Participants in this session will be introduced to the Shared Waters curriculum, a classroom-ready, watershed-focused, 10-lesson unit. This presentation will provide attendees with a brief overview of the unit exploring overall content, learning goals, lesson resources, and the culminating student-driven action project. During the workshop, participants will engage in a hands-on activity that explores watershed boundaries and how pollution enters waterways via stormwater runoff. There will be a demonstration of pervious vs impervious surfaces and a showcase of an online learning tool titled 'runoff simulator' that connects the two activities. Finally, presenters will highlight the culminating student-centered action project and how the Shared Waters curriculum guides educators through the process with students. All participants will have free access to the Shared Waters curriculum, including all lesson plans, worksheets, and PowerPoint slides.

TAKEAWAYS:
Learn more about this curriculum while participating in a hands-on watershed activity and demonstrations exploring pervious and impervious surfaces' connections to waterway health. We'll tie it all together with an easy-to-implement student-centered action project that can be completed in one day.

SPEAKERS:
Liz Fulton (Graduate Assistant: Millersville, PA)

In this session educators will be presented with the following equity frameworks: (1) Equity and NGSS, (2) Inclusive Ed Tech, (3) Culturally Responsive and Sustaining STEM, (4) Anti-Racist STEM, and (5) Environmental Justice. Educators will work in small groups to learn more about their equity framework of choice and summarize their learning for a larger group. Next, groups will unpack equity moves to identify how they support or hinder equity work through the lens of the framework they selected and identify next steps. By the end of the session, each group will share out actions they can take in their classroom to create a more equitable STEM classroom.

TAKEAWAYS:
Educators will leave with knowledge of equity frameworks and unique next steps that can be implemented into their classroom for a more equitable, inclusive, culturally responsive, and anti-racist classroom community.

SPEAKERS:
Kelly Houston (STEM Ed Innovators: Yarmouth Port, MA)

Science writing is an essential part of authentic science. However, both perception and reality suggest that science texts of various genres are difficult and challenging for many students. What can a teacher do to help students meet challenges so that they can realize the beauty and significance of pivotal works in the history of science, groundbreaking contemporary research, and the deep reflections found in scientific creative non-fiction? In this workshop we will try out techniques based on cooperative groups who create graphic narratives and lay summaries. An assortment of texts will be available to explore, like the concluding paragraph to Darwin’s Origin of Species and the story of Carbon by Primo Levi. Experience in the classroom will be shared where understanding of the texts is achieved by students, including reluctant readers and English language learners.

TAKEAWAYS:
Great, significant, and sometimes difficult written works in science can become accessible to students through cooperative groups, graphic narratives, and lay summaries.

SPEAKERS:
Richard Frazier (retired: Holts Summit, MO)

The Smoky Mountains STEM Collaborative is a STEM learning ecosystem in rural western North Carolina and has been a NASA Science Activation partner since 2016. We have over a decade of combined experience in assisting educators in utilizing NASA resources through a local lens in their classroom and out-of-school-time programs. As a rural region, we are familiar with the difficulty that comes with reaching disenfranchised learners that may struggle with broadband access. Participants will be introduced to a number of resources and hands-on activities they can utilize in low or no-bandwidth areas, as well as partners they can collaborate with in order to broaden and deepen their impact in their classroom and community. We will conduct a few example activities tailored for middle school educators, with suggestions to be scalable for learners in high school, post-secondary, and informal settings.

TAKEAWAYS:
After engaging in some hands-on activities, attendees will leave with access to a digital library of resources as well as personal connections to bring NASA Science into their classrooms.

SPEAKERS:
Randi Neff (STEM Program Coordinator: Sylva, NC), Matthew Cass (Physics and Astronomy Instructor: Sylva, NC)

Data is key to NGSS. Yet many students struggle to make sense of it. Leaving many of us baffled by what our students do with data and/or confused by the claims they make from graphs. What can we do? Leverage classroom-ready strategies based on what research says about how younger students learn from data! Join us to discuss the data skills our young learners need and try strategies to integrate these skills into whatever your curriculum or platforms. We will explore how such strategies foster science learning for all students and increase students' interest in working with data (from Pre-K to 8th). We will discuss how novices and experts interact with data differently and what that means for our teaching. As we explore classroom-ready resources around data, data visualizations, and instructional strategies to enhance our current K-8 science content instruction and increase our toolkits. Let’s set ourselves and our students up for success by building strong foundations!

TAKEAWAYS:
Acquire skills and resources to unpack strategies for K-8 students to use when interpreting science data and visualizations in our existing curriculum for building data skills.

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC: Santa Cruz, CA)

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 as attendees work together to analyze data and primary sources from the 1930's regarding the Dust Bowl in Kansas. Using a jigsaw method, attendees will first be divided into specialties: Horticulturist, Biologist, Geologist, Climatologist, Government employee, Native American, and a monoculture farmer to work together, from their discipline's unique perspective, to investigate how the Dust Bowl could have been avoided. They will analyze soil samples, graphs, charts, weather patterns, etc. and come to conclusions. Each member of the group will then be assigned a new group that includes one member from each discipline to present and share their perspectives with others in order to design a solution for the droughts being experienced in the 21st century.

TAKEAWAYS:
Attendees will learn how to integrate historical problems, primary source analysis, and STEM practices in engaging and meaningful ways to reinforce student learning as they work together to explore and debate possible solutions from multiple perspectives to prevent another Dust Bowl like the 1930's.

SPEAKERS:
Deborah Draper (Cedar Ridge Elementary School: OREM, UT), Julie Siebach (Alpine School District: Loveland, OH)

Participants in this session will learn about NASA’s Heliophysics Big Year (Oct 23-Dec 24), including an annual eclipse, a total eclipse, and the culmination of the Parker Solar Probe Project. Learn the basic mechanics of how and why eclipses occur while engaging in low-cost and hands-on activities such as Sun Paper, UV Beads and Solar Radiation, and how to make a cereal box viewer. Attendees will enjoy engaging activities while learning about the next total solar eclipse on April 8, 2024. A total solar eclipse happens when the Moon passes between the Sun and Earth and completely blocks the face of the Sun. Those in the path of totality will experience a total eclipse and the sky will become very dark as if it were dawn or dusk. If the skies are clear, people can even see the Sun’s outer atmosphere, the corona, with their own eyes. Learn about these solar eclipses as well as NASA’s Solar Eclipse Toolkit, including lesson plans, activities, safety guides, videos, and so much more!

TAKEAWAYS:
Attendees will learn about the upcoming solar eclipse, explore resources within NASA STEM’s Solar Eclipse Toolkit, learn how to view the eclipse safely with their students, and walk away with standards-aligned hands-on activities that can be shared with students in both formal and informal settings.

SPEAKERS:
Dr. Sagirah Wheeler (NASA Education Specialist: Baltimore, MD), Monica Uribe (NASA: Kyle, TX)

NGSS emphasize the integration of disciplinary core ideas, crosscutting concepts, and science and engineering practices in ways that reflect real-world practices. Integration has shown to enhance students' interest in multiple content areas, improve their attitudes toward the discipline, and develop life-long learning skills. Integration can be challenging without proper support and resources. The Task Analysis Tool (TAT) is a graphic organizer tool and a practical process that supports the meaningful, intentional, and purposeful integration of content and skills within a lesson. The TAT has proven to be beneficial for designing student-centered lessons, identifying integration points, and collaborating with others. This 60-minute workshop proposal aims to provide participants with an opportunity to learn about the TAT, its significance, related research, potential applications, and to interact with the tool by applying it to their personal lesson or activity.

TAKEAWAYS:
Participants in this workshop will gain knowledge of the TAT; how it can be used and applied in their personal contexts. In addition, participants will be given digital and physical resources, including their own adaptable TAT that they can take with them and use immediately in their own classroom.

SPEAKERS:
Britt Miller (George Mason University: Winchester, VA)

The Nature of Science and Scientific Inquiry are important topics that should be explicitly taught to students, because research tells us that students do not implicitly pick up on the ideas of NOS through just engaging in science. They must engage in direct conversations and activities that address what Science is and how it operates. These conversations should be grounded in accessible phenomena and activities so every student has the opportunity to develop their understanding. The NOS is foundational to being able to engage effectively in science and understanding science at is most basic and conceptual level, as emphasized by the K-12 Framework and NGSS. This session will share some simple activities through rotation stations that can quickly be used throughout the course of a science class to help students discuss and engage in ideas about the Nature of Science.

TAKEAWAYS:
1. It is important to explicitly teach the nature of science to students; 2. The nature of science should be presented in an accessible way to all students; and 3. Attendees will walk away with activities they can use in their class immediately to teach the NOS.

SPEAKERS:
Kelly Moore (Tennessee Tech: Cookeville, TN)

The EYE curriculum unit was co-created by middle school science teachers and architectural studies and science education faculty with the goal of improving students’ energy literacy and energy conservation practices. It consists of four modules that span six weeks of classroom instruction. The modules include investigations on energy and energy systems, natural and artificial lighting, building heating and cooling, and a capstone engineering project that guides students in designing a new classroom. The unit is place-based, using the local school building as a source of shared student experiences to connect to abstract energy concepts. Our workshop will overview the EYE unit structure and rationale and cover some of the key energy and architecture concepts embedded in the unit. We will provide hands-on experiences and a venue tour to model how building features can be leveraged to teach fundamental energy concepts in a real-world context for improved student engagement and learning.

TAKEAWAYS:
Our workshop venue will allow us to model how the EYE unit leverages tangible building features to enhance students’ understanding of abstract energy concepts. Attendees will receive a link to EYE’s classroom-ready materials, including engineering game cards, a budget spreadsheet, and slide decks.

SPEAKERS:
Meera Sood (Smithton Middle School: Columbia, MO), Suzy Otto (University of Missouri: Rolla, MO)

N/A

TAKEAWAYS:
Presenting a compelling phenomenon or design challenge requires framing a question and choosing material carefully. Building a storyline requires testing out a launch of a unit to anticipate student questions about it, and first identifying what students will figure out in each lesson of a unit before it occurs.

SPEAKERS:
Bill Penuel (: Boulder, CO)

In this session, teachers will explore the concept of wonder and how it can be applied to teaching and learning. Through activities and discussion, teachers will gain an understanding of the importance of wonder in the classroom. Educators will also learn how to embed wonder into their lessons through creative strategies, such as using hands-on activities, engaging visuals, and technology-based activities, focusing deeply on making space for student sensemaking and exploration. Additionally, teachers will explore how to connect wonder to curricular standards and create lesson templates that promote exploration and discovery. Teachers will also reflect on what they have learned and brainstorm ways to implement a culture of wonder in their classrooms. AND HAVE A GOOD TIME DOIN' IT

TAKEAWAYS:
Participants will leave the session understanding how sensemaking is supported through our NGSS standards. They will have time to explore and understand methods that inspire student thinking and wonder.

SPEAKERS:
Jacey Suda (John Thomas School of Discovery Partner School: Nixa, MO), Hannah Buckner (John Thomas School of Discovery Partner School: Nixa, MO)

Incorporating social studies and history into STEM education doesn’t have to be difficult. Situations and events from the past can be used to present phenomena to students. Explore how you can use real world events and situations from World War II to engage your students with observable phenomena. In this workshop session led by an educator from The National WWII Museum, educators will explore how to incorporate a story, situation, or event from WWII into a phenomenon that meets NGSS standards. All of the activities also have a reading to accompany them for an added literacy component. The stories and activities will all come from our free curriculums: Little Engineers and Real World Science. Attendees will receive a hard copy of each curriculum. During this workshop, the activities demonstrated will feature Victory Gardens (parts of plants, growing seeds) and Earn Your Wings (engineering challenge with paper airplanes) activities.

TAKEAWAYS:
Incorporating social studies and history into STEM education doesn’t have to be difficult; situations and events from the past can be used to present phenomena to students.

SPEAKERS:
Kelly Goodner (Assistant Director of K-12 Programs: New Orleans, LA)

Digitized versions of Thomas Jefferson’s weather journal, Robert Hooke’s first drawings of cells, photographs from the Dust Bowl, and historic newspaper accounts of electric cars all provide opportunities to understand how scientists and engineers think, practice, and apply scientific principles in the real world; how scientific ideas evolve over time; and how science and engineering are related to society. The Library of Congress has millions of free primary sources online. This workshop will focus on how analyzing such sources can help K-12 teachers meet standards and teaching goals, particularly around the nature of science, practices of scientists, and how science, technology, and society interact. Library education experts will facilitate hands-on activities using primary sources and share ways teachers nationwide have used them. Participants will also leave with strategies for using primary sources to develop critical thinking skills and highlight interdisciplinary connections.

