Army Educational Outreach Program (AEOP) immerses students and educators at all levels in the thrilling world of STEM. Through rewarding competitions, enriching summer camps, and comprehensive professional development, AEOP stands at the forefront of educational innovation, preparing participants to

TAKEAWAYS:
You’ll discover how AEOP spans a variety of educational stages, offering tailored programs that empower both students and teachers to thrive in STEM. We’ll cover how these initiatives equip participants with crucial skills and experiences, setting the stage for personal and professional success.

SPEAKERS:
Kathryn Lasky (NSTA Competitions: Crofton, MD), Brian Kutsch (National Science Teaching Association, eCYBERMISSION: Maumelle, AR)

Claims regarding NGSS alignment are prevalent in science materials. This session will focus on how to identify phenomena, problems, and sensemaking in K-12 lessons and materials, to support participants to make informed decisions on using and adapting materials to best meet students' needs.

TAKEAWAYS:
Participants will gain an understanding of the characteristics of phenomena/problems and sensemaking opportunities and how to identify them in materials. With example lessons, they will use tools to evaluate materials for NGSS-aligned instruction in order to effectively identify aspects of quality.

SPEAKERS:
Shannon Wachowski (EdReports.org: Lander, WY)

Many schools need high-quality units to meet their state standards, especially if they vary significantly from the NGSS. BSCS Science Learning has extensive experience with designing, and adapting Storylines units. Come to this session to apply a BSCS design tool that can be used for adaptation.

Please note: space is limited.

TAKEAWAYS:
Experience with a tool to unpack and compare target standards by clarifying key ideas, listing prerequisites and challenges, and considering what students should “figure out” and not just “learn about." Consider and share how to apply tools and processes for adapting HQIM in your local context.

SPEAKERS:
Elaine Klein (BSCS Science Learning: Houston, TX), Jean Flanagan (BSCS Science Learning: Colorado Springs, CO)

Join Louisiana teacher leaders in empowering educators to effectively utilize high-quality instructional materials while addressing common challenges related to classroom assessment. Participants will engage collaboratively with resources designed to support educators with this goal.

TAKEAWAYS:
Attendees will leave with resources and strategies to assist with addressing some common challenges with curriculum-integrated assessment opportunties including analyzing and interpreting information provided in these assessment moments in an efficient and effective manner.

SPEAKERS:
Sarah Jimenez (LA Dept of Education/Evergreen Jr High: Gray, LA), Loren Klein (Academically Gifted Teacher: Lafayette, LA), Lauren Waguespack (Harry Hurst Middle School: Destrehan, LA), Kylie Martin (Bayou Blue Middle School: Raceland, LA)

Come engage in activities (elementary, middle, and high school) to experience how to embed social-emotional learning alongside the NGSS! We will explore teaching strategies that can be used in any lesson, connect with the 3 dimensions, and embed essential SEL skills along the way.

TAKEAWAYS:
You will learn strategies to embed SEL instruction into existing NGSS lessons in ways that engage students with both content and social-emotional growth.

SPEAKERS:
Kathryn Borton (Science Teacher and Ed.D Student: Nevada, IA)

Space Rocks! Making heads and tails of rocks in space. Comets, meteors, asteroids? What’s the difference? We will use high-engagement strategies to help our students understand the difference between these windows to our galactic past.

TAKEAWAYS:
Attendees will depart with tested lessons, prepared background information, and complete resources for hands-on labs, and three engineering-based STEM projects that incorporate Earth's place in space and human-created systems to make predictions and establish patterns.

SPEAKERS:
Amanda Walker (University Academy: Lynn Haven, FL)

You have a coherent phenomenon-based learning plan for your students, and midway through, you get sick or jury duty - now what?!? This session will highlight approaches to substitute plans that are flexible, easy to implement, and support student learning.

TAKEAWAYS:
When students are tasked with sensemaking and figuring out day in and day out, it is easier to have that happen without the teacher present. Utilizing a quality curriculum that supports student coherence and phenomenon-based learning is the best tool to make that a reality.

SPEAKERS:
Sarah Delaney (OpenSciEd: San Carlos, CA), Matt Krehbiel (OpenSciEd: Derwood, MD)

Lessons will be share that use Disney, and other, analgies for the understanding and mastery of Periodic Trends learned in Chemistry.

TAKEAWAYS:
Teachers will be able to use the information learned in these lessons and connect ideas to help students grasp understanding of a abstract concept.

SPEAKERS:
Jessica Carny (Saint Joseph Academy: Cleveland, OH)

Engage in conversations for how to use the three dimensions of the NGSS and the NRC Framework, storylines, driving questions, and hands-on activities to engage students in science and engineering skills while making sense of how SOIL affects the food that we grow and eat in a new storyline unit.

TAKEAWAYS:
Participants will engage in activities that are part of a new storyline unit on how soil affects the types and quantities of food commodities grown. Topics include what is soil, the effect of soil on plant growth, movement of matter and energy through soils, and how to decrease human impact on soils.

SPEAKERS:
Michael Tobin (Stevenson High School: Gurnee, IL), Chris Embry Mohr (Olympia High School: Carlock, IL)

Want to complete rigorous experiments with your multilingual learners? Learn about successful strategies, scaffolds, and structures which can be used for all levels of learners, increasing accessibility and creating an environment where hands-on learning is not only possible, but preferred!

TAKEAWAYS:
English Learners are one of the fastest growing populations in the United States. However, access to quality training in how to teach our ELs is limited. Through this session, educators will explore strategies and structures that can be used to better assist ther ELs in the scientific process.

SPEAKERS:
Kirsten Salonga (Justice High School: Alexandria, VA)

We will introduce our forthcoming NSTA book containing a collection of units and resources to help teachers engage students in three-dimensional learning through model-based inquiry.

