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 (CEO: Omaha, NE)

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: Clive, 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: Blacksburg, VA)

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: Vancouver, WA), Sharon Cates (Phenomenon Science Education: Greenfield, MA), Zoe Evans (Bremen City Schools: Carrollton, GA), Leah Litz (Omaha's Henry Doorly Zoo & Aquarium: Omaha, NE)

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 (University of Washington: Salt Spring Island, BC), Tana Luther (Louisiana Dept. of Education: Baton Rouge, LA)

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 (Lincoln Public Schools: Lincoln, NE), Betsy Barent (Lincoln Public Schools: Lincoln, NE)

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: OREM, UT), Julie Siebach (Alpine School District: Loveland, OH)

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 (: Elmhurst, 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: Carrollton, 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: Staunton, 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)

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: Saint Charles, MO)

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, KS), Abigail Depperschmidt (Solomon USD 393: Bennington, KS), Beth Pesnell (Kansas State University: Manhattan, KS)

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 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: Grayslake, IL), Whitney Mills (BSCS Science Learning: Shawnee, KS), Abraham Lo (BSCS Science Learning: Ambler, PA), Molly Leifeld (Saint Paul Public Schools: Saint Paul, MN), Matt Krehbiel (OpenSciEd: Derwood, MD)

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: Carlock, IL)

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: Lincoln, NE), Kelley Turner (Winchester Public Schools: Winchester, VA)

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: Pembroke Pines, 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: Bronx, NY), Adriana Romanzo (The Mount Carmel Early Childhood Center: Brooklyn, NY), Abigail Schwenger (Research Associate: New York, NY)

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: Owings Mills, MD)

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: Oklahoma City, 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: University City, MO), Alex Gerber (Instructional Specialist: University City, MO)

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)

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 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: O Fallon, IL)

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)

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: Ann Arbor, 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)

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: Houston, TX)

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: Blacksburg, VA)

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)

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 (University of Washington: Salt Spring Island, BC), Brian Mandell (Smithsonian Science Education Center: Washington, DC), Molly Talbot (Louisiana Dept. of Education: New Roads, LA)

N/A

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

SPEAKERS:
Zoe Evans (Bremen City Schools: Carrollton, 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: Freeport, IL)

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: Oakland, 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: Greenfield, MA), Leah Litz (Omaha's Henry Doorly Zoo & Aquarium: Omaha, NE)

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: Chicago, IL), Andrew DeVivo (Chicago Public Schools: Chicago, IL), Carla Shortino (Chicago Public Schools: Chicago, IL)

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 (Piper School District USD 203: Kansas City, KS), Stephanie Alderman-Oler (Kansas State Dept. of Education: Topeka, KS), Spencer Martin (Kansas City Kansas Public Schools: Kansas City, 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 (StarrMatica)

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: San Antonio, TX)

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 (TinkerCast and Valley School of Ligonier: Laughlintown, PA), Rebecca Caban (Educational Producer: Brooklyn, NY)

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: Silver Spring, MD), 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: Washington, DC), Melissa Anley-Mills (U.S. EPA: Washington, DC)

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)

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)

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)

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: Lincoln, NE)

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)

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: Long Beach, CA), Jenine Cotton-Proby (BSCS Science Learning: Waldorf, MD), Janna Mahfoud (BSCS Science Learning: Laveen, AZ)

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: Derwood, MD)

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: Bronx, NY), Adriana Romanzo (The Mount Carmel Early Childhood Center: Brooklyn, NY), Abigail Schwenger (Research Associate: New York, NY)

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: Edgerton, KS)

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: Vancouver, WA)

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: Derwood, MD)

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: St. Charles, MO), Rebecca Prokopf (Regional Curriculum Coordinator: Saint Louis, MO)

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)

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)

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: Lafayette, IN), Brian Beierle (Relevant Classroom, a Division of Vivayic, Inc.: Wauwatosa, WI)

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: Rancho Cucamonga, CA), Julia Smith (Riverside Unified School District: Riverside, CA), Shannon Dadlez (Riverside Unified School District: RIverside, CA)

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)

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: San Antonio, TX)

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: Omaha, NE)

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: Grandville, 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)

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 (StarrMatica)

