well as what types of changes or revisions made the item worse than before. We also share results of field testing of these items in student classrooms and discuss the importance of incorporating students’ misconceptions into the response choices to capture their true understanding of science concepts as outlined in the DCIs.

TAKEAWAYS:
Learn to evaluate assessment questions that you use to assess students’ sensemaking of elements outlined in the NGSS DCIs. Are the questions free of bias, not too difficult, indicative of overall student performance? Do they include common misconceptions that students hold? Access a free resource.

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

Authentic learning (AL) in the classroom is not new, however it is underutilized in the science classroom. We will present current research on the topic of authentic science learning and its efficacy in developing scientific literacy. Through this presentation we will inspire teachers to provide more real-world scientific experiences and interactions with real scientists to their students. We will also provide educators with ready-to-use materials to use in the classroom. The presentation will include the definition of authentic learning and what types of teaching strategies qualify as 'authentic' with a focus on project-based, inquiry-based, and problem-based teaching methods. Also included in the presentation are the interwoven connections between authentic learning opportunities, socio-scientific issues and citizen science, and the natural connection between AL and NGSS Science and Engineering Practices.

TAKEAWAYS:
Educators will walk away with an understanding of Authentic Learning and what authentic learning opportunities look like in the science classroom. Attendees will have access to pre-made activities to use immediately with minimal preparation.

SPEAKERS:
Kristen Benton (Kenesaw Public Schools: Kenesaw, NE), Bailey Johnson (Hastings Public Schools: Hastings, NE)

To get kids excited to come to school, we built a School Zoo with 113 small animals that is run by an Animal Science elective class and student zookeepers. The students learn and run everything, including tours to over 3,000 elementary students. We will discuss the zoo and how to replicate it.

TAKEAWAYS:
Create a classroom or school zoo where your students become advocates and leaders while they learn by solving practical STEM related daily issues that come up.

SPEAKERS:
Jennifer Szydlowski (Jefferson Middle School: Columbia, MO), Mike Szydlowski (Science Teachers of Missouri: Columbia, MO)

The population of Latinx students is rapidly growing in the United States, yet Latinas are underrepresented in STEM careers compared to their peers of other identities. This could be in part due to the deficit-based ideology that has historically been utilized when describing this group's success in academic disciplines. This presentation will highlight the findings of a recent qualitative study that asked Latina STEM undergraduate students to reflect on their sources of persistence in high school STEM coursework. The study participants’ responses were correlated with Yosso's (2005) “Community Cultural Wealth Model" to identify their unique sources of strength and persistence in STEM. The study findings will serve as the foundation for recommendations to be made for the implementation of equitable and asset-based shifts to promote Latinas’ persistence and success in STEM at the secondary levels.

TAKEAWAYS:
Using an asset-based approach, participants will engage in social justice-themed conversations to equitably encourage Latina high school students’ persistence in STEM coursework. Ready-to-use strategies will be featured to promote greater perseverance in STEM for Latinas.

SPEAKERS:
Nicole Vitello Lowell (Charles H. Barrows STEM Academy: North Windham, CT)

In this session, participants will consider three alternatives to traditional multiple-choice pre-assessments: modeling, self-documentation, and class discussions. We will discuss the purpose of pre-assessments as a critical data point for instructional planning, especially with many schools moving towards PLC structures around data cycles. We will see examples of these three alternative strategies for pre-assessment (which can also be used as formative assessment structures). For each assessment structure, we will discuss how to collect and use data. Authentic examples will be provided from the presenter’s middle school and high school classrooms.The session will synthesize and apply ideas from the following ACESSE Stem Teaching Tools: Modeling #8 / self-documentation #31 / class discussions #6, #35 / using pre-assessments #15, #18, #25, #34, #37. These STEM teaching tools will be shared with participants to continue their learning beyond the 60-minute session.

TAKEAWAYS:
Participants will learn how to use different assessment formats to collect data without relying on multiple-choice questions. The assessment formats allow students to use knowledge & experiences of a phenomenon or science idea while providing meaningful information to guide instructional choices.

SPEAKERS:
Stephanie Alderman-Oler (Washington High School: Kansas City, KS)

Building classroom culture is essential for students to collectively make sense of phenomena. Students need to buy into the idea that each of their ideas is crucial for pushing the class forward. In this session, we highlight strategies for co-creating community agreements. We also report on challenges we have encountered in our classrooms, which strategies we have found to be successful, and which tend to turn students off. We highlight how, as culture challenges arise throughout the year, we can return to these community agreements to reground our classroom. The facilitator will begin the session with a brief overview of OpenSciEd’s view of the teacher's role in instruction and community-building, which will then be followed with a guided panel featuring experienced teachers in using storylines, and finally open Q&A.

TAKEAWAYS:
Participants will understand how community agreements and other strategies are used in OpenSciEd and other high school classrooms to support collective and equitable sensemaking.

SPEAKERS:
Dan Voss (Northwestern University: Evanston, IL), Kerri Wingert (Good Question Research: Boulder, CO), Rachel Patton (Denver Public Schools), Nina Blanton (Educator: , MO), Calvin Atkins (Bellingham High School: Bellingham, WA), Sarah Evans (Olathe South High School: Olathe, KS)

Have you ever wondered where to find Federal STEM education resources that can provide authentic learning experiences for your students? Come join many federal agencies including but not limited to: Dept of Education, NOAA, EPA, and NIH , to learn more!

TAKEAWAYS:
Teachers will learn what K-12 STEM learning resources are offered by federal agencies. In addition, teachers will engage in two-way conversations with federal representatives about the STEM resources, programs, and opportunities that are available. Educators will leave with a one-page resource guide.

SPEAKERS:
Rachel Crowley (NIGMS, National Institutes of Health: No City, No State), Jorge Valdes (U.S. Patent and Trademark Office: Alexandria, VA), Kayla Smith (National Oceanic and Atmospheric Administration: Silver Spring, MD), Patti Curtis (U.S. Department of Education: No City, No State), Melissa Anley-Mills (U.S. EPA: Washington, DC)

In the first part, participants will gain an understanding of how anchor texts are connected to science and engineering practices -- what students do using student work samples and sample anchor texts. First, we will explore the use of concept loading in scientific complex texts through a discussion, examples, and video. We will look at how scientific texts are organized to communicate key ideas through concept loading using text/visual features and text structures such as direct definition context clues through a group discussion. In groups, teachers will dissect a given text to develop a think-aloud to explicitly teach scientific key ideas and concepts using text/visual features. Next, we will compare informational and science fiction text using a model and T-chart for text organization/structure. We will unpack an NGSS standard so participants understand which key concepts and vocabulary must be presented in the given text through a group summary for key takeaways.

TAKEAWAYS:
Teachers as change agents provide the cultural tools through the modeling of science and engineering practices using literacy strategies. Through modeling, teachers can engage students to interact with complex informational texts for increased sensemaking.

SPEAKERS:
Leslie Birdon (Richwood High School: Monroe, LA)

This session will focus on sharing instructional modules that have been developed to facilitate relationships between herbaria and high school students to highlight the importance of plants and preserving botanical specimens. Many times plants are overlooked or considered less significant than animals. This research-backed perspective is known as Plant Awareness Disparity. These free, research-based modules allow students to investigate their own botanical history by connecting with plants that are important to them and their families, then experience the entire process of collecting, mounting, cataloging, and digitizing their specimen. There are 10 modules that are aligned with the NRC K-12 Framework and heavily rely upon student-centered and place-based learning. All participants will be given access to the modules and encouraged to interact with the module developers as they implement the activities.

TAKEAWAYS:
Many times, plants are overlooked and considered less significant than animals. This is known as Plant Awareness Disparity. Participants in this session will learn about free instructional modules that will help high school students connect with plants through exploring their own botanical history.

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

This session provides insight for administrators, professional developers, curriculum coordinators, instructional coaches, higher education faculty, and teachers related to models of STEM instruction focused on SEPs at the K-8 level. Collaborative efforts between school leadership and university faculty have led to the development of STEM programming in two school districts in Southeast Missouri. Using and integrating the expertise of local STEM education professionals (university faculty specializing in STEM education), these school districts (one urban, one rural) designed and implemented very different STEM integration models. Attendees will learn about each model from those integral to the development process. Presenters will share elements of their strategic plans, including curricular structures, human capital/roles, resource/budget considerations, instructional components, and other sustainability aspects, such as environmental and political support and community partnerships.

TAKEAWAYS:
Attendees will learn about STEM program development and STEM professional development models. STEM Education frameworks and a toolkit used as a foundation for strategic planning and sustainability will be shared and available for attendees.

SPEAKERS:
Andi Maddox (Director of Curriculum and Instruction: Kennett, MO), Tyler Lappe (Instructional Coach: Cape Girardeau, MO), Trudy Giasi (Valle Catholic Schools: Ste. Genevieve, MO)

Participants learn hands-on how to engage students in a STEM design challenge. They discover the importance of research through experimentation while investigating 4 variables that affect a straw rocket’s flight. They’ll create a series of straw rockets, testing each variable through launching. Participants will learn strategies to teach students measurement and data collection skills with any experimental design process for any level; whether that is beginning measurement in Pre-K and K to the importance of significant figures in measurement with high school. Teachers will experience strategies for classroom data analysis and use this in their ultimate challenge: designing and engineering the ideal straw rocket to test in a distance competition. Teachers will learn strategies to differentiate this concept in any K-12 classroom and see testimonials on this from the Air Camp Programming and Teacher Air Camp alumni.