TAKEAWAYS:
Learn about four chemistry model-based inquiry units for rigorous and equitable instruction. Developed with secondary science teachers, the session guides three-dimensional learning, anchoring phenomena, modeling, and scientific explanations.

SPEAKERS:
Ron Gray (Northern Arizona University: Flagstaff, AZ), Todd Campbell (University of Connecticut: N. Franklin, CT)

One goal of science HQIM is to engage students in the science and engineering practices in relevant ways. Participants will explore ways to increase student engagement and meet the needs of diverse learners by creating meaningful outdoor learning experiences and integrating them into HQIM.

TAKEAWAYS:
Attendees will be able to implement standard aligned lessons that engage students with HQIMs and outdoor learning experiences.

SPEAKERS:
Sarah Jimenez (LA Dept of Education/Evergreen Jr High: Gray, LA), Kylie Martin (Bayou Blue Middle School: Raceland, LA), Lindsay Duet (K-12 Assessment Coach: Baton Rouge, LA), Jenni Frick (LDOE: Baton Rouge, LA)

3-dimensional transfer task assessments require students to apply learning to related phenomena, demonstrate deep levels of understanding, and engage in new learning. Learn how to tailor existing transfer tasks and support students in completing them from 2 teachers who do this in their classrooms.

TAKEAWAYS:
Participants will examine revised and customized transfer task assessments, effective strategies and supports, and hear student testimonials to help guide and assist their students through the often challenging transfer task assessment process.

SPEAKERS:
Nicole Bolduc (Ellington Middle School: South Windsor, CT)

Participants will explore an engineering design challenge that engages upper elementary students in the creation of tiny homes as a solution to homelessness after a local natural disaster. Explore Design Thinking principles and how empathy plays a role in authentic and inclusive STEM inquiry.

TAKEAWAYS:
Engage in an NGSS-based engineering design challenge where you design a solution for homelessness caused by natural disasters and learn the role of empathy in STEM inquiries by using Design Thinking principles and place-based strategies that engage all learners in STEM.

SPEAKERS:
Jennifer Williams (Isidore Newman School: Belle Chasse, LA)

How did humans turn a simple grass into a staple food crop? And, how are scientists working to ensure that corn can continue to feed billions of people as the world’s climate changes? In this new storyline on popcorn, students will think like scientists as they enjoy this yummy snack food.

TAKEAWAYS:
Explore a new storyline on popcorn that engages students in constructing explanations from evidence. Students investigate how teosinte evolved into one of the most important food crops on Earth-corn, as they learn about genetics and future evolution in order to meet the needs of a changing planet.

SPEAKERS:
Chris Embry Mohr (Olympia High School: Carlock, IL)

The Framework and NGSS called for phenomena-based 3D learning experiences for all students. Unpack WHY this is so important and HOW to make it a reality in your classroom. Take away phenomena and storylines to try in your classroom and strategies for making every student look forward to your class.

TAKEAWAYS:
The shift to phenomena-based 3D learning brings the student to the center of the learning and uses their life experiences and approaches to sensemaking to drive the learning.

SPEAKERS:
Matt Krehbiel (OpenSciEd: Derwood, MD)

How do we know which students of our students are figuring things out that they care about? Which students are contributing to knowledge-building in small groups? Join us to learn about a simple approach to using data from exit tickets with research-based strategies to promote more equitable partici

TAKEAWAYS:
Making formative use of exit ticket data on student experience can help all students experience instruction as more relevant and coherent from the student perspective. Key to improvement is testing research-based strategies for promoting more equitable participation in class.

SPEAKERS:
William Penuel (University of Colorado Boulder: Boulder, CO), Melissa Campanella (University of Colorado Boulder: Baltimore, MD)

Led by members of NSTA Early Childhood-Elementary Committee, the session addresses the relationship between science education & children’s literature by providing an interactive platform for educators to discover how literature can support & enhance science & engineering practices in the classroom.

TAKEAWAYS:
Participants will explore the integration of children's literature with science and engineering practices through cross-disciplinary connections and hands-on activities. Resources provided.

SPEAKERS:
Simone Nance (University of Southern Indiana: Newburgh, IN), Katie Morrison (University Child Development School: Seattle, WA), Jennifer Williams (Isidore Newman School: Belle Chasse, LA), Jenn Brown-Whale (Maryland State Department of Education (MSDE): Randallstown, MD)

We will introduce our forthcoming NSTA book containing a collection of units and resources to help teachers engage students in three-dimensional learning through model-based inquiry.

TAKEAWAYS:
Learn about four chemistry model-based inquiry units for rigorous and equitable instruction. Developed with secondary science teachers, the session guides three-dimensional learning, anchoring phenomena, modeling, and scientific explanations.

SPEAKERS:
Ron Gray (Northern Arizona University: Flagstaff, AZ), Todd Campbell (University of Connecticut: N. Franklin, CT)

Integrating active reading and reflection strategies into STEM education is indispensable to nurture the next generation of innovators and problem solvers. By fostering deeper engagement, critical thinking skills, and interdisciplinary connections, educators can empower students to excel in STEM.

TAKEAWAYS:
Attendees will dive deep into reading and reflecting. They WILL read and write. Not only will they develop skills to enhance their own practices of reading and writing, but they will engage in creating a reading and writing space for students to explore and engage in bringing curiosity to science.

SPEAKERS:
Mary Schneider (PAST Foundation: Columbus, OH)

Memes are a powerful learning tool, helping teachers assess understanding and drive deeper learning through Bloom’s taxonomy. Memes challenge students to articulate and audit their understanding through powerful puzzles. Explore how to use memes in your classroom as a formative assessment tool.