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: Rochester, NY), 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: Hamilton Township, NJ), Elizabeth Nunez (New Brunswick Public Schools: Passaic, 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 Streeter (Ensor) (Westminster College: Hallsville, MO)

Nature, we vacation near it, we immerse ourselves in it, we need it for survival. A student’s natural curiosity about nature and the world around them can drive science learning and outcomes. Investigating natural phenomena within your state and close to your school creates authentic and relevant opportunities for students to research their local ecosystems. Experiences with nature not only promotes learning, but can help close the achievement gap (Liberman, 1998. Closing the Achievement Gap.) Citing studies, we will discuss how spending time in nature is healthy for students, faculty, and staff. Nature can lower blood pressure, calm anxiety, and improve mood. Using Missouri Department of Conservation’s Discover Nature Schools Curriculum as an example, we will discuss how taking learning outside can meet NGSS Ecosystems: Interactions, Energy, and Dynamics and the Earth and Human Activity Strands. We will discuss ways to find and/or create nature experience near you.

TAKEAWAYS:
Nature is everywhere, accessible to everyone; from studying a crack in the sidewalk, where ants and other insects travel, to studying ponds, prairies, and forests. I can find and create nature study opportunities at my school, whether it is urban, suburban, or rural.

SPEAKERS:
Kathi Moore (Conservation Educator: HANNIBAL, MO), Sherri Russell (State Wildlife Veterinarian: Jefferson City, MO)

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: Carrollton, GA), Kristin Rademaker (NSTA: Freeport, IL)

Findings from this qualitative narrative inquiry that explored the lives of six women participants in an indoor agriculture associates in applied science (AAS) program in the United States, tell the stories of their memorable science experiences. The narrative process of restorying the women’s memorable science experiences gave voice and agency to their lives and provided perspective on the lives of women who have persisted and succeeded within the newly emerging STEM field of indoor agriculture. Narrative threads that emerged from the women’s stories included family and school influence, their pivotal and transformational participation in the indoor agriculture AAS program, and a theme of identity around science identity construction. Concerning their participation in this narrative inquiry process, the women conveyed appreciation for the opportunity to reflect upon and give voice to their memorable science experiences while making sense of their lives in the process.

TAKEAWAYS:
Gain viewpoints into the lives of women who have persisted and succeeded in the newly emerging STEM field of indoor agriculture, better understanding the themes of family and school influence, pivotal and transformational experiences in indoor agriculture, and science identity construction.

SPEAKERS:
Dr. Kim Kolasa (Assistant Vice-President, Partnership Development: Republic, MI)

This presentation will give an overview of how to incorporate an Innovations Technology STEM class into the elementary building schedule. This STEM and engineering course has been offered for grades K-5 at Orchard Farm School District in St. Charles Missouri for years. Often science is overlooked in the elementary school schedule and is often pushed to the side for more time for ELA and mathematics, especially after the Covid-19 pandemic. This course has enabled our students to stay ahead of the curve as engineering scientists, and this presentation will enable participants to ask questions, explore curriculum, as well as give benefits they could bring back to their buildings to incorporate a class like this at their schools. Participants will explore how NGSS standards, makerspace opportunities, and CS curriculum are all used to build a creative curriculum to engage the littlest scientists on a consistent basis!

TAKEAWAYS:
Participants will learn the characteristics of Orchard Farm School District's Innovation Technology class at the elementary level, including curriculum ideas, ways to build the course into an existing schedule, and STEM and NGSS implications!

SPEAKERS:
Melissa Tackett (Innovations Technology Teacher: Wentzville, MO)

This presentation explores transdisciplinary STEM strategies that foster critical thinking, creativity, communication, collaboration, and resilience in students. The session will focus on providing learning opportunities that prioritize contexts of societal relevance and student/community interests, while highlighting the importance of having the skills and knowledge necessary to solve real-world problems. Participants will learn about phenomenon-based learning, unit planning with NGSS, inquiry-based lesson planning, and other strategies that promote student-centered learning. The presentation will also showcase strategies for integrating science, technology, engineering, and mathematics into the learning experience, emphasizing the importance of inclusive practices that recognize and value diverse perspectives. Through this session, participants will gain insights into how to create more inclusive and equitable learning environments in STEM education.

