The session will give teachers an opportunity to participate in the same sort of rich and meaningful learning experiences that are called for by the NGSS. This session, as a result, will include approximately forty minutes of audience participation in student hat. Teachers will leave with high-quality instructional materials that they can use in their own classrooms. The agenda for this session is: • A discussion of characteristics of phenomenon-based instruction and sensemaking (5 mins). • A discussion of obstacles to sensemaking during a learning experience (10 minutes). • An opportunity for participants to experience an example of how support learners use DCIs, CCs, and SEPs during a learning experience in a way that makes the process of sensemaking useful and inclusive (40 mins). • Questions and suggestions for learning more (5 mins).

TAKEAWAYS:
Introducing meaningful phenomena is necessary, but not sufficient for fostering sensemaking. Students must also have opportunities to use DCIs, CCs, and SEPs during the learning experience, and the experience must be structured in ways that make the process of sensemaking useful and inclusive.

SPEAKERS:
Victor Sampson (The University of Texas at Austin: Austin, TX)

The growth of human settlements and natural resource use have impacted our wild spaces and led to fragmented habitats, pollution, and overharvesting. In this hands-on session, the presenter will lead participants in hands-on classroom activities that explore ecological footprints and possible paths toward sustainability. The presenter will introduce concepts around human ecology, including human population trends, biodiversity trends, and how human activities (agricultural expansion, deforestation, etc.) have impacted wildlife habitats. Most of the session will be the demonstration of hands-on activities that address NGSS content, but also integrate mathematics, social studies, and language arts. Activity formats include a large-group simulation on carrying capacity in nature, a visual demonstration of the breakdown of land use around the globe, and a modeling activity on biodiversity threats in different ecosystems.

TAKEAWAYS:
Participants will learn hands-on, collaborative approaches to guide students’ inquiry around key ecological concepts on population, wildlife, and biodiversity, using 3-D strategies and sensemaking.

SPEAKERS:
Vanessa Wyss (Ferris State University: White Pigeon, MI)

Students today are exposed to an information-rich environment that is inundated with visual images. Likewise, science relies heavily on the use of visuals to present technical information. Instructional strategies will be shared that use infographics to engage students with the science and engineering practices to make sense of complex information quickly and clearly. Participants will experience a “think-aloud” to extrapolate information from an infographic and work through an evaluation tool to determine its scientific credibility. In addition, they will learn ways to incorporate infographics to spark debate, construct a scientific argument using the claim-evidence-reasoning framework, and complete a problem analysis to find a solution to an everyday problem. Finally, resources will be shared in how to develop student-created infographics.

TAKEAWAYS:
Participants will learn instructional strategies to support student sensemaking through the use of visually-rich infographics. This includes using science and engineering practices to analyze and interpret data, construct explanations, and engage in argument from evidence in secondary classrooms.

SPEAKERS:
Tina Hovance (Katy ISD: Katy, TX)

Symbiosis and Other Relationships is a multimedia curriculum module that uses a three-part symbiosis between a wasp, its caterpillar host, and a virus to highlight the varied and sometimes complex ecological relationships. It includes an opportunity for students to analyze data through a simulated experiment, interweaving this example with more general information. Students learn about competition, predation, parasitism, commensalism, and mutualism through examples of 2-way relationships, and tease out the types of relationships at play in examples of 3-way relationships. The module’s materials can be used independently to supplement existing curriculum materials, or used alone in a suggested sequence over 1-2 weeks of class time. Workshop Outcomes • Where to access a free NGSS-friendly, multimedia middle school curriculum module on ecological relationships. • Teasing apart 2-way and 3-way ecological relationships reveals a number of strategies organisms employ to survive.

TAKEAWAYS:
How to access and use a free module that includes an opportunity for students to analyze data through a simulated experiment involving the wasp parasitoid and its host, interweaving this example with more general information in a way that builds an understanding of complex ecological relationships.

SPEAKERS:
Molly Malone (The University of Utah: Salt Lake City, UT)

NA

TAKEAWAYS:
Attendees will build an understanding of sensemaking and receive a toolkit to lead the session with other educators.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA)

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)

The session will give teachers an opportunity to participate in the same sort of rich and meaningful learning experiences that are called for by the NGSS. This session, as a result, will include approximately forty minutes of audience participation in student hat. Teachers will leave with high-quality instructional materials that they can use in their own classrooms. The agenda for this session is: • A discussion of characteristics of collaborative sensemaking and productive discussions (5 mins). • A discussion of some of the challenges with promoting and supporting productive discussions where all students participate during a learning experience (10 minutes). • An opportunity for participants to experience an example of productive small group discussion that fosters collaborative sense-making (20 mins). • An opportunity for participants to experience an example of productive whole class discussion (20 mins). • Questions and suggestions for learning more (5 mins).

TAKEAWAYS:
Collaborative sensemaking requires productive and inclusive talk. Teachers can foster productive talk between students using specific activity structures, talk prompts, talk moves, and supports.

