Implementing a quality STEM education program requires creative approaches. But you don’t have to reinvent the wheel. At NSTA’s National Conference on Science Education, taking place in Nashville, March 31–April 3, you can find and take home some great STEM Ed tools for use in your classroom and schools. Challenge your students to become CSIs and find fingerprints and blood spatters using STEM techniques or have Hollywood come to you in the Body of Evidence: A Forensic Science Mystery session. Teach your students physical science concepts using K’NEX or CO₂ cars. No matter where you are in your STEM program, you’ll find colleagues in Nashville who are successfully using tools and can share solutions that will take your program to a new level. Check out the 10 sessions below to get a sense of what we’ve got in store, and browse all the sessions here (more than 1000 of them!) to see who’s offering the tools you need to succeed!

Teaching STEM Using Agarose Gel Electrophoresis

• On Thursday March, 31 at 8:00 AM, join Danielle Snowflack, Maria Dayton, and Tom Cynkar from Edvotek Inc. for a STEM session exploring four hot topics in biotechnology. Use DNA fingerprinting, paternity testing, medical diagnostics, and GM organisms to foster critical thinking and STEM learning techniques. Bring CSI and other techniques from your favorite crime shows to the classroom with this great STEM session.

STEM Infographic Use, Analysis, and Production for Higher Scientific Literacy in the Classroom

• Learn how to incorporate STEM infographics in the science classroom as a way of increasing science literacy. Rob Lamb from Pattonville High School will discuss with session attendees several lessons and give them resources that they can use back home in the classroom.

Build, Program, and Control with K’NEX Education’s New Robotics Building System

• Remember the building toys, K’Nex, from your childhood? It’s time to dust off those building skills for this STEM session focused on teaching students how to apply their programming skills to operate various models. In this workshop you will write your own computer program to control a vehicle model made out of K’NEX. Space will limited so make sure you get there early!

Body of Evidence: A Forensic Science Mystery!

• What can we learn from decomposing corpses? A lot! Join us for a hands-on lesson developed by Texas Instruments and the National Academy of Sciences with help from forensic anthropologist Dr. Diane France. This lesson combines science, Hollywood, and STEM careers into one easy-to-follow lesson and is part of the STEM Behind Hollywood program—free at stemhollywood.com.

NMEA Session: Starting a STEM Program in Your School on Next to Nothing

• Teacher-led STEM programs can offer students a wide range of learning experiences without a huge influx of cash. Find out how one program lets student fly, build underwater rovers, and create GIS projects, with grants, donations, and ingenuity.

Engineer Excitement in Your Classroom with a Carolina STEM Challenge®

• Build, spin, and race into hands-on activities that engage your middle school and high school students. Apply creative problem solving skills and engineering practices to environmental and physical science challenges. Experience how Carolina makes it easy to incorporate STEM into your classroom.

Science of Speed: The Fusion of Competition, Creativity, and STEM Learning

• Participate in this session to teach your students STEM education in a unique way. Students can learn physical science and engineering skills at lighting speed by designing, building, testing, and racing CO2 cars.

Solving the Mystery of STEM Using Forensic Science

• Conduct a number of STEM-focused forensic activities that LINK scientific investigations with analysis and investigative skills to solve multifaceted “cases” involving fingerprint, blood spatter, and document analysis. Apply basic mathematic principles and integrate reading and writing strategies.

Teach STEM Content and Spark Science Career Interest with Free Online Games

• Have your students translate their Sonic the Hedgehog and Minecraft skills to these science career simulations by solving real-world science problems using authentic tools and practices of scientists.

Flinn Scientific’s STEM Design Challenge™ “Build-It-Yourself” Lab Project

• Integrate STEM scientific inquiry and engineering design principles into your science curriculum. Join Flinn Scientific in a “build-it-yourself” lab project that will actively engage your students and increase their understanding of concepts that cut across scientific disciplines. Interactive demonstrations highlight science and engineering practices such as reasoning based on the evidence. Handouts for all activities!

Register to attend here—and don’t forget, NSTA members get a substantial discount!

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Future NSTA Conferences

2016 National Conference

• Nashville, March 31–April 3

2016 STEM Forum & Expo

• Denver, July 27–30

2016 Area Conferences

• Minneapolis, Oct. 27-29
• Portland, Nov. 10-12
• Columbus, Dec. 1-3

Follow NSTA

I teach middle school, and I’m looking for ways to interest girls in science. I seem to get a lot of “It’s too hard” and “I don’t like science.” What strategies could I use to overcome these attitudes? —C., Texas

It’s hard to believe we’re still having this conversation in 2016! And yet the NSTA discussion forums have ongoing threads such as Getting girls involved in science, Minority women in STEM, Encouraging girls into love of science, STEM for girls, and What a person in a STEM career needs.

