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

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

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

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

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

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

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)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

SPEAKERS:
Katherine Fielding (Prince William County Schools)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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)

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

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

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

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

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

SPEAKERS:
Andrew Kipp (Texas A&M)

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

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

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

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

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

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

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

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

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

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

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

SPEAKERS:
Andrew Kipp (Texas A&M)

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

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

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

Four methods to integrate (Charles W. [Andy] Anderson): Identify productive questions and goals; Provide rules for sensemaking; Guide the search for evidence; Support analogical reasoning. Using the lesson example - Marshmallows in a Vacuum: Set up a vacuum chamber and place a marshmallow inside. Start removing the air from the chamber. Ask students to make observations of what they see. Once most of the air is removed, stop and reverse the air movement to return to the chamber. Take the mass before each step. Another lesson example, Cookie Alarm: Design a cookie jar that sounds an alarm every time someone opens the jar. Participants are provided a container and micro:bit that they use to construct a solution. We will look through what information we need to gather in order to find the optimum solution to the problem. This will be accomplished without participants needing to code or have access to materials.

TAKEAWAYS:
How to harness the power of CCC's as tools to assist students in making sense of phenomena or solving engineering problems.

SPEAKERS:
Susan German (Hallsville Middle School: Hallsville, MO)

It can be daunting to incorporate scientific modeling in a practical and applicable way. This inquiry-centered session will address modeling in the science classroom through hands-on experiences and discussion using NGSS-linked phenomena. The goal of this session is to provide teachers with an overview of modeling routines while providing ready-to-use resources to demystify this Science and Engineering Practice. This practice is an essential springboard for student discourse and increasing their science literacy. Models give students the opportunity to reflect on their learning and see their thoughts evolve over time about a given natural phenomenon. Participants will have a hands-on experience explaining the phenomenon, “What is happening when the boiling water hits the cold air?”. Participants will construct models illustrating their scientific explanation of this phenomenon and engage in collegial discussions about how they can incorporate scientific modeling practices into their

TAKEAWAYS:
Participants will learn how to model a given natural phenomenon using scaffolds and ready-to-use resources for immediate classroom implementation.

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

The professional learning experience that will take place will be centered around creating lessons that are based on issues of social justice for science classes. These lessons will include a social justice issue (phenomena) for students to use the scientific process to provide solutions for the issue. Also, by the end of this learning experience, participants will be able to collaborate on ways to incorporate social justice projects to emphasize the utilization of the scientific process. The learning activities will be as follows: teachers will start by creating a list of social justice topics; teachers will also list units that are already established in their curriculum; once the list is generated, teachers will choose one topic that will already be taught, and brainstorm creative ways to incorporate a social justice topic into the subject matter.

TAKEAWAYS:
Attendees will learn how to insert relevant societal topics into their current science curriculum to increase student engagement.

SPEAKERS:
Anissa Williams (Niper Middle School: Kirkwood, MO)

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)

Teachers and students are still adjusting to life in a post-pandemic classroom. There were many educational impacts in the wake of school closings during the pandemic. One of these was a dependence on technology that still lingers in the classroom today. While technology is important, it cannot replace the impact of a classroom environment that supports collaborative, student-centered, personalized learning. Teachers and students need to refresh themselves on how to engage in experiential learning again and how setting the right tone in your classroom can develop a supportive classroom environment. In this session, we will discuss different strategies and activities to build relationships with our students, how to incorporate student-centered learning, and how student engagement leads to motivation.

TAKEAWAYS:
The main takeaway from this session is a collection of engagement strategies and best practices to use in a classroom setting to establish a classroom culture supportive of student-centered, personalized learning.

SPEAKERS:
Michelle Norwood (Sangaree Middle School: Ladson, SC)

Discover our newest curriculum, “Students as Scientists: Nature-based Inquiry”. This free curriculum is designed to engage all students in hands-on, authentic, inquiry projects inspired by nature. The curriculum is NGSS aligned, grade-banded K-5 and 6-12, and teacher co-written and reviewed. We intentionally diversified the people representing scientists and incorporated culturally responsive and sustaining techniques. Learn how to harness questions that arise from observing nature and help students discover their inner scientist with materials that aid teachers in scaffolding authentic inquiry. Questions might range from “How do the kinds of birds we see change during the year?” to “Why aren’t we seeing more butterflies at our school and what can we do to get more to visit?” to “How good is the water quality in the stream that runs through town?” By engaging in nature-based investigations, students develop their science skills and engage in science practices.

TAKEAWAYS:
Participants will explore our latest K-5 and 6-12 inquiry curriculum, discover tips and techniques for engaging all learners in nature-based inquiry investigations, and discuss ways to make inquiry learning relevant to your students.

