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

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

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

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

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

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

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

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

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

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

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

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

Participants will discover how argumentation can support the vision of inclusive instructional strategies across the curriculum. This session will anchor in learning theory and focus on student work examples, including graphic organizers and transcripts, that tell the story of an instructional sequence about pollinators. How the routines of science support learning for literacy and math will be investigated and made explicit. We’ll pull apart the underlying instructional practices evident in the student work for how to plan for engagement, elicit student ideas, support changes in student ideas, and press for complete explanations through argumentation.

TAKEAWAYS:
Participants will come away with an example of how to structure argumentation in the 4th grade classroom through observing student data organization and student discourse.

SPEAKERS:
Lindsey Roy (Science and Digital Learning Coordinator: Lincoln, NE), Miranda Orellana (Lincoln Public Schools: Lincoln, MA), Betsy Barent (Lincoln Public Schools: , United States)

Introductions[5min] Meet the presenters and share with neighbors to establish networking for discussion and exploration Do Now (5min) Review session objectives and set personal goals The Role of Phenomena in Science Education (5min) Investigate examples of phenomena that lend themselves to strong Science lesson The Importance of Interdisciplinary Units in Science Education (5min) Explore purposeful pairing of learning objectives from a range of content areas Exploration of The Water Princess Unit Plan (30min) Learn about the elements of the unit and the accompanying resources that support strong instruction Identify opportunities for customization and differentiation based on their unique teaching and learning environments and students Science Notebooks - features and strategies (10min) See examples of science notebooks and discuss their impact on student learning Call to Action and Closing Comments (5min) Anchor their session take-aways with the personal goals they set during the Do

TAKEAWAYS:
Participants will receive a richly-developed, phenomenon-based unit plan paired with the ‘how to’ of unit planning, strategies for science notebooks, interdisciplinary learning objectives, KLEWS, notice-and-wonder, graphic organizers, and assessment models.

SPEAKERS:
Wendy Amato (UVA | Teaching Channel: No City, No State)

Live-streaming wildlife cams give students an intimate view into the amazing and diverse world of animals and allow teachers to engage all students in inquiry- and phenomena-based learning as nature unfolds in real-time and with unknown outcomes. Wildlife cams encourage questioning and curiosity, build connections to wildlife and nature, and are interesting to teachers and students alike. Cams engage students who have fewer opportunities to be immersed in nature, including those in urban settings, with mobility challenges, and in remote learning environments. I will guide teachers through a series of questions to help them determine good live-streaming cams to use in their classrooms. I’ll discuss different ways to use cameras within the classroom, including active and passive usage. I’ll share how we use cams to make observations and they will draw their own comics as we watch a live-streaming cam.

TAKEAWAYS:
Participants will discover a variety of wildlife cams from around the world, explore how they can be used to effectively develop student science practices, and discover free resources to support science learning through wildlife cams.

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

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

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

SPEAKERS:
Jimmie Thomas (Baylor College of Medicine)

As a nonfiction author, I always start where my readers are—hooking them in by grounding them in what they already know, then expanding on that knowledge. Teaching is no different, and incorporating nonfiction books into the curriculum can allow teachers to address standards across different disciplines while building their students’ understanding of a topic. This session will look at two books that can do this, one on that addresses interdependent relationships in ecosystems and one that examines natural hazards and the history of the planet. How do scientists use evidence to support their arguments, and how can we model those steps when teaching students how to develop their arguments in writing? Scientific research isn’t all that different from text-dependent analysis, and this presentation will discuss how to address both using true, jaw-dropping examples straight from our own backyards.

TAKEAWAYS:
We can use nonfiction books to ground learning, making information more accessible as students encounter information in a variety of ways across the curriculum.

SPEAKERS:
Alison Pearce Stevens (nonfiction author)

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

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

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

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

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

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

Our goal is to demonstrate how one large urban district combined the standards from science, social science and ELA to make sure these standards are taught, even in a curriculum that is ELA-centric. The vast majority of the time in the day doesn't attempt to cover science or social science standards. We've woven our standards alongside the ELA standards and topics so that we are certain there is time for science and social science. This is important because as one sales rep has said, "I know it looks like science, but don't worry, its really reading." We don't want a student's science or social science experience to be relegated to just a 'Science Friday' situation.

TAKEAWAYS:
Students need to figure out science and social science, not just learn about them. To think like scientists and social scientists, students have to DO the work of scientists and social scientists.

SPEAKERS:
Cory Nilsen (Rockford Public Schools: Rockford, IL), Joshua Rappuhn (Rockford Public Schools: Rockford, IL)

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

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

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

Presenters will discuss the Omaha Henry Doorly Zoo and Aquarium's Zoo Afterschool Program and the way in which they utilize their access to the zoo to broaden and deepen their student's understanding of the natural world by teaching lessons and then connecting those lessons to the student's observations of animals in the zoo. They will then discuss how participants in the workshop can translate the lessons that we have taught to the unique resources in their community.

TAKEAWAYS:
By focusing on how to best engage with your unique resources, you can enrich the lives and the learning of your students, and help them connect with their community.