TAKEAWAYS:
This workshop focuses on equipping students with skills to solve real-world problems in STEM fields through relevant learning opportunities, effective tools and strategies, and the integration of 21st century skills.

SPEAKERS:
Kara Ball (Teacher Created Material: Huntingtown, MD)

In 2019, The Louisiana Department of Education was awarded an Education, Innovation, and Research(EIR) grant titled “Improving Pre-Engineering and Computer Science Education through Micro-Credentials”. As one of very few EIR grants awarded to a state education agency, we have had the opportunity to blend both research and practice through multiple lenses as we engage teachers and students across our state. The project has served as a mechanism for the research team to examine how job embedded professional development impacts the practices of our teachers, the content delivery in our classrooms, and its effects on student learning. We plan to share key take aways, including insights into the writing and revision process, how the series took shape over time, and preliminary outcomes from the qualitative measures utilized. This may be of interest to participants considering portfolio based assessments as a means of improving professional learning within their own context.

TAKEAWAYS:
Attendees will gain insight from the perspective of a state agency into the process and key learnings from a four-year project focused on portfolio-based assessments in STEM.

SPEAKERS:
John Underwood (Louisiana Department of Education: Baton Rouge, LA)

This presentation helps K-8 educators to use picture books, informational texts, and writing opportunities to inspire students to pursue STEM careers. 1) Discussion of STEM research and the benefits of integrating science and literacy. 2) Introduction of over 120 STEM career picture books and specific tools for using them to address ELA concepts and highlight STEM careers. 3) Introduction of informational career texts and related strategies for developing ELA skills and scientific thinking. 4) Introduction of sources for STEM career videos and tools for integrating them into ELA instruction. 5) Introduction of student interest inventories to measure the impact of STEM career exposure.

TAKEAWAYS:
Educators will learn how to integrate ELA and STEM using picture books, informational texts, and writing opportunities to inspire students to pursue STEM careers.

SPEAKERS:
Emily Starr (StarrMatica)

This session will consider current learning models, instructional strategies, and professional development opportunities to support growth in STEM and innovation. In sharing my experiences as a K12 science teacher and department leader, I hope to stimulate conversation, collaboration, and networking to support each other as we work to move STEM education forward. Methods will progressive learning, PBL, and teacher-designed professional growth experiences. This session will be a hybrid session that will include both presentation and discussion.

TAKEAWAYS:
We will connect and engage in critical conversations about our experiences as science teachers and leaders to imagine a path for growing our scientific future. Attendees will leave with new ideas, connections, and vision for the future.

SPEAKERS:
Tara Bonebrake (The Summit Preparatory School: Springfield, MO)

Using a story, such as Fish in a Tree, that is already being used in the classroom as the structure and inspiration for STEM-related activities is one way to incorporate additional time into the week for STEM. Some of our school districts have 45 minutes every other week dedicated to Science, so the idea is to incorporate scientific thinking and activities into the Literacy and Math blocks. Fish in a Tree is a perfect example of ways to incorporate science habits of mind from a non-science specific book. In this presentation, attendees will explore connections between the three dimensions of NGSS through the lens of literature, including the tools to create questioning strategies and prompts to incorporate into any book they and their students are reading. This session will provide attendees with the skills to take any reading and layer science and engineering into the context of the literature.

TAKEAWAYS:
Attendees will take a deep dive into ways to incorporate aspects of three-dimensional science instruction through questioning strategies and activities using Fish in a Tree as the example literature. These strategies can be applied to any book you use with your students.

SPEAKERS:
Heather Summers (Project ECHO for Education: Albuquerque, NM)

Job-embedded professional learning helps bridge the gap between a workshop and the implementation of strategies in the classroom. CIFTs work with a cohort of teachers to observe one another over multiple sessions. Each teacher takes a turn hosting a lesson to provide the backdrop for professional learning based on specific classroom, students, and curriculum the teachers have. CIFTs help teachers to use evidence to reflect on instruction and learning. Each observer is tasked with specific data to collect and then build efficacy as a team by offering glows and grows for teaching team members. Attendees will be provided the framework and the necessary tools and templates to implement this intensive professional learning structure tomorrow!

TAKEAWAYS:
A system, structure, and tools will be provided so school leaders can implement their own CIFT teams immediately. Learn how to choose a team, where to find a facilitator, and how to create an agenda. Template provided for easy transition to put into practice.

