There is a growing call for both making early field experiences more impactful for preservice teachers and developing a stronger connection between methods courses and field experiences. The development of core practices is rooted in K-12 classroom instruction and is intended to serve as an answer to this call for a stronger connection (Windschitl et al, 2012). The goal of this research study was to collect feedback from preservice secondary science teachers in an early field experience, the methods instructors, and the cooperating teachers to design a tool based on a few select core practices that would be used to help create a more focused and insightful observational experience in the secondary science classroom. Attendees to the session will have an opportunity to develop their understanding of core practices and learn how this tool can be used in the secondary classroom to frame the experiences of a preservice teacher who is observing the teacher in action.

TAKEAWAYS:
During this session, you will learn how this observational tool can be used by preservice teachers as a means to guide their early field experience, as well as how you can use this tool to highlight your pedagogical practices, or as a basis for feedback you give to students you host in your classroom.

SPEAKERS:
Kraig Kitts (Graduate student: , IN)

In today’s fast-paced world, chronic stress is common, but your mind and body can pay a high price. Learn to recognize overwhelming stress—and what you can do about it. Most importantly, learn how to use the power of your senses to relieve stress on the spot and stay calm, productive, and focused—no matter what life throws at you.

TAKEAWAYS:
Tips on how to manage stress.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA), Azra Chughtai (NSTA: McLean, VA)

Homeothermic, or warm-blooded, animals have several game-changing advantages compared to ectothermic, or cold-blooded creatures. Yet in the real world of Nature, nothing is free, and a price must be paid for these advantages. In order to supply all cells with oxygen and fuel, warm-blooded animals require an enormous blood supply and an efficient circulatory system with a 4-chambered heart at the center of it all. In this session, participants will work with research-generated data to build a mathematical model that allows them to estimate their own blood volumes. In addition, we will look at metabolic data comparing warm and cold-blooded animals, and the oxygen requirements of each. Finally, we will evaluate the food input requirements of warm-blooded animals in cold environments compared to warm environments.

TAKEAWAYS:
Being "warm-blooded" brings both good news and bad news for an animal. In this session, attendees will calculate their blood volume, why a 4-chambered heart is needed to move all that blood around, and how the circulatory system is the key to unlock all of these physiological phenomena!

SPEAKERS:
Jeffrey Lukens (Retired Science Teacher: Sioux Falls, SD)

One of the most powerful skills we can develop in our students to practice scientific literacy when they leave our classroom is the skill of critically evaluating information. This is particularly pertinent today with an uncharted landscape of misinformation and social media. We will share our experience as high school science teachers of explicitly incorporating the NGSS Scientific Practice of Obtaining, Evaluating, and Communicating information (SEP8) into our classrooms with proficiency-based assessment. We will share the research that influenced our work, resources that include scaffolds, activities, and assessments, and lastly, reflections and strategies after having explicitly taught and assessed evaluating information. After our first year teaching this scientific practice, we asked ourselves, "How had we not taught this skill before!?"

TAKEAWAYS:
Teachers will be provided with a framework and resources to help students engage in arguably the most important skill needed for them to continue to develop their scientific literacy outside of and after school -- to critically evaluate information for themselves and for a functioning democracy.

SPEAKERS:
Brett Erdmann (Adlai E. Stevenson High School: Lincolnshire, IL), Thomas Wolfe (Adlai E. Stevenson High School: Lincolnshire, IL)

This session is geared towards new teachers and veteran teachers alike, who are interested in supporting their students with literacy strategies. Students can struggle to access information from nonfiction text, however, with the right tools they can not only learn science, but be able to use that knowledge in the classroom without the instructor lecturing on that information. By developing their skills in pre, during and post reading they will become more confident in their science literacy and be able to use it as evidence in their daily practices. Some of the strategies in the presentation include: anticipation guides, vocabulary front loading, chunking, annotating, gist statements and vocabulary connections. The audience will learn about several strategies, as well as experience a lesson from a student’s point of view. There will also be time allotted to create a classroom ready lesson from text with support from the presenters.