TAKEAWAYS:
Participants will learn how to access millions of free digitized primary sources and practice hands-on strategies for using them to promote critical thinking skills and a deeper understanding of real-world scientific practices, the nature of science, and connections between science and society.

SPEAKERS:
Kelsey Beeghly (Einstein Fellow: Altamonte Springs, FL), Michael Apfeldorf (Library of Congress: Purcellville, VA)

This session consists of a student facing experience in which participants will engage in a sample lab activity followed by a collaborative debrief about the intentional decision making process behind the experience. Participants will leave with an understanding of how they can replicate experiences like this in their classroom, even in the absence of a designated space such as the STEAM Lab. Fairport Central School District has implemented STEAM Labs in each of its elementary schools. The vision is to support, challenge, and prepare all Fairport students to be Future Ready. By engaging with curricular and extracurricular projects and inquiries, students will utilize their innate creativity to actively construct knowledge. Students are at the center of the learning and are seen and valued for who they are. The Labs provide opportunities for students to tinker with ideas and collaborate with each other, to support the social-emotional and academic development of all learners.

TAKEAWAYS:
Participants will learn how the use of criteria and constraints increase student engagement and creativity in the problem-solving process.

SPEAKERS:
Travis Wood (Fairport Central School District: Rochester, NY), Kristin Larsen (Honeoye Falls- Lima CSD: Honeoye Falls, NY)

Problem based learning uses observable events and processes that occur in the world. It is important to provide students with sensemaking opportunities that require them to combine their knowledge about multiple, cross-disciplinary DCIs, science and engineering practices, and cross cutting concepts, and ELA, math, and social studies, to design solutions to a real-world problem. The purpose of this session is to model the intentional combination of multiple disciplines to design a solution to the impact farming can have on the environment. During the session, participants will engage in designing a windmill that will help them reduce the impact of farming on the environment. We will explore the transdisciplinary nature of designing windmills and work in engineering teams to create the most efficient windmill. This presentation provides access to an NGSS Design Badge 5th grade unit, and strategies for combining multiple disciplines to design solutions to real-world problems.

TAKEAWAYS:
The audience will walk away with access to an NGSS Design Badge 5th grade unit that exemplifies strategies for engaging students in real-world problem-solving using multiple disciplines.

SPEAKERS:
Christi Sanderson (mySci Instructional Specialist: University City, MO), Lauren Ashman (Washington University in St. Louis Institute for School Partnership: Saint Louis, MO)

Too frequently, teachers wait until Black History Month to incorporate diversity topics into their curriculum. For this workshop, I will be sharing how to incorporate diversity and equity topics year-round into a STEM program for both lower and middle school students. We will examine different science topics, including my second grade engineering unit, that can seamlessly be included in the science classroom. I will be showcasing some of the work my second, fourth, and sixth grade students have completed. In addition, I will be discussing the latest addition to the sixth grade weather and climate unit: Hurricane Relief and Environmental Racism. Finally, we will be examining the stories that different cultures have composed about the origin of constellations. Participants will have an opportunity to develop their own constellations and to write a story that explains the origin of their star pattern.

TAKEAWAYS:
After this workshop, participants will see how to incorporate diversity and equity topics into their STEM classroom. Teachers will experience some of the lessons my students have experienced and will discover how easily it can be to adapt lessons to celebrate the contributions of many cultures.

SPEAKERS:
Joan Gillman (The Browning School: Teaneck, NJ)

As the Clean Air Partners’ Education Program Manager, I will introduce the Clean Air Partners organization, our On the Air © curriculum, and how to navigate and implement the curriculum in science classrooms. There are five modules: 1) Our Lungs, Our Air, Our Health; 2) What’s the Forecast; 3) Air Pollution in the Community; 4) Air and the Chesapeake Bay; and 5) Air and Climate Change. I will explain how modules and lessons are formatted for faster navigation and facilitation. I will also share how to access the lessons for free on our website. Teachers will engage in very brief activities from five selected lessons, one from each module. I will highlight best science teaching practices, such as CER, anchor charts, KWL charts, and other visual thinking routines embedded in lessons. Teachers will have paper copies of the student-facing documents for each lesson and will be encouraged to work together during the session to complete lesson activities.

TAKEAWAYS:
Attendees will learn how to access and teach the free On the Air © curriculum resources to explore air pollution issues and solutions.

SPEAKERS:
Elizabeth Spike (Clean Air Partners: Alexandria, VA)

What started as a silly experiment in a hotel parking lot Parking Lot Science has become a staple in K-6 exploration at John Thomas School of Discovery. Teachers who attend this session will participate in a cooperative, hands-on learning experience that will help showcase the importance of science in elementary education. The session will involve hands-on exploration and simple phenomena to implement in your everyday teaching. The session will then look at how creating a culture of science leads to a larger picture of student exploration and learning. Participants will have an open discussion about the state of science in their schools and the hurdles they face. We will brainstorm ways participants can create a “wonder” week or showcase of science at their school to highlight student learning throughout the year. The session will have singing, dancing, science, wonder, and a whole lot of laughter. Come join in on the learning experience and see what we can do with the power of wonder!

TAKEAWAYS:
Teachers will learn different unique ways to expose students to wonder, receive ideas to create a culture of learning within their classroom, and participate in hands-on explorations that can be used all year long.

SPEAKERS:
Ryan Mahn (John Thomas School of Discovery Partner School: Nixa, MO), Joe Shaughnessy (John Thomas School of Discovery Partner School: Nixa, MO)

“Raising the Green Roof” is a 4-week interdisciplinary STEM unit developed by university architectural studies and science education faculty working with elementary educators. In the unit, students use place-based strategies to explore how human-built structures impact the environment and then learn that green roof designs can help restore the natural water cycle. Water cycle basics (evaporation, condensation, precipitation) are emphasized as students explore stormwater runoff, test water retention in various soils, model roof design features, and discover the role that plants play in water management. The unit culminates in an engineering design challenge with students building their own miniature doghouses, green roofs included. Our workshop introduces teachers to our unit’s structure and the science and sustainability concepts behind it. Teachers will also have an opportunity to practice several hands-on investigations and modelling activities from the unit’s lesson plans.

TAKEAWAYS:
This hands-on workshop provides an overview of Green Roof lessons and gives participants a chance to practice modelling and engineering investigations from the unit. Educators will learn architectural content knowledge and receive a link to classroom-ready curriculum and teacher support materials.

SPEAKERS:
Laura Zangori (University of Missouri: Columbia, MO), Suzy Otto (University of Missouri: Rolla, MO)

To analyze data from space and ground-based telescopes, scientists rely on computers, not only to do calculations, but also to change numbers into images. Scientists and programmers go through painstaking calibration and validation processes to ensure that computers produce technically correct images. Visual representation of X-ray data, and radio, infrared, ultraviolet, visible, and gamma, involves the use of representative color techniques where colors in the image represent intensity, energy, temperature, or another property of the radiation. This activity creates models from numerical data. Each model will be unique, depending upon how the photon intensity and energy data was processed – binned and assigned color values – and then analyzed. Artistic representations of this data will be made "by hand" and also by using web-based js9 imaging and analysis software. This is one step in allowing students to do their own astronomy research using real data sets.

TAKEAWAYS:
Scientists learn about astronomical objects from the light they produce. Colors in images are based on data from this light and are used to highlight different features.

SPEAKERS:
Pamela Perry (Lewiston High School: Brunswick, ME)

Opportunities abound for young people to learn about science, technology, engineering, and mathematics (STEM) in a range of settings outside of the classroom. They can engage with STEM in summer camps, after-school programs, Boys & Girls Clubs, and even trendy birthday parties. Numerous studies document the benefits of effective out-of-school STEM learning—e.g., increased interest in STEM, enriched knowledge of STEM ideas, enhanced confidence, and a sense of accomplishment. Given the benefits of out-of-school STEM learning and to increase access to high-quality STEM experiences for our middle schoolers, we developed an after-school program for them to enjoy STEM in engaging, authentic, and relevant ways. We will (1) share the framework/commitments that guided the design of our “Out-of-School and Into STEM” club, (2) model an abbreviated club session, and (3) provide resources for participants that may be helpful in designing their own out-of-school STEM experiences for students.

TAKEAWAYS:
Attendees will be provided with a framework and resources to guide the design of an out-of-school STEM Club and participate in a design-based club activity.

SPEAKERS:
Raven Brzeszkiewicz (Indianapolis Public Schools: Indianapolis, IN), Jared Simoneaux (Longfellow IB World School: Kokomo, IN), Megan Johnson (Longfellow Middle School: Indianapolis, IN), Lynn Bryan (Purdue University: West Lafayette, IN)

This will give information that will enable participants to replicate a STEM outreach event with various theme ideas. The activities are all low-cost and adaptable across student ages and generations of family members. The activities are meant to provide opportunities for students and families to experience success in a fun and enriching way while engaging with STEM concepts from the NRC K-12 Framework. We will also discuss how we used this event as a way for our preservice teachers to experience and practice implementing informal education strategies. This event was hosted at our local STEM Center, but we will also discuss ways that it can be implemented at school STEM nights, at community events, or even as neighborhood "pop-up" events to reach diverse learners in equitable ways.

TAKEAWAYS:
STEM Outreach events can be a way to engage students and families in equitable STEM learning to encourage and support all learners. This will provide information on how to replicate a STEM outreach event we hosted at our local STEM Center along with ideas about implementing it in different formats.

SPEAKERS:
Kelly Moore (Tennessee Tech: Cookeville, TN)

Seaworthy STEM in a Box activities were developed through collaborative efforts between STEM education specialists at the Naval Surface Warfare Center Carderock Division and master teachers participating in the U.S. Department of Energy’s Albert Einstein Distinguished Education Fellowship Program. Seaworthy STEM endeavors to inspire and prepare the next generation of STEM professionals by supporting teachers’ efforts to engage students – from early childhood through high school – in more hand-on science inquiry and engineering design. Activities are organized around grade bands with Naval-relevant themes and involve simple phenomena that support student sensemaking around key science and engineering concepts. Our workshop will allow teachers to practice several hands-on activities from the Seaworth STEM suite and will provide strategies for classroom integration, including content selection, standards alignment, materials acquisition, and tips for classroom implementation.

TAKEAWAYS:
In this hands-on workshop, teachers will explore several Seaworthy STEM in a Box activities and receive teacher background information on NGSS standards alignment, career connections, and relevant Naval and physical science concepts. Links to classroom-ready lesson materials will also be provided.

SPEAKERS:
Stephanie Klixbull (Penn State University: Lemont, PA), Tom Jenkins (National Museum of the United States Air Force: Fairborn, OH), Melissa Thompson (Department of Defense: Stevensville, MD), Suzy Otto (University of Missouri: Rolla, MO)

Are you ready to start inventing with your students but don’t know how to start? Do you have students with innovative ideas who need help protecting those ideas? Intellectual property can be a complex and often confusing topic, but it's essential for students to understand how to protect their own ideas and creations. Many teachers recognize the need to help their students protect their ideas and inventions when they work on science and engineering projects, but may not have a background in IP or the resources to teach it effectively. This presentation will provide an overview of how to teach IP and invention education in science classrooms, with a focus on practical and hands-on activities that engage students. Participants will leave with resources and ideas for incorporating invention education and IP into their own classrooms.This presentation is suitable for science teachers of all levels, from elementary to high school. No prior knowledge of IP is necessary.

TAKEAWAYS:
Participants will leave with resources and ideas for incorporating invention and intellectual property education into their classrooms. This presentation is suitable for science teachers of all levels, from elementary to high school. No prior knowledge of IP is necessary.

SPEAKERS:
Kathy Hoppe (STEMisED, Inc: Rio Rico, AZ), Kathleen Lanman (U.S. Patent and Trademark Office: Alexandria, VA)

Research indicates that teachers need to address STEM career awareness and connect to students’ lives. Our goal is to highlight STEM careers/role models across the globe through using children’s books to anchor STEM lessons. The books are chosen to cover various peoples/cultures from around the world. Using books to engage students in thinking about how STEM connects to various cultures across the globe can be a powerful learning tool and can lead to important classroom discourse regarding cultural awareness (Yoon, 2022). For example, Tu Youyou’s Discovery: Finding a Cure for Malaria by Songju Ma Daemicke focuses on returning to Chinese herbal medicine to discover treatment for malaria. In the same manner, One Plastic Bag by Miranda Paul, highlights Istaou Ceesay’s true story from Gambia. The main character in this book started a grassroots movement to recycle plastic bags since they were causing pollution and negatively impacting livestock. Participants will be actively engaged!