TAKEAWAYS:
Participants will learn hands-on strategies to help students develop measurement, data collection, and analysis skills they can apply in engineering design lessons. You will learn methods to differentiate this in any K-12 setting and leave with free resources for your classroom.

SPEAKERS:
Jennifer Stormer (3-6 STEM Teacher/ Elementary and Teacher Curriculum Specialist, Air Camp USA: Union, OH), Christina Davis (Air Camp USA, Inc.: Dayton, OH)

Given the current political situations surrounding transgender, non-binary, and intersex individuals, we want to make sure there is a session to give current and future teachers an understanding of what students might be going through. We will be sharing experiences from current teacher's, students, and ourselves. We will also give out resources for teachers to share in their classroom with students and ways that they can get involved in helping their students. The session will begin with an introduction of myself (a gay, transgender pre-service teacher who leads a middle school trans. peer-to-peer group) and co-presenter (a straight, cisgender associate professor of science education). We'll include both an overview of vocabulary and terminology used in the LGBTQIA+ community and real-life classroom and school scenarios of LGBTQIA+ students' and teachers' experience. The session will conclude with time for attendees to ask questions they have about teaching LGBTQIA+ students.

TAKEAWAYS:
Attendees with gain an understanding for, and information about, the LGBTQIA+ community, some of the struggles the students face everyday, and how teachers can create a classroom to make students feel welcome and safe. Focusing on the transgender and non-binary experience.

SPEAKERS:
Megan Beckam (University of Nevada, Reno: Reno, NV), Samson Stynen (Student/pre-service Teacher)

Educators have struggled with maintaining student engagement in science, especially as students transition from primary to middle school and upper grades (Vedder-Weiss & Fortus, 2012). With the adoption of the Next Generation Science Standards, teachers are looking for curricula to support its implementation. Two curricula, mySci 5E and OpenSciEd storylines, were compared in terms of student academic achievement and attitudes toward science. The research questions were: (1) To what extent is there a difference between achievement in science by eighth grade students experiencing the OpenSciEd storyline science curriculum and those experiencing MySci 5E as measured by end of unit assessment scores? (2) To what extent is the difference between attitudes towards science by eighth grade students experiencing the OpenSciEd storyline science curriculum and those experiencing MySci 5E as measured by My Attitudes Toward Science (MATS) surveys (Hillman et al., 2016)?

TAKEAWAYS:
Participants will hear about the results of the study and potential impacts of the perception of coherence on students’ academic achievements and attitudes toward science. Implications for future research will be discussed.

SPEAKERS:
Nina Blanton (Educator: , MO), Nicole Vick (Northwestern University)

As a nonfiction author, I always start where my readers are—hooking them in by grounding them in what they already know, then expanding on that knowledge. Teaching is no different, and incorporating nonfiction books into the curriculum can allow teachers to address standards across different disciplines while building their students’ understanding of a topic. This session will look at two books that can do this, one on that addresses interdependent relationships in ecosystems and one that examines natural hazards and the history of the planet. How do scientists use evidence to support their arguments, and how can we model those steps when teaching students how to develop their arguments in writing? Scientific research isn’t all that different from text-dependent analysis, and this presentation will discuss how to address both using true, jaw-dropping examples straight from our own backyards.

TAKEAWAYS:
We can use nonfiction books to ground learning, making information more accessible as students encounter information in a variety of ways across the curriculum.

SPEAKERS:
Alison Pearce Stevens (nonfiction author)

Join us for a chance to learn about the value and how to implement K-12 STEM innovative programs with hands-on learning strategies utilized to motivate engagement. NSTA administered programs are included from: the Army Educational Outreach Program, NSTA Teacher Awards, Shell Science Lab Regional Challenge.

TAKEAWAYS:
Attendees will learn how to enhance student STEM engagement through the use of NSTA-administered programs.

SPEAKERS:
Acacia McKenna (NSTA: Arlington, VA)

As educators shift their teaching practice to align with the Framework for K-12 Science and the NGSS, they face various challenges and barriers. One pressing challenge is how to align their new approach to teaching and learning with existing assessment and grading systems. In this session, we will provide examples of 3D assessments and associated scoring guidance. Participants will review student work for these sample assessments and identify evidence of understanding. They will collaborate with others in the session and determine how they would give grades based on set criteria. The second part of the session will highlight different approaches to grading based on local grading expectations (e.g., standards-based grading, daily grade requirements, or 100 point-based systems). Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

TAKEAWAYS:
The process of giving feedback and assigning grades is easier when there are strong materials and assessments to build from, and technology can help make it faster without decreasing effectiveness for students.

SPEAKERS:
Matt Krehbiel (OpenSciEd: New York, NY)

As an organization that focuses on developing and supporting science education leaders, NSELA provides professional learning and resources as well as opportunities to work collaboratively and to advocate for quality science education for all. Session participants will learn about successful formal and informal science partnerships happening across the country and will work in groups to collaboratively discuss strategies for developing successful science partnerships within their own communities.

TAKEAWAYS:
Successful partnerships between formal and informal science institutions increase student and community engagement in STEM education.

SPEAKERS:
Trisha Herminghaus (Alaska Science Education Consultants: Anchorage, AK), Matthew Christiansen (Oceanside High School #7: Oceanside, NY)

The NSTA Atlas of the Three Dimensions maps out learning progressions based on the Framework for K–12 Science Education and the Next Generation Science Standards (NGSS). The 62 maps in the Atlas organize all of the elements from standards on a particular topic (e.g., modeling, patterns, or definitions of energy) on a single page. The elements from grades K–2 are at the bottom of the page, and those from grades 9–12 are at the top. Arrows connect elements to indicate how ideas in a particular topic build on each other and how elements in different topics connect to one another. Studying the maps in the Atlas and the additional resources in the appendixes can provide educators with new insights about the standards. This session will provide an overview of how to read a map, the other features of the Atlas, and how educators can use this powerful navigational tool to develop and implement curriculum, instruction, and assessment.

TAKEAWAYS:
Participants will learn how to read the maps and use other tools in the Atlas to understand and interpret standards, and plan instructional sequences as part of their work in curriculum, instruction, and assessment.

SPEAKERS:
Ted Willard (Discovery Education: Silver Spring, MD)

To realize the vision of the Next Generation Science Standards and NRC’s Framework for K-12 Science Education, the NEXUS Academy for Science Curriculum Leadership (a project of WestEd and BSCS Science Learning) developed three guiding equity principles for leaders to consider. These equity principles are integrated with other leadership knowledge bases to support science leadership work to ensure equitable outcomes for all learners as part of implementing high-quality science curriculum. In this session, participants will 1) experience a sample leadership learning experience to reflect on their values and approaches to equity work; 2) engage with the NEXUS Equity Principles and make connections to their own ideas and science leadership roles; 3) consider how the specific tools and resources shared could influence their science leadership work in their context.

TAKEAWAYS:
Beliefs, knowledge, context, and lived-experiences shape approaches to equity work. The NEXUS Academy for Science Curriculum Leadership has developed Equity Principles to consider and intertwine with other leadership knowledge bases as leaders work to ensure equity for all learners in the system.

SPEAKERS:
Susan Gomez Zwiep (BSCS Science Learning: Colorado Springs, CO), Jenine Cotton-Proby (BSCS Science Learning: Colorado Springs, CO), Janna Mahfoud (BSCS Science Learning: Colorado Springs, CO)

An important and exciting focus of climate science addresses tipping points, which are non-linear reinforcing feedbacks within the climate system. Current climate research has identified at least a dozen different important climate tipping points that could possibly be triggered in the near future, with significant implications for human society; these include changes to glaciers, permafrost, ocean circulation, surface albedo, ocean acidity, and the biomass storage of carbon. This presentation will address what these tipping points are, why they are potentially dangerous, and how best to teach about them. The topic of climate tipping points aligns with several of the NGSS Earth and space science performance expectations and also strongly aligns with the NGSS CCC on the Stability and Change of systems. Ideas will be presented for phenomena and storylines addressing climate tipping points, which can be used in a chemistry, Earth science, environmental science, or physical science course.

TAKEAWAYS:
The subject of climate system tipping points is societally timely and important, and is an engaging topic for addressing NGSS several performance expectations in Earth and space science, and helping students understand the NGSS crosscutting concept of Stability and Change.

SPEAKERS:
Michael Wysession (Washington University in St. Louis: Saint Louis, MO)

The Kansas Association of Teachers of Science (KATS) is the District 11 chapter of the National Science Teachers Association (NSTA). The purpose of the KATS shall be the advancement, stimulation, extension, improvement, and coordination of science teaching in all fields of science at all educational levels. This session will explain the purpose of KATS to science teachers in Kansas, explain leadership opportunities that KATS provides its members, and share the amazing professional development opportunities and network events that will bridge Kansas science teachers together. Teachers will be introduced to members of the board of directors of KATS who desire to create a support system to science teachers.

TAKEAWAYS:
Kansas teachers will learn about the Kansas Association of Teachers of Science, the professional development opportunities they provide, and the system of networking they create to bridge science teachers together in the state of Kansas.

