Science teachers frequently ask for help using the Next Generation Science Standards (NGSS) in their work planning curriculum and instruction. As the curator of materials for the NSTA Press book series Quick-Reference Guides to the NGSS, I thought about how NSTA could best help with this broad task. The good news is, we have targeted this series to educators at specific grade levels (K–4, 5–8, 9–12, and K–12), so teachers can find the information packaged in ways that best fits their immediate needs.

The NGSS is made up of four basic parts:

• Practices are the activities in which scientists engage in to understand the world (such as planning an investigation or constructing an explanation).
• Core ideas are useful in understanding the world (such as the laws of motion, phases of the moon, and inheritance of traits).
• Crosscutting concepts, such as patterns and systems, are not specific to any one discipline but cut across them all.
• Performance expectations describe what students should be able to do at the end of instruction. They are specific combinations of the three dimensions upon which the NGSS are built—practices, core ideas, and crosscutting concepts.

When planning instruction, it is important to integrate the three dimensions because the research that prompted the writing of the NGSS (as described in an earlier document called the Framework for K–12 Science Education) indicates that the most effective lessons are those that combine the three dimensions. Because the performance expectations combine the three dimensions, some educators have mistakenly assumed that the performance expectations describe exactly what teachers are expected to do in the classroom. This is not the case! Students need to engage in multiple practices to master the goals of the NGSS, so teachers should develop their own combinations of core ideas and crosscutting concepts for each lesson they teach; they are not limited to the particular combinations of practices, core ideas, and crosscutting concepts described in the performance expectations. The NGSS gives teachers the flexibility to plan learning experiences that best meet their style of teaching and their students’ needs.

Practical Planning

To streamline your planning and guide you in selecting practical combinations, each book in the Quick-Reference Guide series has tables customized for a particular grade or level. A kindergarten teacher, for example, can find all of the performance expectations for Kindergarten on pages 92 and 93 of the for elementary school guide (and these are also included in the K–12 guide). The relevant elements of the disciplinary core ideas are listed alongside each performance expectation. All of the practices on which a kindergarten teacher would need to focus are listed on pages 88 and 89 of the guide, and all of the crosscutting concepts he or she would need are on page 90. Thus, everything a kindergarten teacher would need to have at hand in planning lessons is in a set of tables on six pages.

For example, imagine Kathy, a kindergarten teacher who is focused on performance expectation K-LS1-1: “Use observations to describe patterns of what plants and animals (including humans) need to survive.” In planning a lesson, Kathy wants to be sure that her students can use their understanding of the needs of organisms to make explanations about events they experience in the world around them (what scientists call phenomena).

On page 91 of the guide, Kathy would find the performance expectation and the corresponding disciplinary core idea: “All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.” She starts by planning a lesson focused on the needs of plants. She happens to have a plant that has wilted after being left in dark room during vacation. She decides to have students try to figure out what happens to plants if they don’t have the water or light they need. She therefore examines the practices on pages 89–90 and selects one involving explanation: “Use information from observations (firsthand and from media) to construct an evidence-based account for natural phenomena.”

Finally, because Kathy wants students to understand that this as a cause-and-effect relationship, she flips to page 90 and chooses the crosscutting concept “Events have causes that generate observable patterns.”

Pulling these three dimensions together, she writes a learning performance that describes her goal for students in the lesson: Construct an explanation based on observations from experiments and an understanding of what plants need to survive, that explains what happens to a plant if it is kept in a dark closet for several weeks. Within the lesson, she shows students the plant that was kept in a dark room for several weeks and asks them to come up with ideas as to why the plant died.

In later lessons, Kathy would encourage students to use other plants to test their ideas for what happened to the plant they initially observed. In planning each lesson, she consults the Quick-Reference Guide for the practices, core ideas, and crosscutting concepts to help her construct a learning performance for the lesson. The overall set of these lessons is designed to prepare students to successfully achieve an assessment targeting the performance expectation.

Everything about NGSS a kindergarten teacher needs in just six pages. A similar collection of tables exists for every grade (or grade span) and every discipline in NGSS.

As you develop your curriculum, we encourage you to share your ideas, send us your questions, and stay up to date on new NGSS developments by visiting the NGSS@NSTA hub. We have a devoted team of teacher-curators who are in the trenches with you, and we welcome your feedback!