Apparently this is still a relevant topic, as is encouraging minority students to pursue science, technology, engineering, and mathematics (STEM) careers. Our colleagues offer many suggestions in these threads.

A female math colleague and I had an interesting conversation on this. We are about the same age and grew up in a time when women were actively discouraged from studying advanced science and math. We compared our backgrounds to figure out how and why we managed to beat the odds. Our parents encouraged our interests. We both attended large state universities (she majored in math and minored in science; I majored in chemistry and took many math courses.) We both attended Catholic high schools…and then we had an “aha” moment. In both schools, all of our math and science teachers were women! And they were from the same order. These sisters encouraged all students to learn, but girls were not allowed to be spectators while the boys did the lab work. The girls were expected to achieve at high levels and be proud of their accomplishments. As my geometry teacher would say, “No cream puffs in this class!”

It seems for my colleague and me, having successful and intelligent women as role models was important, in addition to encouragement from our families. Students can find female role models and their contributions among your school’s graduates, in the media, and in the community.

But while having role models is important, it may not be enough to overcome stereotypes (males in lab coats, “mad” scientists) and misconceptions (math is too hard, women may study biology but not engineering or the physical sciences). Here are some popular suggestions from the discussion forums, with the idea that it’s never too early to start helping students discover and develop their interests:

• Choose activities that encourage exploration and creativity with support for students who are apprehensive about getting a “correct” answer.
• Avoid gender stereotypes and assign group roles randomly, ensuring girls get equitable opportunities to lead.
• Use a variety of activities, including hands-on and technology-based. Allow students to chose activities or require all students to participate in everything, rather than assigning activities by gender (e.g., blocks to boys, coloring to girls).
• Call on girls equitably in class.
• Assume all students will be successful and build confidence with positive and constructive feedback.
• Be aware of specific student interests and show how those topics relate to the real world.
• Use photographs or graphics in class materials that include female scientists and engineers.

Having mentors can be helpful, too. A few years ago, a female student in my school wanted to take calculus, but her father tried to talk her out of it, saying it was “too hard” for girls. She asked me what to do. I didn’t want to disrespect her father, but I knew that she was totally capable. I mentioned I had taken quite a few calculus courses in high school and college, as had the other female math and science teachers, and we managed to survive! I said if she decided to take the course, my colleagues and I would help her if she needed it. She took the course, never needed our tutoring offer, and aced the course. She now works in the financial department of an international business.

Teachers can benefit from female role models and mentors, too. I facilitated a professional development course in environmental science in which the instructor was a female entomologist. She shared her passion and her current research on endangered butterfly species. It was interesting to watch the mostly female teachers in the class hang on her every word, and by the end of the course they were eager to incorporate the study of insects into their classes.

On the next page, two women share their reflections on what or who encouraged their interests.

From Chevin Stone, middle school science teacher

My motivation to pursue a career in science came from my parents, my father in particular, who saw the nature freak in me and how I was always asking “why” about the world around me. Throughout school, I had several math and science teachers (some male, some female) who encouraged my interest in science and supported my interests [through] science fairs and other projects. My chemistry teacher sent me over the edge! A weird man (aren’t all science teachers weird?), he recognized that the two girls in his third period class of 28, were the ones that would take it all seriously. I minored in chemistry because of him.

For me, being female and black, it has been an interesting career. I started out in industrial hygiene, filling a quota (I killed two demographic birds with one stone), and it was assumed I would not have an impact. Because I do care about the world, people, and science, and because I had the best mentor (female, of course), I soon [became] good at what I did and even found ways to innovate the processes in our office. I took that knowledge to other jobs, eventually becoming a manager of an occupational safety and health team. The men disrespected me, the women questioned me…and I was fabulous, just the same.

I eventually chose (as many women do) to set the fast track aside to raise my children, which eventually led me to education. I came to education knowing the practical things that are not taught (and are hazardous in the workplace) and have made it my mission to create scientifically literate members of society.

I make it clear on the first day of school that science literacy is our goal and that all students can and will be literate by the end of the school year. I try not to show favoritism during lessons, allowing the girls to express themselves as well as the boys. As you know, most eighth grade girls would rather start “dumbing down” than [let] their lights shine. I encourage even the ones that expressly state they don’t like science to be scientists…and they love it.  