TAKEAWAYS:
Participants will engage in hands-on STEM mini-lessons in small groups. Each participant will explore several picture books highlighting STEM careers and people from across the globe.

SPEAKERS:
Sumreen Asim (Indiana University Southeast: Prospect, KY)

Participants will use light curve graphs and image analysis software tools located on the web to investigate stellar objects at the centers of supernova remnants, and determine if the objects are white dwarfs or neutron stars. Two sets of data from the Chandra X-Ray public archive will be used to plot brightness versus time to determine the rate of rotation of the object. Centripetal acceleration and Newton's Universal Law of gravitation calculations will then be applied. This activity is designed for physics and/or astronomy classes and integrates STEM analysis tools with the crosscutting concepts, physical science core disciplinary content and engineering concepts embodied by NGSS. Students may also use tools learned in this activity to use js9 to do further research projects using publicly available astronomy data sets.

TAKEAWAYS:
Light curves generated from web-based js9 image analysis software can be used to determine the period of rotation and identify objects as white dwarfs or pulsars using Newton’s Universal Law of gravitation and centripetal acceleration calculations.

SPEAKERS:
Pamela Perry (Lewiston High School: Brunswick, ME)

Human activities have caused changes in global temperature and weather patterns. This generation of students will need to understand climate science in order to adapt to this changing environment. In this session, participants will explore a project in which students incorporate engineering and basic coding - no experience necessary. We will use micro:bit technology to connect basic coding commands to collect authentic data using embedded sensors. Participants will use this collected data to modify design solutions based on human vulnerabilities to severe weather. Participants will find ways to expose their students to the engineering capabilities needed to solve problems. This project allows students to compare design solutions to identify which is best for the problem at hand and to experience the interactive process of evaluating solutions. This project allows for the authentic integration of technology, mathematics, crosscutting concepts, science practices, and easy implementation

TAKEAWAYS:
Use technology to expose students to coding and engineering design solutions for severe weather.

SPEAKERS:
Stacy Thibodeaux (Southside High School: Scott, LA), Jessica Kohout (Educational Consultant: Ellicott City, MD)

N/A

TAKEAWAYS:
Phenomena is foundational to science and intellectual pursuits in general! Come make sense of the idea and think about how phenomena-based instruction can engage your students in meaningful learning.

SPEAKERS:
Bill Penuel (: Boulder, CO), Tiffany Neill (OpenSciEd: New York, NY)

Working in teams, students take a short analog message and convert it to binary code for cell phone transmission. Students then send those zero’s and one over a carrier wave using a form of amplitude modulation to another team. At the other end the message is decoded and rewritten in analog form. which message was first? How close was it? A discussion of challenges the students’ faced in acting like a DSP (digital signal processor) lets student see some of the challenges of the original binary code and how subsequent forms of coding came about to address some of those challenges. Students discover the binary code they used was Morse code. Students then code and send a different message using the original 5-digit computer code. After racing to send their messages, students are guided through a follow-up discussion on the pros and cons of the new (Baudot) computer code used.

TAKEAWAYS:
Students will understand some of the challenges faced in digital signal processing as sending digital information evolved by completing a lab activity where they will code and decode messages into a digital format for transmission and receiving, similar to how cell phones work.

SPEAKERS:
John Clark (Volusia Online Learning: Daytona Beach, FL)

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 (Roosevelt High School, Sioux Falls, SD: Sioux Falls, SD)

Participants will build their own digital slid whistle. They will experiment with a motion sensor and use that data to convert to sound frequency by creating a regression equation. This activity is a simple one to two day activity that can be completed in the classroom as an enrichment or as a stand alone activity that can be developed over several class sessions.

TAKEAWAYS:
Attendees will leave with a simple STEM project that will engage students and can lead to incredible enrichment discussions!

SPEAKERS:
Brad Posnanski (Comsewogue High School: Port Jefferson Station, NY)

In this session educators will be presented with several research-based STEM equity moves that can be used in their classroom. These equity moves fall under the following categories: (1) Equity and NGSS, (2) Inclusive Ed Tech, (3) Culturally Responsive and Sustaining STEM, (4) Anti-Racist STEM. Educators will select an equity move and engage in a Remix Protocol to modify the equity moves to fit their classroom and context, and may even modify an activity, lesson, and/or assessment for their own class. Educators will share their ideas and hear the amazing ideas that their peers developed. All the work will be shared in a Padlet that will be available after the workshop to keep the conversation going! The session is designed in a way that educators will engage in some of the equity moves with a learner lens as they are exploring the equity moves. We will unpack this additional layer when we reflect on the learning activities.

TAKEAWAYS:
Educators will leave this session with tangible ideas to increase STEM belonging in their classroom or district.

SPEAKERS:
Kelly Houston (STEM Ed Innovators: Yarmouth Port, MA)

eCYBERMISSION is a free online STEM competition for students in grades 6-9 that promotes teamwork, self-discovery, and real-life applications of STEM. The competition’s phenomenon-based learning approach encourages students to investigate challenges in their community while developing critical thinking and problem-solving. We’ll discuss how you can utilize the standards-aligned resources, grants and student awards worth thousands of dollars to engage students. We’ll also form teams to compete in our own mini-eCYBERMISSION competition. You’ll choose a community challenge, develop a plan to explore it and apply STEM concepts throughout the process. The winning team will even walk away with a special prize! This session is aimed at STEM educators who are looking for innovative ways to engage their students. Join us as we discover how eCYBERMISSION can enhance your students' learning experience! eCYBERMISSION is part of the Army Educational Outreach Program and administered by NSTA.

TAKEAWAYS:
eCYBERMISSION is a free, virtual STEM competition for grades 6-9 that is supported by a wealth of standards-aligned resources. Attendees will discover strategies to utilize student-chosen local phenomena as the basis for long-term projects while participating in a rewarding STEM competition.

SPEAKERS:
Carey Dieleman (National Science Teaching Association: Bettendorf, IA), Brian Kutsch (National Science Teaching Association, eCYBERMISSION: Maumelle, AR)

Science does not exist in a vacuum. From environmental policy, to public health issues, to the regulation of food, drugs, and dangerous materials, addressing socio-scientific challenges requires an understanding of both scientific concepts and social contexts. Analyzing historical primary sources from the Library of Congress – including photographs, political cartoons, newspapers, maps and more – can provide students with an opportunity to reflect on this interplay between science and society and offer insights into how citizens and scientists have contributed to social change. The Library has millions of primary sources free online. In this workshop, Library education experts will facilitate hands-on activities using select primary sources and share ways that teachers have used them with students. Participants will leave with concrete strategies for engaging students in primary source analysis to build critical thinking skills and deepen their understanding of socio-scientific issues.

TAKEAWAYS:
Participants will learn how to access millions of free digitized primary sources and practice hands-on strategies to help students gain critical thinking skills while they reflect on the connections between science, society, and social change through authentic historical examples.

SPEAKERS:
Kelsey Beeghly (Einstein Fellow: Altamonte Springs, FL), Michael Apfeldorf (Library of Congress: Purcellville, VA)

SPIN, a FREE web-based notebook created with funding by NSF, has 4 customizable lessons for data-focused investigations in Physics on Centripetal Force, Ohm’s Law, Pendulums, and Impact. Teachers can also input their own lessons into SPIN. One of the teachers who created the lessons in the notebook will be presenting. During the first 30 minutes, presenters will give teachers accounts in SPIN and show how students can use the notebook and the metacognitive support features such as the Communication Hub, I’m Stuck button, and SPAARC prompts. Experiences of teachers and students who have used SPIN will be discussed. In the final 30 minutes, teachers will customize a lesson in SPIN or input their own lessons with help from the presenters. By the end of the session, teachers will be able to use SPIN effectively with the ability to share the notebook with all of the teachers at their school. Use of SPIN is entirely free and is found at https://spin.cehd.gmu.edu/login.

TAKEAWAYS:
Teachers will learn how to use SPIN to download and edit a lesson from the Global Marketplace or create their own lesson in SPIN. Teachers who have used SPIN note that it has helped their students understand data practices explicitly.

SPEAKERS:
Erin Barrett (Physics Teacher: Purcellville, VA), Erin Peters-Burton (George Mason University: Fairfax, VA)

Content will be delivered through Google Slides: participants discuss what bias is and the different types of biases that can show up. Participants will be asked to share biases they may hold (inside or outside of the classroom). We will watch a short video clip, then participants will engage in an activity called "How diverse is your universe?" Several prompts will be read and participants will indicate which racial group the prompt identifies with. An example prompt: "the people I grew up with in my household were...," and participants will indicate which racial group the prompt identifies with. Next, as a group, we will come up with our own definition of bias, and come up with examples of the different types of biases and what they look like in the classroom. We will then look at strategies on how to keep these biases in check. Next, we will discuss how to apply anti-bias work in STEM classrooms. We will develop and share content-specific lessons that we can implement.

TAKEAWAYS:
Anti-bias work in the classroom can be implemented in all curricular areas, especially in STEM/STEAM.

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

Presenters will start by highlighting place based-learning and how to create experiences through hands-on learning using NGSS standards. Then, the presentation will focus heavily on open discussions to answer questions on how we have successfully created STEAM-based projects that integrate all learning areas. Participants will then start creating their own learning experiences for their classroom by focusing on the four major questions of a Professional Learning Community: What will students do? How will they do it? How will we know they've learned it? What will we do if they don't? Last, the focus on how to bridge the gap between passion and standards will help us move forward in the creation of STEAM-based units. Participants will walk away with gained knowledge in NGSS standards, unit creation/template, and a better understanding of place-based and STEAM-based projects.

TAKEAWAYS:
Attendees will collaborate with educators to form learning experiences they can apply in their classrooms, receive a unit template to help organize thoughts, and discuss ways to break out of the traditional mold of education.

SPEAKERS:
Joe Shaughnessy (John Thomas School of Discovery Partner School: Nixa, MO)

Ever since the Wright Brothers first took flight in Kitty Hawk, the idea of powered flight has fascinated and captivated people. Unfortunately, despite flight's engaging nature and connections to fundamental physics concepts it is not a common topic in classrooms. Throughout our combined 97 years of existence our organizations, the National Free Flight Society and Science Olympiad, have been working to change this reality. In this session, we will introduce attendees to the idea of free flight model aircraft, demonstrate how these aircraft can be flown safely in schools, and share the variety of instructional resources that are immediately available for classroom use. Following this, we will identify ways attendees can take what they have learned and the activities available to enhance their classroom instruction. The session will close with a demonstration flight of a free flight model aircraft built from start to finish during this 60-minute session.

TAKEAWAYS:
Attendees will learn the art of the possible when it comes to using flight as a topic to engage students in their study of forces, free body diagrams, and Newton's Laws.

SPEAKERS:
David Lindley (President: Lisle, IL), Julie Newman (Engineer: El Segundo, CA), John Loehr (Science Olympiad: Oakbrook Terrace, IL)

N/A

TAKEAWAYS:
Phenomena is foundational to science and intellectual pursuits in general! This session helps you understand powerful qualities of phenomena and how they can support meaningful student investigations in and out of the classroom.

SPEAKERS:
Bill Penuel (: Boulder, CO), Tiffany Neill (OpenSciEd: New York, NY)

Using the standard model kits for inspiration, attendees will see how using simulations for 3-D modeling of molecular geometry can help students "see" the unseen. Taking this knowledge, attendees will code a rover to draw the molecular shapes using simple and easy coding commands. NO EXPERIENCE REQUIRED! Student's will be exposed to not only molecular geometry, but will also tie in mathematical geometry with the use of interior and exterior angles for their shapes.

TAKEAWAYS:
Give students new ways to visualize molecular geometry while integrating coding into the science classroom and maybe learning a little geometry!

SPEAKERS:
Stacy Thibodeaux (Southside High School: Scott, LA), Chris Coker (Camden Fairview High School: Camden, AR)

Presenters will be using resources used in their own classrooms created by the Master Teacher of Invention Education Program through the Office of Education at the United States Patent and Trademark Office. For engagement, participants will begin by playing a trademarks guessing game with other participants. Next the participants will then learn about the 4 different types of intellectual property (Copyright, Patent, Trademark, Trade Secret). From there, participants will learn and experience an invention "SCAMPER" strategy and finally tie it altogether with invention education. Active participation will be required for meaningful takeaways. Free resources from the United States Patent and Trade Office and MTIP teachers will be shared.

TAKEAWAYS:
Teachers will be instantly motivated to try invention education with their students. They will walk away with patent & trademark knowledge to teach their students, as well as materials/strategies from Master Teachers of Invention Education that can immediately be implemented in the classroom.