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

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), Brooke Whitworth (Clemson University: Clemson, SC)

Using research and facts to support decisions is a skill our students need to learn. Problem-based learning allows students to come up with multiple solutions to a problem and then, through the use of research, experimentation, and failure, students learn to scientifically support their thoughts and ideas. Problem-based learning helps students learn science content while also building important 21st century skills and lifelong practices. In a world where content facts are readily available and resources are waiting to me explores, students have the opportunity to see how their learning relates to current careers, as well as the opportunity to share their insights with others. Students get to explore literature while engaging in problem solving and science exploration.

TAKEAWAYS:
Participants will gain a better understanding of how to improve literacy while incorporating problem-based learning into the required units of study through discussion and brainstorming with peers on the use of Problem-Based practices.

SPEAKERS:
Charlsie Prosser (Education Professor and Chair: Baldwin City, KS), Tara Burnham (Assistant Professor of Education)

This presentation will consider the benefits of science fiction use in the science classroom and how SF is deeply tied to ethics. It will also give evidence of the many groundbreaking scientists and inventors who were inspired by science fiction. Classroom SF activities that encourage deep discussions about science and its place in society will be highlighted, as will suggestions for stories, movies, and novels that teach concepts in earth, space, physical, and life sciences. Detailed information about the SF genre and the impact of SF stories on science education and scientific literacy will be discussed. Participants will receive lesson plans and resources along with detailed lists of titles to integrate SF into their specific discipline, as well as history and literature links. Educators will participate in a lesson on biomes using SF as a medium for reviewing concepts and growing student interest in science. Classic authors and ways to integrate their stories will also be shown.

TAKEAWAYS:
Detailed ideas and resources for teaching concepts using science fiction in physical, earth, space, and life sciences, as well as history and literature.

SPEAKERS:
Kimberly Collingwood (Westwind Intermediate School: Phoenix, AZ)

How do you see what science knowledge your students bring to the units you are teaching in your classroom? This session will showcase a STEM Teaching Tool of Self-Documentation where students give you, the teacher, insight as to what knowledge they bring to your science unit along with their cultural stance. The presentation will show how self-documentation is used in a middle school science classroom. Teachers will also go through the steps of self-documentation themselves, as well as be presented information about what information students can share about what Science Sense they might have.

TAKEAWAYS:
1. This session will provide knowledge of how to use self-documentation in the classroom. 2. Teachers will understand the importance of gaining your students' perspective in what they bring to your classroom culturally. 3. Self-documentation gives teachers knowledge of student misconceptions.

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

Over the last 10 years, STEM West, Inc. has engaged over 40 local STEM industries with schools through a variety of programs: Bridging the Gap (teachers partnered with businesses to create PBL units for the classrooms related to real business challenges), EXTREME STEM Tours (every 8th grader visited 2 local STEM businesses and they toured their community college to understand connections between pathways and businesses), and Robotics clubs that presented prototype solutions using their robotic platforms to advance the industries' production. The goal is to ignite participants' ideas of how they can modify these examples to fit their school, district, or region.

TAKEAWAYS:
Participants will take away several different ways to engage local businesses through partnerships.

SPEAKERS:
Carol Moore (STEM West: CLAREMONT, NC)

In this session, teachers will have the opportunity to rotate through small group sessions with expert educators who will discuss a variety of topics such as blended instruction, self-pacing, mastery learning, classroom management, and collaboration. Each expert will share their insights and strategies and then answer questions. This session is designed for teachers who are eager to embrace technology and student-centered learning to create a dynamic and engaging classroom. (This Q&A session is a follow-up to our other two workshops: “Building Your Classroom of the Future: Embracing Technology and Student Centered Learning” and “Building Your Classroom of the Future: Student Centered Learning in a Low Tech Classroom” and is suitable for all grade levels.)

TAKEAWAYS:
Teachers will get tangible and practical ideas to begin the journey of transforming their classroom into the Classroom of the Future. Teachers will leave equipped with samples, templates, resources, guidelines, tips and tricks.

SPEAKERS:
Sumala Paidi (Teacher: , TX), Julie Gastler (Hickman High School: Columbia, MO)

Student engagement is a vital element for effective science instruction (Heddy & Sinatra, 2013). However, students typically become less engaged in science as they advance in school years (Ofsted, 2015). Superheroes have been a mainstay in popular culture and multimedia for decades. Science teachers can harness this widespread interest to enhance lessons, broaden assessments, and increase student engagement. Participants will examine multiple superhero examples, each with applications to specific NGSS performance expectations. They will also consider research content from science journals and organizations (National Geographic, Scientific American, NASA, NOAA, WHO, etc.) to catalyze further exploration and extensions. In addition to specific activities, teachers will practice analyzing popular culture and research for wider engagement. They will also review important copyright parameters and “fair use” in the classroom, with an emphasis on appropriate implementation.

TAKEAWAYS:
Participants in this interactive session will examine a variety of multimedia superhero examples, with a focus on immediate classroom implementation AND legal copyright “fair use.” In addition to specific lessons, teachers will practice analyzing and applying media and research to engage students.

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