TAKEAWAYS:
The main takeaways from our session are ready to use pre, during, and post reading strategies that work for a variety of grade levels and with a variety of texts.

SPEAKERS:
Deanna Warkins (Adlai E. Stevenson High School: Lincolnshire, IL), Kellie Dean (Adlai E. Stevenson High School: Lincolnshire, IL)

Finding causes, treatments, and cures for diseases is “STEM on the front-lines.” Without all four components of the STEM model firmly set in place, any serious medical research is destined to fail. Sanford Research in Sioux Falls, SD has formed an “all-star research team” that is committed to finding a cure for Type 1 Diabetes (T1D) and Breast Cancer. In this session, we will highlight the progress that is being made in solving the T1D and Breast Cancer puzzles. Using interactive virtual activities, participants will develop an understanding of the difference between a body that is functioning normally and one that has developed T1D or Breast Cancer. We will wrap up the session with a discussion of the paths that Sanford Research is taking in their quest to help cure the disease. All discussion of human anatomy and physiology will be at a gentle introductory level.

TAKEAWAYS:
Using real case studies, attendees will follow the journeys of a breast cancer survivor and a teenage Type I Diabetic, from diagnosis through treatment.

SPEAKERS:
Jeffrey Lukens (Retired Science Teacher: Sioux Falls, SD)

Crosscutting Concepts, the links between different science disciplines, can be challenging to use as an anchoring storyline activity. However, it can be one of the best ways to engage students, as they can make personal connections between different domains. Teachers will begin by becoming familiar with the NGSS Appendix G Systems and System Models progression, identifying essential learning by grade. Then, they will investigate how this CCC has been built into a storyline anchor, extending this concept from the initial activity (involving video games) into a different aspect of science–climate modeling. Teachers leave prepared to utilize this storyline in the classroom. Upon completion, students will be able to identify the factors used in climate models and create a model that depicts the flow of energy/matter in a climate system. They will also be able to express the reliability and validity of climate models. Resources: https://ncse.ngo/supporting-teachers/classroom-resources

TAKEAWAYS:
Participants will walk away with a better understanding of how to use the Systems and Systems Modeling Crosscutting Concept to help students analyze the precision and reliability limitations of past and present climate models, dispelling major misconceptions about climate science along the way.

SPEAKERS:
Blake Touchet (National Center for Science Education: Oakland, CA), Michael Lowry (McCallie School: Chattanooga, TN), Lin Andrews (: Oakland, CA)

Understanding the nature and process of science is critical to scientific literacy. When students engage in the practices of science, they are more likely to integrate science as part of their own identities (Gee, 2007). To do this successfully, students must reflect on what they are doing and why, along with comparing their strategies to those of professional scientists (NRC, 2011). In this session, participants will examine their own conceptions of the nature and process of science, make connections to pedagogical frameworks (NGSS SEPs & CCCs), engage as students to use the Flowchart Mapping tool from the Understanding Science project to trace their approach to figuring out a biological phenomenon about why blue whales are so big, compare their process to that of the scientists investigating the phenomenon, and reflect on how they might use this tool and strategy in their own classrooms with other phenomena or lessons.

TAKEAWAYS:
Participants will learn how to use the Science Flowchart interactive journaling tool to illuminate the dynamic nature and process of science, and how to apply the tool to any phenomenon or lesson in their classroom.

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

Look across the Essential Elements of Leadership, Resources, and Coherence, to identify enabling conditions for curriculum-based professional learning to ensure that ALL teachers are prepared to leverage high-quality materials as they provide meaningful learning experiences for ALL students.

TAKEAWAYS:
Gain concrete ideas about how you, as a leader, can plan for effective curriculum-based professional learning.