SPEAKERS:
Betsy Lawrence (Summit Trail Middle School: Olathe, KS)

Outline: (5 Minutes): Initial engagement KWL chart activity about creating accessible spaces: both physical and digital (15 minutes). Presentation about the importance of digital accessibility and some essential things to know (15 minutes). Educators will engage in discussion groups to brainstorm ways to bring accessibility culture to their STEM classroom using the HOW MIGHT WE design thinking protocol (5 Minutes). Closure: educators will go back to the KWL chart and fill in the L, what they learned during the session. Katie Fielding is a STEM Coach in Price William County Schools, Virginia. She is passionate about accessibility and creativity in the classroom. https://www.katiefielding.com/

TAKEAWAYS:
Removes barriers in your STEM classroom for all learners with an understanding of digital accessibility and universal design for learning.

SPEAKERS:
Katherine Fielding (Prince William County Schools)

A collaborative team of teachers and researchers share findings from a research project aimed at integrating science and language with fifth-grade multilingual learners (MLs). First, we describe three language instructional shifts: modalities, registers, and interactions. Then, we share how two teachers enacted these shifts over the course of a physical science unit and present classroom examples of how they (a) used nonlinguistic modalities (e.g., models) as an essential way to engage all students in the Science and Engineering Practices, (b) treated specialized language (i.e., a more formal register) as a product of learning science rather than a prerequisite, and (c) leveraged the affordances of different registers (i.e., everyday, specialized) based on the different communicative demands across different types of interactions. Finally, we provide suggestions for enacting these language instructional shifts with MLs across a range of classroom contexts.

TAKEAWAYS:
As all students, and especially multilingual learners, make sense of phenomena and problems, they use multiple modalities (both linguistic and visual) and a range of registers (from everyday to specialized) across different types of interactions to engage in communication of science ideas.

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

Roger Bybee's Biological Sciences Curriculum Study (BSCS) 5E Instructional Model is based on constructivist theories and enhances student inquiry through a series of planning strategies. This model is designed to incorporate all aspects of inquiry learning environments by engaging students and allowing students to explore the concepts being introduced, discover explanations for the concepts they are learning, and elaborate on what they have learned by applying their knowledge to new situations. Through the engage, explore, and explain stages of the model, knowledge about science is gained. In the elaborate stage, a problem is introduced and engineering and mathematics are used to help solve the problem. In this session participants will be introduced to the model through a states of matter lesson that can be adapted to the intermediate, middle, and high school levels. Three-Dimensional Learning will be highlighted and participants will have access to a 5E Model planning template.

TAKEAWAYS:
Attendees will gain an understanding of the 5E instructional model and how the stages incorporate Three-Dimensional Learning -- the framework of the Next Generation Science Standards.

SPEAKERS:
Christina Hilton (Central Indiana Educational Service Center: Indianapolis, IN)

In this session, participants will consider the ramifications of climate fatigue on generations who are and will continue to be responsible for climate-affecting decisions as scientists and citizens as well as the means to apply social-emotional learning (SEL) to equip educators and students with hope. Participants will explore the benefits (for educators and students) of integrating SEL concepts and benchmarks with the NGSS throughout educator and student learning experiences. We will identify connections between and opportunities for educator- and student-led discussions, advocacy opportunities, and giving educators and students ownership and agency in their learning through utilizing their backgrounds, interests, abilities, and voice. Participants will have access to strategies and tools that support the integration of SEL within climate science instruction and overviews of instructional units that lend themselves to building climate optimism.

TAKEAWAYS:
Participants will leave with a set of strategies and tools to implement with regard to their own relationships with climate science, as well as those they can use with other educators and their students to shift toward hope and advocacy.

SPEAKERS:
Erin Lark (Kognity: Stockholm, 0)

Preservice teachers using NSTA in lieu of a textbook create a library of resources, grow their network of professional colleagues, and enhance their content and pedagogical knowledge of science by actively engaging with NSTA digital resources, virtual programs, and community members within the NSTA website. Instructors receive a class landing page to manage their course and to easily access the digital resources, a private forum for asynchronous discussions, and an administrator's dashboard to monitor their students' engagement within the website. All instructors using NSTA in lieu of a textbook receive a free NSTA membership, and their students can become members of the Association through graduation. Students gain the ability to add NSTA’s Interactive E-Books+ Professional, professional learning units, and other fee-based resources to their library.

TAKEAWAYS:
Preservice teachers using NSTA as a Textbook (or as instructional materials supplement) create a library of resources, grow their network of professional colleagues, and enhance their content and pedagogical knowledge of science.

SPEAKERS:
Flavio Mendez (NSTA: Arlington, VA)

Based on the work of Andrew Ho and Margaret Heritage, this session will outline the four major “quadrants” of the assessment matrix and review the nature and the stakeholders for each. We focus then on the process of moving from a structured Formative Assessment Process to an Invisible Formative Assessment Process, and benchmarks for delivering high-quality assessment alongside high-quality instruction.

Lastly, we will focus on the NGSS specific requirements for classroom-based assessment and align it to the Herron scale of inquiry to ensure that our assessment process is inclined in the same direction as our instruction.

TAKEAWAYS:
Implementation of inquiry-based standards and the shift to a more inquiry-based classroom requires a clear vision of the assessment opportunities and processes classroom teachers will need to engage in and administrators will need to support and review.

SPEAKERS:
John White (Breakthrough Technologies: , IL)

John Sweller's Cognitive Load Theory in 1988 should have changed education, and yet, it is rarely talked about today. Knowing how students' brains become overloaded with information, leading to disruption and behavioral issues, can only enhance the time you have with your students. Learn about Germane, Intrinsic, and Extrinsic load, as well as how to use that knowledge to create lessons, assessments, and activities that target the learning you want the students to achieve. With specific, easy to use, and direct tips, this session will help teachers reduce unnecessary cognitive load and increase learning.

TAKEAWAYS:
Students come to your class as different learners. One thing they have in common is Cognitive Load! Find ways to teach more efficiently, reduce unnecessary cognitive load, and increase student retention by learning about Sweller's Cognitive Load Theory.

SPEAKERS:
Kirsten Landry (Kent Denver School: Englewood, CO)

Community Science Data Talks are short 10-15 minute classroom conversations prompted by local data and data visualizations, similar to a number talk or a notice and wonder activity. In such, students will begin with data visualizations and add lenses to examine their place, such as historical (e.g. policy of "redlining"), ecological (e.g. amount of tree canopy cover), socioeconomic (e.g. rental burden), personal (e.g. photographs they take). Throughout a Community Science Data Talk, students are positioned as the most knowledgeable agents about their communities and, by experiencing multiple data talks over time, the accumulation of multiple lenses on the same place should support students in making sense of how these places come to be over time and promote discussions about how science and math can help them understand, advocate for, and appreciate the places they live. We will share lessons learned from piloting these data talks with teachers in multiple countries and contexts.

TAKEAWAYS:
You will takeaway specific teaching tools including a description of the thinking behind a Community Science Data Talk, a how-to planning and implementation guide, and ideas for how to navigate student emotions towards collective actions around local environmental impacts.

SPEAKERS:
Imogen Herrick (Assistant Professor of STEM Education: , CA), Michael Lawson (Teaching Assistant Professor)

In this interactive presentation, the presenter will share a schoolyard science template and guide attendees through how to customize the template for their local community. The presenter will share examples and resources to support each component of the schoolyard science template including (a) the use of satellite imagery and schoolyard assessments to identify existing schoolyard resources, (b) connecting 3-D learning standards to place-based schoolyard science opportunities, and (c) opportunities for stewardship and civic engagement. The presenter will share several strategies to engage students with the SEPs in the schoolyard as they observe, measure, monitor, and experiment with their local environment. The schoolyard science template was developed as part of Advancing Science’s NOAA-funded grant to develop an environmental literacy plan in collaboration with Adams County, PA, school districts.

TAKEAWAYS:
Attendees will gain access to a schoolyard science planning template and the knowledge to customize the template for their local community. Attendees will learn to connect schoolyard resources with DCIs and SEPs to help students make sense of their local environment while learning science content.

SPEAKERS:
Valerie Stone (Gettysburg College: Gettysburg, PA)

In this workshop we will work through the "anchoring phenomenon" from the OpenSciEd Middle School space unit, which helps students see the relevance of astronomy by drawing on traditional indigenous astronomy knowledge, and students' own cultural knowledge to engage students in identifying and explaining patterns in the sky that set the rhythm for our lives. Participants will get a chance to experience the anchoring phenomenon, and share their own experience, expertise and ideas, to begin visioning how astronomy education can draw on student and community resources, connect students to traditional knowledge from around the world, and build on natural curiosity about questions that are older than Western history.

TAKEAWAYS:
Anchoring astronomy instruction in phenomena that invite connections between science and students' identities can support culturally sustaining pedagogy in the classroom.

SPEAKERS:
Zoe Buck Bracey (Senior Science Educator and Director of Design for Justice: Colorado Springs, CO), Thomas Clayton (K-5 STEAM Specialist: Berkeley Heights, NJ), Jamie Noll (BSCS Science Learning: Colorado Springs, CO)

The Next Generation Science Standards promote students doing science. Being able to assess them while they are engaged in the "doing" is essential. Attendees will take a deep dive into the SEPs and learn how to create rubrics that they can use to assess the SEPs while walking around and observing students as they work. The result? Higher student engagement and less papers to grade. This session is led by Dr. Carol Baker, NGSS Writer.

