Science is a social endeavor! Gain strategies to transform your classroom into a community of learners in which students and teachers actively try to make sense of the natural and built worlds.

TAKEAWAYS:
Leave this session with strategies for developing classroom norms in collaboration with your students.

SPEAKERS:
Kate Soriano (NSTA: Jersey City, NJ)

Come to this engaging, hands-on session where we will use science activities to demonstrate effective professional learning practices! If you present at NSTA, facilitate professional learning, or just want to learn, this session is for you!

TAKEAWAYS:
Participants will learn specific practices they can incorporate into their NSTA presentations or professional learning experiences.

SPEAKERS:
Rebecca Abbott (The Lawrence Hall of Science: Berkeley, CA), Deanna Taylor (Interactive Learning Solutions LLC: Columbia, SC), Leah Litz (Omaha's Henry Doorly Zoo & Aquarium: Omaha, NE), Jesse Wilcox (University of Northern Iowa: Cedar Falls, IA)

Take a deep dive into the practice of developing and using models! We’ll explore how creating and using models help students build science ideas and can support students’ in developing and writing explanations. Experience the power of building science ideas together as part of a learning community.

TAKEAWAYS:
Developing models individually, in groups and as a class makes all students essential members of the knowledge-building community.

SPEAKERS:
Kristin Rademaker (NSTA: Freeport, IL)

Learn how to engage your students with the rich phenomena of a runner that fails to maintain homeostasis, using an open-source NGSS-driven unit.

TAKEAWAYS:
Attendees will deepen their understanding of how to use phenomena-driven three-dimensional instruction to attend to student interest and relevance, develop a clear vision for how to use modeling to teach homeostasis, and will learn how to access, use, and a use, and adapt a free EQuIP-reviewed unit.

SPEAKERS:
Devin Foschi (New Visions for Public Schools: New York, NY), Joy Otibu (Mott Hall Bronx High School: Bronx, NY)

Where are “traditional” chemistry topics such as naming compounds, stoichiometry, and gas laws addressed in OpenSciEd High School Chemistry? Discover how we approached and have incorporated “traditional” chemistry topics into the five OpenSciEd units.

TAKEAWAYS:
Educators will leave with information on opportunities to incorporate “traditional” chemistry topics into OpenSciEd High School Chemistry storylines without breaking coherence or giving away students’ aha moments.

SPEAKERS:
Michael Novak (Northwestern University: Grayslake, IL), Nicole Vick (Northwestern University: Avon, IL)

We will explore expansive ways we can notice students’ sensemaking assets and use those ideas to engage students in deeper learning. This session supports educators who are exploring modification or creation of instructional materials to better serve all students.

TAKEAWAYS:
Explore the expanded ways of communicating and negotiating meaning children use as they engage in sensemaking at all ages. Work with us as we share ways to becoming more attuned to the multiple ways children engage in meaning making

SPEAKERS:
Mary Starr (Michigan Mathematics and Science Leadership Network: Plymouth, MI), Miranda Fitzgerald (University of North Carolina Charlotte: Mint Hill, NC)

Many high-quality curricula use transfer tasks, phenomenon-based assessments where students demonstrate their three dimensional understanding while exploring a novel scenario. In this session, educators will work through an example of a transfer task and an activity structure.

TAKEAWAYS:
Leave with an understanding of what transfer tasks are and an activity structure to use with students learning how to engage in this assessment practice.

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

We show how instructional materials can be adapted for local contexts—and how to elevate issues of climate justice and ethical responses to the climate crisis. Participants will learn about how a high school physics unit from OpenSciEd was adapted to attend to Indigenous land rights and sovereignty.

TAKEAWAYS:
In relation to science and engineering projects in society (e.g., associated with the energy transition, ecological restoration, urban development), teachers will learn how to engage students in exploring moral and ethical dimensions of trade-offs in project approaches.

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

Explore the relationship between adaptations and niches using an interactive lesson from the National Center for Science Education. This activity uses phenotypes and karyotypes to illustrate the complexities of creating phylogenetic trees of marsupials and placental mammals.

TAKEAWAYS:
The goal of this session is for participants to experience a lesson from students’ perspective and take the free materials back to their own classrooms. The purpose of the activity is to address the NGSS standards related to evidence for evolution, natural selection, and adaptation.