Ted Willard is the Director of NGSS@NSTA at the National Science Teachers Association (NSTA). Reach Ted at twillard@nsta.org or via Twitter at @Ted_NSTA.

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

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I’ve been asked to conduct a science workshop for elementary teachers. Can you suggest fun activities for us?  —D., Illinois

I’m concerned about science professional development (PD) that consists of gee-whiz, dazzling “experiments” done by a presenter in front of an audience of teachers. I witnessed such a presentation once. The K-3 teachers all replicated the activity in their classrooms (whether or not it aligned with their grade-level curriculum or was appropriate for the age of the students). I wondered, ““And then what?”“

I hope you’ll do something different to support the teachers. Your workshop should enhance teachers’ knowledge and contribute to their ability to provide interesting and relevant science experiences in a planned and purposeful manner.

It would be helpful to ask about the status of elementary science in the school or district. Is science a “special” subject that meets briefly and infrequently? Is science an integral part of the curriculum? Do teachers have access to basic materials? Does the school library have a collection of science-related books? Is there a way for teachers to collaborate about science, either in person or online? Can you build on the teachers’ previous PD experiences.

Here are a few recent observations and suggestions from a similar question on an NSTA e-mail list:

• Base the activities on one of the NGSS (Next Generation Science Standards) performance expectations. If you’re an NSTA member, you have access to journal articles and other resources that can provide learning experiences and teacher supports.

• It’s been my experience that some teachers are generally and genuinely terrified of approaching science education. I would come up with a list of resources and show them how to access and utilize sources that they may already be comfortable with, such as social media.

• I think teaching teachers to let their students derive their own answers will also take the stress off the teacher[s] and allow them to foster a science community. Show them how to pose a question to their classes and let students go back and forth with their answers and reasoning. They need to know how to be OK with a “wrong” answer, or even no answer.

• You want to make sure you are portraying the type of learning the NGSS encourages in elementary school science. The goal of elementary school science is not to teach a bunch of unrelated activities when there’s time left over from math and reading.

• Keep things simple and relaxed. Use your sense of humor.

• I would suggest focusing on only one activity per grade level. I also like the idea of combining the activity or the discussion with the use of a book.

Based on the last suggestion, you could take advantage of resources in NSTA’s Science and Children journal. The monthly column Teaching with Trade Books suggests two books on a theme (you could substitute similar titles from the school library). For example, the February 2015 column, “Understanding Matter and Energy,” includes a brief discussion of the topic, followed by two lessons (for grades K–2 and 3–5). These 1-2 page lessons are written using the 5E (Engage, Explore, Explain, Elaborate, Evaluate) instructional model. They use simple, readily available materials. There is also a description of how the lessons align with the NGSS and Common Core State Standards.

You could assemble a collection of these columns for the participants, either as printouts or an online list (NSTA members can access the articles online and several years worth are archived). Active participation is essential. Take one or two of them and guide teachers through how you would implement them by having them pretend to be the students. Ask them to share their experiences with similar activities. If you have enough time, teams of teachers could review the activities on their own and present them to the rest of the group. If you have opportunities for follow-up, teachers could share how they implemented them.

A few other suggestions: Ask the school administrator to attend the workshop so that he or she can support and encourage the teachers. Use the appropriate terminology for your activity—not every activity in science is a true “experiment.” And include information on any safety issues related to the activities (the column Safety First appears in every S&C issue, too).

“Children are full of questions every day: “Why? How does that work? Why? How do you know?” The science classroom is the perfect place to take advantage of this natural curiosity. Questioning cultivates student engagement and drives instruction throughout the learning process.”

This introduction to NSTA Press authors’, Julie McGough and Lisa Nyberg, new book The Power of Questioning: Guiding Student Investigations sets the stage for their model, Powerful Practices. The model takes questioning in the K–6 classroom to a new level while emphasizing the interconnected nature of instruction. Instead of having your students look for the answer, you allow them to raise other questions as they investigate the topic further.

This pedagogical picture book is color-coded to indicate the three components of the instructional model:

Questioning is printed in red.
Investigations are printed in blue.
Assessments are printed in purple.

These three aspects are linked, and it is important not to approach the model in a linear fashion. As the authors explain, “when thoughtful questioning is combined with engaging investigations, amazing assessments are produced—just as when red and blue are combined, purple is produced.”