I’m one of the building rebels. I don’t care about standardized test data; we’re here to learn about our world and how it works, to become aware of our impact (positive and negative) on the planet, and how we, even if we don’t pursue careers in science, can change the world scientifically.  

From Jane Webster, park naturalist:

In seventh grade I was exposed to the wonderful world of biology. We did labs with lots of hands-on activities that I enjoyed. Frequent short quizzes rewarded my curiosity with good grades. We used an answer key to grade them ourselves. This evidence of [my teacher’s] trust gave me some confidence in myself.

My earth science teacher’s enthusiasm for the subject was contagious. To this day, my mother exclaims, “Strata!” when we drive through a road cut. She remembers how I always wanted to stop and check out any interesting bit of exposed geology. Still do.
High school chemistry was fun because of the labs. We were trusted to work with flame and chemicals that could be dangerous if we handled them improperly but did cool things if we [safely] followed instructions. So, what do these teachers have in common that sparked my interest in science?  They were kind, enthusiastic, smart, and they trusted us. A big part of their classes involved hands-on experiences, which I think empowered us. They let us to learn by doing and seeing for ourselves.

In addition, my parents valued learning and education and were supportive of all my interests, not just the ones that were gender-typical. In the late 1960s and early 70s, an expression of individuality was valued. “Do your own thing” was a frequently heard phrase, which I took to mean that if I was a girl who was interested in science, that was fine!

I believe that girls are not always given an even playing field. The simple fact that there is a term like “tomboy” is evidence of the difference in treatment and expectations. Although they may have access to the same opportunities as boys, they may be judged by a higher standard when they fail. The judgment may be subtle, often felt rather than understood. It can lead to a lack of confidence, which may result in more failure, loss of interest, or giving up.

As a park naturalist, I deal with the squishy sciences. In hands-on activities with students, there is occasionally some squealing. It is almost always a girl, and it can be contagious. But if I approach the students calmly, reassure them and redirect their energy, at the end of the day I find that the ones who squealed the loudest are often among the ones with the highest interest and keenest understanding.

Did you know that from 2014 to 2024 employment in STEM subjects (science, technology, engineering, and mathematics) is expected to grow faster than overall employment? In fact, STEM jobs now comprise 20% of all U.S jobs. But, are students ready for the STEM world? In 2014, only about a third of high school students who took the ACT test were ready for college-level science.

These statistics, and more, can be found in the first of a series of visual and informative infographics from NSTA on the Next Generation Science Standards (NGSS). Find it now on the NGSS@NSTA Hub.  NSTA is launching the series as a way to support teachers, schools and district leaders, parents, business leaders, and other stakeholders, as they transition to a new way of teaching and learning science. Seventeen states, the District of Columbia, and numerous districts around the country have already adopted the NGSS and are making steady progress on building awareness of the standards, helping teachers understand the changes needed in classroom instruction, identifying and developing classroom materials, mapping out curricula, and more. NSTA’s position statement on the NGSS outlines our recommendations for full implementation.

Central to this important transition is a constant reminder of the need for and reasons why science educators choose this path, which is why we focused our first infographic on the topic, “Why It’s Time for NEW Science Education Standards.”

Here are some reasons. 

Science education needs to keep pace with the changing world around us. We’ve made major advances in science and technology—consider the discoveries in space science resulting with the demotion of Pluto to a dwarf planet, or the advances we’ve made in mapping the human genome. Science is constantly changing and science teaching needs to keep pace.

We also know more about how students learn. Rather than focusing on memorization of lots of unrelated facts, research shows that engaging in the practices used by scientists and engineers plays a key role in student comprehension. The NGSS emphasizes a smaller number of core ideas that students can build on from grade to grade. The more manageable scope allows teachers to weave in practices and concepts common to all scientific disciplines — which better reflects the way students learn.

Our nation’s workforce needs people with STEM skills. Today’s modern workforce depends on individuals with scientific and technological skills. Study after study points to the changing workforce where skills and expertise in the STEM fields are essential, and also more profitable. Did you know that a person with a STEM major earns on average almost $300,000 more than non-STEM majors over their lifetime? And the employment outlook for STEM jobs well into the future is strong.

Science knowledge has an impact on the daily lives of all Americans. From health care to environmental stewardship, a countless number of personal and societal issues require citizens to make informed decisions based on their understanding of science and technology. Consider the current health crisis to contain and find a vaccine for the Zika virus disease. Most would agree that for our democratic society to continue—and for our economy to thrive—our citizens must be educated and scientifically literate. Even the majority of students who will not be scientists need to be informed consumers of the science that is changing daily.