SPEAKERS:
Denise Henggeler (Northeast Nodaway: Parnell, MO), Juan Valentin (U.S. Patent and Trademark Office: Laurel, MD)

Participants will complete a short and sweet STEM design challenge. We will discuss the purpose and benefits of the Engineering Design process. Participants will walk away with ideas for implementing STEM right away in an elementary setting. The meat of this training will be sharing how to foster a STEM culture in your school by offering choices, engaging students in the design process, and promoting the 4C’s. Participants will understand how STEM prepares students for all career paths.

TAKEAWAYS:
We will discuss ways you can foster a STEM culture in your school by offering choices, engaging students in the design process, and promoting the 4C’s.

SPEAKERS:
Tosha Hoefert (Educational Consultant: No City, No State)

The room will be set up with stations containing different technologies such as Sphero, MircoBits, etc. At each technology, there will be task cards with a mixture of beginning/intermediate/advanced tasks appropriate for elementary-level students. Teachers will explore each technology station and related task cards. Following the activity, we will discuss how task cards can be a starting point when creating full EDP STEM lessons. Examples will be shown using one of the task cards and how it can be transformed into a full STEM experience. The teacher will then have an opportunity to use one of our task cards to create a STEM experience of their own, based on their selected card. Teachers will be given blank task card templates and lesson planning guides for designing their own STEM lessons.

TAKEAWAYS:
Teachers will leave with some new ideas on how to take a simple STEM task card activity and turn it into a full lesson in their classrooms, while also getting to explore a variety of classroom technologies and elementary-appropriate STEM activities.

SPEAKERS:
Chauntèe Pitts (Professional Learning Specialist: Lafayette, IN), Lauren Kelly (Crowley ISD: Burleson, TX)

N/A

TAKEAWAYS:
The goal of this session is to support teachers in understanding how best to meet the needs of all learners by starting from where students are at and drawing on their intuitive ideas and real world experiences to inform instruction. All strategies are framed as equitable 3-D formative assessment.

SPEAKERS:
Kelsie Fowler (University of Washington: Seattle, WA), Deb Morrison (University of Washington: Salt Spring Island, BC)

This session will engage attendees in answering the core question, "What is hydroponics?" After viewing phenomena-based video shorts and images of plants growing both in soil and hydroponically, attendees will work in small groups to model the phenomena, compare and contrast similarities and differences, and ultimately answer the questions: 1) What do plants need to grow? 2) How do plants grow through hydroponic farming? This workshop and corresponding lesson aligns with the NGS standards of MS-LS1-1, MS-LS1-3, MS-LS1-8, MS-LS2-1, & MS-LS2-3.

TAKEAWAYS:
Attendees will be able to compare and contrast the similarities and differences between growing food through hydroponic farming versus growing food in the soil. They will be able to explain how plants grow through hydroponic farming.

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

How do we know about mass-extinctions and meteor impacts? Using fossils to study past glacial periods? Shells, sand grains and even dust and volcanic ash from faraway lands fall slowly through the ocean and pile up on the seafloor, eventually becoming rocks. When we drill into the seafloor to collect layers of rocks (as cores), the deeper down we go, the further back in time we go. Scientists looking at these cores are effectively reading the pages in a book that reveals the Earth’s past, and sheds light on our future. This workshop will have teachers look at how using real scientific data collected onboard the JOIDES Resolution and other ships in the program, we can translate findings into data sets and activities to inspire students and help them see science in action. The focus will be on how data from oceanic drilling can be used to create activities using real-world phenomena that can connect to many scientific concepts, such as climate, natural hazards, and Earth’s systems.

TAKEAWAYS:
By looking into the past and present, we can begin to predict our future. The International Ocean Discovery Program creates educational resources that enable students to use real data collected by scientists investigating global concerns and explore parts of our world usually hidden to them.

SPEAKERS:
Maya Pincus (Columbia University / U.S. Science Support Program: Palisades, NY), Carol Cotterill (U.S. Science Support Program: Palisades, NY)

This workshop offers an immersive learning experience that allows participants to explore the roles of soil in the ecosystem as well as its function as a carbon sink. Designed for grades K-2 educators, this workshop provides a glimpse of a classroom investigation that can be adapted for use in their own classrooms. Participants will gain insights into key concepts related to soil ecosystems, such as the roles of different organisms, nutrient cycles, and the impact of human activities on soil health. Participants will also explore the importance of soil as a carbon sink and its potential as a tool for mitigating climate change. The workshop is designed to be highly engaging and interactive, mimicking the student experience. By the end of the workshop, participants will gain an understanding of how to use immersive learning activities to support classroom teaching and learning, and will have access to resources to help them implement similar investigations in their own classrooms.

TAKEAWAYS:
Through hands-on experience, students gain a deeper understanding of sustainability by using observations to describe patterns of what plants and animals need to survive. The workshop highlights the value of adapting investigations within the context of sustainability to support teaching NGSS.

SPEAKERS:
Elaine Makarevich (SubjectToClimate: Newton, NJ)

What student has not been amazed by the incredible bridges and buildings constructed by architects! How many of them have wanted to try and design their own structures? In this hands-on workshop, the participants will have an opportunity to view some of the creative buildings and bridges my second graders have constructed using mostly recyclable materials. They will hear about some of the record-breaking buildings that have been constructed around the world, and they will also have a chance to see a short video about some of the most unusual structures ever built. Before commencing any of the building, the participants will receive information on the different types of bridges built throughout the ages. These include the covered bridge, the truss, suspension, cantilever, beam, cable-stayed, and arch bridges. Once the participants have a general knowledge of the different types of bridges, they will then have an opportunity to work as a team to build a bridge or a building.

TAKEAWAYS:
In this session, participants will learn how to develop an engineering unit for elementary students where they design and build their own skyscrapers and bridges. Relevant videos will be shown and student work will be showcased.

SPEAKERS:
Joan Gillman (The Browning School: Teaneck, NJ)

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: North Vancouver, BC)

Find out how engaging students with compelling and complex socio-scientific problems necessitates student learning in many disciplines to design solutions. Gain strategies to support students in transdisciplinary learning and apply that learning to problem-solving with shared resources and examples.

TAKEAWAYS:
Learn how to engage students in learning that centers on addressing pressing social challenges and be able to describe transdisciplinary approaches to education.

SPEAKERS:
Rob Wallace (: Houma, LA)

Play along as we think, tinker, and wow like scientists and engineers! The session layout will be as follows: -Listen: Attendees will together listen to a short excerpt of the research-based podcast, Wow in the World. -Wonder: Attendees will individually use divergent thinking and creative innovation to reflect on the wonders and wows sparked from the podcast, and share insights with the room. -Tinker: In small groups, they will sort through their wonders and identify their One testable Big Wonder (their hypothesis) to investigate by communicating, collaborating, and critically thinking. -Make: In the same groups, they will be guided through a hands-on scientific experiment or engineering design project, and build confidence by sharing their findings in a multimedia presentation. -Debrief: Attendees will reflect on the classroom management and streamlined instruction practices that the instructors used in the session and how they can do the same.

TAKEAWAYS:
Learn how to streamline PBL instruction, manage the classroom to develop 21st Century skills, and excite K-5 students about hands-on scientific inquiry and engineering design using TinkerClass’ modular LISTEN, WONDER, TINKER, and MAKE experience.

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

We will unpack the purpose of each phase within the design cycle (Ask-Imagine-Plan-Create-Improve) and the role it plays in developing and showcasing student understanding of scientific concepts and their development of SEPs. Students often jump quickly from asking questions to designing solutions. Participants will engage in an activity that emphasizes the importance of slowing down the engineering process to zoom in on intentional brainstorming and planning that encourages students to think creatively, yet logically, about their ideas. We will focus on helping students articulate their thinking and communicate their scientific ideas throughout the design process. We will look at how these ideas can be mirrored in the improve phase to allow students to reflect on their process, gather and communicate new findings, and purposefully redesign. Through well-developed design projects, elementary students can build strong scientific understanding and develop critical 21st-century skills.

TAKEAWAYS:
Participants will take away ideas for enhancing the engineering design process for their students in order to leverage student ideas and collaboration to create better engineering solutions.

SPEAKERS:
Briana Trager (Graduate Student: Angier, NC)

Although there is no shortage of potential phenomena for teaching about the process of evolution, using human evolution is a sure way to make the topic relevant and engaging for all students. It is also an excellent way to address some of the most common student misconceptions surrounding the subject, such as “humans evolved from monkeys,” “if humans evolved from apes, why are there still apes?” and “humans are the pinnacle of the tree of life and therefore no longer evolving like other organisms.” By examining a wide range of evidence, including different potential variations of hominid skulls (physical replicas, cards, or 3D digital models), geographic data, artifacts, and climate trends, students will be able to piece together a model of hominid phylogeny and learn about the changes in anatomy, behavior, and distribution that led to our unique human features. Resources: https://ncse.ngo/supporting-teachers/classroom-resources

TAKEAWAYS:
Participants will explore a range of paleoanthropology evidence to confidently guide students through one of the most engaging evolutionary phenomena – human evolution. Learn about extinct hominid groups and how they are connected to human origins through features, behaviors, and relationships.

SPEAKERS:
Blake Touchet (National Center for Science Education: ABBEVILLE, LA), Lin Andrews (Independent Contractor: Wichita, KS)

In this session, participants will experience part of an NGSS-aligned unit on wastewater testing and COVID-19. This six-lesson unit utilizing the 5E learning approach was developed through the collaboration of educators, engineers, scientists, medical doctors, and public health experts within an NIH-funded project. Attendees will participate in the fourth lesson of the sequence, entitled “H-Two-Poo.” Participants will first test the quality of different water samples to answer the driving question “how do you know if water is safe to use?” Participants will then learn about sources of wastewater, methods of wastewater management, and the development of a wastewater testing protocol to detect the presence of COVID-19. The experiences of high school students and teachers who have participated in the implementation of this phenomenon-based unit will be shared, including data from student surveys and handouts, along with photos of field trips to the community wastewater treatment facility.

TAKEAWAYS:
Attendees will utilize science and engineering practices to collect and analyze water quality data. They will further learn how science and engineering have been used to develop wastewater testing techniques that inform public health decisions in our communities.

SPEAKERS:
Sahar Alameh (University of Kentucky: Lexington, KY), Jeff Chalfant (Missouri University of Science and Technology: Lexington, KY), Sagan Goodpaster (University of Kentucky: Lexington, KY)

STEM learning activities have been shown to increase student engagement (Fredricks et al., 2003) and learning (English, 2016). Because we are currently experiencing huge growth in STEM fields, we need to grow student interest in future STEM careers. STEM careers, which combine aspects of science, technology, engineering, and mathematics, are growing exponentially (American Association for the Advancement of Science, 2021; Ramaley et al., 2005; Scott-Parker & Barone-Nuget, 2019). To be globally competitive in a technologically diverse society, educators and policymakers aim to build scientific and mathematically literate students who are prepared for integrated STEM career fields. Employers not only need future employees to be literate in math and science, but they also need students to develop creativity and critical thinking skills; these are skills that cannot be replaced with computer or robotic technology. Development of student interest in STEM is critical for future generations.

TAKEAWAYS:
Teachers and administrators will see how the incorporation of STEM activities can be used to increase student engagement and excitement in the classroom. Lesson plans and connections to science and math standards are included.

SPEAKERS:
Leslie Sauder (Northern State University: Bryant, SD)

NEED’s Exploring Marine Hydrokinetics (MHK) is an exploratory unit for secondary students that includes teacher and student guides containing comprehensive background information on energy, the properties of fluids and waves, electricity, hydrokinetic technologies, and careers in the emerging industry of MHK. Participants will have the opportunity to apply the science of the oceans and electricity generation as they learn about the many types of MHK technology, explore case studies, consider siting a project, and build their own sample wave generator model. The curriculum is available for free and includes hands-on, inquiry-based explorations, group presentations, and cooperative learning activities.

TAKEAWAYS:
The energy of moving water can be harnessed and converted into electricity in many ways, including technologies for harnessing the energy in ocean tides, waves, and currents. Participants will learn activities for students that explore these concepts and best practices for implementing.

SPEAKERS:
Don Pruett, Jr. (Washington Science Teachers Association: Puyallup, WA)

Participants will be engaged in multiple strategies that include mandatory engagement and collaboration. Many of the activities also include movement. The strategies can be implemented the week they return in any classroom with any subject area. Activities range from a Tea Party (science/literacy) activity, card sorts, and data collecting.

