University/college instructors at several institutions in the US and Canada are using NSTA resources in lieu of a textbook when teaching preservice teachers. Participants will meet some of these instructors and learn how they integrate NSTA resources in their courses and the benefits of the program. Preservice teachers using NSTA create a library of resources, grow their network of professional colleagues, and enhance their content and pedagogical knowledge of science. Instructors receive a class landing page to manage their course and a private forum for asynchronous discussions. They also gain access to an administrator's dashboard to monitor and assess their students' engagement within the NSTA website. All instructors receive a free NSTA membership. Students can become members of the Association through graduation and add to the website's library all of NSTA’s Interactive E-Books+ Professional, professional learning units, and other fee-based resources to use in class and beyond.

TAKEAWAYS:
University/college instructors are using NSTA resources in lieu of a textbook when teaching preservice teacher courses. Participants will meet some of these instructors and learn how they integrate NSTA resources in their courses and the benefits of the program.

SPEAKERS:
Flavio Mendez (NSTA: Arlington, VA)

Lecture and PowerPoint are so 20th Century. Move beyond the traditional lecture approach to your introductory college science classes. Put research into practice as you experience these engaging, relevant, and real approaches to teaching non-majors. Your colleagues will share how they use embedded lab and investigation, real time data,, placed-based pedagogy, and other methods to make learning an active process. Question and Answer time is built into this session as is time to share your successful approaches.

TAKEAWAYS:
Make your college science classes more engaging, relevant, and real for your non-majors.

SPEAKERS:
Rhea Miles (East Carolina University: Greenville, NC), Matthew Blank (Assistant Professor: Houston, TX), Richard Jones (University of Hawaii-West Oahu: Kaploei, HI)

This session will introduce participants to NSTA instructional materials (lessons and units) designed for elementary classrooms. These instructional materials are designed around the critical aspects of sensemaking: students experience a phenomenon, engage in science and engineering practices and share ideas and to build and/or apply disciplinary core ideas and crosscutting concepts needed to explain how or why the phenomenon occurs. Sensemaking is in the vision of A Framework for K-12 Science Education - “the doing of science and engineering is highlighted as a strategy that can capture students’ interest in science and motivate their continued study.” (A Framework for K-12 Science Education, pp 42-43). NSTA lessons and units provide opportunities for all students to engage in science learning that is meaningful to them.

TAKEAWAYS:
Phenomenon-driven, three-dimensional lessons and units provide students opportunities to actively try to figure out how the world works or design solutions to problems (sensemaking).

SPEAKERS:
Patrice Scinta (NSTA: Arlington, VA)

Explore topics such as how students make sense of the world around them, how to use phenomena to support student learning, and how to facilitate discussions that help students make sense of phenomena. We will also discuss the importance of science & engineering practices in the elementary classroom.

Inclusive Argumentation in the Elementary Classroom
Engaging students in arguing from evidence supports student sense making and the vision of inclusive instructional strategies. Come explore how students in a fourth grade classroom argue from evidence to figure out which organism was pollinating the moonflower which only blooms at night.

Putting it all Together with PBL
During this session, participants will discover how our school utilizes all resources to make PBL a learning experience like no other! Learn how our school collaborates with experts and stakeholders throughout the community to bring experiential learning to our students in the classroom.

TAKEAWAYS:
Explore topics such as how students make sense of the world around them, how to use phenomena to support student learning, and how to facilitate discussions that help students make sense of phenomena. We will also discuss the importance of science & engineering practices in the elementary classroom.

SPEAKERS:
Lindsey Roy (Science and Digital Learning Coordinator: Lincoln, NE), Miranda Orellana (Science Coordinator: Lincoln, NE), Betsy Barent (Lincoln Public Schools: No City, No State), Tyler Lappe (Instructional Coach: Cape Girardeau, MO)

Explore the concept of sensemaking in elementary science education! We will discuss how to help students make sense of scientific concepts by listening to their ideas, building on their prior knowledge, and providing opportunities for them to engage in inquiry-based learning. STEM group collaboration made easy Need a simple way to help your students collaborate during STEM challenges? Using this all-in-one graphic organizer, students have a way to organize their individual ideas while collaborating together. As a teacher, you can quickly see a small group thinking and planning through the entire process. Creativity: The Green Eggs and Ham Hypothesis This session will explore the Green Eggs and Ham Hypothesis (Tromp, 2016) and how constraints increase creativity in problem solving. Participants will learn how constraints changed a K-5 STEAM/Inquiry Lab and learn how they can use constraints to increase creativity in their classrooms. Students Teaching Students: Climate Literacy in the Elementary and Middle School Classroom The Gonzaga Center for Climate, Society, and the Environment has created the Climate Literacy Fellows, which hires and trains Gonzaga undergraduates to deliver high-impact climate literacy lessons and help students understand climate change through hands-on, inquiry driven activities.