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

Join this session to learn how to take your workshop or presentation to the next level -- published in one of the NSTA journals. NSTA has five journals spanning Pre-K to College: Science and Children (S&C), Science Scope (SS), The Science Teacher (TST), Journal of College Science Teaching (JCST), and Connected Science Learning (CSL). Each journal looks for new, innovative ideas for classroom application. In this session, you will learn how to prepare your work for submission, understand the review process, and the steps toward publication. What better way to reach a broader audience than publishing your work in an NSTA journal? The bulk of the work is done -- you've already created a workshop or presentation; now is the time to share your work with others by memorializing it in a journal. The publication process is straightforward and rewarding. So don't hesitate to take that next step in leadership and advocacy to get your work published.

TAKEAWAYS:
Come find out how to take your NSTA presentation to the next level -- published in an NSTA journal. Attendees will learn and be encouraged to reach even more people by publishing what was shared in their workshops and presentations.

SPEAKERS:
Elizabeth Barrett-Zahn (National Science Teaching Association: Chester, NY)

Curious about establishing sustainable relationships within rural communities? Join NASA Science Activation members who live and work in rural communities for an interactive discussion about building reciprocity, relationships, and project sustainability while enhancing NASA STEM education experiences for learners of all ages. To broaden participation and learn about the vast knowledge and practices shared among the members, NASA conducted interviews with the awarded project members working with rural communities, coded their stories, and found emerging themes. NASA Science Activation aims to share the lessons learned, solutions, challenges, and recommendations of these projects, which may assist you by providing best practices for engaging your community; providing diversity, equity, inclusion, and accessibility tips for reaching underserved audiences, and providing opportunities to enlist NASA support and bring subject matter experts into your classroom or school district.

TAKEAWAYS:
Participants will receive connections to NASA subject matter experts working with rural communities as well as virtual resources and future opportunities for classroom support and collaboration.

SPEAKERS:
Rachael Arens (Curriculum Specialist: Bennington, NE), Matthew Cass (Physics and Astronomy Instructor: Sylva, NC)

Dedicated educators are often faced with a "Sophie's Choice" when it comes to impacting the profession or advancing their careers through leadership opportunities. They can take advantage of opportunities as department chairs, instructional coaches, or administrators at a variety of levels, but those new positions too often mean that they leave teaching and direct interactions with their students behind. While education and the profession benefiting the students ultimately lose. This session will show attendees that there is a different option. By examining examples from Science Olympiad, as well as other after-school programs and science leadership organizations such as NSAT and NSLEA, attendees will be introduced to the numerous ways that they can gain leadership experience and contribute beyond their four walls of their classroom without leaving that classroom. We will discuss options that range from running programs at their school to joining organizations in a leadership role.

TAKEAWAYS:
Attendees will learn about leadership opportunities through programs such as Science Olympiad, NSTA, and NSELA that they can take advantage of while remaining in the classroom.

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

The session will give leaders an opportunity to see how the features of instructional-material-based professional learning can be used to support teachers who are learning how to facilitate 3-D instruction. The agenda for this session is: • A discussion of the challenges associated with learning to facilitate 3-D instruction (10 minutes). • A overview of the 10 key features of instructional material based professional learning (20 minutes). • Examples of what 2 features look like in practice (15 minutes). • An opportunity to modify an PD agenda to make it more aligned with instructional-material-based professional learning (10 minutes). • Questions and opportunities to learn more (5 minutes).

TAKEAWAYS:
Key features of instructional-materials-based PL include (1) providing HQIMs, (2) modeling instruction, (3) content specific, (4) equity front and center, (5) reflection, (6) teaching rehearsals, (7) feedback, (8) examine student thinking, (9) remove problems of practice, and (10) time.

SPEAKERS:
Todd Hutner (Del Valle ISD: Del Valle, TX)

As science teachers, we understand the importance of innovation in driving progress and economic growth. However, many students living in high-barrier areas across the country lack access to the resources and opportunities necessary to participate in the innovation ecosystem. This presentation proposes strategies for expanding the innovation ecosystem and engaging these underserved students in innovation activities. We will discuss the Innovation Atlas, a valuable resource for identifying innovation clusters and potential partnerships. We will also explore ways to connect students with innovation centers, industry mentors, and entrepreneurship programs. By expanding the innovation ecosystem and breaking down barriers, we can inspire the next generation of innovators and ensure that all students have the chance to contribute to our shared future.