TAKEAWAYS:
Participants will leave with a variety of strategies to engage students through collaboration and movement.

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

Most students in Missouri only take physical and life sciences to graduate leaving the Earth & Space Science strands of NGSS untouched. Most educators, additionally, do not have a strong enough earth & space science background to integrate these strands into their science classes. However, most of these Earth and Science strands can easily be adapted into a high school chemistry class (and biology, although my background is in chemistry) without having to give up core content. In this presentation, educators will be do a wet lab (Cleaning Up an Ocean Oil Spill) and receive access to additional labs (precipitation lab, acid rain lab, and viscosity of volcanoes) that meet the basic general chemistry class standards (PS NGSS strands) and incorporate earth and space sciences. Attendees will also learn of additional resources such as Gizmos and NASA that can be incorporated and hit the ESS science standards. Lastly, attendees will learn of books and resources for them to learn more.

TAKEAWAYS:
Learn how to integrate the Earth & Space standards into a basic chemistry high school class. Resources can be adapted for biology and middle school levels.

SPEAKERS:
Stephanie Coyle (Jefferson Middle School: Columbia, MO)

How can we assess the quality of sampling and variability of the data to help us in decision-making? The various metals and alloys used in the minting of the penny over the years will provide for rich explorations, which are part of the chemistry curriculum. We will highlight the important cross-disciplinary aspect, linking the science content (mass/chemical composition) to the mathematical models outlined in the NGSS section on Systems and Models to show how to use it to simulate systems and interactions. Through hands-on activities and the use of technology, participants will explore a variety of data sets and use this knowledge to better understand and use statistics to make accurate and fair arguments related to everyday topics. We will explore how the sample mean varies from sample to sample. While this is considered one of the more challenging topics for quality control, we will illustrate the concepts though some basic sampling of the typical age and mass of the U.S. penny.

TAKEAWAYS:
Participants will use real data to develop mathematical models and learn how to test our hypothesis by performing an experiment and analyzing the results, combining chemical analysis with statistical sampling for a cross-curricular approach.

SPEAKERS:
Karlheinz Haas (retired: Tequesta, FL)

Participants will experience multiple hands-on playful learning activities that engage young children and their families. Participants will use plastic bricks that will help inspire ideas about STEM learning outcomes that can be achieved through play. This workshop will engage participants in a knowledge journey of playful learning, STEM inquiry, and modeling educator practices. The session will share best practices for engaging young children and families with STEM. Our program session will help the audience using knowledge to create relevance in programs to prepare student participants for lifelong STEM learning and inquiry. In the workshop they will have the opportunity to interact with others in the session, engaging in mutual inquiry, teamwork and building relationships.

TAKEAWAYS:
Participants will experience multiple hands-on playful learning activities that engage children and their families. Participants will use plastic bricks that will help inspire ideas about STEM learning outcomes that can be achieved through play.

SPEAKERS:
Kathryn Sample (Specialist, Education: Browns Mills, NJ), Tammy Pankey (Director of Education: Virginia Beach, 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: North Vancouver, BC)

During this workshop, the presenters will use improv techniques and connection Jenga to build identity, culture, and story for the classroom. Goals of this presentation are to: -empower individuals to feel they can speak up and contribute by sharing their own stories -engage attendees in an innovative, creative way by building inclusive, interactive bridges through play -ensure a safe environment where people feel comfortable in understanding that everyone has bias -assemble diverse teams who will collaborate to create action plans to share resources back in their districts and states

TAKEAWAYS:
Addressing bias, creating efficacy, and clarifying accessible, diverse, equitable, and inclusive leadership are the primary goals of this workshop.

SPEAKERS:
Kelly Day (Department of Energy: Washington, DC), Amy Szczepanski (Einstein Fellow: New York, NY), Melissa Thompson (Department of Defense: Stevensville, MD), Michael Stewart (Stonewall Jackson High School: Manassas, VA), Kelsey Beeghly (Einstein Fellow: Altamonte Springs, FL), Jacquelyn Southerland (Accokeek Academy: Waldorf, MD)

While the concept of the interconnectedness of species seems fairly easy to understand the depth and complexity of these relationships is sometimes overlooked. Ecosystems are built with layers and layers of dynamic relationships and dependencies on top of one another and webbed among one another. In the following simulations, students will begin to visualize just how complex ecosystems are by simulating various scenarios using experiential learning. These simulations are fun and engaging - and also thought provoking and enlightening.  Most of all, students should come away from them with a deeper understanding of the relationships between living things both seen and unseen.

TAKEAWAYS:
Attendees will experience the games as a student would and receive electronic versions of the game pieces for adaptation to your local environment and classroom.

SPEAKERS:
John Lawler (School Programs Instructor: St. Louis, MO), Matthew Magoc (Manager, School Programs and Partnership: No City, No State)

Effective teaching and learning require language, whether written in textbooks or delivered orally in classrooms. With a notable increase in linguistically diverse population in a Higher Ed., there is a need for a comprehensive strategy to address this both at an institutional and curricular/classroom level. Linguistic diversity can be due to differences in cultural/language needs, age, or education history of the student. Many educators might find it challenging to build a community and educational lesson plans that are equitable to this diversity. This workshop will look at possible classroom scenarios and offer tools and course scaffolding strategies that can be incorporated at institutionally and at course/curriculum level. This is a presentation for faculty, program directors, curriculum developers and instructional strategy developers.

TAKEAWAYS:
Take home strategies for scaffolding effective teaching and formative assessment in a class with 'English Language Learner' diversity, educational history, or age diversity.

SPEAKERS:
Manisha Sharan (Baker College of Royal Oak: Troy, MI)

Presenters will be using resources created through the Master Teacher of Invention Program which is a program of the United States Patent and Trade Office. Participants will begin by looking at patents related to the telephone and putting them in chronological order. Next the participants will generate ideas about innovations regarding the telephone. The participants will then learn about the 4 different types of intellectual property (Copyright, Patent, Trademark, Trade Secret). From there, participants will experience the design process of identifying problems and finding solutions related to cell phone usage.This workshop will be taught as if participants are students experiencing the lesson; therefore, participants will be up and moving around. Resources from the United States Patent and Trade Office will be shared.

TAKEAWAYS:
Educators will walk away with a lesson focused on invention and intellectual property created by teachers in the Master Teacher of Invention and Intellectual Property Program that can immediately be implemented in the classroom.

SPEAKERS:
Juan Valentin (U.S. Patent and Trademark Office: Laurel, MD), Denise Henggeler (Northeast Nodaway: Parnell, MO)

Participants in this workshop will learn to plan and design a 5E unit and engage in an example 5E unit on the Isle Royale wolves. They'll explore the history of the wolf population, generate questions for a driving question board, and participate in hands-on activities that integrate science and engineering practices. Through data collection, analysis, research, and making claims supported by evidence, participants will learn how to effectively integrate the 5E model for inquiry-based instruction into their teaching practice. The workshop will also provide resources and strategies for differentiation and inclusion, making science accessible and engaging for all students.

TAKEAWAYS:
Learn to effectively use the 5E model for inquiry-based instruction to engage students in science education. Gain strategies for designing and assessing instruction, and see how the 5E model supports student engagement, understanding, and achievement.

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

Do your students bring you the rocks they've found? Do they find the weather, volcanos, and fossils fascinating? This workshop will provide classroom-ready activities to teach elementary/middle school students earth science concepts and mineral/rock identification with inexpensive earth science labs. Participants will receive a comprehensive set of earth science activities designed especially for elementary/middle school teachers. All of these activities are tried-and-true to teach all the basics of earth science, from basic rock and mineral identification to volcanoes and why some blow up (and some don’t), from the water cycle and weather to climate and climate change in a way that young learners can grasp. Viscosity labs include peanut butter and syrup, orbital motion with marbles, string, lace curtains, and hula hoops. Everything is readily available, cheap, easy to set up and, most importantly, makes concepts easy to understand for your students. Human impact on the environment will be considered throughout.

TAKEAWAYS:
Teaching about the Earth can be cheap, easy, fun, and is the first step to helping your students become good stewards of our planet.

SPEAKERS:
Melanie Carden-Jessen (Missouri State University: Springfield, MO)

This engineering workshop for elementary teachers is designed to provide educators with a foundation in engineering practices that can be applied in the classroom. The workshop will be divided into three segments covering the following topics: 1. Introduction to Engineering: The workshop will start with an introduction to the Engineering Design Process and its applications in our daily lives. Workshop attendees will learn how to help young students make connections to their own lives. 2. Hands-on Activities: A hands-on activity (building a watering device) will be be included in the workshop to provide teachers with a first-hand experience of the engineering design process. Teachers will work in teams to brainstorm, design, build, test, and refine their prototypes, much like they will ask their students to do. 3. Curriculum Integration: A discussion and ideas on how to integrate engineering concepts into the elementary classroom curriculum.

TAKEAWAYS:
Attendees will learn the importance of incorporating the Engineering Design Practices in their elementary classrooms as well as ways to teach this to young learners in a way that is engaging, exciting, and memorable.

SPEAKERS:
Shawn O’Neill (University of Massachusetts Lowell: Taunton, MA)

SPIN, a FREE web-based notebook created with funding by NSF, has three customizable lessons for data-focused investigations in Earth Science on Sunspots, Tides, and Hurricanes. Teachers can also input their own lessons into SPIN. One of the teachers who created the lessons in the notebook will be presenting. The first 30 minutes presenters will give teachers accounts in SPIN and show how students can use the notebook and the metacognitive support features such as the Communication Hub, I’m Stuck button, and SPAARC prompts. Experiences of teachers and students who have used SPIN will be discussed. In the final 30 minutes, teachers will customize a lesson in SPIN or input their own lessons with help from the presenters. By the end of the session, teachers will be able to use SPIN effectively with the ability to share the notebook with all of the teachers at their school. Use of SPIN is free and is found at https://spin.cehd.gmu.edu/login. Biology, chemistry, and physics also available.

TAKEAWAYS:
Teachers will learn how to use SPIN to download and edit a lesson from the Global Marketplace or create their own lesson in SPIN. Teachers who have used SPIN note that it has helped their students understand data practices explicitly.

SPEAKERS:
Kevin Cabaniss (Teacher, Science: Sterling, VA), Erin Peters-Burton (George Mason University: Fairfax, VA)

Chemical equilibrium is a central topic to the understanding of both Chemistry and Biology, yet students have many misconceptions. The NGSS standard HS PS1-6 covers this important topic. In a recent AP Chemistry Exam, the vast majority of students did poorly on the topic and had misconceptions about equilibrium; 73 % of the students received a zero or had no response to the equilibrium question. Students are most familiar with equilibrium problems and experiments where the K value is small; usually less than one. Exam questions dealing with a large K value cause the majority of students to do poorly. In this presentation, participants will take part in a “hands-on” inquiry activity with an equilibrium having a large K value. Participants will learn methods to overcome student misconceptions of equilibrium. Join this workshop to take an inquiry lab back to use in your classroom. Handouts will be provided. There will be time allotted for participant questions.

TAKEAWAYS:
Participants will learn to use Inquiry to overcome student misconceptions about chemical equilibrium.

SPEAKERS:
Gregory Dodd (George Washington High School: Pennsboro, WV)

Connect the human impact of trash pollution to engineering design. Get your students thinking critically and creatively as they collaborate in real-world problem-solving. The global real-world issue of human-generated trash polluting local bodies of water is the main focus of this hands-on session. Using our partnership with the Howard County Conservancy, our students learn about their local watersheds and contribute to a Watershed Report Card. Students see how trash that is often found on our local schoolyards can affect our watershed, and they design a working model for trash removal in a local tributary. Basic coding will be used to design programs that will control sensors and motors through a microcontroller, thus removing the trash from the water source. The model will utilize solar and water power to move the trash into a separate receptacle. Various sensors will also be used to monitor water levels and determine the outcome of the program.

TAKEAWAYS:
1. Connecting the human impact of single-use plastics and their effect on aquatic ecosystems; 2. Exposing students to basic coding and engineering design in an NGSS-focused content classroom; and 3. Developing a project that enhances STEM skills in students such as collaboration, curiosity, and creativity.

SPEAKERS:
Jessica Kohout (Educational Consultant: Ellicott City, MD)

N/A

TAKEAWAYS:
Attendees will learn tools to create a culture-setting first unit that energizes students’ engagement in deep learning through a focus on equity. Student-created identity maps, discussion circles focused on science and justice, and using student science outside of the classroom are three such tools.