Students are not prepared for the future. Only 37% of high school students who took the ACT test were ready for college-level science. In addition, www.nextgenscience.org lists the following statistics that all point to the need for strengthening science teaching and learning.

• The 2012 Program for International Student Assessment (PISA) ranks the United States as 23rd in Science, 30th in Math, and 20th in Reading Literacy out of 65 OECD education systems.
• In 2011, the United States ranked 23rd in high school graduation rate among OECD countries.
• Over a third of eighth-graders scored below basic on the 2011 NAEP Science assessment.
• In 2012, 54% of high school graduates did not meet the ACT’s college readiness benchmark levels in math, and 69% of graduates failed to meet the readiness benchmark levels in science.

Download NSTA’s infographic today and share it with your colleagues, principals, parents, and others. Stay posted for more infographics in the coming months that will focus on the architecture of the NGSS, support needed for implementation, and what parents can do to support their child’s learning at home.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Future NSTA Conferences

2016 National Conference

• Nashville, March 31–April 3

2016 STEM Forum & Expo

• Denver, July 27–30

2016 Area Conferences

• Minneapolis, Oct. 27-29
• Portland, Nov. 10-12
• Columbus, Dec. 1-3

Follow NSTA

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Middle school students launch a Remotely Operated Vehicle at a Marine Advanced
Technology Education (MATE) competition. Photo credit: MATE CENTER

“We use marine technology as a hook to teach engineering and technology,” says Deidre Sullivan, director and principal investigator of the Marine Advanced Technology Education (MATE) Center in Monterey, California. “There is a need for engineers, and especially technicians with applied engineering skills. There are a lot of these jobs in the marine field, but also in advanced manufacturing, renew[able] energy, and in many other sectors of the economy. We focus on getting students into the workforce by expanding the pipeline for [them] to enter science, technology, engineering, and math programs.”

Funded by the National Science Foundation (NSF), the MATE Center works with secondary schools, community colleges, universities, research institutions, marine industries, professional societies, and working professionals to develop curricula and courses in marine technology, underwater robotics, marine geospatial technology, career awareness, and ocean observing systems. MATE provides professional development (PD) for faculty; conducts underwater robotics competitions for students; and offers internships for college students.

For MATE competitions, “we start with building simple underwater robots (Remotely Operated Vehicles, ROVs) to help students understand electronics and how to apply math to solve real-world problems,” Sullivan relates. Students learn about “electronics, mechanics, hydraulics, and computer controls,…which are important to robotics and automation,” she explains. “With many high-tech occupations, we see a convergence of these skills, and with this knowledge, students can go into many different fields.”

MATE and the Marine Technology Society, a nonprofit professional organization, hold international ROV competitions for students in grades 4–16. The competitions have a “strong entrepreneurial component,” says Sullivan. Students form a company and serve as chief executive officer, chief financial officer, engineering lead, marketing lead, and in other positions, and solve real-world problems. “They learn how to follow timelines, budgets, and specifications. They produce technical documentation and marketing displays and give oral presentations to professionals. They learn how to communicate their knowledge of robotics and how to work together as a team,” she relates.

Learn more and access free curricula at www.marinetech.org.

Building SeaPerch ROVs

By building an underwater ROV through the SeaPerch program, teachers and students from sixth grade through college can learn about naval architecture and ocean engineering. Funded by the U.S. Navy’s Office of Naval Research and managed by the Association of Unmanned Vehicle Systems International Foundation, SeaPerch is “a national outreach program with a kit, an expanded curriculum, a website, and local and national challenge competitions,” says Susan Nelson, Sea Perch’s founder and executive director. The program has grown from “750 students in two school districts in 2007 to 300,000 students [nationwide], and has expanded into nine countries as of 2015,” she reports.

Teacher PD is offered at sites around the country or online (learn more at www.seaperch.org). “SeaPerch is very flexible and maps well to many learning outcomes,” Nelson notes, and can be used in after-school robotics clubs or taught in school. Building the ROV takes “an average of nine to 40 hours of class time,” she reports.

Participation in SeaPerch competitions isn’t mandatory; “we suggest that you just need to put the ROV in the water to test it,” she maintains.

In surveys, says Nelson, 90% of students said SeaPerch “increased my confidence in my ability to participate in engineering projects or activities,” 74% said it “made me decide to take different classes in school than I had planned to,” and 83% said SeaPerch “made me decide to work harder in school.”