TAKEAWAYS:
In this session, participants will gain an introduction to memes as a learning tool, see good and bad examples of memes in learning, and explore three unique meme activities that can be used in your science classroom to support the development of NGSS Science and Engineering Practices.

SPEAKERS:
Jonathan Libov (CEO: Chappaqua, NY)

Why can mammals survive the first few weeks or months of life by only ingesting milk? But, what happens when someone is lactose intolerant? Why can lactose-intolerant people tolerate some dairy products? Explore the answers to these questions in a new unit storyline on MILK.

TAKEAWAYS:
In this new storyline on milk, students construct an explanation based on evidence for why dairy is an important source of food energy. Human babies double their weight during the first 6 months of life, yet some lose the ability to digest lactose. Fermentation is one way to solve this problem.

SPEAKERS:
Michael Tobin (Stevenson High School: Gurnee, IL), Chris Embry Mohr (Olympia High School: Carlock, IL)

Explore a college course on wasted food and societal impacts, highlighting student-centered learning and sensemaking through transformative journeys toward sustainable practices. Build your Insights into teaching and course evaluation methods to understand the effectiveness of course design.

TAKEAWAYS:
Participants will leave the session with an understanding of how a course design focused on sensemaking can enrich student learning and, additionally, how this approach allows students to become central to their own educational experiences, fostering deeper comprehension and active engagement.

SPEAKERS:
Pete Locher (Graduate Research Student: Charleston, SC)

Grading that supports student sensemaking doesn't have to keep you at school all night. Learn approaches to grading that prioritize 3D sensemaking and utilize technology, collaboration, and existing resources so you have can your evenings back.

TAKEAWAYS:
The process of giving feedback and assigning grades is easier when there are strong materials and assessments to build from and technology can help make it faster without decreasing effectiveness for students.

SPEAKERS:
Sarah Delaney (OpenSciEd: San Carlos, CA), Matt Krehbiel (OpenSciEd: Derwood, MD)

Discover thrilling STEM education with a range of NSTA-administered K-12 opportunities that engage through innovative programming and recognize achievement with amazing awards. We’ll explore interactive, hands-on learning programs that are designed to bring classroom concepts to life and awards that

TAKEAWAYS:
Empower your teaching with dynamic STEM programs and awards administered by NSTA as you learn about innovative opportunities to boost engagement and enthusiasm for students and teachers.

SPEAKERS:
Kathryn Lasky (NSTA Competitions: Crofton, MD), Jose Rivas (Lennox Academy: Lennox, CA), Brian Kutsch (National Science Teaching Association, eCYBERMISSION: Maumelle, AR)

Come engage with STEM resources to help you identify common features of quality STEM experiences. Learn how to enhance and expand quality STEM opportunities for students. Participants will receive tools and guidance to implement STEM programs in schools and systems, K-12.

TAKEAWAYS:
Participants will walk away with the tools to identify and evaluate quality STEM opportunities in various grade-level resources using the key features of quality STEM.

SPEAKERS:
Kaci Fontenot (Teacher: Columbia, LA), Lanie Gueho (STEAM Teacher: Prairieville, LA)

Practice three structured talk routines while engaging in collaborative sensemaking around research that centers how students acquire the language of science and develop their science identity. (K-12th Grades)

TAKEAWAYS:
Participants will walk away with insight into educational research and resources for planning and implementing well structured student talk as a tool to support science language acquisition and foster the development of students' science identity.

SPEAKERS:
Elizabeth Johnston (Denver Public Schools: Denver, CO)

Do you struggle to help your English Language Learners (ELL) engage with and understand your science lessons? If so, please join us to explore specific, practical strategies that you can use immediately to assist your ELL students.

TAKEAWAYS:
How to apply various strategies for Scientific Literacy, such as using, Language Objectives, graphic organizers, and color-coding key vocabulary to any science unit.

SPEAKERS:
Sydnie Chouery (Central Kitsap Middle School: Silverdale, WA), Mikayla Kagey (Central Kitsap Middle School: Silverdale, WA)

Engage with resources that cultivate nine Learning Conditions which support students’ identity development, engagement, and academic growth. Produced by the Chicago Public Schools Office of Student Voice and Engagement and informed by the University of Chicago’s Cultivate Survey and Framework.

TAKEAWAYS:
Participants will receive a resource guide for each Learning Condition, which provides the definition and rationale, along with specific teacher-ready, student-friendly resources that foster enhanced student sensemaking in the science classroom.

SPEAKERS:
Niranjani Prabhakar (Chicago Public Schools: Chicago, IL), Kori Milroy (Chicago Public Schools: Chicago, IL), Sarah Millette (Chicago Public Schools: Chicago, IL), Chantell Windham (Chicago Public Schools: Chicago, IL)

Unleash student curiosity and transdisciplinary learning with Artificial Intelligence! Educators will discover practical strategies to ignite student interest in real-world responsible problem-solving leveraging the power of AI. Join us & empower the next generation of STEM innovators!

TAKEAWAYS:
STEM classrooms + AI = Empowered problem-solvers! Learn how educators can harness AI for research, analysis & design thinking, fostering responsible AI use in future innovators.

SPEAKERS:
Moni Singh (CEO: Raleigh, NC)

The session will discuss how educators can effectively assess assignments and student work to ensure that each piece reflects deep personal engagement and understanding. This dialogue will help understand evaluative practices' critical role in fostering a sensemaking environment.

TAKEAWAYS:
Participants will walk away with several methods of evaluating courses, curriculum, and lesson design to ensure sensemaking is evident in student work, discussions, and final projects.