SPEAKERS:
April Luehmann (University of Rochester: Rochester, NY), James Kostka (Warner School: New York, NY), Hannah Cooke (Research Assistant: WINDSOR, CT), Katrina Robinson (Penfield High School: Rochester, NY), Ellen Ellison (Science Teacher: Naples, NY)

Presenters will share student work which showcases art and creativity in the chemistry classroom. Stop-motion videos can be used to show what is happening at the particulate level for different types of chemical reactions, bond enthalpy calculations, and electron excitation in light emission. TV theme song parodies can be used as a way to assess student understanding of a variety of chemistry topics. Sketchnotes can be incorporated to demonstrate knowledge of a particular lab, chemistry unit or short article which pertains to the topic being covered in class. Students also write children's books to showcase their understanding of climate change and ocean acidification. Finally, lab based art projects are a fun way to begin or end a unit of study and the student work can then be displayed in the classroom.

TAKEAWAYS:
Participants will leave with a variety of ideas about how to incorporate sketchnotes, stop-motion videos, songs, painting, and storytelling into their chemistry classrooms.

SPEAKERS:
Nathan Gustin (Adlai E. Stevenson High School: Lincolnshire, IL), Ashley Rose (Adlai E. Stevenson High School: Lincolnshire, IL)

Participants will use web-based image and data analysis software and real data sets to compare the Cartwheel Galaxy in optical and X-ray bands to determine the sources of the ultra and hyperluminous X-rays in the galaxy. This investigation can be done on smart phones, laptops, and tablets with an internet connection. The unusual shape of the Cartwheel Galaxy is most probably the result of a collision with one of the smaller nearby galaxies several hundred years ago. The collision produced compression waves within the galaxy which triggered bursts of massive star formation. Participants will use the location of the U/HLXs on the x-ray image and optical image, as well as information about expansion rates and the life cycles of stars to determine what these objects might be. This is a great introduction to the software that astrophysicists use. Participants will also learn about the possibilities for other kinds of investigations and research with the software and the thousands of available data sets.

TAKEAWAYS:
Astrophysicists use light in all bands of the electromagnetic spectrum to determine the nature of an object. Web-based software will be used; the same tools used by scientists. This software can be used by students to do their own investigations in astronomy with real data sets.

SPEAKERS:
Pamela Perry (Lewiston High School: Brunswick, ME)

There is an explosion of data all around us to teach our science standards. But can we use them to help our students struggle less with data? Yes! Come unpack “Analyzing & Interpreting Data” in ways that invite all learners into the discussion. We will explore strategies for finding high-quality datasets and discuss different approaches to integrate real-time data into our teaching to better build data skills. We will discuss how to foster science learning for all students. These short practice sessions that are low-floor-high-ceiling have powerful returns-on-investment in terms of building students' confidence and competence with data skills. We will discuss what this could mean for our teaching. Participants will increase their toolkit of strategies to use data to enhance their current 6-12th grade instruction. Let’s leverage all this data around us to best prepare our learners for the 21st century of data!

TAKEAWAYS:
Identify ways to integrate low-floor-high-ceiling data activities using real-world data into existing curriculum to build data skills, engage learners, and teach your science.

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC: Santa Cruz, CA)

I'll share concepts and processes of learning from visual stories and walk teachers through my procedure of asking students to tell visual stories about their own observations, research, experiments, and other STEAM related experiences. Since communication of science concepts is vital, we'll start by doing it ourselves -- using prompts to draw and write, discussing the outcomes of three brief exercises, and anticipating how they could be used with students. My visual (of course!) presentation includes an entertaining and challenging assortment of visual story examples -- as well as an educator-created method for using storytelling on children with literacy issues.

TAKEAWAYS:
Visual storytelling is an exciting, fun, and effective way to communicate. It can -- and should -- join writing and science notebooks in student output -- and may make scientists of them.

SPEAKERS:
Karen Romano Young (Science communicator: Bethel, CT)

Simple machines are historically a difficult subject to teach due in part to limited integration with other content. The Clean Cut unit is suitable for upper elementary students and combines the concept of the wedge and the engineering design process. The goal is not only to introduce students to simple machines but also to introduce them to the nature of engineering design. Throughout the unit, students learn that one perfect solution does not exist; instead, they learn to tolerate and learn from failures. The students learn why simple machines are used in everyday life and design a solution to a problem while learning about and using an engineering design process. The students refine their design to fit within the constraints and criteria set by a client. Students test the design and collect qualitative data to refine their design. The unit includes a summative assessment in the form of a letter to the client describing what was learned about simple machines and engineering design.

TAKEAWAYS:
The context of the lesson is designing a tool to split soap for use by people who have been through a natural disaster. Participants will learn about the integrated approach using engineering design and simple machines, experience part of the unit, and receive the handouts for use in the classroom.

SPEAKERS:
William Walker (Assistant Director, CATALYST: West Lafayette, IN), Sopheak Seng (Mr.: Lafayette, IN)

N/A

TAKEAWAYS:
Students experience learning in widely variable ways due to different factors. Our guide to practical measures—which includes many examples—shows how quick, goal-driven assessments can meaningfully guide how learning is experienced—in a classroom and even across an educational system. #NSFfunded

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Bill Penuel (: Boulder, CO), Deb Morrison (University of Washington: Salt Spring Island, BC), Tiffany Neill (OpenSciEd: New York, NY)

Pre-K students have brains that are developing quickly and making rapid connections. This session explores sense-making and equitability in PreK, encouraging a love of learning in the young child. At McKissick Academy of Science and Technology, we utilize our Engineering Design Process to engage students in critical thinking, planning, revision, and communication through STEM. Our tools include: Project Lead the Way, Engineering is Elementary, Picture-Perfect STEM, Creative Curriculum, and our own teachers’ Project Based Learning units to further develop their brains. Our school believes in making learning equitable by providing access to STEM education for all our students; not just the upper grades. Join us for a session where you can walk away with some confidence to start your own units that will directly apply to your littles.

TAKEAWAYS:
The way STEM, and the EDP are embedded into Pre-K environments in our school meets the needs of early intervention and provides equitable access to education for children prior to beginning kindergarten.

SPEAKERS:
Angela Spearman (McKissick Academy of Science & Technology: Easley, SC), Brittany Clark (McKissick Academy: Easley, SC), Morgan Stancil (Teacher: Easley, SC)

In this workshop participants will explore their local agricultural commodities to determine which ones are a good fit with their grade level science standards. A year-long Farm-To-Plate unit will be shared, and participants will be active learners as they explore: • Crops (corn, wheat, sunflowers, sorghum): plant parts & needs, human and animal uses, baby vs adult, seed investigations, life cycle, and environmental concerns • Animals: human uses, life cycle, baby vs adult, needs, environmental concerns, characteristics • Technology: drones, ear tags, feeding/milking stalls, Tower Gardens, equipment • Agricultural Careers • Environment: bees, soil health • Nutrition: Farm-To-Plate process, fresh vs frozen, local Participants will play games, make projects, engage in partner work and group discussions, and explore these topics and their relationship with NGSS. When agricultural literacy and science standards are combined, students have a meaningful way to learn about their world.

TAKEAWAYS:
Participants will walk away with learning ideas that use agricultural phenomena and the Farm-to-Plate process to teach life and earth science standards to young learners. Participants will engage in games and projects that combine agricultural literacy and NGSS in a fun and meaningful way!

SPEAKERS:
Nancy Smith (Heatherstone Elementary School: Olathe, KS)

Stars form in giant molecular clouds of gas and dust in massive star formation complexes, and depending on their initial mass, usually follow a sequence that ends in their destruction in catastrophic collapses and explosions. The process of stellar evolution provides the energy which drives the universe, and thereby determines its future. During the last stages of evolution, nucleosynthesis creates the elements which will enrich the next generation of protostars and planets. formation of stars also sets the stage for possible exoplanets forming within the debris disks of young protostars as hydrogen begins to fuse in their cores. This basic sequencing activity is one of a series of activities designed to show how scientists view, study, and examine the process of stellar evolution. The card sets have descriptions and links and can be used as a pretest or a posttest, either individually or as a group. Multiple answers are acceptable. A scoring rubric is included.

TAKEAWAYS:
Stellar evolution is a cosmic cycle from the formation of protostars and stars in cold molecular clouds, through their final collapses into remnants and stellar cores. This process creates heavier elements and sets the stage for the formation of exoplanets and the next generation of star formation.

SPEAKERS:
Donna Young (NSO/NASA: Laughlin, NV)

Adding engineering design and coding in the context of a core course like Chemistry may be difficult for teachers. This session will have participants collecting real world data, designing a solution to a real world problem, and adding a coding twist to that solution. Participants will either use a pH sensor or a temperature sensor to collect data, code a microcontroller to have an output of a fan or RGB LEDs, and play a sound. No coding or design experience necessary.

TAKEAWAYS:
Coding and engineering design in the Chemistry classroom based on real world data collection.

SPEAKERS:
Chris Coker (Camden Fairview High School: Camden, AR), Stacy Thibodeaux (Southside High School: Scott, LA)

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)

Winchester is 1 of 10 public schools in the country, out of 43 schools in total, to receive the coveted Education Innovation and Research Early-Phase grant from the U.S. Department of Education. Through the Metrics program, students at John Kerr Elementary School and Garland Quarles Elementary School have an immersive experience with computer science and computational thinking which are driving the 21st century economy. This session is meant to be a dissemination of our five year project, to share what we have learned about immersing students and teachers in grades K-4 in computers science, and to provide resources and time for participants to experience some of our activities and build a trajectory for building their own computer science program.

TAKEAWAYS:
Build your own pathway to develop techies {thinkers} and tinkerers in your space.

SPEAKERS:
Amy Thomas (John Kerr Elementary School: Winchester, VA), Jennifer Ramsey (Garland R. Quarles Elementary School: Winchester, VA), Jennifer LaBombard-Daniels (Winchester Public Schools: Winchester, VA)

Throughout teaching Anatomy and Physiology (A&P) and General Biology, students often face academic challenges surrounding these two foundational courses. One intended method to overcome these challenges is to implement a preliminary online course that students can complete before starting the academic year. Attendees will discuss how to design their own preliminary online course through an interactive workshop (in electronic and hard-copy formats) with group-based activities (e.g., discussions and demos) for any college-level biology course. We will also demonstrate various methods and assessments (e.g., recorded videos, quizzes, virtual escape rooms) best suited for students who choose to take the prep course through our findings at our current college. A sample of our current preliminary online courses can be found via this link: https://sites.google.com/springfieldcollege.edu/bioprepcoursessc/general-biology-online-course

TAKEAWAYS:
Attendees will learn about our experience using a preliminary online course for undergraduates. Attendees will then learn how to design their own prep courses focusing on what students require in general biology and anatomy.

SPEAKERS:
Gemma Bartha (Instructor: Springfield, MA), Joseph Kele (Professor of Biology: East Longmeadow, MA)

N/A

TAKEAWAYS:
Participants will learn about a detailed 9-step process for conceiving, developing, testing, refining, and using 3-D science assessments focused on social justice phenomena and topics. Open education resources that support this assessment development process will also be shared. #NSFfunded

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Bill Penuel (: Boulder, CO)

Participants will start with two STEM design challenges- paper airplanes and oil rig. They will read a clip from Mrs. Frisby and the Rats of NIMH (O'Brien) and discuss possible design challenge ideas for fourth or fifth grade students. They will explore a year long elementary plan of units and how to add STEM projects at regular intervals, as well as identify resources for ideas and grant opportunities for funding. They will be given a handout of children's literature and potential STEM project connections.

TAKEAWAYS:
Participants will learn how to integrate STEM throughout the year in elementary classrooms.

SPEAKERS:
Laurie Boulden (Warner University: Frostproof, FL)

Adventures in Laboratory Science is a theme-based physical science course for non-science majors designed to expose students to the basic principles of chemistry and mathematics using common household substances. In addition to "non-science" college students, this workshop is appropriate for teachers of students in the 3rd through 12th grades. Attendees will work in groups of 4 to complete two experiments: the titration of vitamin C with iodine and the iodine clock reaction. The experiments will include the titration of standard vitamin C solutions to produce a linear curve which will be used to calculate the vitamin C content in juice samples. After collecting all data, participants will analyze and interpret the results using Excel and basic algebraic principles. The goal is to have participants do the Vitamin C project with their students and then enter the data into a shared file to create a national collaborative publishable work between the presenter and the attendees.

TAKEAWAYS:
Learn how to integrate math into the vitamin C project and customize the project to meet the academic standards of your students and to join a collaborative research project for students in 3rd through 12th grade.