SPEAKERS:
Mark Richter (After-School Site Coordinator: Omaha, NE), Kenzie Meegan (Omaha Henry Doorly Zoo: No City, No State)

This presentation helps K-8 educators, often with limited time for science, to encourage scientific thinking and an engineering mindset everyday by integrating activities into their current schedules. 1) Discussion of STEM research and the classroom challenges of time, resources, and training 2) Brief review of the crosscutting concepts, science and engineering practices, and 21st Century skills 3) Introduction of six specific 15 minute activities and their use as bell ringers (work students do when they enter the classroom), centers, or stand-alone activities. Educators participate as a student and learn to develop these types of activities. 4) Introduction of a method for using picture books to emphasize the science and engineering practices, crosscutting concepts, and engineering thinking all while saving time by integrating ELA and science using graphic organizers and writing prompts. 5) Educators use a tool to create an action plan for their own classrooms.

TAKEAWAYS:
K-8 educators will learn how to encourage scientific thinking and an engineering mindset everyday with specific 15 minute activities and ELA integration ideas.

SPEAKERS:
Emily Starr (STEM Specialist: Clinton, IA)

Participants will gain experience evaluating student learning across the three dimensions using authentic student work samples. Discussion will focus on lesson-level three-dimensional performance expectations and what counts as evidence of student understanding for the three dimensions targeted by the assessment task. We will also use data collected from these student work examples to identify patterns/trends teachers can use to inform instruction to ensure all students have access to science learning.

TAKEAWAYS:
Participants gain experience using the NSTA Student Work Analysis Protocol (open educational resource) and can share the protocol and application with colleagues in their school/district.

SPEAKERS:
Zoe Evans (Bremen City Schools: Bremen, GA), Kristin Rademaker (NSTA: Arlington, VA)

This presentation helps K-8 educators to use picture books, informational texts, and writing opportunities to inspire students to pursue STEM careers. 1) Discussion of STEM research and the benefits of integrating science and literacy. 2) Introduction of over 120 STEM career picture books and specific tools for using them to address ELA concepts and highlight STEM careers. 3) Introduction of informational career texts and related strategies for developing ELA skills and scientific thinking. 4) Introduction of sources for STEM career videos and tools for integrating them into ELA instruction. 5) Introduction of student interest inventories to measure the impact of STEM career exposure.

TAKEAWAYS:
Educators will learn how to integrate ELA and STEM using picture books, informational texts, and writing opportunities to inspire students to pursue STEM careers.

SPEAKERS:
Emily Starr (STEM Specialist: Clinton, IA)

Come see a successful online professional learning model that promotes collaboration around universal problems of practice. Each session allows educators to learn about new strategies implemented in classrooms, debrief in job-alike roles, share resources, and develop a plan to refine their practice.

TAKEAWAYS:
Participants will gain access to tools and resources for use in classrooms from both a teacher and instructional coaching role, as well as work on how they might make use of these resources for their own learning, learning within their own PLCs, or to develop a community of their own.

SPEAKERS:
Amy Johannsen (Southeast Polk High School: Pleasant Hill, IA), Jason Martin-Hiner (Keystone Area Education Agency: Elkader, IA)

STEAM is an endeavor in which everyone can engage. It is fun. Each and every one of us can be a scientist in some way. Reimagining the science fair is one way to bring together our community - students, teachers, parents, and professionals in a fun, relevant, and collaborative way. The underlying principle for the day is that science does not exist in isolation. Multiple stakeholders are part of the process at every step of the way. The Science Day event gives students a platform to hear about the formative experiences of science and engineering professionals, engage in team-building activities, and immerse themselves in their own maker project. All aspects of the day allow students to function like real scientists and engineers.

TAKEAWAYS:
Attendees will be provided a template for organizing a successful school-wide STEAM event. Using this template, attendees will begin identifying resources and planning for their event.

SPEAKERS:
Susan Bartol (Hillside Elementary School: Montclair, NJ)

This presentation will focus on how our STEM education center educated students and the public about the upcoming solar eclipses. Presenters will share how the Center incorporated sensemaking through the phenomenon of solar eclipses by engaging students with the SEPs of modeling and constructing explanations. The outreach will primarily focus on standard MS-ESS1-1, but the goal of the outreach aligns with the goals of the Framework to educate all students in science and engineering and to provide foundational knowledge for our future scientists, engineers, technologists, and technicians. Attendees will engage in an activity that they can share with their classroom in order to safely view the 2024 solar eclipse, including the creation of a solar eclipse viewer. Presenters will also share teaching strategies that make use of modeling and online simulations for eclipses. Time will be included for participants to share their own ideas of effective solar eclipse teaching strategies.

TAKEAWAYS:
Educators will take away ideas for educating their classes about eclipses and ideas for educating the public on what causes eclipses and how to view them safely. This information will be a result of our STEM education center's eclipse outreach and its effectiveness.

SPEAKERS:
Alice Steimle (Director: University, MS), Christian Clark (University of Mississippi: University, MS)