Team building is something that any sports team undertakes; business teams participate in; as well as other professional areas focus on.  The purpose of team building is to bring individuals together to develop interactions that enhance or increase the effectiveness of the team. So yes – it is important to develop and build skills in students that will help them be successful in Team Science situations.

The recently released report Enhancing the Effectiveness of Team Science focuses on how the pursuit of scientific endeavors has become “team science.”   According to the report, team science is defined as “scientific collaboration, i.e., research conducted by more than one individual in an interdependent fashion, including research conducted by small teams and larger groups.” The reason for this team science approach is that scientific research is increasingly conducted by small teams and larger groups rather than individual investigators. However there are some drawbacks to this approach as well which include the challenges of collaboration which can slow these teams’ progress in achieving their scientific goals. How well a team works together is viewed as “team effectiveness (also referred to as team performance) [which is] [a] team’s capacity to achieve its goals and objectives. This capacity to achieve goals and objectives leads to improved outcomes for the team members (e.g., team member satisfaction and willingness to remain together), as well as outcomes produced or influenced by the team. In a science team or larger group, the outcomes include new research findings or methods and may also include translational applications of the research.”

In considering the these definitions, the idea of creating an environment that generates communication, collaboration, promotes creativity and innovation, as well as using critical thinking and problem solving skills is exactly what the college and career ready reports have been requesting for many years. In a second report titled Preparing 21^st Century Students for A Global Society: An Educator’s Guide to the Four Cs there is a discussion of the importance for helping students become skilled in these 21^st century skills that are needed in all aspects of our global world.

While solid science instruction is necessary to build student’s understanding of science, there is still a need to develop these other skills which often is not part of the actual curriculum. Therefore, a disclaimer – I am not sure where these activities would fit into your curriculum as they do not meet a national or state standard most likely. Furthermore, time is short and working together is something that one would think most students should learn early on in life. With that stated, the following are a few activities that have been used in various professional development activities attended that have found their way into classroom activities throughout the years.

Colored Broken Squares – A non-verbal problem solving activity that requires collaboration and cooperation as well as attention to detail.

Write It Do It – An older activity from the Science Olympiad that asks students to practice their writing skills in describing a structure and then switch with a partner who must follow the directions.

Tower of Cups – A problem solving activity that requires critical thinking and communication among team members.

Yes/No Conundrums – Requires students to ask yes/no questions to solve a riddle that is presented. Sometimes these are referred to by a commercial name as Stories with Holes.

These are but a few of the strategies that have found their way into my classroom regardless of the level over the years. Since helping students master the four Cs places them in a better position for the future, it is important to find the time to allow them time to develop communication, collaboration, critical thinking and problem solving and creativity and innovation. What activities or approaches can you add to the list as we collaborate together?

Pose for a groupie shot with your science teacher friends this fall and you just may find the inventor of the “camera on a chip” in the photo! Cell phone camera inventor and Dartmouth Engineering Professor Eric Fossum will be the featured speaker for a special strand “Creatively Engineering Future Resources” at the NSTA 2015 Area Conference on Science Education, in Reno, October 22-24.

The featured presentation for this strand will be “Saturn to Smartphone Cameras: A Story of Science and Technology Innovation, on Thursday, October 22 3:30 PM – 4:30 PM, in the Reno-Sparks Convention Center, C1. Fossum will discuss the story of his invention of the CMOS image sensor and how that technology went from a NASA laboratory, through an entrepreneurial startup company, and into your smartphone. The critical role of science education in public schools and through supplemental programs will be highlighted.

 What else will you learn about creatively engineering future resources? Below is a small sampling of other sessions on this topic:

• Using Project Based Learning to Teach Climate Change
• Healthy Land, Healthy Us! Informal/Formal Education Partnership
• Put the “E” in STEM!
• Recycled Goods as Inspiration in Learning: The Secret Life of Everyday Things
• Making a Better City

Want more? Check out more sessions and other events with the Reno Session Browser/Personal Scheduler. Follow all our conference tweets using #NSTA15, and if you tweet, please feel free to tag us @NSTA so we see it!

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

Future NSTA Conferences

2015 Area Conferences

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

2016 National Conference

• Nashville, March 31–April 3

2016 STEM Forum & Expo

• Denver, July 27–30

Follow NSTA

Add these journals to your summer reading!

The Science Teacher: Big Data

As the editor says this month, “Scientific progress doesn’t result from simply accumulating data.” And data is definitely accumulating rapidly! Analyzing and interpreting data is one of the NGSS science and engineering practices, and how to organize, analyze, and interpret data (from students’ own investigations or from the work of others) and how to recognize valid conclusions from data are important if our students are to be informed citizens and potential scientists. (Career of the Month: Data Analyst).