TAKEAWAYS:
Attendees will create a rubric that can be used in their classroom to authentically assess the SEPs.

SPEAKERS:
Carol Baker (NGSS: Orland Park, IL)

The NGSS and other standards based on the Framework of K-12 Education are quite complicated and often tricky to interpret. What teachers need is an easy-to-use reference guide to the standards, and since its release in 2014, the NSTA Quick-Reference Guide has become a perennial best-seller and an essential tool for many educators across the country. This session will be hosted by Ted Willard, the editor of the Quick-Reference Guide and formerly the in-house standards expert at NSTA. Ted will review the features listed above and how educators can use the Quick-Reference Guide to unpack the standards in their work developing curriculum, instruction, and assessment. Specifically, we will spend time exploring the crosscutting concepts in the standards using the tools and other resources in the Quick-Reference Guide.

TAKEAWAYS:
Participants will learn how to unpack the three dimensions using the tools and resources in the Quick-Reference Guide and will gain insights into the meaning of the crosscutting concepts.

SPEAKERS:
Ted Willard (Discovery Education: Silver Spring, MD)

Helping students make sense of science means planning for high-quality science experiences that engage students in all three dimensions of the NGSS. This session focuses on exploring the ASET 3-D Mapping Tool as a mechanism for planning lesson sequences and units that integrate the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts as outlined in the Framework (NRC, 2012). The presenter will lead the participants in analyzing an existing 6-8 curriculum with respect to the related standards, phenomena, learning objectives, science practices, crosscutting concepts, and disciplinary core ideas. The session is concluded by sharing the lessons learned from researchers and practitioners who have used the 3-D map in planning and revising NGSS-aligned science learning experiences. After working in small groups and engaging in whole-group discussions, participants will walk away with an NGSS planning tool and tangible unit and lesson plan ideas linked with NGSS.

TAKEAWAYS:
Participants will explore the ASET 3-D Mapping Tool for planning lessons and units that integrate the three dimensions of the NGSS. After working in small groups and engaging in whole-group discussions, they will leave with an NGSS planning tool and tangible unit and lesson ideas linked with NGSS.

SPEAKERS:
Stephanie Harmon (PIMSER (KY): No City, No State)

The Stan-X network is a world-wide partnership of public and private schools that work together to provide research-based learning experiences for students (https://stan-x.org). Through collaboration with the research group led by Dr. Seung Kim at Stanford University, the schools have adopted a fruit fly-based program that provides opportunities for authentic research that generates high-quality data and resources impacting the community of science. Stan-X program elements can fit flexibly into almost any science curriculum at middle or high school grade levels. In our session, we will detail the development and growth of our program and describe examples of courses that have been developed in schools in the U.S. and abroad. We will also describe how Stan-X works with schools to fund program creation and develop instructor skills for guiding students through authentic, open-ended research, while developing sufficient autonomy to modify or expand research-based science teaching.

TAKEAWAYS:
Through Stan-X, middle school and high school students learn science through authentic, open-ended, publishable research. Coordination between schools, both public and private, across the world can enhance scientific learning and research opportunities for your students and for teachers!

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

A lab done in science classes leads students to discover that the force of a hanging mass can be offset by the force of a spinning mass, finding equilibrium between centrifugal force and gravity. Discover how that same physics principle used in astronomy applies to the rotation of the Milky Way and led to the discovery of Dark Matter. Students will compare their calculations for circular and planetary motion with those for the rotation of the galaxy as collected by radio astronomer’s plotting the movement of neutral hydrogen. How will your students react when they discover these calculations don’t match? Learn how to lead your students through a discussion of the world of radio astronomers who grappled with the same problem when their data did not align with the laws of physics. The explanation became a new field in cosmology – the study of dark matter and dark energy.

TAKEAWAYS:
Students will learn that galactic rotational motion follows different rules than either circular motion or Kepler’s planetary motion laws. This led to the discovery of dark matter.

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

The NGSS provides a powerful set of performance expectations to guide improvements in science education. Translating these performance expectations into practices requires support and professional learning opportunities for teachers. Even after a decade, the conceptual shifts and three-dimensional learning laid forth in A Framework, and defined in the NGSS, continues to be a challenge. As we shift students’ learning experiences from "learning about" to "figuring out" so too should we offer professional learning experiences to educators that allow them to experience the three-dimensional elements of science authentically. Immersive or place-based professional learning for teachers builds understanding, empathy, and connection to the three dimensions of NGSS. Learn how to connect educators and enhance their understanding of disciplinary core ideas through immersive experiences.

TAKEAWAYS:
Participants will learn about the benefits of immersive and place-based learning and how it can bring the sensemaking process to life. We will provide phenomena and examples which fully engage the three dimensions of the NGSS approach, and are in use in daily practice by researchers and scientists.

SPEAKERS:
Rick Henningfeld (Vivayic, Inc.: No City, No State), Brian Beierle (Vivayic, Inc.: No City, No State)

How much assistance should teachers provide to learners and how should they schedule it? When should teachers mix together different kinds of practice problems? Are mnemonics useful? The pragmatic answers to these questions provided by cognitive science tap the innate strengths of human brain systems and have been shown to improve students' ability to retrieve and apply information. I will synthesize and present data about the effectiveness of a variety of different general learning strategies. I will utilize a variety of fun and engaging demonstrations of cognitive phenomena to help teachers understand and learn how to use these cognitive learning strategies. For example, attendees will try to remember new facts through self-testing or re-studying. I will interpret the results of the cognitive demonstrations, connect the results to existing lab-based and classroom data, and explain the brain-based mechanisms behind the effects.

TAKEAWAYS:
Attendees will learn how to apply multiple practical, flexible, and research-based cognitive strategies, including retrieving information from memory, distributing practice across time, scaffolding, and mixing together different examples, within their own classrooms to improve student learning.

SPEAKERS:
Jonathan Tullis (The University of Arizona: Tucson, AZ)

Going from pure to applied science is an emphasis today. STEM makes science applicative. A competitive workforce and making science relevant are reasons for making applicative connections. Do these “connective pushes” (e.g., STEM) make studying science for science’s sake worthwhile? We think so. We’ve created a biology-based assignment where students are involved in SEP through biomimicry after first studying seeds. We chose seeds to show how pure science can blend into the applicative sciences for two reasons. The diversity in physical characteristics and the means of transportation open possibilities for creative uses beyond what seeds themselves provide humankind. Using biomimicry as the driving force to incorporate the concept of SEP in lessons works well in the middle grades. Studying science, using argument from evidence, getting an inventive idea, building a prototype, and finishing with an engineered product is possible through biomimicry. The lessons cover about 3 class days.

TAKEAWAYS:
Attendees will learn the processes behind how learning pure science concepts can become STEM, by way of using both biomimicry and SEP in the classroom.

SPEAKERS:
William Sumrall (The University of Mississippi: University, MS)

I will take participants through my process of crafting sets of formative multiple choice questions that each use 2 of the 3 dimensions of NGSS, so that all dimensions are addressed. I will also show my process for refining free response questions to get the exact responses I am looking for and that allow for an ease of grading and seeing students’ understanding. I will provide examples from my own classroom & direct them to where they can find more examples from various storylines. As an iHub Chemistry writer, I learned to write 3-D multiple choice formative questions. An assessment graduate course taught me how to write quality distractors to see limits of student understanding and get useful feedback data. I merge these 2 in my own classroom to create assessments to get to what my students know. I will share my learning from these trainings and more to set teachers on the path to quality 3-D classroom assessments.

TAKEAWAYS:
Learn to craft three-dimensional assessments, multiple choice, and free response. Using quality distractors in multiple choice formatives allows you to pinpoint student misconceptions. Free response questions direct students to the specific response you want so that grading goes quicker.

SPEAKERS:
Sarah Evans (Olathe South High School: Olathe, KS)

Stars form in clouds of gas and dust in star formation regions, and follow sequences that end in their destruction. Plotting their changing physical properties on the H-R diagram shows their evolutionary progress. Plotting light curves on the H-D diagram determines instability regions as stars transition to the next stage. Stellar evolution provides the energy which drives the universe and determines its future. Nucleosynthesis creates the elements which will enrich the next generation of protostars and planets. The resources developed by UoL are a progression from understanding astronomical images to plotting stellar transitions through instability strips on the H-R diagram, to analyzing observational data with the same JS9 tools that scientists use to determine everything from the chemical composition of supernovas to determining whether a stellar core is a white dwarf or a neutron star. The JS9 investigations include links to the original research papers and archived data sets.

TAKEAWAYS:
All our knowledge of stars and galaxies is determined by spectroscopy -- the analysis of radiation emissions, including radio, infrared, optical, ultraviolet, gamma, and X-ray. Knowledge of spectroscopy is essential to understanding the processes producing the individual wavelengths.

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

Cultural misunderstandings often occur in many environments because of cultural norms that are ingrained in different people from their home environment, community, and heritage. This is especially prevalent in many STEM fields. People must be taught situational appropriateness for the different settings without diminishing the value of their cultural norms. Often these misunderstandings occur when dealing with interactions. Using the "3C" Model of Care, Culture, and Consistency, will allow educators to engage with them in more positive atmospheres that promote student learning in STEM for all. Showing students that you care, recognizing their cultures, and being consistent will enable STEM teachers and students to have a better understanding of one another, and will also create a positive learning environment where students feel valued and effective enough to want to pursue careers in STEM fields.