A Year-Long Fellowship

Based at University of Rhode Island’s (URI) Inner Space Center and University of Connecticut’s Avery Point campus, the Marine Technology for Teachers and Students (MaTTS; http://mattsproject.org) Project aims “to encourage high school teachers to connect engineering and technology with marine science,” says Project Manager Andrea Gingras. “We train teachers in how to build and use underwater ROVs, sensors, and hydrophones (microphones that detect sound waves underwater).”

Open to teachers in Rhode Island, Connecticut, and Massachusetts, MaTTS is in its third and final year of NSF funding. “We’re hoping to expand the program nationally,” notes Gingras.

During their year-long MaTTS fellowship, for which they receive a stipend, teachers engage with ocean scientists and engineers in person and virtually; build and deploy the technological instruments; and teach students how to build and deploy them during an intensive five-day summer institute. Students develop a cruise plan for a mock ocean expedition and participate in “scientist speed-dating,” conversing one-on-one with marine scientists and engineers, says Gingras. “We expose students to the many careers associated with marine science, [such as] marine archaeologists, ocean engineers, and physical and geological oceanographers—not just marine biologists. There’s a whole other world to explore.”

Teachers and students share what they’ve learned with colleagues and students in their school and district. “Our goal is to develop teacher-leaders and student-leaders,” Gingras asserts.

“Marine technology is part of the future everywhere. A large portion of our population lives on the coasts,” says Alison Murray, science teacher at Central Falls High School in Central Falls, Rhode Island, a member of the second MaTTS cohort. “The more students know about the ocean, the better.”

MaTTS offered “a great opportunity to work with [scientists] at the forefront of the field,” says Murray. For her inner-city students, “this was huge because they don’t have access to lots of professionals and role models.” Murray has incorporated the sensors in her engineering classes. “I got up to date on the technology and how I could incorporate it in my classes. Working with elite marine scientists provided intellectual satisfaction,” she contends.

“I learned an awful lot from the other teachers…The scientists answer our questions and help arrange field trips to their workplaces or field studies. It’s a phenomenal opportunity,” she concludes.

This article originally appeared in the March 2016 issue of NSTA Reports, the member newspaper of the National Science Teachers Association. Each month, NSTA members receive NSTA Reports featuring news on science education, the association, and more. Not a member? Learn how NSTA can help you become the best science teacher you can be.

The mission of NSTA is to promote excellence and innovation i
n science teaching and learning for all.

Follow NSTA

In this video, columnist Ben Smith shares information from the Science 2.0 column, “Mastering Scientific Practices With Technology, Part 2,” that appeared in a recent issue of The Science Teacher. Read the article here: http://bit.ly/1QBrwyV

What were science teachers talking about on Twitter this weekend? Here are the top 12 stories we saw blowing up our network. Enjoy, and let us know what stories you’re following.

#1. Gizmodo’s incredible Mythbusters supercut

Relive the best moments of the #Mythbusters with this incredible supercut: https://t.co/J7iEjXXEJS pic.twitter.com/wD6pp1uPGy

— Gizmodo (@Gizmodo) March 6, 2016

#2. Imposter Syndrome. It’s real (or is it?)

Imposter syndrome, and how it derails teachers (especially women):https://t.co/xX9VHdL45u pic.twitter.com/nGuS7dbpM1

— EdWeek Teacher (@EdWeekTeacher) March 6, 2016

#3. Turns out it’s not your kids’ fault after all

First Gene for Grey Hair Found https://t.co/U40hpLWzRv pic.twitter.com/QwnIfxoDhN

— ScienceDaily (@ScienceDaily) March 6, 2016

#4. YES! There will be a live #NGSSchat Tweet-Up at #NSTA16 in Nashville, Thursday, March 31. More details to come soon. Follow #NGSSchat on Twitter for all the details, questions, and room info. Join us live or online.

@TdiShelton @FredEnde Is there going to be another #NGSSchat meet-up at #NSTA16 this year?

— Philip Bell (@philiplbell) March 4, 2016

#5. Skiing on Pluto, anyone?

Exotic methane snow capped mountains on Pluto discovered by the @NASANewHorizons team: https://t.co/Ikh07e9lCq pic.twitter.com/ZRCVFmWxgU

— NASA (@NASA) March 6, 2016

#6. History of Science lesson we all need to know

I Falsified the Data In My Bestselling Book ‘Everyone Poops’: https://t.co/iCr2sgXJlL pic.twitter.com/hqwh7BFlhF

— Timothy McSweeney (@mcsweeneys) March 4, 2016

#7. History of Science lesson we wish no one needed to know

What life is really like for women in science, by @hopejahren https://t.co/Jrd7IWM6DB pic.twitter.com/MZZVXmRxRC

— NYT Opinion (@nytopinion) March 5, 2016

#8. Can you teach engineering to very young students? YES!