It’s easy to find articles or news sites that summarize data and present an interpretation, but the editor continues: “…students can engage in the higher-order thinking involved in analyzing and interpreting large science datasets (big data) and designing their own inquiries to discover patterns and meaning in mountains of accessible data.” These data are collected by probes and investigators and are often streamed in real time. The featured articles in this edition focus on classroom strategies for investigations using secondary data. 

• Thinking Big: Most students have had experience in data in their own investigations. But students and teachers also have access to large data sets via the Internet, from research projects and citizen science databases. The authors discuss the differences between local and large-scale data sets and how to transition to using “big” data in the classroom. The article has examples of strategies (provided in the Connections), a list of K-12 projects that provide big data, and suggestions for classroom projects.

One of the suggested projects that I am familiar with is NOAA’s Data in the Classroom. Each module has five levels of lessons ranging from teacher-presented ones to letting students explore the data to full-blown problem solving and invention. Each module shows the associated data in a variety of formats and guides the users through how to interpret it. There are “checkup” questions throughout, and teachers can download the materials.

•  A Day in the Field introduces the term “secondary data”–data collected by others. Students studied a local estuarine system and shared their data with those collecting similar data at other locations. It was an authentic experience in using analysis tools such as mapping and spreadsheets. As the authors noted “Data analysis is about pattern recognition.”

• Harvesting a Sea of Data describes how students can study migration patterns using data from the Ocean Tracks research program. The project provides opportunities for students to study phenomena in faraway locations. (see also the Oceans of Data website)

[For more on the content that provides a context for these projects and strategies see the SciLinks websites for  Birds, Telesccopes, Watersheds, Estuaries,  Migration]

 Continue for Science Scope and Science and Children.

Science Scope: Science for All

Strategies that help students with learning disabilities, students who are English Language Learners, or students with physical impairments have the added benefit of being appropriate for others. This was also the theme for the April issue of The Science Teacher, so we have a lot of resources on this topic in addition to these featured articles!

• Touching the Stars: Making Astronomy Accessible for Students With Visual Impairments addresses the question of how to help all students with subjects that rely heavily on visual information. The Skynet Junior Scholars online program includes online access to telescopes and data, a student-friendly interface to control telescopes, and instructional modules. The technology also can convert digital images to tactile models.  The araticle includes a table of resources for accessible materials.

• The authors of Engineering Progressions in the NGSS Diversity and Equity Case Studies elaborate on the case studies that are part of the NGSS. “While the teaching strategies outlined in the case studies will work well with all students, they were specifically developed to address what classroom teachers can do to ensure that the NGSS is accessible to all students, particulary nondominant student groups.

• Collaborative Concept Maps: A Voice for All Science Learners has examples of how students of different academic levels can make connections and see the relationships between concepts. The authors provide photos of student concept maps created during an activity on adaptation and change over time.

• The Fish Weir: A Culturally Relevant STEM Activity shows how STEM practices can be integrated into lessons for Native American students (as well as others). Specifically, how do people adapt weirs to different environmental condition and migratory patterns. (If your students are not familiar with weirs, the article has several photographs of student-designed ones.

• If you have students with learning disabilities in your classes, Supporting Science Access for All Students: Using Content Enhancements to Create Pathways to the Big Ideas discusses how to incorporate instructional strategies that make science activities more explicit and connected. This could benefit all students who struggle.

• This month’s Teacher’s Toolkit: “What’s Our Three-Word Claim?”: Supporting
  English Language Learning Students’ Engagement in Scientific Argumentation describes three strategies to guide ELL students through a claim-evidence-reasoning lesson, using how antibiotics kill bacteria as the context.

• Tried and True: Fossils, Inquiry, and the English Language Learner concludes with the statement “With proper planning, language does not have to be a limitation to learning science.” The article describes well-planned activities related to an investigation of fossils.

[For more on the content that provides a context for these projects and strategies see the SciLinks websites for Antibiotics, Bacteria, Astronomy, Telescopes, Bird Adaptations, Fishes, Fossil Record, Populations, Communities, and Ecosystems]

Science and Children: Learning Progressions Plus!

The NGSS provides information to support the development of learning progressions based on research. Students bring different backgrounds and skills to the classroom, so this issue intersects with the Science for All themes of other NSTA K-12 journals.