Involving students in the Powerful Practices model requires that you know your students as individuals—each student’s way of understanding the world and way of participating in discussion—and as a group. This will help you create engaging questions and a collaborative environment that supports dynamic discussions, leading to purposeful learning that is applicable to the child’s world.

In the book, the authors ask and answer many questions themselves as they present the model:

Connecting Questions and Learning

• Why is questioning a powerful learning tool?
• Why is questioning important when linking literacy to learning investigations and authentic performance assessments?
• Why does skill in questioning engage students in purposeful standards-based learning?

Developing Questioning Strategies

• What types of questions do I need to ask, and when should I ask them?
• What is wait time?
• What is Depth of Knowledge?

Engaging Students and Teachers

• How do I prepare for the Power of Questioning?
• Who are my students, and how do they think?
• How do I provide opportunities for all students to participate?

Building a Questioning Environment

• How do I build a collaborative learning community to support questioning?
• How do I organize resources to engage all learners?

Engaging in Purposeful Discussion

• How do I implement the Power of Questioning?
• How do I use questioning to engage students in purposeful discussions?
• How do I connect discussions within a unit of study?
• How does questioning create opportunities that lead to deeper investigations and authentic assessments?

The authors provide links and QR codes to videos and audio recordings related to content throughout the book. The first book in a new series, Powerful Practices, this book is also available as an e-book.

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

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 Children I work with on a weekly basis have been exploring different types of materials as they work with them. Painting with thick or thin consistency paint (see the March 2015 Early Years column), running their hands through a pile of small stones before sending them through a tube, working with ceramic clay formulated for children’s use, and trying new kinds of play dough have provided them with experiences that involve testing the properties of materials. The children have also been making choices about which tool to use to achieve their purpose, measuring using informal units and making models to represent objects.

I used the “Safety First: Safer Science Explorations for Young Children” by Ken Roy in the March 2015 issue of Science and Children to check my materials for safe use by children ages 2-5 years. Of course, the small stones were put away when the children who still “mouth” objects were in the room. Following the column advice, I kept damp paper towels in the area where clay was used to wipe up clay dust before it went airborne.  

Alongside this exploration of physical properties and possibilities, we have been growing some squash plants from seeds the children excavated from inside the butternut, kabucha and pumpkin squash fruits. It’s a little early for our location to sprout seeds to put in the garden later unless you have an ultraviolet light to supplement the sunshine on the windowsill. We don’t and we may not have a garden space this year. But we can still explore life science concepts. The Early Childhood Resources Review in the print and digital February 2015 issue of Science and Children describes “Tools of Science Inquiry That Support Life Science Investigations.” 

I think I’ll make a basket of these items to have at hand for our nature walks and playground time.

The NSTA Learning Center Early Childhood Forum is a great place to post a question asking other educators about a standard, lesson plan or concept. Create an account, and join in the conversations. As I tell the children, “Scientists don’t always agree, and that’s okay. We keep trying to learn, together.” 

This past winter was extraordinary for many parts of the United States. New England saw unprecedented amounts of snow, while the Sierra Nevada mountains in California, famed for skiing, saw barely any. Lower-than-average snowfalls in the Sierra Nevada over the past several years have created California’s serious drought situation. In Delaware, where I live, we mostly escaped large snow events but temperatures have been below normal and there have been snow flurries in much of the state at the end of March, which are both unwelcome and unusual.

Paleoclimatology Data

Severe droughts, floods, frequent tornadoes, polar vortices, strong monsoons, and record snowfalls are all hallmarks of extreme weather. Scientists think that extreme weather is linked to climate change. There’s also strong evidence that human activities are contributing to extreme weather and probably to climate change. It is true that extreme weather events have been a fact of life on Earth for millions of years. But it is also true that extreme weather events appear to be increasing in both severity and frequency. We know this because of the range of paleoclimatology data available to us.

Paleoclimatology is a field that has ancient roots, beginning with Egyptian recorded observations of drought and flood cycles along the Nile River. The Egyptians marked these events because the Nile floods deposited fertile soil on the fields along the river where much of their food was grown. Evidence is now mounting that a severe drought may have been responsible for the collapse of the Old Kingdom, 4000 years ago. Evidence of similar conditions has been found for Mesopotamia, another ancient civilization, where cities were abandoned at approximately the same time and soil deposits indicate a drought that may have lasted 300 years. A thoughtful review of several recent books by historians on climate change, economics, politics, and human geography can be found here. The books describe the rise and fall of numerous civilizations as a result of changing climate.