SPEAKERS:
Blake Touchet (National Center for Science Education: ABBEVILLE, LA)

What does it take to store CO2 underground? Discover how engineers determine where CO2 can be stored in subsurface geology by engaging in an engineering design challenge and learn how the energy industry is currently storing ‘captured’ carbon emissions.

TAKEAWAYS:
Attendees will learn how the engineering design challenge can be integrated into AP Environmental Science, ESS, or Environmental Science courses and learn how it aligns with NGSS and APES standards. A document version and an online version are provided to attendees.

SPEAKERS:
Sabrina Ewald (The University of Texas at Austin: Cedar Park, TX)

There are many topics included in required course content that student view as irrelevant. Come learn about ways to make these topics more meaningful for students and then leave with access to a digital library of some high-quality instructional materials that you can use to teach them.

TAKEAWAYS:
Meaningful phenomena and authentic problems can make topics not only more meaningful for students but can also make instruction more rigorous and equitable.

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

Participants will engage with a unit on climate change designed to be localized. They will use tools to brainstorm local anchoring phenomena and ways to make the unit relevant for their students, community, and teaching context. All materials are freely available.

TAKEAWAYS:
Climate change units should help students understand the impacts they are experiencing and prepare them to participate in solutions. Localizing students’ climate learning is one way to do that. Storyline design tools and resources can support teachers in developing this kind of localized learning.

SPEAKERS:
Candice Guy-Gaytán (BSCS Science Learning: Colorado Springs, CO), Betty Stennett (BSCS Science Learning: Tahoka, TX), Audrey Mohan (BSCS Science Learning: Burnet, TX), Lindsey Mohan (BSCS Science Learning: Burnet, TX), Emily Harris (BSCS Science Learning: Colorado Springs, CO)

Learn how student interest & identity are co-equal dimensions with disciplinary core ideas, science & engineering practices, and crosscutting concepts when designing phenomenon-driven assessments. Participants will learn how to use tools to elicit information about students for use in design.

TAKEAWAYS:
Educators engage with the 5D Assessment Project's tools to elicit and use information about students' interests and identities to design meaningful, phenomenon-driven assessment opportunities. Work with examples of meaningful assessment aligned to the elements of the NGSS.

SPEAKERS:
Elaine Klein (BSCS Science Learning: Houston, TX), William Penuel (University of Colorado Boulder: Boulder, CO), Abraham Lo (BSCS Science Learning: Ambler, PA)

Wondering how to customize your curriculum to be more relevant for your students? Using examples from OpenSciEd as a context, we’ll share tools and strategies for customizing curriculum to increase relevance. Come ready to work! 90 minute session

TAKEAWAYS:
If curriculum enactment pairs great materials with support for teachers to make those materials even better, amazing things can happen. Customizing the use of phenomena in quality materials to support relevance for students is a great way to increase engagement.

SPEAKERS:
Erika Palys (OpenSciEd: Palatine, IL), Austin Moore (Boston College: Watertown, MA), Renee Affolter (OpenSciEd: Montpelier, VT), Matt Krehbiel (OpenSciEd: Derwood, MD)

Models are essential resources for encouraging deeper knowledge, simplifying challenging concepts, and encouraging critical thinking in students. This workshop explores how effective development and utilization of models can enhance learning outcomes by offering specific classroom strategies.

TAKEAWAYS:
Participants will leave the session with applicable and useful knowledge and strategies for developing and using models in the classroom. Resources will be provided at the conclusion of the session.

SPEAKERS:
Augustine Owusu Achiaw (Graduate Assistant: Clemson, SC), Summer Landreth (educator: Anderson, SC)

Participants will use patterns seen through the use of red, green, and violet lasers being shown at copper wires and strands of hair to learn about diffraction of light. Briefly learn how technology-mediated lesson study has helped rural science teachers collaborate to design 3 dimensional lessons.

TAKEAWAYS:
During the session, participants will shine lasers at copper wire and strands of hair to construct an explanation for how diffraction patterns can be used to make sense of the phenomena.