• Young children playing with clay is a familiar scene in pre-K schools (or it should be). The lesson in  The Early Years: A Progression of Learning takes clay to a new level as students explore its properties, as well as learn to create. A similar type of progressing from parts and wholes to conservation of matter is described in Formative Assessment Probes: Snap Block.

• Eating the Alphabet describes an interdisciplinary kindergarten activity involving the sense of taste as students progress through the alphabet with familiar and unfamiliar foods (safety suggestions are provided). 

• Dig Into Fossils! is a developmentally appropriate lesson for young children (K-2) in which they get hands-on experiences. For teacher background information, see Science 101: How Do You Date Fossils?

• Who knew that the ubiquitous milk carton could be the focus of an engineerng design project? The activities in Smashing Milk Cartons introduce students to the ideas of recycling and composting and to designing solutions to a school-wide, real-world problem. More engineering applications can be found in Engineering Encounters: You and Your Students as Green Engineers.

• STEM learning does not have to be limited to the classroom. Families Learning Together can be a powerful way to foster a progression of lifelong learning.

• Let’s Hear It for Ladybugs! as student learn about life cycles.

• The two lessons in Teaching Through Trade Books: All the Water in the World illustrate how lessons at the K-2 and 3-5 grade levels can focus on the topic at different levels of sophistication.

[For more on the content that provides a context for these projects and strategies see the SciLinks websites for Watersheds, Water Underground, Fossils, Recycling, Composting, Life Cycles, Metamorphosis, Insects]

Twitter is a treasure trove for news. These tweets caught our eye at NSTA recently, and they could surely be useful conversation starters in the classroom. Read on, and share the stories that caught your eye this week!

1. Kids love chasing fireflies, and scientists have been chasing the secret to how they glow for 60 years.

How do fireflies glow? Mystery solved after 60 years: http://t.co/ubgknu0xs8

— National Geographic (@NatGeo) July 24, 2015

2. Ice cream dates back to biblical times!

Did you know ice cream dates back to biblical times? #PBSIceCreamWeek (via @PBSFood): http://t.co/CzbatTIecH

— PBS Teachers (@pbsteachers) July 25, 2015

3. Returning humans to the moon could cost 90% less than expected, bringing estimated costs down to $10 billion.

Looks like colonizing the moon could be 90 percent cheaper than we thought http://t.co/426qm7Ajxh pic.twitter.com/ZB0ALHIXgu

— Popular Science (@PopSci) July 25, 2015

4. CRISPR. All the cool kids are talking about it, and here’s why:

CRISPR has “promised direct assess to the source code of life.” Your Saturday #longread, from @Wired: http://t.co/nkxvRSX1jx

— NOVA (@novapbs) July 25, 2015

5. A major earthquake will cause plenty of destruction along the West Coast, but it won’t look like it does in the movies.

What will really happen when San Andreas unleashes the big one? http://t.co/C00GW99dzP pic.twitter.com/BEzoQUyNH0

— Ask Smithsonian (@AskSmithsonian) May 29, 2015

6. Restless, wandering minds are capable of enormous creativity.

Are you bored? Guess what, that’s a good thing because you’ll be more creative. http://t.co/QBKo8RrgQa

— Ainissa Ramirez (@ainissaramirez) July 25, 2015

7. Astronaut Scott Kelly is craving a Philly cheese steak. (Isn’t everyone?)

#Goodmorning #Philadelphia! One of your cheese steaks would be great 4 months into my #YearInSpace pic.twitter.com/IQ9HjZcInV

— Scott Kelly (@StationCDRKelly) July 25, 2015

 The mission of NSTA is to promote excellence and innovation in science teaching and learning for all. Follow @NSTA on Twitter to see more stories like these and get the science education resources you need.

Browse this month’s most popular books, e-books, children’s trade books, and journal articles on NSTA’s website. Between now and August 14, 2015, save 10% on NSTA Press and NSTA Kids books or e-books by entering promo code SUMMER at checkout from the online Science Store.

Most Popular NSTA Press Books

Argument-Driven Inquiry in Life Science: Lab Investigations for Grades 6–8

Picture-Perfect Science Lessons, Expanded 2nd Edition: Using Children’s Books to Guide Inquiry, 3–6

Translating the NGSS for Classroom Instruction

Uncovering Student Ideas in Life Science, Volume 1: 25 New Formative Assessment Probes

The Power of Questioning: Guiding Student Investigations

Most Popular NSTA Press e-Books

Solar System (enhanced e-book)

Uncovering Student Ideas in Science, Volume 2: 25 More Formative Assessment Probes (e-book)

Earth Science Success, 2nd Edition: 55 Tablet-Ready, Notebook-Based Lessons (e-book)