SPEAKERS:
Pete Locher (Graduate Research Student: Charleston, SC)

The burgeoning field of Career and Technical Education (CTE) is a hot topic in any educational setting. Join us to explore how CTE intersects with NGSS to provide students with dynamic skill-based opportunities, high-interest pursuits, and prepare them for success in today's ever-changing workforce.

TAKEAWAYS:
Attendees will discover practical strategies for bridging CTE and NGSS. We will demonstrate the development of integration tools that seamlessly align school district classes, post-secondary education, and NGSS’s three dimensions.

SPEAKERS:
Mary Richmond (Colorado State University/Thompson School District: Fort Collins, CO)

Looking to add rigor to your elementary science lessons? Come learn how slight tweaks to how you use phenomena might be the answer for you. We’ll explore how to use phenomena to make science relevant to students, support sensemaking talk routines, and ground the development of academic vocabulary.

TAKEAWAYS:
Teachers will be able to improve how their lessons engage students with phenomena and adjust their curriculum to better support student engagement, sensemaking, and vocabulary development with phenomena.

SPEAKERS:
Michelle Forsythe (Texas State University: San Marcos, TX)

Learn how one school implemented a science-based, service learning program that takes elementary students into our local wetlands and brings the Science and Engineering Practices to life. Discover how to encourage students to problem-solve local issues and take action in their communities.

TAKEAWAYS:
1.) Learn how to establish mutually beneficial local partnerships that support science instruction; 2.) Discover how to encourage students to problem-solve local issues and take action in their communities; and 3.) Walk away with ideas and strategies for taking learning beyond the classroom.

SPEAKERS:
Elaine Sevin (Isidore Newman School: New Orleans, LA), Lucy Krause (Isidore Newman School: New Orleans, LA), Jennifer Williams (Isidore Newman School: Belle Chasse, LA)

Explore and apply methods to restructure 3D HQIM assessments and grading guidance to efficiently and objectively grade student responses and offer clear, concise feedback. Participants will also engage with an evaluation tool to ensure that restructuring the assessments and grading guidance does not change the integrity, rigor, and 3 Dimensional quality of the tasks.

TAKEAWAYS:
Attendees will walk away with an understanding of the process behind the LDOE/NSTA Partnership and explore practical strategies for using NSTA resources to build science leader capacity. Attendees will walk away with skills and tools necessary for restructuring the format and grading guidance of HQIM embedded assessments in a way that ensures maintenance of rigor and standards alignment.

SPEAKERS:
Jill Sutton (science teacher/instructional coach: Ruston, LA), Molly Talbot (Louisiana Dept. of Education: New Roads, LA), April Winstead (District K-12 Science Facilitator: Ruston, LA)

Still confused about the basics of the NGSS? Need a refresher about what it is and why it matters? Come learn from the experts.

TAKEAWAYS:
Teachers will leave with a basic understanding of the structures of the Next Generation Science Standards and how they inform 3-dimensional standards and 3-dimensional science teaching.

SPEAKERS:
Katy Fattaleh (Griffin Museum of Science and Industry: Chicago, IL), Tara Flett (Sr. Educator IQST: Chicago, IL), Karin Klein (Museum of Science and Industry: CHICAGO, IL)

Given the many science related global challenges, science teaching demands an emphasis on evidence and logic. An important precursor to this is getting students involved in activities that stimulate their curiosity. This workshop will focus on stimulating curiosity and argument-driven inquiry.

TAKEAWAYS:
Science education is key to developing curiosity and scientific inquiry in students. Curiosity is critical to both the creative and logical components of scientific reasoning. Building scientific arguments based upon evidence is an important creative and logical aspect of science.

SPEAKERS:
Michael Padilla (retired: Athens, GA)

Join our student-led citizen science group dedicated to environmental research and hands-on projects. Together, we innovate solutions for pest control, apiary management, and biodiversity conservation, partnering with researchers to tackle pressing environmental challenges.

TAKEAWAYS:
Build a new toolbox on how to develop the transformative potential of collaboration between passionate students and experienced scientists in addressing pressing environmental challenges and fostering sustainability, highlighting the pivotal role of young minds as drivers of positive change.

SPEAKERS:
Stuart Fleischer (Walworth Barbour American International School in Israel: Even Yehuda, 0)

Can service learning opportunities for students enhance your science content? Yes, it can make it relevant, interesting, and impactful for the student experience! Creating essential questions is the foundation to linking science content with service Learning.

TAKEAWAYS:
Attendees will create broad essential questions that will link their science content with service learning opportunities in their respective geographic regions.

SPEAKERS:
Kenta Ferrin (American School Foundation of Guadalajara: Guadalajara Jalisco, Jal.)

By intertwining the principles of inquiry with the interdisciplinary nature of science and social studies, students will develop a holistic understanding of the world around them, its scientific underpinnings, and its societal implications.

TAKEAWAYS:
Teachers will have the opportunity to start creating inquiry based interdisciplinary units in STE and H/SS, to maximize their time on learning in a culturally aware, critical thinking and sensemaking lens.

SPEAKERS:
Jennifer Orlinski (H-SS Dept Chair 6-12: Norwood, MA), Elizabeth Warren (Framingham Public Schools: Milford, MA)

By 2025, it’s estimated that 463 exabytes of data will be created daily; that’s like 212,765,957 DVDs/day! How can our students know if the information they receive is credible? Generation Skeptics teaches the necessary skills with lessons and guest speakers. (www.generationskeptics.org)

TAKEAWAYS:
Generation Skeptics arms educators with free resources to instill skepticism in students. Recognizing the proliferation of misinformation, GenSkeps seeks to equip the next generation with the enduring principles of the scientific method and the importance of substantiating claims with evidence.