TAKEAWAYS:
By the end of this session, attendees will learn about their own biases as it pertains to student ability and be able to use the "3C Model" of Care, Culture, & Consistency to address their misconceptions and better service students of various cultural backgrounds.

SPEAKERS:
Kristen Antoine-Morse (East Baton Rouge Parish School System: Baton Rouge, LA)

The primary goal of Native Earth | Native Sky is to build culturally-relevant earth-sky STEM curricula that will increase the understanding of and interest in STEM fields for middle school students in three Oklahoma Native American nations. Providing a culturally-relevant STEM curriculum in a classroom can increase student motivation (Landson-Billings, 1995) for groups historically underrepresented in STEM careers. The theory of Two-Eyed Seeing, which places equal status on western science and Indigenous ways of knowing (Hatcher et al., 2009), and the pedagogical model of place-based learning (Semken, 2005) can be valuable tools for designing learning experiences for Native American students. This session will provide an overview of the program and lessons related to MS-LS2 Ecosystems: Interactions, Energy, and Dynamics, MS-ESS2-2 Earth’s Systems, and MS-ESS1-1 Earth's Place in the Universe using three-dimensional teaching and learning.

TAKEAWAYS:
How to increase student engagement by weaving cultural components and place-based learning with science and STEM curriculum.

SPEAKERS:
Sarah McDowell (Butner MS/ HS: Cromwell, OK), Angela Just (GRA)

Content for our presentation includes: Opening-Introduction, History and Background of uBEATS, Highlights of the Program, Standards Alignment to NGSS and NCHSE, and a Canvas course walk-through Activity-In this activity portion, we will be taking a “Deep Dive” into uBEATS. We will preview a selected sample Freshman biology unit (Cellular Biology) and show specific modules that could be integrated into that unit of study (Cellular Structure and Function, Mitosis, and Cancer). The modules used in this preview will provide two different interactive activities that we will complete together while viewing them in the module. These modules will provide a review of core content, provide an extension to the core content, and bring in a career connection (Careers in Medical Imaging and Therapeutic Sciences). Closing-Register, Module Preview, social media, Podcast

TAKEAWAYS:
In this session, attendees will walk away with a clear understanding of what uBEATS is, how to effectively use this resource, and be fully prepared for implementation in their classrooms.

SPEAKERS:
Zuzi Greiner (Instructional Technologist)

In this session, participants will experience and unpack the Phenomenon Questioning Technique and will be able to apply it in their classroom. Students observe a phenomenon and are given time to observe and wonder. In groups, students: - Ask as many questions as they can. - Don’t stop to discuss, judge, or answer questions. - Change any statements into questions. - Circle their best question. Remind students to think about what makes a good question as they make their choice (related to science, helps explain phenomena, able to be investigated or researched, etc.). - Share their questions on a “Student-Driven Question Board.” - ​​Using the commonalities, create one guiding question for the class. - Students reflect on how they did with questioning by way of the formative assessment.

TAKEAWAYS:
Participants will experience and unpack the Phenomenon Questioning Technique and will be able to apply it in their classrooms.

SPEAKERS:
Eric Hadley (Little Creek Nature Area: Florissant, MO), Rebecca Prokopf (Regional Curriculum Coordinator)

The Institute for Quality Science Teaching at the Museum of Science and Industry in Chicago is invested in helping teachers effectively implement the NGSS. Chicago area teachers use a variety of curricula, so we are developing a framework of high-leverage pedagogical practices that can be used with any NGSS-aligned curriculum to enhance science teaching and learning. The framework was designed with a focus on equity. All the pedagogies are backed by research demonstrating their effectiveness. Our goal is to move research into classroom practices that are accessible to all science teachers. We’ll review pedagogical focuses, particular pedagogical practices, and classroom strategies that can be most helpful in implementing the NGSS in classrooms. We’re developing a “how-to” guide for teaching with the NGSS, no matter which curriculum you’re using. We’re very excited to have a chance to share our thinking with teachers and to hear their thoughts and suggestions about our approach.

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

SPEAKERS:
Garrett Gray (Sr. Educator, School and Teacher Programs: Chicago, IL), Tara Flett (Sr. Educator IQST: Chicago, IL)

Develop your knowledge, skills, and confidence to lead your school or district toward successful NGSS assessment development. We will share one district’s journey to engage teachers in developing NGSS-aligned common assessments focused on SEPs, access, and equity.

TAKEAWAYS:
Develop your knowledge, skills, and confidence to lead your school or district toward successful NGSS assessment development with a focus on SEPs, access, and equity.

SPEAKERS:
Julia Smith (Riverside Unified School District: Riverside, CA)

In this session, I will present The Science and Engineering Community Walk, which engages students in authentic examinations of science and engineering activities in their communities. First, we will discuss the importance of exploring science and engineering practices outside the classroom, especially for students from minoritized backgrounds. Next, I will present the various parts of the activity, which is geared towards developing students’ observation and data collection skills. Third, we will break up into grade level groups to discuss how the Community Walk can be adapted for use in participants’ classrooms and identify focal Next Generation Science Standards. Finally, we will discuss how investigating the scientific and engineering resources of the community, and engaging families and communities in science learning, informs students’ and teachers’ visions for teaching and learning science.

TAKEAWAYS:
How investigating the scientific and engineering resources of the community, and engaging families and communities in science learning, inform students' and teachers' visions for teaching and learning science.

SPEAKERS:
José Rios (University of Washington Tacoma: Tacoma, WA)

We will engage with some examples of what has been used to prepare preservice and support novice teachers over the last 6 years leveraging HQIM to assist teachers with making sense of and planning to implement the NGSS. The session will cover how HQIM have been curated and modified to help teachers see examples of resources designed for the NGSS and then use those resources to plan and modify their instruction. Other resources for instruction and planning will also be shared.

TAKEAWAYS:
Ideas for ways use HQIM to help teachers understand and implement the vision of the Framework for Science Education, as well as resources to scaffold unpacking 3-D standards.

SPEAKERS:
Spencer Martin (Kansas City Kansas Public Schools: Kansas City, KS), Matt Krehbiel (OpenSciEd: New York, NY)

Food is a basic necessity of life, yet in the United States there are over 6,500 food deserts affecting 19 million people. Food deserts are geographic areas that lack access to affordable, healthy food options. During this session, participants will engage in conversations for how to address this inequity with students as they engineer food producing hydroponic systems. The Hydroponics storyline is the third in a series being developed by a group of 25+ educators from the midwest for science and agriculture teachers that engage students in developing explanations for agricultural phenomena and solving real-world problems. Students utilize the three dimensions of NGSS in each of the storylines as they learn about food systems, or the production, processing, distribution, and consumption of food products and interactions with the natural environment. Specific emphasis is placed on developing skills related to the Scientific & Engineering Practices and building Crosscutting Concepts.

TAKEAWAYS:
Participants will learn about a new storyline on hydroponics that explores food deserts which are geographic areas that lack access to affordable, healthy food options. Attendees will discuss one option for addressing this inequity with students as they engineer food-producing hydroponic systems.

SPEAKERS:
Chris Embry Mohr (Olympia High School: Stanford, IL)

Learn to design moments people will remember and experiences that can have immediate impacts by adopting a human-centered mindset. Human-centered design thinking lets you better understand people's needs, motivations, and concerns to create highly-effective learning experiences for teachers and students. Implementing NGSS and three-dimensional teaching and learning requires ongoing support and high-quality professional learning opportunities for all stakeholders in science education. This session will explore how strategies and methods found in human-centered design can be leveraged to create professional learning to address the complexities teachers face in shifting practices to meet the vision of A K-12 Framework and the three-dimensional pedagogy of the NGSS. These strategies will enable designers to create inclusive spaces and environments to enhance professional development. Likewise, these strategies can be used by teachers to facilitate the student sensemaking process.

TAKEAWAYS:
Participants will experience practical human-centered design processes, methods, and tools used to deeply understand the people they are looking to serve and to continuously innovate solutions. Participants will leave this session equipped with strategies to design impactful learning experiences.

SPEAKERS:
Abby Tolley (Learning Analyst), Brian Beierle (Vivayic, Inc.: No City, No State)

Participants will gain experience evaluating student learning across the three dimensions using authentic student work samples. Discussion will focus on lesson-level three-dimensional performance expectations and what counts as evidence of student understanding for the three dimensions targeted by the assessment task. We will also use data collected from these student work examples to identify patterns/trends teachers can use to inform instruction to ensure all students have access to science learning.

TAKEAWAYS:
Participants gain experience using the NSTA Student Work Analysis Protocol (open educational resource) and can share the protocol and application with colleagues in their school/district.