Teaching #engineering habits of mind to young students? Tips + videos here: https://t.co/ALeiCdvpQ7 @EiE_org #STEM pic.twitter.com/yvniFRNBSv

— NatSciTeachAssoc (@NSTA) March 6, 2016

#9. What’s your invasive species score?

10,000 people took our quiz on invasive species and many got 5/5. Can you match their score? https://t.co/zXbylzRnPl pic.twitter.com/UVoXrI4oj2

— NYT Science (@NYTScience) March 6, 2016

#10. Mind Blown

Fascinating short @scifri read on how @okgo made that amazing zero-gravity video https://t.co/3yLjO855rP pic.twitter.com/moKINuCHvl

— Maria Popova (@brainpicker) March 3, 2016

#11. National Oreo Cookie Day—We won’t tell if you celebrate a day late

For #NationalOreoCookieDay ✔️ this out! Phases of the #moon done with @Oreo cookies! Brilliant! #TastyScience #STEM pic.twitter.com/JgK9250dKe

— Michelle (@spacechelle) March 6, 2016

#12. St. Patrick’s Day SPOILER ALERT: There never were any snakes in Ireland!

Weekly Warm-Up: What’s Up with St. Patrick’s Day? https://t.co/2qvZg4HRLH pic.twitter.com/m1l4VHFAZE

— NatGeo Education (@NatGeoEducation) March 6, 2016

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Future NSTA Conferences

2016 National Conference

• Nashville, March 31–April 3

2016 STEM Forum & Expo

• Denver, July 27–30

2016 Area Conferences

• Minneapolis, Oct. 27-29
• Portland, Nov. 10-12
• Columbus, Dec. 1-3

Follow NSTA

Our new principal, who used to be a language arts teacher, doesn’t seem to understand what it’s like to be a science teacher. He’s a good guy, but what can we do to “educate” him on what we do?  –L., Massachusetts

I posed your question to a colleague who is a middle school principal. He shared some good insights and suggestions, based on his experiences. He described how as a new principal he had to get up to speed on English as a Second Language and Special Education requirements. He noted that teachers in other departments such as science, art, physical education, or music also had situations that were beyond his background as a social studies teacher. It was a learning curve!

It’s hard for non-science educators to understand what science teachers do unless they’ve walked a mile in our (sensible) shoes. They may not be aware of the science teacher’s responsibility for lab safety and security in storage areas. Sometimes principals see how organized you are and don’t realize how much time and effort is behind the organization. My colleague suggested it might be helpful for your principal to see your challenges in a setting that is informative and non-threatening for him and non-evaluative for you.

Ask your principal to observe lab classes (bell to bell, not just a brief walkthrough). When you meet later, you can describe what students learn from lab activities with examples of student work, the amount of time it takes to set up and put away the materials and read a report from each student, the safety and cooperative learning procedures you taught students, and the fact that the students could not have done the activity in a “regular” classroom that did not have appropriate safety equipment, running water, lots of electrical outlets, room to move around, and flat tables. Give him a guided tour of your storage areas, emphasizing the necessary safety and security.

Ask your principal to observe your formative assessments first-hand, including how students use science notebooks to organize materials and reflect on their learning. If your students are involved in projects, it would be helpful for him to observe these activities, too. Share a copy of the Next Generation Science Standards and/or your state’s science standards.

All teachers use planning time for writing lessons and evaluating assignments. But your principal should be aware of the additional demands on your planning time as a science teacher. Keep a log of the amount of time you spend setting up your lab activities, including time before and after school. Also log the time spent on ordering supplies, organizing and maintaining the storage areas, repairing or servicing equipment, and complying with local and state regulations. Show him the inventory of equipment and materials and the Safety Data Sheets you have to keep up to date. Also share the safety acknowledgement form you send home each year with every student.

Invite your principal to come to a department or team meeting to discuss any concerns. Frame your suggestions in terms of what is better or safer for the students rather than what is easier or more convenient for the teachers. For example, describe the hazards (and possible liability) of scheduling non-science classes in lab classrooms. If you think that homeroom or study hall students would interfere with your lab setups, suggest that in lieu of these, you could take on a different duty. If you ask for more planning time, emphasize that it would be used for these additional responsibilities (and then be sure that it is).