SPEAKERS:
Melanie Trecek-King (Thinking Is Power: Franklin, MA)

Through discussions and workshopping, participants consider ways to leverage the curriculum adoption process, including setting an instructional vision, developing criteria, and evaluating materials, to develop teacher leaders in science and support understanding of rigorous science instruction.

TAKEAWAYS:
Participants will develop a plan for using K-12 curriculum adoptions to develop teacher leadership, support deep professional learning around the NGSS/Framework, and increase stakeholder buy-in.

SPEAKERS:
Shannon Wachowski (EdReports.org: Lander, WY), Matthew Christiansen (Oceanside High School #7: Oceanside, NY)

Bring Science alive to ALL students by aiming to transform special education with innovative strategies that integrate UDL and STEM, fostering inclusivity and transdisciplinary problem-solving with special day classes and alternative settings that focus on inclusion and belonging.

TAKEAWAYS:
Understanding and application of innovative, evidence-based teaching strategies that facilitate sensemaking among special education students. Participants will learn how to create inclusive learning environments that leverage Universal Design for Learning in the science exploration stage.

SPEAKERS:
Neotha Williams (STEM4Real: Addis, LA), Jennifer Munoz (STEM4Real: Carlsbad, CA)

Discover how sensemaking mini-projects can be used to engage students in the world around them. Learn how using non-traditional assessments helps students with obtaining and communicating high-level information. Strategies for assessment development will be shared with an emphasis on SEPs and CCCs.

TAKEAWAYS:
Discover strategies for authentic assessment of high-level concepts through phenomena-based mini-projects. Explore pre-developed earth science projects and student examples showcasing mastery of science and engineering practices. Gain tips for crafting NGSS-aligned assessments.

SPEAKERS:
Lauren LaSota (Adlai E. Stevenson High School: Tower Lakes, IL), Molly Sponseller (Adlai E. Stevenson High School: Lincolnshire, IL)

Are you looking for ways to enhance your lessons and make them more 3-dimensional? We are taking a well known curriculum and integrating appropriate SEPs and CCCs to deepen learning. Participants will receive Framework-aligned resources to help guide their planning for future lessons.

TAKEAWAYS:
Participants will gain ideas on how to enhance curriculum to reach all state science standards. We will show them affordable resources that can be used in any classroom. Educators will have the opportunity to review the gaps in their curriculum with framework-aligned resources during the session.

SPEAKERS:
Jessica Mahl (Jane Addams Elementary School: Redford, MI), Katie Stevenson (South Redford School District: Livonia, MI)

Learn about 5 fairy tale based units that were created as part of my dissertation, to help Kindergarten students learn about Nature of Science aspects. Mock crime scenes and digital science notebooks helped to engage students in discussion & learn from peers along with capturing student thinking.

TAKEAWAYS:
Participants will leave with access to five fairy tale based units that can be used right away in an early childhood classroom to engage students in learning about Nature of Science.

SPEAKERS:
Kristen Poindexter (Allisonville Elementary School: Indianapolis, IN)

Inspire students' ingenuity and encourage sensemaking. Leverage learners’ STEM and engineering skills to foster a sense of wonder and inquiry about the world around them. Elevate best practices while engaging students to design, build and find joy in nature. Place-based + engineering = best day ever.

TAKEAWAYS:
Participants will walk away with creative ideas to integrate design thinking and engineering skills in the classroom and natural world, instilling a sense of curiosity, awe and wonder for the great outdoors. This project encompasses several of the sensemaking pillars for best teaching practices.

SPEAKERS:
Lisa Morgan (Detroit Country Day School: Bloomfield hills, MI), Diana Matthews (Detroit Country Day School: Farmington Hills, MI)

Looking to help your elementary students connect and apply what they learn across content areas? Come learn how to use phenomena to launch interdisciplinary learning journeys. We’ll explore practical ways to integrate science, social studies, and literacy using anchoring and everyday phenomena.

TAKEAWAYS:
Teachers will be equipped to improve how they engage students with phenomena and adjust their lessons to better support interdisciplinary learning in science, social studies, and literacy.

SPEAKERS:
Michelle Forsythe (Texas State University: San Marcos, TX)

3-dimensional transfer task assessments require students to apply learning to related phenomena, demonstrate deep levels of understanding, and engage in new learning. Learn how to tailor existing transfer tasks and support students in completing them from 2 teachers who do this in their classrooms.

TAKEAWAYS:
Participants will examine revised and customized transfer task assessments, effective strategies and supports, and hear student testimonials to help guide and assist their students through the often challenging transfer task assessment process.

SPEAKERS:
Nicole Bolduc (Ellington Middle School: South Windsor, CT), Amy Hetherington-Coy (Teacher: Ellington, CT)

Get ready to be inspired as we showcase a culture that empowers students in advancing science education. We equipped teachers to integrate immersive field experiences with state standards to foster meaningful connections and promote community stewardship among marginalized populations.

TAKEAWAYS:
Walk away from the session with hands-on activities and engaging professional learning strategies that promote student engagement, creating connections with students, and examples of student centered environmental stewardship projects.

SPEAKERS:
Venicia Ferrell (Research Assistant Professor: Norfolk, VA), Alexis Tharpe (ODU Research Foundation TCEP: Norfolk, VA 23508, VA), Kelley Turner (Winchester Public Schools: Winchester, VA)

Louisiana leads the nation in coastal wetland loss. They also lead in approaches to address this crisis through development of updated five-year Coastal Master Plans. In this activity, participants take on the role of a regional coastal planner and put forth projects that seek to protect the coast.

TAKEAWAYS:
This is a hands-on, interactive activity that allows students to understand and address a complex environmental challenge while analyzing project costs and benefits. All tools represent real projects in the Louisiana Coastal Master Plan and show future workforce opportunities.