 Argument-Driven Inquiry in Biology: Lab Investigations for Grades 9–12 (e-book)

The BSCS 5E Instructional Model: Creating Teachable Moments (e-book)

Most Popular NSTA Kids Books

Next Time You See a Firefly

How Does the Wind Blow? I Wonder Why

Next Time You See a Sunset

How Tall Was Milton? I Wonder Why

Up, Up in a Balloon: I Wonder Why

Most Popular Journal Articles

Dig Into Fossils! (elementary)

Thinking Big (high school)

The Next Generation Science Standards: Where Are We Now and What Have We Learned? (middle school)

Collaborative Concept Maps: A Voice for All Science Learners (middle school)

A Day in the Field (high school)

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

Follow NSTA

Young children’s imaginative play often includes creating family groups with toy animals or dolls, and role-playing with housekeeping and dress-up materials. They recreate the relationships they experience or know of from books and other media. As a “mother dog,” a child will tell the “puppies” to follow her. Children who behave out of character, such as sitting at a table instead of curling up on a blanket on the floor, get called out by other children–“Dogs don’t sit at tables!” Children who wear clothing not designed to go together may be told, “Doctors don’t wear hardhats!” Sometimes children’s lack of experience may be revealed in their play. I don’t hear “Girls can’t be doctors” these days but I have heard “Only boys can drive the truck,” in spite of the role models available today.

Just as we work to expand children’s understanding of when the Moon is visible (not only at night as portrayed in most media but in the daytime too), we can expand children’s understanding of gender roles in careers, friendships, and family. Just as we create a safe environment for children to voice their questions about science content, we maintain that safe environment for all questions.

Daymoon by Phil Davis on NASA site

Some resources for these discussions include:

• Bringing Boys and Girls Together: Supporting Preschoolers’ Positive Peer Relationships by Hillary Manaster and Maureen Jobe. Young Children. November 2012.

http://www.naeyc.org/yc/files/yc/file/201211/Manaster.pdf 

• Every Color on the Canvas: Using Art to Explore Preschoolers’ Understanding of Differences by Meagan K. Shedd and Rebecca L. Coyner. July 2015. Young Children. 70 (3): 84-87

• U.S. Dept of Health and Human Services, Administration for Families and Children. Partnering with LGBT families in Early Head Start and Head Start by Angie Godfrey. June 18, 2013.

http://www.acf.hhs.gov/blog/2013/06/partnering-with-lgbt-families-in-early-head-start-and-head-start

• Welcoming Schools, a resource for educators for tools to address bias-based name-calling and bullying, and to meet the needs of students whose family structures are not well represented or included in school environments.

http://www.welcomingschools.org/pages/who-can-marry-whom-inclusive-conversations-about-marriage/ 

Any conversations that encourage critical thinking and using evidence from observations help children build their understanding of the world. Read about moon misconceptions in children’s literature in “The Moon in Children’s Literature: How to avoid the pitfalls of introducing misconceptions when reading about the Moon,” by Kathy Cabe Trundle and Thomas H. Troland in the October 2005 issue of Science and Children.

When I ask students to write about a topic, most try to submit a collection of copy-and-paste paragraphs. I’m looking for strategies to help students create original writing.  —H., Georgia

Before the Internet, when students were assigned to write on a topic, they went to the library, found the topic in an encyclopedia, and copied enough words to meet the length criteria. Fast-forward to today’s world of online searching, Wikipedia, and electronic copy/paste and you have updated the situation.

In the old days, as students copied by hand, they at least had to look at the words. I recently watched a biology student completing a vocabulary activity on cells. With his laptop he copied and pasted a definition of nucleus—as the center of an atom composed of protons and neutrons!

Synthesizing information from several sources is a useful process. But it might not be an intuitive one for students. When I was teaching middle school, each student created a report on an endangered animal. Even though I told the students I wanted to see their own writing, I still had many copy-and-paste versions. It was clear that students needed some guidance and examples of how to gather and use information from several sources.

Although my colleagues at the high school level swore by index cards and outlines for preparing reports, I knew these would be hard for many seventh graders. My classes included special education students, so I asked the special education teacher if she had any suggestions for helping students organize information and use what they find.

My colleague introduced me to the idea of using a “matrix” to help break down the task and provide a graphic organizer for the information. We worked together to design a template, realizing that what was helpful for special needs students would be helpful for all.

It was a one-page document, with a table. The column headers were blank for students to identify the sources they used (the librarian helped explain how to document the sources). The row labels were for characteristics of the animal. We brainstormed these labels in class. Most classes came up with the same ones, but it gave students some input into the document. If they didn’t think of it, I suggested a row for “interesting facts.” (Here is an example of a Matrix–feel free to download and adapt!)