SPEAKERS:
Zoe Evans (Bremen City Schools: Bremen, GA), Kristin Rademaker (NSTA: Arlington, VA)

In understanding how cultural bias affects underrepresented populations, teachers as change agents can design learning communities to increase peer collaboration for gender and minority populations. As students interact with each other, teachers provide the cultural tools needed for students to take on the role as a scientist or engineer. We will explore the essential components for framing innovative learning communities for underrepresented STEM populations. First, we will analyze intentionality in selecting cooperative learning structures for making learning targets through different scenarios. Second, we will conduct a reading jigaw on the importance of peer collaboration for increased diversity. Third, we will analyze lesson planning for learning communities using student work samples, videos, and instructional strategies and techniques. Lastly, educators will reflect on sensemaking through collaboration in a group summary.

TAKEAWAYS:
Teachers as change agents provide the cultural tools to affect learning communities. This session will provide tools and techniques to improve sensemaking through peer collaboration for gender and minority populations.

SPEAKERS:
Leslie Birdon (Richwood High School: Monroe, LA)

STEM SAIL Ohio project team members will share how this grant-funded work is supporting science education in Ohio through focused regional partnerships. The discussion will include topics like: The Appalachian STEM Collaborative, a STEM Ecosystem that serves some of Ohio’s neediest students and has demonstrated exceptional growth in the wake of COVID-19. The DreamSTEM Educator Summer Externship Program, where teachers participate in business and industry activities and learn how those roles connect with their own content area. “STEM Stories” of teachers like Mark, a computer science teacher at an Ohio high school whose Game Design students are developing job training simulations for a local factory. Participants will see the immense value of cross-sector collaboration to advance classroom and workforce connections in STEM fields. They will be inspired to seek professional and industry connections to strengthen the classroom-workforce pipeline in their own schools and communities.

TAKEAWAYS:
Participants will learn about the STEM SAIL Ohio project from the perspective of program designers, STEM ecosystem partners, and Ohio educators. They will hear examples of activities designed to support teachers and student success, and will be encouraged to connect with their nearest STEM ecosystem.

SPEAKERS:
Sadie Norwick (TIES: No City, No State), Christa Krohn (Director of Learning Systems: , OH)

Every crisis brings opportunity, and behind the challenges we face as science educators is a looming opportunity to engage our students in some of the most important questions that affect their lives. Even our youngest students are acutely aware of the ways in which crises such as the Covid pandemic, extreme weather, and climate change have impacted their lives, and this awareness provides a genuine opportunity to engage students with the scientific process. Contrary to what the daily grind of the news cycle seems to tell us, we are actually living in a golden age of scientific innovation and discovery. Almost without exception, the crises we face today have scientific solutions, and each of them provides a way to make science meaningful, interesting, and exciting to our students. That is the challenge we face, but it is also why today is actually the “Best of Times” to be a science educator, and we should make the most of it.

TAKEAWAYS:
Participants will be presented with some of the principal challenges facing science educators around the nation, and will examine specific ways educators can respond effectively to these challenges.

SPEAKERS:
Kenneth Miller (Brown University: Providence, RI)

Our goal is to demonstrate how one large urban district combined the standards from science, social science and ELA to make sure these standards are taught, even in a curriculum that is ELA-centric. The vast majority of the time in the day doesn't attempt to cover science or social science standards. We've woven our standards alongside the ELA standards and topics so that we are certain there is time for science and social science. This is important because as one sales rep has said, "I know it looks like science, but don't worry, its really reading." We don't want a student's science or social science experience to be relegated to just a 'Science Friday' situation.

TAKEAWAYS:
Students need to figure out science and social science, not just learn about them. To think like scientists and social scientists, students have to DO the work of scientists and social scientists.

SPEAKERS:
Cory Nilsen (Rockford Public Schools: Rockford, IL), Joshua Rappuhn (Rockford Public Schools: Rockford, IL)

School leaders frequently require teachers to share learning targets and success criteria to provide tangible goals for students. However, science sensemaking requires that students figure out, not learn about, science ideas by making sense of phenomena. Learning targets can undermine this sensemaking if they're written, as is often expected, in ways that give away the content. Our collaborative group of teachers developed a way to write learning targets to meet leadership expectations, support the intentions of learning targets, AND preserve the three-dimensional sensemaking at the core of A Framework for K-12 Science Education. This participatory presentation will share our tools and approach to integrating SEPs and CCCs into learning targets, as well as reflections on how this work supports deeper phenomenon sensemaking and standard alignment. Attendees will consider and discuss these tools and reflections, including application to their own classroom contexts.

TAKEAWAYS:
Attendees will explore how dimension-aligned sentence stems help to make science learning targets and success criteria more 3-D and supportive of sensemaking. They will consider how the resulting targets and criteria support administration goals while improving teacher planning and practice.

SPEAKERS:
Richard Carroll (Teacher: Green River, WY), Matt Freze (Science Teacher: Green River, WY), Shawna Mattson (Green River High School: Green River, WY), Megan Allen (Teacher: Green River, WY), Katie Camis (SPED Teacher / support science: Green River, WY), Clare Gunshenan (University of Wyoming: Laramie, WY)

Participants will understand the importance of building a positive STEM Identity and integrating it into the K-12 curriculum. Demonstrated strategies will create an environment that promotes competency, curiosity, and confidence in students to pursue STEM fields. Hands-on activities will showcase how to implement this mindset, and two lessons will demonstrate layering activities to reinforce confidence and competency. Attendees will learn to utilize students' "working knowledge" to engage in STEM activities, reinforcing this mindset and science standards. Practical tools and resources will be provided to support students in developing a positive STEM identity. This session is ideal for educators empowering their students in STEM, regardless of their background or experience. Participants will leave inspired and prepared to positively impact their students' STEM identity.

TAKEAWAYS:
Unlock students' STEM IDENTITY with hands-on strategies that inspire confidence, curiosity, and STEM skills. Learn how aviation and aeronautics can promote a growth mindset and create real-life engineering scenarios and career connections. Get free resources and actionable steps at this session.

SPEAKERS:
Jennifer Stormer (3-6 STEM Teacher/ Elementary and Teacher Curriculum Specialist, Air Camp USA: Union, OH), Christina Davis (Air Camp USA, Inc.: Dayton, OH)

Using Jamboard, the attendees reflect upon, and then share with a shoulder partner, their prior knowledge with hydroponics. Next, we define hydroponics, provide a brief history of the method, and discuss its relevance in industry and economics. Following, we detail our challenge-based learning experience. In it, we asked students to grow basil cheaper than store-based brands and presented the lesson’s constraints and criteria to them. Students, then, iteratively engaged in basil/hydroponics research, brainstormed variables to test, planted and maintained their basil, collected and interpreted data, and conceptualized their findings. As an outcome, students organized posters, which identified and argued the conditions to complete the challenge. We also reflect about how the experience elevated students’ engineering practices and other NGSS outcomes. To conclude the session, attendees will brainstorm strategies to integrate hydroponics into their classroom. All resources will be shared.

TAKEAWAYS:
Attendees will examine a challenge-based learning experience using hydroponics and conceptualize hydroponics as a classroom activity to help students apply engineering practices.

SPEAKERS:
Andrew Kipp (Texas A&M)

If NGSS lessons address all aspects of STEAM in every lesson, students will actively engage & be excited every day. Post lockdown, classroom challenges include apathy and pushback, but if students have an expectation of coming to a classroom where they will be advancing, engaged, and busy, and let’s say it-- having fun (!), students achieve at high levels. In this presentation, five mini-unit lesson plans are presented with all 5 STEAM facets incorporated into each. The five lessons cover different MS DCI’s, with their SEP & CCC’s. Example: MS-PS1-3 & MS-ESS3-3. Lesson starts with mini-Math (M) review/game on density mathematics, Jeopardy style. Followed by a short experiment/exploration/play time with floating objects in water (S), (they separate by density, floating or sinking). Then small group online explorations (T), of kinds of plastics & objects contained in Great Ocean Garbage Patch (GOGP), how they got there, etc. Then do posters or presentations using art, (A) on findings.

TAKEAWAYS:
Participants will take home 5 examples of lessons which utilize a basic STEAM lesson plan template, which will make NGSS Science lessons fun and fast-moving, while incorporating every aspect of Science, Technology, Engineering, Art, and Mathematics (STEAM). These are all Monday-doable!

SPEAKERS:
Julie A. Smith (Lennox Middle School: Lennox, CA)

News reports of accidents and hazards reinforce the need for ongoing leadership and advocacy for safe science classrooms (Gerlovich et al., 2007; West et al., 2003). In this session, participants will review free resources on school science safety (NGSS, 2013; NSTA, 2015). To enhance training and learning about safety, participants will also examine multiple superhero examples to use as case studies. Superheroes have been a mainstay in popular culture for decades. Science teachers can harness this widespread interest to elevate instruction and advocacy for science safety. Example illustrations include reporting accidents (Spider-Man, Hulk/She-Hulk), never working alone (Flash), keeping a tidy workspace (Moon Girl), handling living organisms (Ant-Man), and more. In addition to specific case studies, teachers will practice analyzing popular culture and research for wider engagement. They will also review important copyright parameters and “fair use” in classroom instruction.

TAKEAWAYS:
In this interactive session, participants will explore multiple superhero case studies as tools for enhanced science safety training and advocacy, applying materials and policies from NSTA and other sources. Attendees will also examine copyright “fair use” with multimedia resources in the classroom.