SPEAKERS:
Dani DiIullo (Louisiana Sea Grant: Baton Rouge, LA)

Join our discussion on equitable science education, integrating sense-making pillars into culturally and linguistically sustaining practices. Engage with phenomena, student ideas, and disciplinary core ideas for meaningful learning.

TAKEAWAYS:
We offer a glimpse of science classrooms that are engaged in authentic, culturally sustainable experiences that foster sensemaking.

SPEAKERS:
Johanna Esparza (Assistant Professor of Practice: Brownsville, TX), Miriam Ortiz (Assistant Professor of Practice: San Benito, TX), Uma Ganesan (University of Texas Rio Grande Valley: Brownsville, TX), Zulema Williams (Assistant Professor of Practice: Brownsville, TX), Patricia Ramirez (UTRGV)

How do we teach Tier 3 science vocabulary to students with limited English (or no English) and encourage success? We will share multiple strategies for teaching Tier 3 Academic Science vocabulary, as well as modalities that incorporate visual aids, manipulatives, and kinesthetic activities to engage.

TAKEAWAYS:
Attendees will leave with: Tier 3 strategies for teaching science; visual and kinesthetic activities to engage ALL students; and forms of assessment for ALL levels of English Language Learners.

SPEAKERS:
Karen Ziminski (EMK Academy for Health Careers: Boston, MA)

How do you teach logical writing? What structures do you use to support students who just “don’t get it” when constructing explanations? We’ll share our philosophy, graphic organizer, sample tasks, student work, manipulatives, connections to CCC’s, and a gradual release model that builds student pro

TAKEAWAYS:
Teachers will leave our session with a model of how to support struggling learners with constructing explanations for SEP6. This includes a graphic organizer that can be adapted for any topic area as well as a gradual release model of how we walk our students up to proficiency in constructing explanations.

SPEAKERS:
Andy Fitz (Adlai E. Stevenson High School: Libertyville, IL), Josh Bozeday (Adlai E. Stevenson High School: Lincolnshire, IL), Kristy Wrona (Adlai E. Stevenson High School: Lincolnshire, IL)

Make your lessons more impactful by leveraging what students already think, believe and know. We all know that students have misconceptions, but guidance on how to work with them is sparse. They can be the greatest barriers to learning yet by embracing them, teaching can be much more effective.

TAKEAWAYS:
Attendees will come away with classroom strategies that will improve science instruction by embracing students' misconceptions. Ideal for teacher trainers, coordinators, and specialists.

SPEAKERS:
Clayton Chamberlain (Utah State University: Highland, UT)

Presentation of a college course using convergence research to tackle the complex issue of wasted food, while emphasizing the integration of diverse perspectives to enhance student learning and problem-solving skills.

TAKEAWAYS:
Attendees will understand how convergence research was used in the context of wasted food to support students’ learning and address complex problems through creative, multifaceted, and equitable solutions. They will also be empowered to leverage convergence research when addressing complex problems.

SPEAKERS:
Pete Locher (Graduate Research Student: Charleston, SC)

Participants will learn how to allow students to take ownership of their learning, build their own science resources, and foster creativity. We will delve into strategies for differentiation, language support, and fostering a safe and inclusive learning space.

TAKEAWAYS:
Supporting MLs and high-needs students by embracing flexible and differentiated science notebooks, fostering creativity, and promoting inclusivity in science education by allowing students to work through problems and build their own science resources.

SPEAKERS:
Elizabeth Warren (Framingham Public Schools: Milford, MA)

Explore how to turn local businesses into engaging educational field trip destinations. Learn strategies to involve businesses as stakeholders in education, creating mutually beneficial partnerships with schools and the community.

TAKEAWAYS:
Discover how to transform local businesses into engaging field trip destinations for students, fostering experiences that connect classroom learning to real-world applications. Learn strategies to involve businesses as education stakeholders, enriching student learning and community engagement.

SPEAKERS:
Ronetta Wards, Ph.D (Science Consultant: Jacksonville, FL), Erica Willie (Founder: jacksonville, FL)

We present a dynamic facilitation scaffold as a teacher tool to support students scientific sensemaking. The scaffold uses disciplinary language as means to develop student reasoning as they engage in science practices. The research based scaffolds support integrated Science and ELA instruction.

TAKEAWAYS:
Elementary teachers will learn about facilitation scaffolds to support student sensemaking when engaged in science practices. Teachers will study a sample scaffold that uses disciplinary language related with the practice of constructing scientific explanations, in context of a force & motion unit.

SPEAKERS:
Patricia Paugh (University of Massachusetts Boston: Worcester, MA), Tejaswini Dalvi (University of Massachusetts Boston: Dorchester, MA)

Want to implement an experiential laboratory-based neuroscience program at your school, as a stand-alone course or embedded within biology or anatomy and physiology courses? This session will share field-tested methods for students and faculty to explore this emerging science alongside one another.

TAKEAWAYS:
Neuroscience is a rapidly progressing field that captivates student interest and can create a model environment for students and faculty to learn alongside one another while fostering 21st-century skills including experimental design, scientific research, and interdisciplinary investigations.

SPEAKERS:
Hannah Sullivan (Mounds Park Academy: St. Paul, MN)

This session demonstrates how to have students recognize the importance of science as critical when advocating for environmental justice through air quality data.

TAKEAWAYS:
To foster student-centered community-based environmental science research by identifying relationships among environmental degradation, socio-economic level, and community health issues through air quality data.

