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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Participants will 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, MA), Betsy Barent (Lincoln Public Schools: , United States)

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: Tulsa, OK), Julie Siebach (Retired Teacher: Cedar Hills, UT)

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

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

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

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

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

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

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

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

SPEAKERS:
Flavio Mendez (NSTA: Arlington, VA)

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)

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

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

SPEAKERS:
Jimmie Thomas (Baylor College of Medicine)

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

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

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

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: No City, No State), Stephanie Alderman-Oler (Washington High School: Kansas City, KS), Spencer Martin (Kansas City Kansas Public Schools: Kansas City, KS)

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

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

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

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

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

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

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

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

SPEAKERS:
Abby Tolley (Learning Analyst), Brian Beierle (Relevant Classroom, a Division of Vivayic, Inc.: No City, No State)

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

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

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

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

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

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

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: Bremen, GA), Kristin Rademaker (NSTA: Arlington, VA)

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)

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)

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)