SPEAKERS:
Nancy Hopkins-Evans (BSCS Science Learning: Colorado Springs, CO)

Countless studies have found that teachers are struggling to support students in maintaining focus, finding self-worth, and being intrinsically creative learners. Gamification provides the building blocks for engagement, community, healthy competition, and self motivation, and works with any grade level and any subject. With gamification, students can use their creativity in learning choices and earn incentives based around curricular and extracurricular themes. Student examples from a sixth grade science classroom include reviewing challenges that emphasize content and game elements. Participants in this session will gain the initial building blocks to create their own game for their classrooms that is manageable and can be enhanced over time. Activities will include defining gamification and creating their own game theme. During the session, the participant will participate in a game challenge by using a choice board to explore and expand the strategies and methods of gamification.

TAKEAWAYS:
Participants will begin the journey of gamifying their classroom right away. They will also leave with resources to use to continue their gamification journey.

SPEAKERS:
Michelle Simmons (Klahowya Secondary School: Silverdale, WA)

Case Studies are stories with an educational message. Learn how case studies engage learners, develop critical thinking, and enhance collaborative and communication skills. You will experience a case and try to solve a real-world mystery of a woman who was told she was not her children’s mother.

TAKEAWAYS:
Participants will experience a case study as learners, reflect on the experience and on the pedagogical potential, and discuss ways to use the technique effectively. They will explore NSTA’s collection of almost 1000 freely accessible case studies in all STEM disciplines.

SPEAKERS:
Annie Prud'homme-Généreux (University of British Columbia: No City, No State)

We know two things: 1) the purchase of new instructional materials represents a significant district investment and 2) effective classroom use of high-quality instructional materials improves student learning. NextGen TIME can help districts ensure investment in the best possible instructional materials and provide guidance on preparing teachers for effective use. NextGen TIME is a suite of tools and processes to support districts in evaluating, selecting, and implementing instructional materials designed for the NGSS. NextGen TIME is also designed as a professional learning experience for teachers to deepen their understanding of NGSS as they analyze instructional materials. It addresses the needs of states, districts, and schools for a deep understanding of the NGSS to make selection decisions for instructional materials, plan for implementation of those materials, and provide teacher professional learning that enables effective implementation of NGSS‐aligned teaching and learning.

TAKEAWAYS:
Learn how NextGen TIME supports the evaluation of current instructional materials to strengthen their design for NGSS and how NextGen TIME tools and processes can serve as critical components of curriculum-based professional learning. You’ll walk away with free access to NextGen TIME resources.

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

N/A

TAKEAWAYS:
Tips on how to relieve pressure and regain control.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA), Azra Chughtai (NSTA: McLean, VA)

Case studies are stories with an educational message that capture & hold students’ attention. Cases come in all shapes/sizes for small/large classes. They include intimate debate, clicker, discussion, Problem-Based Learning, and jigsaw. Learn how to pick the most appropriate one for your class.

TAKEAWAYS:
Educators will leave the workshop with a better understanding of several case study formats and will be able to choose the best one for their purpose. They will also discuss strategies for facilitating each one most effectively. The NSTA case collection has almost 1,000 selections.

SPEAKERS:
Annie Prud'homme-Généreux (University of British Columbia: No City, No State)

The Framework for K-12 Science Education and NGSS calls for 3-D learning grounded in authentic phenomena and problems to ensure relevant learning for all students. Instructional materials design helps achieve these synergistic goals and create meaningful classroom sensemaking and learning. The BSCS Anchored Inquiry Learning (AIL) instructional model succeeds the 5Es and utilizes authentic phenomena/problems to anchor multiple cycles of inquiry and sensemaking, culminating with student explanations/design solutions. AIL employs science education research emphasizing coherence from students’ perspective. In this session, participants will: 1) consider how AIL integrates elements of the 5E instructional model, NextGen Science storylines, and problem-based learning instructional models; 2) experience a sample lesson to deepen their understanding of the approach, and 3) consider their own education contexts and how they can apply AIL to design meaningful learning experiences for their students.