SPEAKERS:
Stephen Farenga (Queens College, CUNY: Williston Park, NY), Salvatore Garofalo (Queens College, City University of New York: Mineola, NY)

If “those who do not learn from history are doomed to repeat it,” what data can we examine to escape this fate? Paleobiologic data can help students gain insights into climate change, the potential of a 6th mass extinction, and the enduring discourse around human equality and race. Come learn how.

TAKEAWAYS:
Attendees will gain insight into how paleobiology offers a unique opportunity for students to engage with historical science and to access and apply real data to issues that they care about. The presentation will offer a sample course outline, resources, and the rationale for their use.

SPEAKERS:
Kenneth Schopf (The Winsor School: Boston, MA)

"Explore the chemistry behind crafting sodas in this engaging session! Students design, taste, and adjust their own beverages, relating to understandings of concentration, ratios, and pH."

TAKEAWAYS:
At our session, presenters will showcase an engaging chemistry project, empowering students to craft their own unique soda creations while reinforcing topics previously taught in first year chemistry.

SPEAKERS:
Matthew Ragusa (Neuqua Valley High School: Naperville, IL)

This research investigates how sensemaking strategies can improve students' grasp of chemistry's diverse representation levels. It aims to address persistent learning challenges and enhance teaching efficacy in chemistry education.

TAKEAWAYS:
Embracing sensemaking strategies can significantly enhance students' understanding of the multifaceted levels of representation in chemistry, leading to improved engagement, mastery, and more effective teaching practices

SPEAKERS:
Monday Moju (Virginia Tech: Blacksburg, VA)

Pulling off an awesome field trip seems like a daunting task - but what better way is there to expose students to phenomena and have them think like scientists? With a few ground rules in mind, let's go places!

TAKEAWAYS:
Ideas and strategies for putting together a meaningful and tear-free trip for your students.

SPEAKERS:
Elizabeth Swiatkowski (Alverta B. Gray Schultz Middle School: Lindenhurst, NY)

Core skills of Research, Oral and Visual Presentation, and Civic Action are integrated into a yearlong experience in numerous courses. Students choose relevant community issues to investigate and take action towards solving a problem. A symposium showcases project results at the end of the year.

TAKEAWAYS:
Attendees learn to implement research proposals, use formative checkpoints to manage individual progress, and analyze findings. Examples will be shared from physics, environmental science, and math courses. Discussion will include challenges and successes with the project and how to manage workload.

SPEAKERS:
Marci Harvey (University of North Carolina School of the Arts: Winston Salem, NC)

Students often lack skills to study effectively or generate study guides aligned to the range of questions encountered in NGSS 3 dimensional assessments. Students fill in this template of Bloom's taxonomy prompts alongside AI, lecture, lab, and text resources to elevate their preparation.

TAKEAWAYS:
First, attendees will learn how I arrived at this process to improve student learning and be able to look at samples of student generated study guides before and after implementing this learning strategy. Second, attendees will see how they can add this strategy to their toolkit.

SPEAKERS:
Jasper Steenhuis (Abraham Joshua Heschel Middle School: New York, NY)

Leveraging their curiosity for doing science, shifting the work to students, and moving away from delivering content leads to better sense-making of physical phenomena. Rebuild your lesson sequences around student beliefs, doing science to collect evidence, and developing models collaboratively.

TAKEAWAYS:
Attendees will discuss the advantages and challenges of not front-loading content for students, instead beginning with student beliefs. Discover how to revise lessons so students develop claims and improve ideas with evidence, eventually developing models based on observations rather than lecturing.

SPEAKERS:
Marci Harvey (University of North Carolina School of the Arts: Winston Salem, NC)

This brief introduction to free OER integrated science curricular units for Grades K-5 will highlight how the features of Project-Based Learning provide the tools and routines to support sensemaking. Learn more about the research behind the resources and available supports for implementation.

TAKEAWAYS:
Participants will get a detailed description of the free resources, look at how PBL works, hear examples from the Multiple Literacies in Project-Based Learning (ML-PBL) Research and Development Project, learn how to access the free resources for later review, and connect with free support.

SPEAKERS:
Susan Codere (CREATE for STEM Institute, Michigan State University, Retired: Lansing, MI)

The presentation will present the latest research on how to support EMLs in science. Current practices from Montgomery County, MD Public Schools elementary science curriculum will be shown as examples of how to plan for and implement during science instruction to promote student sensemaking.

TAKEAWAYS:
In this 30-minute session, participants will gain deeper understanding of the importance of student sensemaking in elementary science and how to support multilingual learners.

SPEAKERS:
Nikki Brassell Snyder (Montgomery County Public Schools: Germantown, MD), Jennifer Orodeckis (Montgomery County Public Schools: Gaithersburg, MD)

Explore how Argument-Driven Inquiry (ADI) can be effectively implemented in the early grades. This session will demonstrate how to introduce and scaffold ADI for young learners, emphasizing critical thinking and scientific reasoning.

TAKEAWAYS:
ADI is a powerful instructional model that fosters scientific thinking and argumentation skills. While traditionally used in upper grades, ADI can also be adapted for younger students. This session will provide practical strategies and resources for implementing ADI in the K-2 classroom.

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

This 30-minute presentation will have participants consider and reflect on which student-driven lessons and assessments will yield the highest ROI on student engagement, relevance, and participation.

TAKEAWAYS:
How to create lessons and assessments that will appeal to and result in increased student engagement

SPEAKERS:
Dani Maloney (Mamaroneck High School: Stamford, CT)

Educators agree that interdisciplinary projects benefit students, but enthusiasm wanes when confronted with inadequate meeting time and differing assessment strategies. We will show you how to increase the efficiency and efficacy of interdisciplinary learning through distinct models of collaboration

TAKEAWAYS:
Applying knowledge across disciplines encourages authentic learning, but teachers must facilitate these opportunities through strategic collaboration and curricular design.