How does paleoclimatology inform our current understandings of climate events? Current computer models that are used to predict weather and longer-term climate are populated with the results of paleoclimatological studies. Much of the data gathered in such studies comes from the use of climate proxies to infer what conditions were like thousands or even millions of years ago. Some of these proxies include calcareous organisms such as diatoms, foraminifera, and coral; ice cores, tree rings, and sediment cores.

Sediment cores contain pollen and other evidence of climate and weather events over time. Palynology is the study of pollen in the fossil record. Pollen can tell us what kinds of plants lived in the study area at a particular time. Because certain kinds of plants are adapted for certain kinds of climate, scientists can track climate change over long periods of time by inference using plant pollen.

Another important source of paleoclimatology data comes from polar ice cores that preserve atmospheric oxygen isotope ratios. When sea water evaporates as a result of rising air temperatures, it tends to leave a higher percentage of heavier oxygen isotopes in the ocean. When this water freezers, a record of the higher temperatures is left behind in the ice. Ice cores preserve a wealth of other information such as atmospheric dust, pollen, volcanic ash, and pollution. The current ice core record dates back 800,000 years in Antarctica. But scientists think that there might be ice as much as 1.5 million years old on that continent. Some evidence from ice cores is pointing to a global cooling trend that occurred in the late Holocene (up to about 1800 years ago), ending with the Little Ice Age. Temperatures today are still in fact below long-term global averages.

Some scientists are advocating for the designation of a new geologic era, the Anthropocene, to indicate the effect that human activities have had on Earth’s environment. A working group of stratigraphers is currently developing a scientific basis for this new geologic era. There is active debate about the necessity of a new geologic era as well as what event should be chosen as the start of the Anthropocene. Some scientists feel that the first atomic blast is an appropriate starting point, while others suggest the beginning of agriculture or the start of the Industrial Revolution.

Developing a STEM Unit

To develop a STEM unit around paleoclimatology and its possible relation to current extreme weather events, you might like to include a number of elements. Biology teachers or a local botanical garden can help you determine which terrestrial biome applies to your area and help identify which kinds of pollen might show up in the fossil record for your area. You might be able to compare your local pollen with pollen assemblages from other climate zones. Work with a geography teacher to understand what effect historical weather events such as droughts and floods have had in your area.

A physics teacher could help you understand heat transfer and its effect on ocean circulation. Ocean circulation is the engine of climate, so this concept is at the heart of our current understandings. This is part of the reason why changes in polar ice cover are so concerning for many scientists. The uncertainties around the possible outcomes of melting polar ice highlight the importance of further research and illustrate some of the ethical dilemmas wrapped up in this topic. Your chemistry teacher could contribute background on why isotope ratios can be used to infer changes in Earth’s air temperature over time.

If your district has a computer science program, those teachers can provide examples of some of the sophisticated models used to predict weather and associated climate trends. If you don’t have access to a computer science teacher, a calculus teacher should be able to describe how the models are built. If you’ve got access to a technology lab, you could work on designing and building weather instruments. If you have students who are interested in engineering careers, you could have them investigate the emerging fields of climate engineering and terraforming, which may be used on Mars to make that planet more habitable for people in the future.

There are a number of ethical issues involved in geoengineering and terraforming, and involving English teachers or social studies teachers with an interest in ethics would enrich STEM lessons on climate change. Hard choices may need to be made in the future to ensure our sustainability as a species. Addressing the ethical issues up front will help everyone involved make the best possible decisions. The effects that human activities have had or will have on global climate change are open to debate.

Produced by the National Science Teachers Association (NSTA), science writer Becky Stewart contributes monthly to the Science and STEM Classroom e-newsletter, a forum for ideas and resources that middle and high school teachers need to support science, technology, engineering, and math curricula. If you enjoy these blog posts, follow Becky Stewart on Twitter (@ramenbecky). Fans of the old version of The STEM Classroom e-newsletter can find the archives here.