SPEAKERS:
Rebecca Sansom (Texas A&M University: College Station, TX), Douglas Morris (Carbon High School: Price, UT)

Want to create 3D assessment tasks that students enjoy completing and leave wanting to learn more? Join us for this session where we will explore three different approaches to choosing phenomena and problems for assessments that align to standards and connect to students’ interests and identities.

TAKEAWAYS:
Educators will leave with a plan for learning about your students’ interests and the priorities of their communities pertaining to a 3D standard you are teaching and assessing next semester.

SPEAKERS:
Elaine Klein (BSCS Science Learning: Houston, TX), William Penuel (University of Colorado Boulder: Boulder, CO), Abraham Lo (BSCS Science Learning: Ambler, PA)

Student game design is presented as an approach to engineering design practices and hands-on learning within a Biology classroom, including the outcomes of a year-long science game design course. Participants will witness research outputs, and receive tools for their classroom implementation.

TAKEAWAYS:
Participants will gain scaffolding tools to implement game design in their classroom as a part of their science curriculum while addressing NGSS standards and science and engineering practices, designed to minimize instructional material cost while creating an authentic learning experience.

SPEAKERS:
Rebekah Snyder (University of Missouri: CLINTON, MO)

Using phenomena to teach Wave Particle Duality (WPD) helps students understand this crazy property of light that is critical for understanding how technology works. By sequencing several activities appropriately, students can understand that light is both a particle and a wave. Mystery solved.

TAKEAWAYS:
Clarification of how light has dual properties; sequencing of phenomena, and activities help guide students to a deeper understanding. Teachers will have instructional resources to teach WPD.

SPEAKERS:
Karen Matsler (University of Texas Arlington: Arlington, TX)

Come see how we use a 5E lesson with geologic maps, many of which are free online, to help students determine plate boundaries. We also highlight nature of science with Marie Tharp and her discovery of the Mid-Atlantic Ridge. Finally, we will discuss sense-making and model-building strategies.

TAKEAWAYS:
Participants will take away a complete 5E lesson on plate boundaries using freely available maps. Participants will also take away strategies for developing student sense-making and model-building.

SPEAKERS:
Alexa Clements (Associate Professor: Cedar Falls, IA), Jesse Wilcox (University of Northern Iowa: Cedar Falls, IA)

Understanding force interactions is essential to helping students explain atomic behavior. Hear how force interaction ideas are developed throughout OpenSciEd Chemistry units and experience how it is used to explain atomic behavior.

TAKEAWAYS:
Educators will use particle level manipulatives from two OpenSciEd High School Chemistry units to explain polarity differences of four substances and differences between weak and strong acids emerge from differences in intra- and intermolecular force interactions.

SPEAKERS:
Michael Novak (Northwestern University: Grayslake, IL), Nicole Vick (Northwestern University: Avon, IL)

Attendees will participate in several activities designed to make atomic scale ideas visible and understandable. We will be looking at the Rutherford Gold Foil Experiment, the meaning of Schrodinger probability plots, and covalent bonding.

TAKEAWAYS:
Students learn best by doing and experiencing. This workshop will present new ways to help students experience atomic scale chemistry in a way that they can touch and make sense of.

SPEAKERS:
Larry McAfoos (Jack Barrack Hebrew Academy: Bryn Mawr, PA)

Experience how embedding literacy supports for reading, writing, and academic discourse in 3D teaching and learning promotes sensemaking and science understanding for ALL learners! Learn how the BSCS Anchored Inquiry Learning instructional model embeds literacy supports throughout cycles of inquiry.

TAKEAWAYS:
The research-based BSCS Anchored Inquiry Learning instructional model succeeds the 5Es and embeds literacy supports for reading, writing, and academic discourse in conjunction with science and engineering practices and crosscutting concepts to promote students in figuring out key science ideas.

SPEAKERS:
Cynthia Gay (BSCS Science Learning: Steamboat Springs, CO)

The National Center for Science Education has developed a free tool called DataWISE that can be used by students to critically examine data-based claims. Participants will practice using the tool as they engage in activities to teach critical data literacy skills (aligned to NGSS SEPs and CCCs).