SPEAKERS:
Sharron Jenkins (Georgia Gwinnett College: Suwanee, GA)

In the presentation, I will be sharing STEM activities for grades 6-8. The activities shared will include STEM icebreakers, STEM projects for content units, and other fun and engaging STEM activities. Get ready to have a STEM-sational time as you will be creating projects to take back to your school. I will also provide links to activities/projects that participants can use that will not be demonstrated/experienced that will align the concept of cells to TEKS for grades 6-8.

TAKEAWAYS:
Attendees will experience hands-on learning for grades 6-8. This experience will give attendees fun and engaging activities for students to learn about STEM.

SPEAKERS:
Amy Rush (Lufkin Middle School: Lufkin, TX), Rebecca Walker (Tays Junior High School: Katy, TX)

STEM can be intimidating content for teachers to implement within their classrooms. Many teachers feel that they don’t have the time to do “extra” activities with state testing and making sure all standards are assessed. However, STEM can be a tool to engage students in the science standards and be a vehicle to help make sense out of the concepts they are learning. In this session, participants will explore projects in which students incorporate engineering and basic coding - no experience necessary. We will use micro:bit technology to connect basic coding commands to develop solutions for real-world environmental issues. All projects can be completed in 45 minutes or less; a perfect way to introduce or extend a lesson while exposing students to fundamental STEM skills. Projects include the following concepts: urban heat islands, energy efficiency, and biodiversity of an ecosystem.

TAKEAWAYS:
Expose your students to STEM skills through short, easy, and engaging STEM activities that can be completed in a single class period.

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

Explore tools you can use with students to help them visualize and create their science content. With Canva, Adobe Express, and Book Creator, you can allow students choice in the action and expression of their science content knowledge, supporting UDL in your classroom.

TAKEAWAYS:
Bring creativity into your 5'E classroom.

SPEAKERS:
Katherine Fielding (Prince William County Schools: Alexandria, VA)

Virtual reality is an emerging technology that has the potential to revolutionize the way we learn and teach. As a tool in education, VR can create immersive and interactive experiences that engage students in ways that traditional methods cannot. VR can be used to create virtual field trips, simulations, visualizations, and collaborative environments that allow students to explore, experiment, and learn in ways that were previously impossible. VR as an educational tool has the potential to improve student engagement, understanding, and retention. The immersive and interactive nature of VR can help students to better understand complex concepts and retain information more effectively. As the technology continues to evolve, it is likely that VR will become an increasingly important tool in education, providing new opportunities for learning and teaching. ClassVR (the platform we will use)can be used as an educational tool that not only engages the students but helps the educator teach!

TAKEAWAYS:
Virtual Reality as a teaching tool is a great way to engage and immerse your students and can help fill any gaps they may have from their personal experiences.

SPEAKERS:
Ashish Vadalia (Chesapeake Lighthouse Foundation)

The Framework and NGSS vision calls for creating opportunities for ALL students to meaningfully engage in sensemaking and learning in science. A culturally responsive approach to instruction highlights the range of intellectual resources that students bring to learning situations based on their cultural histories. Intellectual resources such as student language, perspective, gestures, and prior knowledge are classroom assets. Through a series of concrete accounts of learning situations, this session will create opportunities for participants to work with others to ‘learn to see’ students’ sense-making resources—and connect these pedagogical strategies to their own classroom practice. We frame this approach through an equity and justice framework for culturally responsive instruction centered in the NRC Framework for K-12 Science Education, which posits that science learning should be rooted in students’ ways of being and ways of knowing.

TAKEAWAYS:
Culturally responsive education supports student sensemaking and learning in science. Inclusive science strategies help teachers learn to see students’ diverse sensemaking resources. These methods help us create and adapt curriculum that is equitable and centered on justice.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA)

Protein visualization using computer modeling software is a powerful educational tool to illustrate and explore the connection between protein structure, function, chemistry, and biology. However, using these tools in the classroom requires prerequisite knowledge of macromolecules, small molecules, chemical bonds, and in some cases the use of the tools themselves. This workshop will demonstrate resources that can be used to illustrate chemical bonds, polypeptide structure, drug interactions and other resources to teach protein structure and function at the introductory biology level. The worksheets will introduce and explore real-world examples. Resources are adaptable and stem from more detailed teaching resources that direct students to explore the science of protein structure visualization, disease and treatments. The approaches use freely available materials and internet resources.

TAKEAWAYS:
Participants will learn about approaches and resources for integrating 3-D protein visualization into introductory biology courses at multiple topics – including polypeptide structure, membrane orientation, and inhibitor binding. Teaching materials are available for multiple levels of integration.

SPEAKERS:
Keith Johnson (Bradley University: Peoria, IL)

Looking for ways to integrate engineering in your science curriculum? Join us to become familiar with freely-available, high-quality instructional materials that create opportunities for students to apply science ideas to solve real-world problems, gain confidence and see themselves in STEM careers.

TAKEAWAYS:
Learn how to engage students in learning that centers on addressing pressing social challenges and be able to describe transdisciplinary approaches to education.

SPEAKERS:
Rob Wallace (: Houma, LA)

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: Flat Rock, AL), Jessica Dobrin (McCallie School: Chattanooga, TN), Caleb Bagby (Senior Director of Engineering, Technology, and Design: Chattanooga, TN)

The workshop will offer ideas to move from the typical teacher-led classroom to one that focuses on problem-solving, data analysis and exploratory learning. Learn how to combine graphing calculators with handheld sensors to maximize class time and provide opportunities for engaging inquiry and discussion. We will illustrate how you can utilize science tasks to support your 3-D initiative and the goals outlined in the NGSS, while at the same time reinforcing and seamlessly integrating CCSS for Mathematics. You can use one sensor at a time or multiple sensors simultaneously for lab-based or in-the-field data collection to quickly collect and analyze data. Several sensors will be available to explore this integrated solution. Hands-on science using this integrated technology gets students excited about science and math and deepens their understanding of seemingly complex concepts. It will free up class time for student engagement in the analysis, synthesis, and evaluation of real data.

TAKEAWAYS:
Use real data to develop mathematical models and learn how to test your hypothesis by performing an experiment and analyzing your results, combining graphing calculators with handheld sensors to maximize class time.

SPEAKERS:
Karlheinz Haas (retired: Tequesta, FL)

N/A

TAKEAWAYS:
Leave with practical strategies and resources to adapt OER materials effectively, making science education more culturally relevant, engaging, and impactful for their students.

SPEAKERS:
Bill Penuel (: Boulder, CO), Lindsey Mohan (BSCS Science Learning: Burnet, TX), Tiffany Neill (OpenSciEd: New York, NY)

In the presentation, I will be sharing activities for a 6-8 aligned unit on convection currents, as they are related to the layers of the earth, plate tectonics and weather. The activities the participants will experience will include hands-on activities using innovation, creativity, and technology. I will also provide links to activities/projects that participants can use that will not be demonstrated/experienced that will align the concepts of Earth Science.

TAKEAWAYS:
Attendees will experience hands-on learning for grades 6-8 about convection, and how it relates to the layers of the Earth, tectonic plates, and weather.

SPEAKERS:
Amy Rush (Lufkin Middle School: Lufkin, TX), Rebecca Walker (Tays Junior High School: Katy, TX)

Copper is used in plumbing, coinage, and electrical wiring; yet we often take this element for granted. Copper has been known since at least 9000 BC, but many of its reactions and properties have only been determined in recent centuries. This inquiry requires students to: research the chemical reactions of copper (redox, double displacement, and decomposition), apply prior knowledge of stoichiometry and conservation of matter, analyze a copper solution using spectroscopy, and use proper laboratory techniques and skills. NGSS standards HS PS1-2, HS PS1-5, and HS PS1-7 will be addressed. Participants will: research and design an Inquiry experiment, use technology to collect/analyze data, & visualize what occurs on the submicroscopic level by employing particulate drawings. Join this workshop to take home a two-unit inquiry lab which is a perfect beginning-of-year lab and end-of-course lab practical. There will be time allotted for participant questions. Handouts will be provided.

TAKEAWAYS:
Participants will take part in a “hands-on” Inquiry experiment, use technology to collect/analyze data, and visualize what occurs on the submicroscopic level in copper chemical reactions by employing particulate drawings.

SPEAKERS:
Gregory Dodd (George Washington High School: Pennsboro, WV)

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)

Part 1: We'll demonstrate how to use the ChatGPT to create dynamic curriculum & lesson plans that encourage student curiosity and foster a love for scientific inquiry. We'll demonstrate how to use the AI to generate thought-provoking questions, design hands-on activities, and provide real-time feedback to enhance student learning. Part 2: Learn how ChatGPT can assist you in designing assessments that effectively measure student understanding and track progress toward learning objectives. We'll cover strategies for generating AI-powered quizzes, tests, and projects, as well as using ChatGPT to analyze student performance and provide personalized feedback. Part 3: Navigate the potential challenges and ethical considerations of using ChatGPT in the classroom. We'll discuss best practices for responsibly and transparently integrating ChatGPT into your teaching, while maintaining student privacy and addressing potential biases in the AI's output.

TAKEAWAYS:
Attendees will learn how to effectively integrate ChatGPT into science education, enhancing lesson plans, curriculum, and assessments while addressing ethical considerations for responsible AI implementation.

SPEAKERS:
Ren Mendoza (University of Nebraska at Omaha: Omaha, NE), Noah Glaser (Assistant Professor: COLUMBIA, MO)

During the session, participants will have the opportunity to engage in mindfulness practices such as body scans, body tapping, centering, and meta-meditation, to experience the benefits of these practices firsthand. These practices will be embedded throughout the content as we explore the latest research on the benefits of mindfulness / bodyfulness, including studies on its impact on stress reduction, anxiety management, and improved cognitive performance. In the second half of the session, participants will have the chance to share their personal and classroom practices with fellow educators in small and large group discussions, gaining insights and inspiration for incorporating mindfulness into your teaching practice.Finally, participants will have the opportunity to practice leading a mindfulness activity, either one of the practices we covered or one of their own, with support from provided scripts.

TAKEAWAYS:
Through hands-on exercises and group discussions, educators will gain insights and inspiration for bringing a more peaceful and centered approach to their work and personal life.

SPEAKERS:
Gina Tesoriero (Student / Educator / Researcher / Healer: New York, NY)

Today's mission - should you choose to accept - will require teams of engineers to design and build a bridge that will hold at least 20 coins. During this lesson, engineers will be asking questions and defining problems to fully understand the mission, criteria, and constraints. Next, we will design our bridges and sell our design ideas to the team, selecting the optimal ideas to incorporate into the group design. Then, we will construct and test our bridges, identify failure points, and recommend improvements. Teachers will receive a copy of ready-made engineering design worksheet that can be utilized in their classrooms to facilitate incorporation of engineering design challenges (and can be modified to fit any K-12 classroom]. Following the design challenge, presenters will offer a range of applications for design challenges making this content relevant to all disciplines. Examples include protein folding, electromagnets, balancing forces, and Rube Goldberg Machines.

TAKEAWAYS:
Educators will take away materials for teaching the engineering design process that can be modified to fit ANY K-12 classroom, as well as a list of possible projects with connections to various DCI strands.

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

The Artemis Generation is the next generation of explorers who will push the boundaries of human knowledge and endeavor. To empower this generation, we need to expose them to STEM role models who represent diverse backgrounds and experiences. This exposure can help to broaden students' perspectives and show them that STEM is a field for everyone. Additionally, culturally responsive teaching strategies can help to create an inclusive learning environment for all students. This session will explore the importance of empowering students through equity and inclusion with the help of NASA resources on STEM role models, the First Woman graphic novel, and a STEM identity development activity. By the end of this session, participants will be able to: • Identify the importance of equity and inclusion in STEM education • Develop strategies for identifying and promoting diverse STEM role models • Apply culturally responsive teaching strategies in their classrooms

TAKEAWAYS:
Diverse STEM role models and culturally responsive teaching help all students succeed in STEM. By exposing students to diverse role models in STEM and using culturally responsive teaching strategies, educators create inclusive learning environments where all students can thrive.

SPEAKERS:
Monica Uribe (NASA: Kyle, TX), Dr. Sagirah Wheeler (NASA Education Specialist: Baltimore, MD)

Content for our presentation includes: Opening-Introduction, History and Background of uBEATS, Highlights of the Program, Standards Alignment to NGSS and NCHSE, and a Canvas course walk-through Activity-In this activity portion, we will be taking a “Deep Dive” into uBEATS. We will preview a selected sample Freshman biology unit (Cellular Biology) and show specific modules that could be integrated into that unit of study (Cellular Structure and Function, Mitosis, and Cancer). The modules used in this preview will provide two different interactive activities that we will complete together while viewing them in the module. These modules will provide a review of core content, provide an extension to the core content, and bring in a career connection (Careers in Medical Imaging and Therapeutic Sciences). Closing-Register, Module Preview, social media, Podcast

TAKEAWAYS:
In this session, attendees will walk away with a clear understanding of what uBEATS is, how to effectively use this resource, and be fully prepared for implementation in their classrooms.