TAKEAWAYS:
The research-based BSCS Anchored Inquiry Learning instructional model succeeds the 5Es and leverages authentic phenomena/problems to anchor cycles of inquiry and sensemaking. This approach provides instructional coherence from students’ perspective, equitable access, and motivation for ALL learners.

SPEAKERS:
Nancy Hopkins-Evans (BSCS Science Learning: Colorado Springs, CO), Cynthia Gay (BSCS Science Learning: Colorado Springs, CO)

We will begin by introducing our approach to standards-based learning and providing curriculum documents such as our learning scales derived from the NGSS Science & Engineering practices and Unit “Know, Understand, Do” documents (format adopted from Carol Ann Tomlinson). Participants then engage in a complete learning cycle from the student point of view. This will include a mini task to engage in content and skill development, followed by a formative assessment. We will then share our strategies for self assessment and follow up with a differentiated activity to move participants towards proficiency before showing the summative assessment. Following this learning cycle, participants will have the opportunity to think about or collaborate with others around ways to apply their learning in their own contexts. They will have access to digital examples of content and skill pairings, as well as an opportunity to engage on an individual or small group basis with the presenters.

TAKEAWAYS:
Attendees will walk away with practical applications and examples of skill and content-based instruction and assessment after experiencing an abbreviated learning cycle. This will include science phenomena, differentiated instructional activities, formative assessment, and summative assessment.

SPEAKERS:
Jessica Lemieux (Champlain Valley Union High School: Hinesburg, VT), Rae Bronenkant (Science Teacher: , VT), Sam Parker (Science teacher: Hinesburg, VT), Carly Brown (Champlain Valley Union High School: No City, No State)

In this hands-on workshop, you will engage in an "assessment FOR learning" activity called Video Modeling. Video Modeling is a teaching technique developed at the intersection of multiple goals: (1) for students to build a strong foundation in disciplinary core ideas (DCIs) while engaging in 3-D learning, (2) to have students cooperatively & actively explain concepts, but to do so as a formative assessment that welcomes failure and reflection, and (3) to have students develop more ownership and agency along with SEL skills. Participants will understand the learning research Video Modeling is designed from, participate in the activity "as students", and see reflections, strategies, and action research from my experience of teaching and revising this method throughout my teaching career.

TAKEAWAYS:
Teachers can add to their toolbox an "assessment for learning" framework that can be employed with any DCI from any content area to support student engagement in the scientific practices and crosscutting concepts.

SPEAKERS:
Thomas Wolfe (Adlai E. Stevenson High School: Lincolnshire, IL)

After a brief introduction of session presenters and review of session norms, participants will be engaged in small group review and whole group discussion of a case study that provides evidence of why culture is important in the context of STEAM lessons. Following the case study, participants will be introduced to a Culturally Inclusive Lesson Planning Tool to enhance the participation of diverse learners from traditionally underrepresented students. The tool is grounded in culturally relevant research strategies that ensures that all students feel included in their specific classroom environment. The session will conclude with a debrief and evaluation of the experience.

TAKEAWAYS:
Why are culturally inclusive strategies important in STEAM classrooms? How can you synthesize strategies that challenge and engage a diverse group of learners? In this session, we will reveal a planning tool that you can use to advocate for learner success in STEAM classroom settings.

SPEAKERS:
Deanna Taylor (Interactive Learning Solutions LLC: Columbia, SC)

The Framework for K-12 Science Education and NGSS calls for learning that is grounded in real world phenomena and problems to ensure that science learning is relevant to all students. The BSCS Anchored Inquiry Learning (AIL) instructional model succeeds the 5Es and utilizes complex and culturally relevant societal challenges to anchor multiple cycles of inquiry and sensemaking, culminating with student explanations/design solutions. AIL employs science education research emphasizing coherence from students’ perspective. In this session, participants will: 1) consider their own ideas about teaching complex societal challenges, 2) experience 3-D learning and sensemaking strategies and consider the science concepts of a societal challenge (e.g., antibiotic resistance, heart disease, food sustainability, anthropogenic changes to biodiversity), and 3) consider how using societal issues as anchoring phenomena and problems can motivate students and develop agency in addressing complex issues.