TAKEAWAYS:
The goal of this session is for participants to move past functional data literacy to critical data literacy so that students can learn to evaluate data-based claims for various types of bias, intent, and misleading presentations of data in addition to basic strategies for understanding data.

SPEAKERS:
Blake Touchet (National Center for Science Education: ABBEVILLE, LA)

Do you want all students to contribute more of ideas in science class? In this workshop, we’ll present Community Agreements routines that build a culture where students feel safe sharing ideas and caring for one another. Creating a supportive classroom cuture is critical to all NGSS learning.

TAKEAWAYS:
Leave with a ready to use plan to implement community agreements in your classroom, including eliciting students’ ideas for how to be respectful, equitable, committed to community, and move science thinking forward, and strategies for student reflection on these agreements and how to assess them.

SPEAKERS:
William Penuel (University of Colorado Boulder: Boulder, CO), Greg Benedis-Grab (University of Colorado Boulder: Boulder, CO)

Teachers use Claim Evidence Reasoning (CER) to support students’ construction of explanations using common science discourse. In this workshop, teachers will experience how to use evidence-reasoning-claim to make sense of a phenomenon and then CER to write a scientific explanation of the phenomenon.

TAKEAWAYS:
Gain an understanding of how to use CER as ERC during sense-making activities. A small shift in a popular strategy will help teachers facilitate deeper sense-making with their students. Leave with materials and techniques to apply this strategy to multiple grade levels and phenomena.

SPEAKERS:
Meredith Schwendemann (Clemson University: Greenwood, SC), Brooke Whitworth (Clemson University: Clemson, SC), Megan Hodge (Mississippi Department of Education: Poplarville, MS)

Discover how to enhance your students' sensemaking of scientific concepts through powerful modeling strategies that align with NGSS standards. Gain valuable insights into how models can be used to deepen understanding and transform everyday lesson activities.

TAKEAWAYS:
Participants will learn to upgrade traditional modeling activities to ensure alignment to performance expectations. They will leave with multiple examples of utilizing modeling to make sense of science concepts.

SPEAKERS:
Jessica Harrell (UnboundEd: West Orange, NJ), Amber Woods (UnboundEd: Glen Burnie, MD)

Embark on a journey that will engage elementary students in understanding interactions in nature to create inventions and solve problems. A lesson that seamlessly integrates science, math, ELA, and intellectual property concepts, fostering holistic learning experiences for elementary students.

TAKEAWAYS:
Through hands-on activities, participants will gain practical experience applying the principles of nature-inspired invention to their elementary classrooms. They will also discover innovative ways to encourage their students to explore their own creativity and problem-solving abilities.

SPEAKERS:
Kathy Hoppe (STEMisED, Inc: Rio Rico, AZ)

Want to create 3D assessment tasks that students enjoy completing and leave wanting to learn more? Join us for this session where we will explore three different approaches to choosing phenomena and problems for assessments that align to standards and connect to students’ interests and identities.

TAKEAWAYS:
Educators will leave with a plan for learning about your students’ interests and the priorities of their communities pertaining to a 3D standard you are teaching and assessing next semester.

SPEAKERS:
William Penuel (University of Colorado Boulder: Boulder, CO), Abraham Lo (BSCS Science Learning: Ambler, PA)

This is a hands-on interactive workshop that focuses on understanding multimessenger astronomy by the use of the four senses: sight, smell, touch, and sound.

TAKEAWAYS:
Attendees will gain an understanding of the increasing significance of multimessenger astronomy and how it aids astronomers in their observation of the universe through the coordination of information from different sources like light, gravitational waves, neutrinos, and cosmic rays simultaneously.

SPEAKERS:
Vernita Adkins (LSU-LIGO Physics and Astronomy Demos (LLPAD): Baton Rouge, LA)

Explore how student self-assessment can transform STEM learning by empowering learners to reflect on and take charge of their educational journey. Gain practical strategies and tools to implement this effective approach in your classroom, enhancing engagement and understanding.

TAKEAWAYS:
Attendees will learn to implement student self-assessment techniques that boost independence, deepen understanding, and increase engagement in STEM subjects.

SPEAKERS:
Matthew Mawn (Roxbury High School: Succasunna, NJ)

Student choice generates buy-in, project based learning awakens scientific inquiry, and engagement allows critical skill development. Attendees will hear how to design Scientific Research classes to meet the highest student needs through exploring student exemplar topics and making a fishing lure.