SPEAKERS:
Daniel Bergman (Wichita State University: Wichita, KS)

Students collaboratively figuring out phenomena or solutions is key to the NGSS. Teachers need tools to facilitate these discussions into academically rich experiences that support ALL students. Science investigations offer opportunities for engagement for all, but need to be guided expertly. Student engagement is critical for academic success, especially for our English Learners, Special Education, and Foster Youth. Science investigations offer a way to engage students at any level and keep them excited about learning. While working through phenomena, students need to crystalize their own thinking, then share these thoughts with others in order to fully develop them. To do so, certain academic language and terms must be used. Through the shared activity of investigating phenomena, students work through science concepts and use the needed science vocabulary. Teachers guide the discussions through scaffolded questions that facilitate student communication by clarifying their t

TAKEAWAYS:
Learn to lead students to conceptual understandings by using discussion tools, academic language, and discussion routines that promote equity and engagement.

SPEAKERS:
Heather McDonald (Riverside Unified School District: Riverside, CA), Julia Smith (Riverside Unified School District: Riverside, CA), Shannon Dadlez (Riverside Unified School District: Riverside, CA)

Our students make sense of science and construct their ideas from many experiences, then use that “knowledge” as a foundation for their learning. However, it may not always be a solid foundation. We can help students develop their science knowledge through a deeper understanding of the misconceptions they hold, using phenomena, observation, sensemaking, and robust assessment. We can then assess students’ ideas and misconceptions in the sciences at various grade levels creating and using research-based assessments, understanding the importance of including their ideas in those assessments. When each item contains a choice between a scientifically correct answer and a common, widely-held, student misconception, we can more accurately evaluate our students’ true understanding of the DCI components of the NGSS.

TAKEAWAYS:
Educators will learn how to work with misconceptions that students hold in order to incorporate those into useful assessments. Use students’ sensemaking to discover ways to get at those ideas, and share your students’ misconceptions, hear others as well, and build research-based assessments.

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

Through an interactive presentation, participants will engage with the learning concepts presented a "Sagging Circuits" lesson. Participants will build an electric grid using materials provided by The Energy Coalition’s program: Energy is Everything. The lesson will connect to real-world scenarios by portraying a town’s electric grid and monitoring the supply and demand. The lesson incorporates a story describing the various energy-use activities occurring to monitor the town’s energy consumption and manage the city’s electricity supply. Participants will be instructed to build a series of circuits to depict the energy load on the electrical grid and record their data on a handout and graph their daily load profiles on graph paper. Additionally, the lesson will inspire a discussion of the impact of renewable energy resources on the power grid.

TAKEAWAYS:
This hands-on, standards-aligned workshop will show the influence of engineering, technology, and science on society and the natural world. Participants will leave the workshop with concepts and strategies to implement a similar lesson with their students.

SPEAKERS:
Hanna Buechi (Sr. Project Coordinator: Irvine, CA), Jasmine Pineda (Project Manager: Irvine, CA)

Differentiation in the science classroom is essential for student learning, allowing students to enter the lesson from different points and gain the tools to access material and ensure enduring understanding. In this session, participants will learn about a variety of strategies they can use in their classroom to engage students, identify misconceptions, provide varied practice activities, and offer choices in the learning progression. Differentiation seems to be a wide umbrella, but this session aims to narrow the focus and provide teachers with tools and tips they can implement as soon as they’re home from NSTA!

TAKEAWAYS:
Takeaway a deeper understanding of approaches to differentiation, including both small- and large-scale strategies that are applicable to all science classrooms. Strategies range from simple techniques that can be implemented during a portion of one class, to unit-long approaches.

SPEAKERS:
Kellie Dean (Adlai E. Stevenson High School: Lincolnshire, IL), Jin Kyung Hwang (Adlai E. Stevenson High School: Lincolnshire, IL), Molly Sponseller (Adlai E. Stevenson High School: Lincolnshire, IL)

Many educators do not utilize integrative STEM to its full potential. Integrative STEM benefits all students but can be especially impactful for gifted learners for whom academics come easy and struggling learners who constantly overcome failures. When STEM is done in homogeneous groups, students often contend with collaboration challenges and are forced to compromise. When working in heterogeneous groups, it is often the struggling students who are able to persevere in the face of failure and adversity that serve as leaders. In this session, attendees will be presented with the benefits of integrative STEM for their diverse learners. Examples of the positive impact it has on struggling learners and high achievers will be shared. Finally, attendees will leave with ideas about how to implement integrative STEM in their own classrooms based on their individual needs.

TAKEAWAYS:
Attendees will learn how integrative STEM benefits all students when done collaboratively.

SPEAKERS:
Erika Neuman (University of Texas at San Antonio: No City, No State)

Making the move from a traditional grading system to a standards based grading system can be an overwhelming task. It was especially challenging for two of Stevenson High School’s largest teams: AP biology (10 teachers) and accelerated chemistry (18 teachers). We will share how we came up with our standards and our success criteria for teaching skills and scoring student work. We will also share how those standards and success criteria have changed over the last four years. Attendees will be able to view our assessments, look at student work, and then score sample assessments. Presenters will also share several different calibration strategies that have worked for our larger team, ranging from Google jamboards, Google slides, and Google forms.

TAKEAWAYS:
Attendees will walk away with a scaffolded way to determine the skills they want to assess in their course and how they can begin to develop success criteria. Attendees will also take away some strategies for how to calibrate their scoring.

SPEAKERS:
Kristen One (Adlai E. Stevenson High School: Lincolnshire, IL), Nathan Gustin (Adlai E. Stevenson High School: Lincolnshire, IL), Karen O'Connor (Adlai E. Stevenson High School: Lincolnshire, IL)

Curriculum compacting replaces content that students already know with new content, enrichment options, or other activities. It can be effective for: students who have already mastered the material and those students that may learn material quickly. Research shows that students who received compacted curriculum scored significantly higher on achievement posttests than their peers who received "all of the work" with no compacting. On my team, we compacted curriculum for several units last year and our mastery scores drastically improved on STAAR from prior years. Compacted curriculum allowed our GT (and advanced) learners to have an opportunity for enrichment rather than learning things they already knew. Participants will be receiving resources and examples of curriculum compacting in science. They are encouraged to ask questions throughout. During the session, attendees can look at their own curriculum to determine where in their science units (and when) they could try compacting.

TAKEAWAYS:
1) Attendees will learn WHAT Curriculum Compacting is and WHY it is so important in the science classroom. 2) Attendees will be shown HOW to begin compacting in their classrooms. 3) Attendees will walk away with resources to help them begin compacting, and will be given opportunities to ask questions.

SPEAKERS:
Sandra Rodriguez (Katy ISD: Katy, TX)

OpenSciEd Chemistry units use a storyline approach to help students figure out answers to their questions in a three-dimensional, coherent, and equitable way. In this session, participants will experience that approach firsthand as they engage with the unit’s anchor in "student hat", experiencing the content as students do in the classroom. Participants will also see how students develop understanding of atomic structure and electrostatic forces through a coherent series of investigations. These investigations include using a Kelvin water dropper and everyday items to reason about static electricity; using simulations and physical models to build understanding of atomic structure and charge transfer; measuring forces of attraction and repulsion to derive Coulomb's Law; and measuring electric current in solutions of different salinity to determine how salts are able to conduct electricity in aqueous solution.

TAKEAWAYS:
This unit supports students as they figure out understandings of atomic structure, charge, and the role of matter, forces, and energy in lightning. Participants will see how students build these ideas through a series of investigations.

SPEAKERS:
Dan Voss (Northwestern University: Evanston, IL), Kerri Wingert (Good Question Research: Boulder, CO), Rachel Patton (Denver Public Schools)

Climate kNOWledge engages all 6th grade students from the Howard County Public School system (MD) in learning about and understanding climate science and climate justice through a 45-day science unit. The goal of Climate kNOWledge is to bring current climate science into the classroom while helping students understand the disproportionate impacts climate change has on communities worldwide. Students participate in two field experiences; a schoolyard data collection where hands on protocols help them understand specific climate phenomena like the urban heat island effect, and an offsite field trip to learn about climate change solutions. The unit culminates in student-led action projects that are grounded in evidence-based reasoning and address a local climate change impact. This session will provide an overview of the new Climate kNOWledge unit and will discuss strategies for leading meaningful and educational conversations around climate justice topics with young audiences.

TAKEAWAYS:
Participants will learn strategies for leading conversations about climate justice with students. We will showcase activities, case studies, and other tools that lead to successful learning environments where students feel empowered by knowledge to seek positive changes in their own communities.

SPEAKERS:
Bess Caplan (Howard County Conservancy: Woodstock, MD)

This presentation will include a description of the participants accepted by AEOP RESET, a breakdown of the components of the program, and an overview of the past cohorts of the program. The session will be divided into the following time sections: AEOP overview (10 minutes); RESET overview (10 minutes); examples from previous cohorts (10 minutes); information about how to join and obligations (10 minutes); and questions from the audience (remaining time). Research in the STEM content areas is vital to the success of our nation. In AEOP RESET, educators have an opportunity to participate in real-world research at Army research centers or with universities conducting research funded by the DoD. They then work collaboratively with other educators around the nation to create standards-aligned STEM unit plans. This program seeks to help educators answer the “when will I ever use this” questions that students are asking!

TAKEAWAYS:
The audience will leave with information about AEOP programs, specifically RESET. Attendees will receive information about how to become involved with the AEOP RESET program.