SPEAKERS:
Victor Sampson (The University of Texas at Austin: Austin, TX)

By utilizing ChatGPT, start-ups can provide students with a starting point for research by offering them foundational knowledge on a variety of subjects. The use of superheroes to teach the periodic table, for example, could provide students with a fun and engaging way to learn about chemistry. Similarly, focusing on environmental concerns such as ocean acidification can help students understand the importance of conservation and sustainability. Additionally, warm-up activities can be an effective way to build relationships and foster collaboration between students. Whether it be through icebreakers or team-building exercises, getting to know one another can help students work together more effectively and create a more positive learning environment. Overall, utilizing ChatGPT can be an effective way for teachers to create engaging and informative content for students. By providing them with a foundation of knowledge, start-ups can empower students to take control of their own learning.

TAKEAWAYS:
One takeaway from this session is that you will understand that ChatGPT is a powerful tool for teachers. This application will allow you to answer questions or ideas you have and improve research activities that might be difficult for students.

SPEAKERS:
Ricardo Padilla (Brookhurst Jr HIgh School)

During this workshop we will present and engage participants in literacy and math-based strategies supported by research that science, mathematics, English language arts, and special education middle school teachers can use scaffold learning to engage in informational science text and argumentation connected to life sciences (e.g., vaping) for diverse learners in their classrooms. By the end of the workshop participants will be able to: 1. Define content and instructional scaffolding and how these types of scaffolds can be used to structure learning experiences to engage diverse learners in making meaningful sense of informational text. 2. Identify literacy- and math-based strategies that connect to content and instructional scaffolds that are designed to structure meaningful learning experiences to engage diverse learners in informational text. 3. Implement strategies within their content instruction that will scaffold learning to engage their diverse learners in informational text.

TAKEAWAYS:
All learners, including diverse learners, with the right instructional scaffolds can meaningfully engage in complex informational science text.

SPEAKERS:
TARA GREEN (student: , MO), William Folk (University of Missouri: Columbia, MO), Amy Lannin (University of Missouri: Columbia, MO), Cassandra Smith (University of Missouri: Columbia, MO), Delinda Van Garderen (University of Missouri: Columbia, MO)

Learning science can sometimes focus on concepts often challenging to engage in due to the scale of being too small to be seen or too large to comprehend. This NGSS-designed unit offers tools to engage ALL students and connect micro and macro concepts around systems to develop concrete understandings. This 20+ lesson unit is driven by phenomena guiding students toward the concept of a “system,” from the cell level to a global level. Students explore the system at a cellular level through real-world connections and then build models of interacting subsystems. The disruptions of these systems are experienced through the examination of a viral illness and its effect on human systems. Students engage in argument with evidence to support a claim of the interdependence of systems. This concept is then applied to Earth systems and how disruption in a part of an Earth system affects the whole. Participants experience this unit through a 5E format and leave with the unit and resources.

TAKEAWAYS:
Attendees will construct an explanation for how parts of a system are interdependent both at the micro level and the macro level.

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

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

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

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

A seventh grader writes: “I have learned about watching my surroundings and how every part of the school has an ecosystem that stretches far beyond most people’s understanding.” Searching, finding, observing, and describing living things in students' environment connects them with their place. Questions worth investigating arise with ease and abundance. Developing and implementing systematic protocols help students reach more deeply into ecological phenomena. Animal behavior observed “in the wild” fosters natural engagement. Students’ questions and focused inquiries can lead to original insights that strengthen a sense of place. In this workshop, we will try our hand at the initial stages of a focused field study; perhaps tracking the behavior of urban birds, surveying the diversity of urban spiders, or mapping the travel of urban ants. The goal will be for teachers to relate the workshop experience to the potential of their own schoolyards for study. Samples of student work will inspire.

TAKEAWAYS:
The local environment of the schoolyard and neighborhood offers great potential for students to practice authentic and original field science.

SPEAKERS:
Richard Frazier (retired)

Session participants explore matter-energy ecosystem transfer phenomena by modeling alternative food production & creating design plans/systems to grow food with minimal materials. The phenomena of energy & matter transfers is abstract; yet, as part of ecosystem services, provides for many student-led investigations and design solutions to improve life, such as food production. In MS LS2-3, students develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. If we take this a step further, students would create functional models of alternative food growth while demonstrating minimal to no impact on the ecosystem. Session participants will explore the idea of alternative food production and create design plans (and possible functioning systems) to grow food with minimal materials. The intent is to provide session participants with realistic, functional modeling to increase student understanding & ability to synthesize the content.

TAKEAWAYS:
The energy-matter transfer phenomena is crucial in ecosystems. Creating functional ecosystem models leads to understanding ecosystem interactions and services such as food production. We can mimic nature to provide sustainable food supplies with less impact to natural environments.

SPEAKERS:
Sue Meggers (Interstate 35 Community School District: Truro, IA)