TAKEAWAYS:
The research-based BSCS Anchored Inquiry Learning instructional model succeeds the 5Es and leverages complex societal issues as anchoring phenomena/problems, culminating tasks, and performance assessments in 3-D units of instruction to motivate students and develop agency in addressing these issues.

SPEAKERS:
Nancy Hopkins-Evans (BSCS Science Learning: Colorado Springs, CO), Cynthia Gay (BSCS Science Learning: Colorado Springs, CO)

The HS-level NGSS practices of Analyzing Data (SEP 4) and Using Mathematical and Computational thinking (SEP 5) present a quandary: most HS-level curricula separate math into a rote set of instructional materials like the “stoichiometry unit” or the “forces calculations.” We illustrate a different approach, using OpenSciEd Biology, Chemistry, and Physics units to show how to meet the 3D vision of NGSS and not artificially separating content from mathematical modeling or calculations. By leveraging mathematical thinking contextually and just-in-time, students engage with these practices as sensemaking tools, deepening student understanding of the science and fluency in employing math in novel ways. We explore how complex engagement with these practices is supported in high school courses and discuss how to meet the demands of mathematical thinking in various contexts.

TAKEAWAYS:
Leveraging data analysis and mathematical thinking in the context of meaningful phenomena and problems like food sovereignty, rather than frontloading rote math “skills,” helps students engage with these practices as sensemaking tools, deepening student understanding of both science and math.

SPEAKERS:
Wayne Wright (NSTA: McLean, VA), Nicole Vick (Northwestern University), Michael Novak (Northwestern University: Evanston, IL)

Due to the high influx of ELL students we have on our campus, we have come up with different systems and programs used in our classrooms, and our strategic after school tutoring for ELL students. Not only are students not able to speak the language, but come to us with large gaps in their education. The strategies created address both content and academic vocabulary. It has been shown ELL students are able to understand content language, but struggle with academic language. Hands on activities will be demonstrated using images to help students obtain language proficiency for both content and academic language. These strategies have been used the past two years, and have increased ELL test passing percentage by 40%.

TAKEAWAYS:
Attendees will be able to take the strategies modeled during this workshop and incorporate them into their lessons or tutoring sessions. Written handouts will accompany the modeling of the strategies during this workshop.

SPEAKERS:
Briana Harry (Skyline High School: No City, No State)

Attendees will learn techniques and strategies for incorporating scientific sketching and nature journaling into students’ science notebook routines by engaging in the activities themselves. Materials and natural physical specimens will be provided for journaling and sketching activities. Student examples and free resources will be shared. This workshop is appropriate for all K-12 teachers and informal science educators.

TAKEAWAYS:
Attendees will be introduced to, and participate in, several nature journaling activities from the free John Muir Laws "How to Teach Nature Journaling" book, as well as receive some scientific sketching guidance from the California Academy of Sciences. Special attention to integrating math will be included.

SPEAKERS:
Dana Atwood-Blaine (University of Northern Iowa: Cedar Falls, IA)

Often art mimics science and some aspects of science seem divinely beautiful. As an approach for developing a holistic curriculum for the science classroom, the novel approach of using common, free, 3D modeling tools has been considered and implemented in the science classroom. The objective of this session is to introduce educators to the benefits and opportunities of using 3D modeling in the science classroom to enhance student learning and engagement. The session will provide practical tips and strategies for integrating 3D modeling technology (Blender) into science lessons, as well as showcase examples of successful implementation. Blender is a free, easy to use, yet robust, 3d modeling and simulation software.

TAKEAWAYS:
Educators will have practical tips and strategies for integrating 3-D modeling into their science lessons. Participants will have hands-on experience with 3-D modeling tools and software. Educators will be able to share their experiences and ask questions about using 3-D modeling in the classroom.