TAKEAWAYS:
Take away ideas of how to combat the overwhelming apathy of students entering the current science classroom through projects and topics that can be modified and adjusted to fit not only the individual students of a particular class, but the teacher's unique skills, education, and experience.

SPEAKERS:
Clark Moore (Sequatchie Co High School: Dunlap, TN)

In our Exciting, hands-on workshop participants will get to learn about and experience excited electrons as a part of the modern atomic theory and excited molecules in gases. Participants will leave with relevant materials, supply lists, vendor information and instructions to use in their classes.

TAKEAWAYS:
In this workshop, we will demonstrate various examples of exciting electrons using heat, visible light, ultraviolet light, chemical energy and electrical energy. In addition, participants will investigate the relationships that exist in gases between temperature, pressure and volume.

SPEAKERS:
Amy Este (Fontainebleau High School: Abita Springs, LA), Cylinda Barron (Retired: Slidell, LA)

This workshop will introduce attendees to a localized OpenSciEd unit designed to help 9th graders understand why New Orleans floods so frequently from everyday rainstorms. We will engage in student hat to investigate one of the causes of this issue and reflect on implications for other classrooms.

TAKEAWAYS:
Attendees will learn how to use modeling to draw conclusions about complex environmental science ideas that are relevant to students’ everyday lives. They will leave with a unit storyline and ideas for how to apply these strategies in different contexts.

SPEAKERS:
Claire Anderson (Ripple Effect), Lindsey Mohan (BSCS Science Learning: Burnet, TX)

Learn how to engage your students with the rich phenomena around the mismatch between our human body physiology and our modern environment, using a free, EQuIP-reviewed unit designed for HS NGSS.

TAKEAWAYS:
Attendees will develop a vision for how to use engineering practices to teach genetics and epigenetics while creating a more engaging and inclusive classroom environment for all learners.

SPEAKERS:
Joy Otibu (Mott Hall Bronx High School: Bronx, NY), Devin Foschi (New Visions for Public Schools: New York, NY)

Participants will experience a lesson designed to use argument from evidence to learn about how the structure and function of natural and designed macromolecules differs. Briefly learn how technology-mediated lesson study has helped rural science teachers collaborate to design 3 dimensional lessons.

TAKEAWAYS:
In one class period, students will make a claim from initial evidence and then revise that claim as they gather evidence through five different tests used to teach them about the structure and function of cotton and spandex.

SPEAKERS:
Rebecca Sansom (Texas A&M University: College Station, TX), Douglas Morris (Carbon High School: Price, UT)

Struggle with new science teachers or student engagement? This 60-minute workshop puts YOU in the student role! Explore a hands-on science activity & learn how to design lessons that ignite student curiosity & sense-making. Leave with practical strategies & a support network!

TAKEAWAYS:
Tired of passive learners? This 60-minute workshop equips you to design student-driven science experiences! Engage in a simulated student investigation, analyze real student work, and discover formative assessment strategies to boost sense-making! Leave with practical tools & a support network!

SPEAKERS:
Sharonda Eggleton-McNeil (Guilford County Schools: Greensboro, NC)

Soil science IS the Science of Life! The elements present in our soil today become our food tomorrow. Participants will make connections between Biology, Chemistry and Geology through use of the periodic table, soil studies and biogeochemical cycles.

TAKEAWAYS:
Attendees will gain an understanding of the importance of soil chemistry and how soil studies connect life and physical sciences.

SPEAKERS:
Ann Smart (Cabrini High School: Covington, LA)

The Power of Perception, when educators demonstrate an understanding of students' perspectives, fosters trust and rapport. Students feel valued and respected when their experiences and perceptions are acknowledged, which strengthens the student-teacher relationship and is conducive for learning.

TAKEAWAYS:
The intrinsic value of understanding how students perceive their environment is imperative for their future selves. Helping students and teachers understand their perceptions empowers them to take ownership of their learning journey, and navigate complexities with confidence.

SPEAKERS:
Autumn Nowlin (Autumn's Academy: Jacksonville, FL)