TAKEAWAYS:
Explore the concept of sensemaking in elementary science education! We will discuss how to help students make sense of scientific concepts by listening to their ideas, building on their prior knowledge, and providing opportunities for them to engage in inquiry-based learning.

SPEAKERS:
Lauren Kelly (Crowley ISD: Fort Worth, TX), Travis Wood (Fairport Central School District: No City, No State), Karli Honebein (Gonzaga Institute for Climate, Water, and the Environment)

Join us for a fast-paced session where PreK-2 science educators can share their favorite activities, resources, and ideas on a variety of topics, including STEM activities for young children; ways to incorporate science into the early childhood curriculum; and resources for science education. The Power of Play Participants will learn the importance of incorporating play into the early childhood classroom. Participants will also be able to collaborate on how they can apply the power of play in their own schools. Innovative Climate Change Teaching Resources for Elementary Science Education Learn about SubjectToClimate's free online platform that provides engaging climate change teaching resources for elementary science education, aligned to NGSS standards. Elaine, an elementary science teacher, will introduce the platform's features, including vetted resources and lesson plans.

TAKEAWAYS:
Join us for a fast-paced session where PreK-2 science educators can share their favorite activities, resources, and ideas on a variety of topics, including STEM activities for young children; ways to incorporate science into the early childhood curriculum; and resources for science education.

SPEAKERS:
Mallory Lile (Teacher: Nixa, MO), Mary Floyd (John Thomas School of Discovery Partner School: Nixa, MO), Elaine Makarevich (SubjectToClimate)

Join us for a speed-sharing session on the latest research in secondary science education and how it can be applied to the classroom. This is a great opportunity to learn about the latest research and how it can help you make a difference in your students' learning.

STEM IRL: STEM Trailblazers for children of color
Addressing inequity in STEM professions starts with exposing students to current minority trailblazers in the field. If students see successful people who look like them, they can begin visualizing themselves in those roles, which can ignite a spark of curiosity and lead to a future in STEM.

Curricular Interventions to Improve Rural High School Students' Relatability to Scientists
Scientist Spotlights homework assignments that feature non-stereotypical scientists can help students see their possible selves in science. Students that author assignments on diverse scientists improve their science identity more than students that complete teacher-authored assignments.

Connecting electrochemistry to materials science: From modeling redox reactions to exploring materials science with dye-sensitized solar cells
Presentation of lab-based modeling approach to metal-metal ion (“single replacement”) reactions. Discussion of ways to integrate materials science concepts, specifically electrochemical cells and dye-sensitized solar cell construction, into the chemistry curriculum.

TAKEAWAYS:
Hear from experts in the field about innovative approaches to teaching science, as well as practical tips for improving your own practice.

SPEAKERS:
Christa Buccola Henriquez (MS 363 The Academy for Personal Leadership and Excellence: Bronx, NY), Fabiola Perez (Student: Edwardsville, IL), Maurina Aranda (Assistant Professor: Edwardsville, IL), Aaron Musson (Omaha Public Schools: Omaha, NE)

This session will introduce participants to NSTA instructional materials (lessons and units) designed for middle school classrooms. These instructional materials are designed around the critical aspects of sensemaking: students experience a phenomenon, engage in science and engineering practices and share ideas and to build and/or apply disciplinary core ideas and crosscutting concepts needed to explain how or why the phenomenon occurs. Sensemaking is in the vision of A Framework for K-12 Science Education - “the doing of science and engineering is highlighted as a strategy that can capture students’ interest in science and motivate their continued study.” (A Framework for K-12 Science Education, pp 42-43). NSTA lessons and units provide opportunities for all students to engage in science learning that is meaningful to them.

TAKEAWAYS:
Phenomenon-driven, three-dimensional lessons and units provide students opportunities to actively try to figure out how the world works or design solutions to problems (sensemaking).

SPEAKERS:
Patrice Scinta (NSTA: Arlington, VA)