SPEAKERS:
Ashley Posey (McCallie School: Chattanooga, TN), Jessica Dobrin (Science Teacher: Chattanooga, TN), Caleb Bagby (Senior Director of Engineering, Technology, and Design: Chattanooga, TN)

Participants in this workshop will use a temperature sensor/probe to measure the temperature of a liquid. They will then design and code a program that will display the temperature and also incorporate other multi-sensory devices to indicate if the liquid is safe for drinking. This workshop will allow participants to go through the engineering design process and create a working model by the end of the session. No prior coding knowledge is required, just a willingness to create, learn, and have fun doing it.

TAKEAWAYS:
Create a multi-sensory temperature detector. Implement coding in Python into the STEM/Science/Mathematics classroom. Learn how to give students ownership in their projects.

SPEAKERS:
Jessica Kohout (Educational Consultant: Ellicott City, MD), Brad Posnanski (Comsewogue High School: Port Jefferson Station, NY)

Since returning from COVID classrooms have become increasingly digitally based, but has this been beneficial for students? After reflecting on our own teaching practices & examining our students’ progress we concluded that a fully digital classroom is limiting our students' linguistic and academic growth which can really hurt our English Learners. We examined available research on technology use in the class & how the implementation had impacted students. In addition, we looked at current best practices for literacy & academic language acquisition as it pertains to our ELLs. We began to look for ways to hybridize assignments to encourage substantive conversations, collaboration & engagement. Early results point to students’ better use of academic language, higher engagement & increased test scores. Participants will learn by doing a hybrid assignment & compare them to the results of our digital only & analog only assignments. We will provide scaffolds to build your own hybrid lessons.

TAKEAWAYS:
Particpants will walk away with outlines and skeletons on builidng hybridized digital and analog lessons.

SPEAKERS:
Heather Berlin (Truman High School: Independence, MO), Jennifer Tuff (North Side High School: Fort Worth, TX)

Participants will engage in a thinking classroom for developing and using a constant velocity particle model by: • Observing a constant velocity toy car moving across the floor • Recording and summarizing their observations of the car • Developing a driving question board about their observations • Designing an experiment that could answer their question • Working in small groups to make sense of the model and apply it to a new situation using a thinking task • Discussing in a whole group a consensus model for any particle moving with a constant velocity • Examine the pedagogy that led to student thinking and sensemaking of the scientific model.

TAKEAWAYS:
Thinking classroom practices create the optimal conditions for learner-centered, student-owned science thinking and learning, and have the power to transform science classrooms.

SPEAKERS:
Earl Legleiter (Legleiter Science Consulting: Hays, KS)

Students often have ok data but present it graphically not in the best way. Let’s talk about how to make your graph tell your story. Simple stuff like: which type of graph? What variable, where does it go, scale, function or not? Stuff beyond the basics: Which graph is the best type of graph for your data, hypothesis and story? How can I effectively improve my graph to better communicate my results? Does my graph limit the credibility of my work?

TAKEAWAYS:
Effective graphing can be a tool to visually show relationships.

SPEAKERS:
Louise Chapman (Volusia County Schools: Deland, FL), Jacklyn Bonneau (Massachusetts Academy of Math & Science at WPI: Worcester, MA)

The integration of science and mathematics should be a natural thing, and it is the foundation of any good STEM teaching. Data collection is crucial in all science classes and the analysis of the data is a great way to bring math into the science classroom. This session will involve all participants in data collection activities that can be done in any classroom, regardless of class size or student background. Common, easy-to-use technology will be used for the activities and this session is sure to motivate teachers to collect and analyze data with their students--and share their results with their math colleagues; fostering a spirit of cross-curricular collaboration and integration.

TAKEAWAYS:
ALL attendees will be active participants in the data collection activities in this session. But collecting data will not be the greatest takeaway. Rather, instilling confidence in ALL attendees to perform mathematical analysis of the data will be the main goal of the session.

SPEAKERS:
Jeffrey Lukens (Retired Science Teacher: Sioux Falls, SD)