TAKEAWAYS:
Our mission is to inspire inclusive U.S. innovation and global competitiveness. This starts in the K-12 classrooms by identifying and breaking down barriers that prevent students from learning how to be inventors and innovators.

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

The Fort Worth ISD Science Framework takes a culturally responsive, multidimensional approach to science instruction and assessment. When these multiple dimensions are intentionally planned for and incorporated into science instruction and assessment, students move from being receivers of knowledge to active constructors of knowledge, increasing educational excellence for all and moving students toward becoming scientifically informed, ethical, and responsible citizens who can advocate for justice-centered solutions to societal challenges. Participants will learn about the process taken to develop the Fort Worth ISD Science Framework and how district science coordinators worked to get stakeholders on board as they prepared for the adoption and implementation of new standards.

TAKEAWAYS:
The creation of a framework for multidimensional science education can support the implementation of new standards and help to get stakeholders on board.

SPEAKERS:
Jessica Hilbert (Fort Worth ISD: Fort Worth, TX), Genedra Trotter (Fort Worth ISD: Arlington, TX), Brooke Whitworth (Clemson University: Clemson, SC)

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

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

SPEAKERS:
Matthew Blank (Baylor College of Medicine: Houston, TX)

In this presentation, I will describe how an action research study with a phenomenological qualitative design can be used to examine reasons that reluctant Black students use to not register with advanced science classes. My session will describe how to employ a community of inquiry to identify and remove barriers for underrepresented students. Qualitative data from focus group interviews with student participants will be presented, and I will show how a community of inquiry can analyze data. Attendees will learn about school changes proposed by a community of inquiry to reduce or mitigate barriers that underrepresented students encounter. I will also explain the benefits of iteratively revised proposals based on student participant feedback. Additionally, the implementation of proposed school changes will be discussed.

TAKEAWAYS:
Qualitative research provides educators with direct knowledge from reluctant participants. This session provides attendees with tools to assist in problem-solving and removing barriers for underrepresented students in advanced science classes.

SPEAKERS:
Diane Vrobel (Archbishop Hoban High School: Copley, OH)

In this presentation, we will be reviewing how our district has built a STEM Pathway program that has developed a community of STEM learners and led to the creation of programming opportunities both inside and outside of the classroom that builds knowledge of STEM careers, foster STEM skills, and ultimately begins to create a community of real-world problem solvers. In addition to discussing the programs, we will discuss how we have leveraged community resources, how the program has branched out to create other unique STEM opportunities for our students and has ultimately allowed us to close the gender gap for STEM in our schools, reach our diverse population, and promote our founding belief that STEM is for all.

TAKEAWAYS:
Attendees will leave with resources and tangible ways to build a STEM community and provide a variety of opportunities for all students to participate and deepen their understanding of the STEM field.

SPEAKERS:
Kelly Curtiss (Coordinating Supervisor of Mathematics, Computer Science, and Business: Parsippany, NJ), Rachel Villanova (Parsippany-Troy Hills Township Schools: Parsippany, NJ)

During this session, we will look at various units of study appropriate for 3-5 grade curriculum and how all the contents interconnect. Lessons will focus on Science, Technology, Reading, Engineering, Arts, and Math integration. Samples of Lessons will be shared and participants will be asked to share how they are currently implementing STEM, STEAM, or STREAM lessons in their classrooms. Strategies that help students make connections between content areas and with the real-world help to drive a deeper understanding and allows students to build on their interests and wonderings. Now STREAMing lessons drive creativity, critical thinking, and collaboration.

TAKEAWAYS:
Participants will see examples of how to break lessons down into the STREAM elements while making connections with interdisciplinary standards.

SPEAKERS:
Tara Burnham (Assistant Professor of Education: Overbrook, KS)

STEAM is an endeavor in which everyone can engage. It is fun. Each and every one of us can be a scientist in some way. Reimagining the science fair is one way to bring together our community - students, teachers, parents, and professionals in a fun, relevant, and collaborative way. The underlying principle for the day is that science does not exist in isolation. Multiple stakeholders are part of the process at every step of the way. The Science Day event gives students a platform to hear about the formative experiences of science and engineering professionals, engage in team-building activities, and immerse themselves in their own maker project. All aspects of the day allow students to function like real scientists and engineers.