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Bipartisan negotiations continue between the two education leaders in the Senate. Senators Lamar Alexander (R-TN) and Patty Murray (D-WA) have issued a statement that they indeed intend to release their bill to rewrite the Elementary and Secondary Education Act (No Child Left Behind) the week of April 13 (Congress is now off for their two week Easter break). Both are committed to a bipartisan process for the bill, but Senator Alexander has indicated that addressing early childhood programs in the ESEA—a huge priority for the Administration and Senator Murray—will be difficult. At the center of negotiations are the issues of accountability and testing. STEM advocates are continuing to work with offices on both sides to get STEM-specific funding and programs included in this Senate bill.

In the House, Chairman John Kline is working to whip up more Republican support for his ESEA bill, the Student Success Act, after the bill was pulled from the floor following the loss of support from key conservative groups who thought it did not go far enough to erase the federal footprint from K-12 education. On March 24, the Washington Post reported that Kline was still a few votes short to pass the bill.

The bottom line is that STEM is becoming increasingly lost in both House and Senate legislation to reauthorize this federal education law.

Now is the time for educators to contact their members of Congress immediately, and ask them to make STEM education a national priority. At the Legislative Action Center of the STEM Education Coalition website, you can send a letter to your elected representatives, asking them to

• Maintain a strong focus on science, technology, engineering, and math (STEM) education.
• Continue the focus on math and science as required elements of any state’s accountability system.
• Provide states with dedicated funding to support STEM-related activities and teacher training.

We need your help getting this message heard and to get as much support as possible for science and STEM education. Please take a moment to write to your elected officials, and send this message to your networks.

And finally, the White House Science Fair was last week. In case you missed it, here is a link to get you caught up. During the event, the President announced new corporate pledges made under the Educate to Innovate initiative. Congratulations again to the teams from ExploraVision and eCYBERMISSION who participated in this year’s White House Science Fair!

Stay tuned and look for upcoming issues of NSTA Express for the latest information on developments in Washington, DC.

Jodi Peterson is Assistant Executive Director of Legislative Affairs for the National Science Teachers Association (NSTA) and Chair of the STEM Education Coalition. e-mail Jodi at jpeterson@nsta.org; follow her on Twitter at @stemedadvocate.

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

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One of my goals is for students to communicate what they’re learning in science through presentations. For many of my students, traditional oral reports are overwhelming. I’m looking for authentic, less stressful alternatives.    —T., Oregon

One year, I assigned every student a 5-8 minute oral report on a science topic that interested them. I thought I was doing a good job by sharing a template and rubric for the presentation and providing class time for students to prepare. It took several class periods for all of the presentations, and even then some students were not ready. There was a comment sheet for audience members to fill out, but I wasn’t sure the students were engaged enough to justify the time and effort.

So I revisited the original purpose of the assignment to provide opportunities for students to communicate and share what they were learning. This is an authentic goal; most scientists write reports and give presentations at conferences, to potential sponsors, and to the public. It also can be an effective assessment strategy and aligns with the Next Generation Science Standards Science and Engineering practice of “Obtaining, evaluating, and communicating information.”

From my own experience as a presenter, I knew many presentations are done as a team or panel. Most include visuals and use different formats. Some are straightforward lectures; others have activities for participants or opportunities for discussion. I questioned which was most important for my middle schoolers—using an assigned format or engaging in the process of communicating their interests and enthusiasm.

I asked my students how to make this a better experience. They were brutally honest! They wanted to have a choice of formats, work with a partner, and use their creativity. I learned that for some students (for example, English language learners and those with anxiety issues) getting up in front of the class may not be a positive experience, but they still have a lot to share.

So the following year, during a unit on invertebrates, students did presentations in their choice of format, demonstrating something they learned or were excited about. I realized the variety of media and formats made it impossible to use a traditional rubric. But my students did not disappoint!

One girl created an anthology of original poems about these animals. Several students worked on a mural depicting coral reef ecology, a few did traditional term papers, several collaborated on live performances or videos, and one boy who never spoke out in class did an amazing poster on marine arthropods.

His experience made me think more about posters as an alternative to written term papers, too. Many conferences (including NSTA’s) have sharing sessions in which participants summarize their work in a poster display. As the audience circulates around the room (similar to a gallery walk),  the presenters explain their work informally instead of getting up in front of everyone and doing a formal speech. Many colleges also use this type of format to showcase student research.