By acting as a professional colleague and focusing on student learning and safety, you may help your principal become the science department’s best advocate.

Are you attending the 2016 NSTA National Conference on Science Education  in Nashville in March 31-April 3? If this is the first time you’ve attended the national conference, it can be overwhelming!

Here are some suggestions to consider before you go, updated from last year:

• At this point, you should be registering, making arrangements for lodging and transportation, and thinking about your lesson plans for the substitute (if you haven’t done so already).
• Consider attending the first–timers session on the first day. This year, the NSTA Board and Council are hosting the session Welcome to Your First NSTA Conference on Thursday, March 31, 8:00–9:00 AM in the Music City Center, Davidson C. It’s worth the time—you’ll get lots of helpful information and meet people to share the conference with.
• Add the NSTA Conference page to your bookmarks or favorites. Be sure to check out the Conference Newcomer’s page, too.
• Decide what you’d like to focus on at the conference. More on the Next Generation Science Standards? What content, practices, or crosscutting concepts do you want to know more about?
• What topics do your students struggle with? Are you looking for new digital resources, course materials, or equipment? Get suggestions from your colleagues, too. Ask your students what you should learn more about (related to science, of course!). Check out the Conference Preview for descriptions of must-see special events and featured speakers.
• Then go to the conference website and use the Session Browser/Scheduler to look at the session descriptions. You can print out a personal schedule or add the session information to your smartphone calendar. Pick a few sessions for each timeslot in case the rooms are full. There are several conference venues (the conference center and several hotels), so allow travel time between sessions. 
• Download the NSTA conference app to your smartphone or tablet  Search sessions to build a schedule that integrates with your calendar; access maps of the convention center, hotels, and exhibit hall, share the play–by–play with social media, complete session evaluations, and more.
• Preview the Conference Transcript section on the conference site to access online session evaluations and tools to track your professional development. This is a great way to show your administrators which sessions you attended—my principal was always impressed that I was at sessions all day into the late afternoon and on Saturday and Sunday!

  Some hints on what to take:

• An empty bag—preferably one with wheels—if you know you can’t resist picking up brochures, handouts, books, freebies, posters, and session materials. Many presenters and vendors are now posting their handouts online.
• Address labels are handy for sign–up sheets and marking your program and other materials.
• If you don’t have any business cards, get some or make your own. Be sure to include your e–mail address, twitter name, and what and where you teach. These are great to hand out when you’re networking with other teachers, presenters, and exhibitors.
• A camera is handy to take pictures of equipment, displays, speakers, and new friends.
• Have an envelope or other system for keeping receipts and other documents. Expenses not reimbursed by your school might be tax–deductible (check with your accountant).
• Chargers and adapters for your electronic devices.
• Above all, take comfortable walking shoes and be prepared for the weather!

At the Conference:

• Pick up your badge holder, your copy of the program (there’s one for each day, unless you opt for the electronic version) and other conference materials ahead of time, if possible. Take some time to finalize your daily schedules. I like to put a small reminder in my badge holder with the session names, times, and locations. You can also stash a few of your business cards in your badge holder, making it easier to hand them out to new contacts. Keep your smartphone handy (and charged) if you’ve created a calendar on it and for pictures. If you arrive the night before, be aware that you can pick up your badge holder early and go right to your sessions Thursday morning.
• Feeling social? NSTA would love you to join the online community and share your experience. If you tweet, blog, post on Instagram, etc., tag NSTA so that everyone can see it and can share too. The conference hashtag is #NSTA16.
• Evaluate your sessions online—not only is this a great way to document your professional progress but also you’ll be entered into a contest to win prizes. The sessions will be automatically added to your transcript. (Navigate to the session browser and find the session you attended. There is a link to add your evaluations.)
• Unless you’ve signed up (and paid for) a special event, the session are first–come, first–served. So get to the sessions early. Sometimes the smaller rooms fill up quickly. Have a back–up session in mind in case the room is full.
• Divide and conquer if you’re attending with friends or colleagues. You can only be at one place at a time, so coordinate with other teachers on what to attend and how to share notes and materials from sessions.
• Consider taking some snacks and a refillable water bottle (the concessions are often crowded at lunch time). There is no formal lunch break at the conference. Take your lunch to a session if it’s one you don’t want to miss! The presenter won’t mind.
• The exhibit area is a science wonderland, with samples, brochures, posters, and promotional giveaways. But whatever you collect, you’ll have to get home somehow. I know teachers who take an empty bag (see above under things to take) they can check on the way home (or you can ship things home via a delivery service). To get real-time notifications about what is being given away, raffled, etc., download the app or follow @NSTA on Twitter.
• Stop by the booths at registration staffed by local teachers who can fill you in on the many science education and cultural opportunities in Nashville. If you’re new to the area, take some time to explore some of the important historical and cultural sites—and the music!
• Keep a log or journal of the sessions you attended, people you met, and new ideas. Update your website, Facebook, tweets, or class Wiki/blog with a summary of what you are learning at the conference. I’ve even seen teachers Skyping back to their students!
• Update your conference transcript.
• Put your cell phone on mute during sessions. But do feel free to live tweet, Instagram, etc. Just please do so quietly.
• Introduce yourself to teachers at the sessions or events. You’ll meet lots of interesting people and make many new personal connections. Although it’s important to keep up with your colleagues and classes back home via texts/tweets/e-mail, take the opportunity to actually talk to the teachers in line with you or sitting next to you at a session. The value of a face–to–face conference is meeting and interacting with real people, and teachers are the most interesting people of all.
• Attend a session or two on a topic you know nothing about. It’s a good way to learn something new.