TAKEAWAYS:
Attendees will be provided a template for organizing a successful school-wide STEAM event. Using this template, attendees will begin identifying resources and planning for their event.

SPEAKERS:
Susan Bartol (Hillside Elementary School: Montclair, NJ)

OPENING: Define 'green school'; Introduce pillars; Provide examples; “Green Lens” Evaluation: Attendees rate their school for each pillar. 'Challenges' reflection for incorporating green schools practices. WHOLE-SCHOOL SUSTAINABILITY (WSS) & SHOW-ME GREEN SCHOOLS: Define WSS - work within campus, curriculum, culture. Show-Me Green Schools explained with video testimonials: Green Schools Quest (student-driven, project-based contest; community mentors assist lead teacher with project development & implementation); Missouri Green Schools (annual recognition for systems approach to WSS; roadmap for achievement); U.S. Depart. of Education Green Ribbon School Award (national award for demonstrated excellence & innovation of designated pillars); Green Schools Network BENEFITS: Increased job satisfaction, student engagement & achievement, better health for school community, social-emotional well-being; ADDRESSING CHALLENGES: Team development, staff collaboration, whole school support; CLOSING: Programs in US.

TAKEAWAYS:
Attendees will learn what green schools are and how they benefit students, staff, and administration. Participants will walk away with some ideas for getting started, addressing common challenges, and connecting with green school teams in their state.

SPEAKERS:
Traci Jansen (Kirkwood School District: KIRKWOOD, MO)

Come see a successful online professional learning model that promotes collaboration around universal problems of practice. Each session allows educators to learn about new strategies implemented in classrooms, debrief in job-alike roles, share resources, and develop a plan to refine their practice.

TAKEAWAYS:
Participants will gain access to tools and resources for use in classrooms from both a teacher and instructional coaching role, as well as work on how they might make use of these resources for their own learning, learning within their own PLCs, or to develop a community of their own.

SPEAKERS:
Amy Johannsen (Southeast Polk High School: Pleasant Hill, IA), Jason Martin-Hiner (Keystone Area Education Agency: Elkader, IA)

This presentation outlines a summer research program for high school students that integrated social-emotional learning with STEM research methods. Due to the impact of remote learning during the pandemic, students lost opportunities for rich science research experiences out of school, which impacted their interest in science and engineering. The 8-week summer program included an internship at a university research lab with practicing scientists and engineers, with daily opportunities for SEL activities, such as mindfulness strategies, goal setting, collaboration, communication, and feedback on specific 21st-century skills using a job readiness rubric. The program culminated in students presenting research posters to a community of faculty, students, and parents, which allowed them to communicate scientific research in a formal setting. We share the program development, implementation, and key outcomes related to self-efficacy, 21st-century skills, and science research skills.

TAKEAWAYS:
How to develop a program that engages students in authentic science and engineering research while explicitly incorporating SEL strategies.

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

This presentation will focus on how our STEM education center educated students and the public about the upcoming solar eclipses. Presenters will share how the Center incorporated sensemaking through the phenomenon of solar eclipses by engaging students with the SEPs of modeling and constructing explanations. The outreach will primarily focus on standard MS-ESS1-1, but the goal of the outreach aligns with the goals of the Framework to educate all students in science and engineering and to provide foundational knowledge for our future scientists, engineers, technologists, and technicians. Attendees will engage in an activity that they can share with their classroom in order to safely view the 2024 solar eclipse, including the creation of a solar eclipse viewer. Presenters will also share teaching strategies that make use of modeling and online simulations for eclipses. Time will be included for participants to share their own ideas of effective solar eclipse teaching strategies.

TAKEAWAYS:
Educators will take away ideas for educating their classes about eclipses and ideas for educating the public on what causes eclipses and how to view them safely. This information will be a result of our STEM education center's eclipse outreach and its effectiveness.

SPEAKERS:
Alice Steimle (Director: University, MS), Christian Clark (University of Mississippi: Oxford, MS)