SPEAKERS:
Zuzi Greiner (Instructional Technologist: Omaha, NE)

A hot topic in energy management circles is microgrids. This activity introduces this concept and is designed to help students build simple DC circuits to “connect” and “light” their microgrid buildings. We’ll further discuss critical thinking activities and idea for classroom discussion to help students develop an understanding of their role in keeping our electric power system running smoothly, as well as how smart technologies in the home apply to a smart grid system.

TAKEAWAYS:
Participants will learn activities for students to be able to explain what a microgrid is and how to gather and analyze data to understand electricity use.

SPEAKERS:
Don Pruett, Jr. (Washington Science Teachers Association: Puyallup, WA)

Disentanglement puzzles, string figures, rope tricks, magic knots, and other curious objects offer interest for students. Such physical riddles yield engaging, entertaining, instructive, and enlightening opportunities for students. Topology applies to a range of sciences; students can investigate empirically and safely. Advanced math is not needed to search for solutions and to describe procedures/results through language and visualisation. There are occasions for communication, collaboration, and creative problem solving. There are cross-curricular connections abound from cultural anthropology to visual arts. Experience with these puzzles and problems helps develop spatial thinking and gives practice in pattern-finding, hypothesis-testing, and scientific inference. We will construct puzzles to take home, try solving such puzzles and problems, practice describing and systematising solutions, and present/discuss a number of activities for students. NGSS relevance will be discussed and references will be shared.

TAKEAWAYS:
Topology offers rich, diverse, and perhaps surprising opportunities for science learning through practices, core ideas, and cross-cutting concepts. Applicable phenomena, relevant scientific approaches, and rewarding occasions for finding patterns and testing hypotheses emerge.

SPEAKERS:
Richard Frazier (retired: Holts Summit, MO)

Using the often discarded coinage, attendees will use the penny, calculators, force sensors, graduated cylinders, and formulas to collect and analyze data. This data will be used to analyze density comparisons of pre- and post- 1982 pennies with scientific as well as mathematical tools. Attendees will also use force sensors to analyze mass and force data to find the acceleration due to gravity. Both activities use slope and graphing knowledge to ensure student success in the science and math classroom, as well as solidifying science skills needed for standardized testing.

TAKEAWAYS:
Learn how to incorporate technology in the science classroom that will solidify concepts learned in the math classroom which directly apply to science.

SPEAKERS:
Chris Coker (Camden Fairview High School: Camden, AR)

SPIN has 3 customizable lessons for data-focused investigations in Chemistry on Periodic Trends, Thermodynamics, and Stoichiometry. Teachers can also input their own lessons into SPIN. One of the teachers who created the lessons in the notebook will be presenting. The first 30 minutes presenters will give teachers accounts in SPIN and show how students can use the notebook and the metacognitive support features such as the Communication Hub, I’m Stuck button, and SPAARC prompts. Experiences of teachers and students who have used SPIN will be discussed. In the final 30 minutes, teachers will customize a lesson in SPIN or input their own lessons with help from the presenters. By the end of the session, teachers will be able to use SPIN effectively with the ability to share the notebook with all of the teachers at their school. Use of SPIN is entirely free and is found at https://spin.cehd.gmu.edu/login. There are also lessons available in biology, Earth science, and physics.

TAKEAWAYS:
Teachers will learn how to use SPIN to download and edit a lesson from the Global Marketplace or create their own lesson in SPIN. Teachers who have used SPIN note that this has helped their students understand data practices explicitly.

SPEAKERS:
Zachary Minchow-Proffitt (Teacher: Leesburg, VA), Erin Peters-Burton (George Mason University: Fairfax, VA)

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: North Grosvenordale, CT)

Data collection and analysis is not only easier and more accessible than ever, it MUST be a part of any solid STEM/STEAM effort. In this session, we will be using state-of-the-art technology that is designed to facilitate effective data collection and analysis in any middle school or high school science classroom. In addition to simply collecting data in this session, we will be analyzing the data by developing mathematical models using the data, and then brainstorming ideas for how to integrate writing into the activities that are done in the lab. There will be a heavy emphasis on curriculum integration: Math, Science, and Writing.

TAKEAWAYS:
Attendees will experience the power of having students collect and analyze their own data, while learning strategies for the effective science-math integration and collaborative instruction.

SPEAKERS:
Jeffrey Lukens (Roosevelt High School, Sioux Falls, SD: Sioux Falls, SD)

Recent and ongoing research uses an Indigenous methodology to formalize the Cultural Connections Process Model (CCPM)--an approach for authentic co-production of educational resources by Indigenous communities and education/research organizations. This session will showcase the model as well as emergent research findings, and provide hands-on opportunities to explore the resources created when the model was developed and implemented in several Alaska Native communities. These place-based resources are built to target Next Generation Science Standards as well as focus on community priorities, and Indigenous education frameworks, Alaska Native languages, cultural values and cultural content standards. All the resources created using this model are freely and publicly available on project websites, and work is underway to create a long-term repository for these and future CCPM resources.

TAKEAWAYS:
The goal of this session is to share ongoing research formalizing the Cultural Connections Process Model and explore free videos, hands-on lessons, and more, created using the model. Attendees will develop an understanding of how to implement the model and access the free classroom resources.

SPEAKERS:
Lynda McGilvary (Geophysical Institute: Fairbanks, AK), Lori Schoening (Geophysical Institute: Fairbanks, AK)

Presenters will share the FREE FDA curriculum, Science and Our Food Supply: Investigating Food Safety from Farm to Table. Participants will learn about labs that are easy to conduct in the classroom, to teach students the SCIENCE behind why we wash our hands, avoid cross contamination, cook foods to the appropriate temperatures and use pasteurization. They will also learn about the most common food borne pathogens by creating their own booklet with stickers of bacteria to match the pathogens involved in foodborne illnesses. Teachers will look at the FDA’s curriculum: Exploring Food Agriculture and Biotechnology. Participants will engage in an activity regarding how new cultivars of produce are developed. They will gain the knowledge to lead their students through activities involving genetic engineering practices that affect our food supply. Presenters will also share with participants exciting free professional development opportunities.

TAKEAWAYS:
You will learn how to access the FDA’s FREE curriculum; ways to incorporate Food Safety and Biotechnology into your everyday curriculum, and about FREE. There will be asynchronous professional development opportunities.

SPEAKERS:
Susan Hartley (Hinkley High School: Aurora, CO)

STEM educators around the country are working to implement the new vision in the NRC Framework for K-12 Science Education and the resulting Next Generation Science Standards, in addition to the many other initiatives that compete for their time and resources. At the same time, much of the research around improving STEM learning does not make it into the classroom. Research can often lack context and clear connections to everyday teaching practice or learning experiences, and relevant tools and strategies can be hard for educators to find or access. To bridge that gap, the team at the UW Institute for Science + Math Education is working with teachers and researchers to create a suite of accessible, bite-sized practice briefs called STEM Teaching Tools. In this session, we’ll explore the suite of tools and explore how to use them to dive into topics in science education.

TAKEAWAYS:
STEM Teaching Tools is a freely-available collection of practice briefs that contain recommendations and strategies for implementing the vision of the Framework and NGSS. They support fabulous educator professional learning, both individually and in professional learning communities.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Nancy Price (University of Washington: Seattle, WA), Kelsie Fowler (University of Washington: Seattle, WA)

Although most people do not know a programming language, nearly everyone can read and write. The exposition of plain English text forms a critical part of logically explaining a set of operations and instructions, which are foundational to computational thinking and coding. The learning of programming concepts, such as cause-and-effect, abstraction, logical reasoning, etc., will be explored through each example exercise during the session. We will write a number of games together, guided by artificial intelligence, where each can be completed in just 10 minutes or less! The platform will automatically convert the text into a playable game. Games are engaging learning tools and are perfect for teaching many subject areas. The session will be divided as follows: 1. How to describe a game in English via Setting and Plot. 2. Basic game construct. 3. Pong-like games. 4. Space Invaders. 5. Mario-like games. 6. More complex variables/attributes. 7. Debugging. 8. Sharing games. 9. How to use Online Tutorials.

TAKEAWAYS:
Attendees will learn to: clearly articulate programming concepts, think like a programmer, relate various aspects of each sentence to computational concepts and constructs, apply lessons to various subjects.

SPEAKERS:
Michael Hsiao (Virginia Tech: Blacksburg, VA)

By reframing curricular content already taught by the teacher, a debatable issue introduces and guides each curricular unit by engaging students at the intersection of their current level of scientific understanding and the world outside of the classroom. Students are then navigated through this multi-step process, which deepens their understanding of physics while at the same time developing their stance on the issue using evidence to support their claim. New learning in both transdisciplinary content and student agency aspects allows students to leave the classroom experience empowered to make real changes to their surroundings.

TAKEAWAYS:
Teachers will leave this workshop with hands-on experience engaging in the SSI process from a learner’s perspective, and with a framework for developing and implementing their own.

SPEAKERS:
Dylan Fedell (Palisades High School: Kintnersville, PA)

Science teachers can use visual data strategies to help students come to understand what they are seeing, as well as pick out how those representations differ from reality. Strategies such as teacher modeling, questions, and small group work (McTigue & Coleman, 2013) help direct students’ attention to graphics and help them make sense of them. In this presentation, we will engage students in middle school space science lessons about eclipses, seasons, and moon phases (partially addressing MS-ESS1-1). We will use visual data throughout the 5E, along with teaching strategies, to show participants how we help our students move towards a more complete understanding of eclipses, seasons, and moon phases. We have found that by focusing on teaching students through and about visual data, they are better able to think critically about the content and the way the content is represented. We will discuss specific strategies on how to include visual data and how to help students make sense of that data.

TAKEAWAYS:
Participants will have examples and strategies to engage students with visual data.

SPEAKERS:
Jesse Wilcox (University of Northern Iowa: Cedar Falls, IA)

Case, project-based, and invention education lessons for high school students provide context for the learner through real-world scenarios that engage students in inventing while teaching NGSS cross-cutting concepts, scientific processes, engineering, and design. Participants in this workshop will learn how to engage students in nature-inspired invention, engineering, and intellectual property protection through a transdisciplinary lesson about the invention of Velcro. Biological systems and evolutionary adaptations inspire innovations and inventions that spark inventors to solve complex human problems. Participants will learn how to engage their students in creating nature-inspired inventions using resources provided by the US Patent and Trademark Office.

TAKEAWAYS:
Learn how to integrate engineering design with biological concepts through nature-inspired invention and transdisciplinary learning by implementing case, project-based, and invention education.

SPEAKERS:
Jorge Valdes (U.S. Patent and Trademark Office: Alexandria, VA), Reginald Duncan (U.S. Patent and Trademark Office: O Fallon, IL), Kathy Hoppe (STEMisED, Inc: Rio Rico, AZ)

In the presentation, I will be sharing activities for a 6-8 aligned unit on force and motion. The activities the participants will experience will include: a hands-on activity with technology to collect and analyze data that will aid in calculating speed and a hands-on activity using technology to graph motion in real time. I will also provide links to activities/projects that participants can use that will not be demonstrated/experienced that will align the concept of force and motion to TEKS for grades 6-8.

TAKEAWAYS:
Vertically aligned lessons for teaching force and motion that involves hands-on experiences which will engage your students. We will use hot wheels to collect data to calculate speed and create motion graphs using hands-on technology.

SPEAKERS:
Rebecca Walker (Tays Junior High School: Katy, TX), Amy Rush (Lufkin Middle School: Lufkin, TX)

Visible three-dimensional learning classroom connections can be difficult to assess. In this session, participants will use real-world data collection to determine a phenomenon: why salt is added to freezing roads and when making homemade ice cream, but also is added to boiling water when making pasta. Participants will use the data collected to argue with evidence while creating a visible molecular-level diagram of what occurred. This model will be used to assess student learning of why those phenomena exist.

TAKEAWAYS:
How to use SEPs to drive student instruction and molecular-level modeling of processes using data to support claims.

SPEAKERS:
Jessica Kohout (Educational Consultant: Ellicott City, MD), Stacy Thibodeaux (Southside High School: Scott, LA)

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 (Roosevelt High School, Sioux Falls, SD: Sioux Falls, SD)