Back Home:

• Share your experiences with your students. Use some of the promotional items you collected as prizes or gifts.
• Organize and file your notes and handouts. Share the materials and what you learned with your colleagues.
• Send a note of appreciation to the administrator who approved your attendance at the conference.
• Write a brief article for the school or district newsletter, if appropriate.
• Access your transcript online to add to your professional portfolio.
• Get ready for next year!

Does anybody else have tips for conference newbies? Please leave a comment.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Future NSTA Conferences

2016 National Conference

• Nashville, March 31–April 3

2016 STEM Forum & Expo

• Denver, July 27–30

2016 Area Conferences

• Minneapolis, Oct. 27-29
• Portland, Nov. 10-12
• Columbus, Dec. 1-3

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Students’ experiences with hearing and using the term energy to describe everyday events give them a very intuitive sense of what energy is and how it behaves. Those feelings, however, are often at odds with school science instruction. After years of seeing batteries die or being asked to turn off the lights to save energy, their science teacher may tell them that energy is never used up and that energy is always conserved, no matter what they do!

When classroom instruction seems to conflict with—rather than clarify—their intuitive ideas about energy, students struggle to develop a strong and self-consistent understanding of the energy concept that is useful for interpreting phenomena and events across in-school and out-of-school contexts.

Intentionally designed instruction can help ensure that students develop a set of connected ideas that are applicable in a wide range of contexts. Although the energy tools that scientists use in different contexts can look very different from one another, the Next Generation Science Standards assert that we can no longer accept teaching energy in a way that does not show students how energy ideas are connected across scientific disciplines. Although the NGSS provide a robust set of recommendations for teaching energy in today’s schools, they do not provide specific pedagogical approaches or advocate for particular instructional materials.

In Teaching Energy Across the Sciences, K–12, editor Jeffrey Nordine gathers a set of ideas that surfaced at two international summits where teachers, science educators, and scientists shared lesson ideas and clarified insights for teaching energy in grades K–12 that exemplify the recommendations in the NGSS.

In the book, Nordine presents a set of Five Big Ideas that can help students think about energy-related phenomena in a consistent way across disciplines. Teachers from elementary school through high school can help students develop an ever-increasing understanding of energy with these Five Big Ideas about energy:

• Big Idea 1. All energy is fundamentally the same, and it can be manifested in different phenomena that are often referred to as different “forms” or “types.”
• Big Idea 2. Energy can be transformed/converted from one form/type to another.
• Big Idea 3. Energy can be transferred between systems and objects.
• Big Idea 4. Energy is conserved. It is never created or destroyed, only transformed/converted or transferred.
• Big Idea 5. Energy is dissipated in all macroscopic (involving more than just a few particles) processes.

These Big Ideas can clarify—rather than complicate—your existing energy instruction. By keeping these ideas in mind when designing energy instruction, teachers can put students in a much better position to understand the crosscutting nature of the energy concept and provide them with a consistent lens through which to interpret energy-related contexts that they encounter both in school and their everyday lives.

The book is divided into three sections: Section 1 is dedicated to unpacking the scientific concept of energy; Section 2 presents approaches to teaching energy; and Section 3 is primarily written for those who support classroom teachers.

Intended to serve as a resource for classroom teachers, Teaching Energy Across the Sciences, K–12 can also spur conversations among a range of educators who are responding to the instructional imperatives described by the NGSS.

This book is also available as an e-book.

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