I am an elementary teacher, not a science teacher. I teach everything from shoelace tying to technology. When I began teaching, my science content knowledge was at a minimal and when I taught science I tiptoed around it as if I were Indiana Jones navigating through the Temple of Doom.

I feared and avoided any science sessions at our state teachers’ conference and never considered attending an NSTA conference because I didn’t have the content knowledge that the middle and high school science teachers had. I was just an elementary teacher. I never thought of joining our state science organization or NSTA. After all, I wasn’t a science teacher. Then I got involved in a three-year professional development initiative on watershed studies from a local non-profit organization. They taught me content and the pedagogy behind the Framework of NGSS. These educators proved invaluable to me as do many of the other educators of science. They are “teaching” science and should be included in the NSTA title.

My students are my inspiration for becoming involved in science and NSTA. The change I have seen in them is phenomenal. They come to school because of science. My shelves, walls, and floors are covered with phenomena they have brought into school. The first thing they ask me when they come into the classroom is, “What are we doing in science today?” And, they ask at the end of the day, “What are we doing tomorrow?” They don’t consider writing in their science notebooks work.

They consider it theirs. It is full of writing, research, and math. It is full of STEM. I have seen them become the most incredible problem solvers, and engineers. They have become acutely aware of their world and how all the sciences work together to form it.

Now when I attend NSTA conferences, I set the goal of “Stepping outside of my content comfort zone.” When I attended the NSTA STEM Forum and Expo in Denver, I focused on physics. I was so inspired that it became the first science unit to teach in the fall. My students loved it! In Reno, my focus was chemistry. I can’t wait to share this knowledge with them.

While walking through my local airport after attending NSTA’s regional conference in Reno, Nevada, the handle of my NSTA rolling computer bag slipped out of my hand. The gentleman behind me picked it up, read the logo, and said, “Oh, are you a science teacher?” It took me a moment to realize and reply, “Yes, I am!” And, I truly believe I am a science teacher and that is how my students see me.

So, yes, I did vote for the name change! The new name is inclusive of all the educators who have enriched my life, my teaching and my students. I began to reflect on all the people who “teach science”. They do not consider themselves “science teachers” because they do not hold the certificate stating they are science teachers. But, in reality they are “teaching” science. Museum employees, state park guides, private businesses, forest service personal, preschool and elementary teachers, parents, and all other groups who teach our children science need to feel welcome in this organization. With the name change, they too feel respected for their contributions to science education.

What I feared became my inspiration. What I feared became my passion. It improved my “teaching” immensely, therefore, inspiring my students. This is why I vote for science “teaching.” It is inclusive to all of us who teach science.

Judy Boyle has been teaching in grades k-8 for over 34 years in the states of Vermont, New Hampshire, Idaho, and now Montana. She teaches grades k-8 at Divide School in Divide, Montana. She has been an MPRES teacher trainer for seven year and a trainer for the Northwest Earth and Space Science Pipeline for three years. She is on the National Science Teachers Association Board of Directors serving as the NSTA Preschool/Elementary Division Director and is the President of the Montana Science Teachers Association. She was awarded the Montana Environmental Education Association’s Teacher of the Year in 2011, and she is the 2016 Montana science recipient for the Presidential Award for Excellence in Math and Science Teaching. She is also a 2018 Montana Teacher of the Year finalist.

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

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Where but at an NSTA national conference can you: See a possible future for your students in the keynote speech by retired astronaut and U.S. Navy captain Scott Kelly who saw the Earth from space 520 days in his career, get a free button with a photo of a natural feature of our beautiful Earth as seen from space at the USGS booth, then go to ERSI’s booth in the Exhibit Hall and have the location of that image instantly identified, AND, later meet an educator colleague from the state pictured who you met through her science education outreach on Twitter!? 

The early childhood session offerings at the NSTA 2019 conference in St. Louis included engineering design and habits of mind, using strategies to meet students’ social and emotional needs for effective science teaching, using natural materials to engage students in exploring structure and function, connecting school science learning with learning at home, using visual provocations (visual questions) for both engaging and assessing students, understanding that all science learning is cultural, and many others, including very specific tips for teaching, such as making and using a “snow catcher.” 

For teachers of children up to age 8, these sessions provide ideas and lessons to implement in our classrooms and the lessons can be extended for older students.

The number of sessions at NSTA conferences that are specifically for early childhood educators continues to grow each year. Although the conference is over, handouts for some sessions are still available. Search the list of sessions in the NSTA conference “Session Browser,” using key words identifying your interests or grade level Audience to find sessions focused on early childhood science education. Or scroll through the entire listing of sessions and look for “Available Handouts” with an icon link to download files from the session.

For example, search for the Thursday 8 am session, “Amplify Family Science Literacy,” by Patti Taylor, a preschool teacher and building science coordinator for St. Malachy School in Chicago. She  generously shared her slides about her programs use of “science backpacks” as a fun way for families to enhance science literacy. She lists each fiction and non-fiction book, and other materials that go into backpacks for investigating concepts about Animals, Animal Homes, Force and Motion, Light (4^th grade), Plants, and Weather. And she links to a full set of files to build your own Science Backpack program—introductory letter to families, permission form template, Backpack return note, and complete guidance for each of the science topics.

A group of educators from State College, Pennsylvania had us experience how connected storylines encourage students to apply science concepts they’ve learned to engineering challenges related to energy, force, and states of matter. We tested the lifting strength of a bag of compressed air, made a looped ramp to explore marble motion, and used a levitator and a versarium to test for static charge attraction. A what!?

Open just one of their handouts to see the extensive support for educators to implement the NGSS investigations created by Kate Hallinger, Kimber Hershberger, Colleen McCracken, Megan Germ, and Deana Washell. Their write-ups include many places for student science talk and the text is helpfully color-coded aligned with the NGSS dimensions. 

Missouri science educators welcomed the conference goers and early childhood educators were especially enthusiastic. Stephanie Airoldi and Julie Binning make the most of every minute they can take children outside, going on nature walks using “science eyes” (cardboard tubes help children block out everything but what is in the view), teaching outdoor behavior expectations and tending a school garden, playing in the sandpit and exploring capacity, observing a tree year round, saving pumpkin seeds in the fall to plant in the spring, reading books, using a “snow catcher” (felt square glued on small paper plate with a tongue depressor handle) during their rare snowfalls, and writing about the weather. They have noticed that students who struggle with language and math thrive and are successful during nature learning times. The time spent outside can be as short as 2-40 minutes for tree observation and up to 70 minutes depending on the weather. They presented with Steven Juhlin, Education Program State Coordinator,  Missouri Department of Conservation, which supports their nature education with grants for field trips and online resources.

The Elementary Extravaganza, held on Friday at 8 am, has over 60 handouts to download at no cost. Click on the title and scroll to the bottom of the pop up menu to see the titles of each file.

The NSTA conference app was a great help and can still be used to locate sessions, exhibitors, sponsors, and other conference information. Proposals to present at NSTA conferences are no longer being accepted for the 2019 conferences or for the 2020 Boston National Conference but there are other conferences coming up so check the NSTA conference website to see when proposals will be accepted for the 9th Annual STEM Forum & Expo in Louisville, Kentucky: July 22–24, 2020, or any of these 2020 area conferences: 

• Pittsburgh, Pennsylvania: October 29–31
• New Orleans, Louisiana: November 19–21
• Phoenix, Arizona: December 10–12

Start planning to attend and present at an NSTA conference by using the “Presenting at NSTA Conferences,”and “Tips for Newcomers” pages, and look on the specific conference pages for scholarship opportunities and a “justification letter” to support your request for funding or time away from your class.