SPEAKERS:
Lauren De Beer (8th Grade English Teacher: Lexington, KY), Jason Hurst (The Lexington School: Lexington, KY)

Developed from current research on extreme heat and equity, elementary students are excited to investigate the "Urban Heat Island Effect" phenomenon through the use of thermal imaging cameras and different roof surfaces. Join us as we share this NGSS-aligned, classroom-tested activity!

TAKEAWAYS:
Attendees will learn how to implement a lesson on heat energy where students experience a phenomena, relate it to their prior experiences, collect and analyze data, and then notice patterns in data to make a claim. We provide options for modifying the activity for context and student needs.

SPEAKERS:
Nanette Marcum-Dietrich (Millersville University: Kennett Square, PA), Bill McConnell (Virginia Wesleyan University: Norfolk, VA)

Outcomes from a grant funded 4-day camp with 40 adolescent participants. Student research participation focused on critical marine science topics and careers. Session focuses on assessment of student sensemaking associated with a maritime biodiversity field study and coastal resiliency case studies

TAKEAWAYS:
Adolescents have strong knowledge base of research based field methods in determining biodiversity and unique perspectives and insight in tackling climate related challenges evident in engineering and policy scenarios focused on coastal resiliency.

SPEAKERS:
Timothy Goodale (Elizabeth City State University: Poquoson, VA)

If you live in North America, do your students know that a lot of people on Earth are having summer on December 25th? This lesson can be taught with just a lamp and a globe yet deeply challenges your students' concept of the seasons, no matter what hemisphere they live in.

TAKEAWAYS:
This lesson guides students towards making a claim about why there are opposite seasons in the Northern and Southern Hemisphere on a date that is familiar to most students (Dec 25). Using simple materials, students make a model to test their hypotheses and gather evidence.

SPEAKERS:
Chris Sullivan (St. Luke's Episcopal Day School: Baton Rouge, LA)

I developed a cancer biology unit with the University of Chicago, enriching middle schoolers' understanding through hands-on labs. Results exceeded expectations, indicating successful intellectual growth. Presentation includes a dance activity on mitosis and scaffolded scientific writing.

TAKEAWAYS:
During the presentation, participants will engage in a dance activity, focusing on mitosis and cellular reproduction, which are core themes in cancer biology. Additionally, participants will have the opportunity to examine student work and learn specific scaffolding techniques.

SPEAKERS:
Michael Dixon (Chicago Public Schools: Chicago, IL)

Precipitating Change with Alaskan Schools is a National Science Foundation (NSF)-funded project with Alaskan Native communities, multiple universities, and the Concord Consortium. Together, we are exploring approaches to designing, testing, and refining multi-perspective for middle school students.

TAKEAWAYS:
Teachers and students investigate coasts and coastal change involving both Indigenous and Western science approaches, as well as diving into related areas, including history, culture, and community decision-making.

SPEAKERS:
Texas Raymond (Concord Consortium: Chugiak, AK), Carolyn Staudt (The Concord Consortium: Concord, MA)

Explore empowering environmental education for Indigenous students of a Native American science teacher whose hands-on science activities help confront colonial injustices, nurture healing from intergenerational trauma, and integrate sense-making into equitable, culturally sustaining practices.

TAKEAWAYS:
The session will unveil culturally sustainable science teaching practices of a Native American educator, enhancing sensemaking for students. Empowering all learners, these strategies transform science into an accessible journey, unlocking education's transformative power for Indigenous communities.

SPEAKERS:
Uma Ganesan (University of Texas Rio Grande Valley: Brownsville, TX)

Join a discussion about successes, challenges and lessons learned while implementing place-based watershed outdoor learning in New Orleans public charter schools. We will share ideas for best practices for outdoor science inquiry, while meeting science standards.

TAKEAWAYS:
Participants will gain insight from lessons learned during the past several years implementing NOAA Gulf BWET and NAS Gulf Research Program K-8 Place-Based Education grant projects aimed at supporting teachers in outdoor watershed STEM education and incorporating into Louisiana science curriculum.

SPEAKERS:
Karen Marshall (International School of Louisiana: New Orleans, LA), Diane Maygarden (University of New Orleans: Jefferson, LA)

Discussing how the body works and how it grows and changes during puberty into young adulthood can be a difficult process for students, teachers, parents, and even the school or district to navigate. This presentation would discuss tools teachers can use to both teach these subjects and create plans

TAKEAWAYS:
There are many ways to create a lesson plan on the human body and make the discussion of the changes to the body part of a larger conversation of how the body works and what to expect as you get older. Schools can teach these subjects with science and knowledge as the primary focus of the lessons.

SPEAKERS:
Charlie MacDonald (Dexter Southfield School: Brookline, MA)

Build skills and capacity for a community of educators to mentor diverse groups of students in STEM research. Participants will share how they might utilize local resources to maximize student sense-making of phenomenon while supporting student participation in science fairs and other competitions.

TAKEAWAYS:
Educators will leave with support for student sensemaking to develop and enhance STEM research programs that reach all learners, not just high achievers.

SPEAKERS:
Justin Andersson (University of Nebraska at Omaha: Omaha, NE)

Reflection is a critical piece of classroom instruction that enhances self awareness, leadership, and empathy in our students. Through guided reflection, students engage in metacognition, gain a deeper understanding of their content, and can even build empathy with their peers!

TAKEAWAYS:
Teachers will leave this workshop equipped with a variety of ways to implement individual and group reflection practices in their classrooms that allow students to find purpose, relevance, and real world application in their work!

SPEAKERS:
Kenta Ferrin (American School Foundation of Guadalajara: Guadalajara Jalisco, Jal.)