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

Explore the intersection of emotion, place, and issues of justice to support students' motivation, engagement, and deeper learning in the STEM classroom. We present 2 flexible practices (e.g., low-floor and high-ceiling tasks) that have been researched across classrooms in the United States and South America. The first practice is called photovoice, which can be used to uncover student thinking and engage deep reflective sensemaking using the medium of photography as a launching point for student-driven inquiry. The second practice is called Community Science Data Talks, which layer different lenses of data (e.g., percentage of tree canopy coverage across a city, intra-urban heat, air quality, etc,) onto students' local communities and prompt discussions as students make sense of local issues of environmental justice. We will share lessons learned are how these two strategies support students in making sense of complex socio-scientific issues and constructing hope for their futures.

TAKEAWAYS:
You will takeaway teacher tools to support planning and implementing each flexible practice, along with understanding how these practices have played out with teachers and students. These takeaways will be supported by student and teacher examples of work with, and reflections on, these practices.

SPEAKERS:
Michael Lawson (Teaching Assistant Professor), Imogen Herrick (Assistant Professor of STEM Education: , CA)

This presentation will involve a Google Slide show detailing why some of our beloved labs do not meet the NGSS standards and how we can adjust these labs through phenomena, critical thinking questions, CER, and rubrics to meet those standards. Furthermore, this presentation's primary purpose is to highlight why we struggle with "students today." It is a fact that students have changed; we expect students to change. It's the fact that we as educators have not adapted to the students that are in front of us today. They have changed but have we, as educators? Have our lessons and lab experiences changed with them? This presentation will show how to adapt and adjust old lab experiences (biology, chemistry, environmental science, and physics) to meet the NGSS standards and why newer phenomena-based lessons differ from old recipe labs. If time permits, teachers will work on a lab they want to update.

TAKEAWAYS:
The main takeaway from this presentation will be how we incorporate rubrics, critical thinking questions, and phenomena into our lab experiences to meet the students & standards of today—cultivating an engaging and collaborative experience for the students.

SPEAKERS:
Dennis Dagounis (Berkeley Heights Public Schools: Berkeley Heights, NJ)

As science educators, we often ask our students to make sense of phenomena that have a direct impact on human life such as hurricanes, floods, or wildfires. During this session, participants will explore free online modules which contain uncertainty-infused argumentation sets and interactive models that allow students to explore these events. Students’ work samples will be examined to see how their capacity for developing scientific arguments grows as they learn more about natural hazards. These samples include making claims from evidence, writing explanations that support their claims, and discussing the uncertainty of their explanations. The uncertainty discussions also include students’ evaluations of the models and data presented. This session is designed to introduce you to the modules and demonstrate how using them can strengthen your teaching and deepen student understanding of natural hazards through modeling and argumentation.

TAKEAWAYS:
Participants will explore a series of simulations designed to deepen students’ understanding of natural hazards. They will create a free account to access these simulations and associated curricula. An emphasis on the practices of modeling and argumentation will be used as part of the sensemaking process.

SPEAKERS:
Stephanie Harmon (PIMSER (KY): No City, No State)

Presenters will discuss the Omaha Henry Doorly Zoo and Aquarium's Zoo Afterschool Program and the way in which they utilize their access to the zoo to broaden and deepen their student's understanding of the natural world by teaching lessons and then connecting those lessons to the student's observations of animals in the zoo. They will then discuss how participants in the workshop can translate the lessons that we have taught to the unique resources in their community.

TAKEAWAYS:
By focusing on how to best engage with your unique resources, you can enrich the lives and the learning of your students, and help them connect with their community.

SPEAKERS:
Mark Richter (After-School Site Coordinator: Omaha, NE), Kenzie Meegan (Omaha Henry Doorly Zoo: No City, No State)

STEM Career awareness has been done in many ways, as has STEM experiences. Students doing research projects is not new, nor is having mentors. What IS novel is how a coordinated effort to move students from career awareness to interest, to proficiency, through doing research in a mentored and well-resourced environment with extensive Teacher PD at the core, really results in 89% of the students choosing a STEM career. Based on a 12-year case study, the combination of intentional (teacher/student) support centered around a specific STEM career has outcomes tracked in a free online database. This presentation will share the formula, coach teachers to create their own implementation plan during the session, and offer web access to the free online database so teachers/students can track their own progress and benchmark it to aggregated anonymous data of others doing similar programs. Teachers are able to pull/share a PDF report of their own outcomes and as compared to others.

TAKEAWAYS:
Participants will leave with a written plan for their chosen career focus and lists of resource suggestions to help implement this program locally, as well as access to an online data tracking system where they can benchmark outcomes and receive tabulated reports at no charge.

SPEAKERS:
Jill Ott (Science Coach: Saint Louis, MO)

Collaborating with teachers to support their professional growth is a key role for coaches and leaders. How we deliver feedback designed to strengthen instruction determines if teachers will apply it or not. This session looks at a 6-step structure that positions coaches and administrators as instructional leaders. The structure includes clarity on what is being shared, evidence of how the suggestions are connected to practice, and actionable ideas that, when implemented, will make an immediate impact on teaching and learning.

TAKEAWAYS:
Gather specific evidence from classroom observations and frame relevant feedback in a way that partners leaders/coaches with teachers and leaves them feeling valued, supported, and empowered to improve instruction tomorrow.

SPEAKERS:
Connie Hamilton (Author/Consultant: , MI)

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 session exhibits challenged-based learning and organizes traditional classroom laboratories (i.e., investigate phenomena, teacher-led procedure, collect and analyze data, conclusion) into challenge-based learning experiences (i.e., engage with problem, student-led procedure and investigation, and act upon data). First, attendees reflect, problematize, and share about traditional classroom laboratories. Next, the presenters compare the models and frameworks of traditional and challenge-based learning experiences and strategize (e.g., do not limit goals, differentiate between amount of procedure/student agency, iterations of experimentation, optimize solution) to reconceptualization traditional laboratories into challenge-based learning experiences. Finally, the presenters challenge the attendees to redesign a traditional learning experience into a challenge-based learning experience; attendees share their redesigned experiences with their peers. All resources will be shared.

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

SPEAKERS:
Andrew Kipp (Texas A&M)

This presentation helps K-8 educators, often with limited time for science, to encourage scientific thinking and an engineering mindset everyday by integrating activities into their current schedules. 1) Discussion of STEM research and the classroom challenges of time, resources, and training 2) Brief review of the crosscutting concepts, science and engineering practices, and 21st Century skills 3) Introduction of six specific 15 minute activities and their use as bell ringers (work students do when they enter the classroom), centers, or stand-alone activities. Educators participate as a student and learn to develop these types of activities. 4) Introduction of a method for using picture books to emphasize the science and engineering practices, crosscutting concepts, and engineering thinking all while saving time by integrating ELA and science using graphic organizers and writing prompts. 5) Educators use a tool to create an action plan for their own classrooms.

TAKEAWAYS:
K-8 educators will learn how to encourage scientific thinking and an engineering mindset everyday with specific 15 minute activities and ELA integration ideas.

SPEAKERS:
Emily Starr (STEM Specialist: Clinton, IA)

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)

How do we build teacher capacity and leadership skills using collaborative opportunities and content-focused coaching in an urban, high needs district? In New Brunswick, NJ, science supervisors, specialists, and district leaders worked together to support teachers in becoming science/STEM leaders and agents of change in the science field through the creation of a variety of collaborative spaces including high-quality professional development focusing on data-driven instructional practices, content-focused coaching sessions, and teacher-facilitated community events. Cohorts of grade 3-5 teachers engaged in the development of personal and district-wide content and pedagogical goals, reflected on the effectiveness of current science instructional practices & identified areas for growth, designed an implementation plan for the enactment of high-quality Science Instruction & 3D Assessments, and developed action steps to raise the profile of science education in the district and community.

TAKEAWAYS:
We will explore how to successfully and effectively build teacher capacity and leadership skills through high-quality professional development, focusing on data-driven instructional practices, content-focused coaching sessions, and teacher-facilitated community events.

SPEAKERS:
Cynthia Ruszczyk (New Brunswick Middle School: New Brunswick, NJ), Elizabeth Nunez (New Brunswick Public Schools: New Brunswick, NJ)

We will explain how interdisciplinary collaboration between Westminster College’s education and science departments led to hosting a STEAM Night for the community. Our goals were to generate an active-learning opportunity for college students to learn and implement teacher pedagogy, appreciate the basics of STEAM concepts, and use soft skills necessary for their future careers. To accomplish this, college students created STEAM stations so elementary students could learn STEAM concepts and build a love for science! During this session, we will focus on developing and implementing this service learning project entitled “STEAM Ahead!” Attendees will participate in one STEAM station, and discuss ways to incorporate service learning that promotes STEAM education. Through interactive discussions, we hope teachers can learn from our experience as we continue to learn from a community of educators.

TAKEAWAYS:
Attendees will learn how to design a service learning project that facilitates interdisciplinary collaboration between education and science departments. We will identify key stakeholders and potential pitfalls in planning a STEAM Night for the community.

SPEAKERS:
Matt Howell (Assistant Professor: Fulton, MO), Johanna Morrow (Assistant Professor of Biology and Environmental Science: Columbia, MO), Tami Ensor (Westminster College: Fulton, MO)