In today’s vocabulary, a poster could also be called an “infographic.” These are more than artistic pictures or dramatic photographs. They present and illustrate data, information, and concepts in such a way that encourages the viewer to make connections or ask questions. (The Periodic Table is an example, and many news services illustrate their articles with visually appealing infographics that include maps, graphs, and illustrations.) At a recent conference session, the presenter described how he uses infographics as bell-ringer discussions, which familiarizes students with effective ones.

Students can use a range of tools to create them, from pencils, markers, and sticky notes on chart paper or a manila folder to online graphic tools and presentation software. I’ve created the resource collection Posters and Infographics in the NSTA resource center with related articles and examples from publications, including two recent NSTA journals. Regardless of the presentation format (poster, infographic, video, or slide show), students need to cite credible sources for their information.

I like projects that reflect a double purpose—the creators engage in the design process and the audience has a product that explains and informs. For example, older students making posters, infographics, or videos for students in the younger grades is a win/win scenario.

There certainly is a place for traditional presentations and reports, but it’s also important for students to learn that there are many effective ways to communicate the results of their investigations.

The 2015 NSTA STEM Forum and Expo is happening next month in Minneapolis, May 20–23. This unique, STEM-focused event is where informal and formal educators gather to share tools and resources that contribute to successful implementation of STEM education into schools and communities. What makes this so different from any other event of its kind? The people! So here’s a peek behind the scenes at just a few of the people who are collaborating to organize this year’s forum.

Doug Paulson (the home town hero in this bunch!) is a STEM Specialist, Division of Academic Standards and Instructional Effectiveness, in the Minnesota Department of Education.

“I am thrilled to welcome NSTA and the STEM Forum to Minnesota, home of innovations such as pacemakers, post-it notes, and most recently, the first personal jet. In addition to the awesome sessions, come and hear from the next generation of Minnesota innovators on the Saturday student panel!

Dedric McGhee is the STEM Manager (Science.Mathematics.Health, Physical Education, and Lifetime Wellness.  Shelby County Schools. Memphis, TN)

“Participating with NSTA and the STEM Forum and Expo has provided me an opportunity to continue to learn and cheer on our community’s work around STEM education. Networking with educational and industry trained STEM professionals provides all of our children a window to future careers and innovations.”

Jennifer C. Williams is the Department Chair Lower School Science at Isidore Newman School in New Orleans, LA.

“I’m looking forward to the excellent slate of presenters dedicated to helping primary educators develop STEM programs for their schools and their classrooms.”

Kavita Gupta is a High School Strand Leader in the Fremont Union High School District in Sunnyvale, CA.

“As a 16- year veteran of teaching profession , I think STEM is the future of education. NMSI (National Math + Science Initiative)  underscores the need of STEM education, ‘The U.S. needs 1 million more STEM professionals over the next decade than it is projected to produce at the current rate.’ We need to align with the STEM education to fulfill this need. I am really excited for the high school strand of  STEM forum this year because we have a wide-variety of rich STEM-based lessons for high school teachers, administrators and science liaisons– handpicked from over 100 outstanding  proposals.”

Adrienne Gifford is the Innovation & Technology Lab Director at Open Window School in Bellevue, WA (in addition to being a robotics coach and crafter); and she is the Steering Committee Chair for the 2015 STEM Forum & Expo.

“As a former aerospace engineering major, I am SO pumped to see the keynote by Captain Barrington Irving—the youngest person to ever fly solo around the globe! It is so inspiring to have the chance to see someone my own age pursuing their dreams and having such a positive influence on STEM education at the same time!”

Delores Howard is the Assistant Executive Director of Conferences and Meetings at the National Science Teachers Association.

“When I see teachers coming together and sharing their best ideas and supporting everyone from the newbies to the people making decisions at the highest level, it reminds me how lucky I am to be tied into this fantastic network! “

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

Future NSTA Conferences

2015 STEM Forum & Expo

• Minneapolis, May 20–23

2015 Area Conferences

• Reno, October 22–24
• Philadelphia, November 12–14
• Kansas City, December 3–5

One Last Look at #NSTA15 Chicago

To see more from the 2015 National Conference on Science Education in Chicago, March 12-15, please view the #NSTA15 Facebook Album—and if you see yourself, please tag yourself!

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