As students found information, they filled in a column for each source. They had questions: What if a source doesn’t have information for a box? (Put “N/A”—it shows the value of multiple sources.) I can’t fit everything into the box. (The size of the square means just a summary the facts–not a lot of writing.) It was another teachable moment when students realized that some sources had different information.

The effectiveness of this strategy became apparent when they started to write. This time, they looked at each row to summarize and elaborate on the topic. For students who weren’t sure how to start, I suggested opening with an interesting fact, writing one or two paragraphs for each row, and concluding with another interesting fact. It was an “aha” moment for students as they saw their original writing emerge. We did the writing in class, which took a few class periods. My colleague and I decided it was worth it when we saw the results.

One year, two students showed me how they took the matrix idea and used it to organize their own notes on arthropods. The column headings were classes of arthropods and the row labels were characteristics such as number of legs. I asked them to explain why this was more helpful than an outline or text paragraphs. They said that it was really easy to see how the classes of arthropods were similar and how they were different—quite an observation! I also used this strategy with high school students, and the use of matrix organizers morphed into my dissertation topic.

Both parts of the process—notetaking and writing—can be done electronically. The final document could be a written report, presentation slides, a foldable, or infographic.

I ran into a former student at a social event in our community. We reminisced about school, and he said that he still had his endangered animal report and read it to his kids!

Fourteen years after it was first signed into law and seven years after it expired, the U.S. Senate passed legislation on Thursday, July 16 to overhaul the Elementary and Secondary Education Act–commonly known as No Child Left Behind–by a vote of 81 to 17.

The Every Child Achieves Act, the bipartisan agreement by Senate education committee Chairman Lamar Alexander (R-TN) and Ranking Member Patty Murray (D-WA), contains a significant program for STEM education and retains the requirement that states continue testing in math and science. Overall the bill reduces the role of the federal government and gives states the flexibility not found under No Child Left Behind.

On July 8, the House of Representatives passed the largely partisan Student Success Act (H.R. 5)​ their bill to reauthorize the Elementary and Secondary Education Act.

Next up is work on the final House-Senate conference agreement, as education leaders work to find a compromise between many of the differing issues/ policies (greater accountability, students opting out of testing, Title I portability) in the two bills and produce a final bill acceptable to their respective caucuses and to the White House. Chairman Alexander is quoted as saying he would like to get a bill to the president this fall.

STEM advocates are gearing up now to ensure that the final bill will retain the Senate’s strong STEM focus. Watch for upcoming issues of NSTA Express and special NSTA Legislative Alerts to find out how you can help ensure STEM education remains a priority in the final federal education law.

• Read the Education Week blog on passage of Every Child Achieves Act.
• Read the Senate press release on passage of the bill.
• Read the AP article on the bill.

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.

Follow NSTA

“Here we go” was a tweet from a delegate attending the 2015 National Congress on Science Education (NCSE), held last week in Omaha, Nebraska, by the National Science Teachers Association (NSTA); excitement was evident from start to finish! Congress was the venue for delegates to tweet “NCSE gave me tools to conquer challenges facing science education in my state.” If you haven’t already figured it out, NCSE became the highlight of social media.

Opening session at #NSTAcongress Let the rich discussion begin. @NSTA pic.twitter.com/BB693uPXNl

— Teshia Birts (@TeshiaBirts) July 15, 2015

Congress started with a special celebration of the 2015 Robert Yager Excellence in Science Education Award recipients. Several tweets appeared while the six recipients made their presentations…“Inspiring to hear examples of truly engaging students as best practice from the Yager Award Winners!” and “Joe Ruhl (Yager Award recipient) sharing with #NSTAcongress about teaching techniques.” His strategies focused on the five “Cs” – Choice, Collaboration, Communication, Critical Thinking, and Creativity. Beverly Kutsunaj, the Robert Yager scholar, shared her success in her first grade class. She “stops talking and brings out a camera.” Creativity was apparent not just in teaching styles but also in how students were encouraged to be “creative in their thinking” as they learn science as a process.

Yager awards on night one of #NSTAcongress in Omaha. @NSTA @caahayes pic.twitter.com/mfImpgNHtJ

— Douglas Hodum (@DougHodum) July 15, 2015

Day two of Congress began with two energizing speakers yielding tweets such as:

• “NSTA membership voice heard – organized advocacy gets STEM into ESEA bill”
• “It’s time to get our teeth”
• “Your teacher voice matters here!”
• “Teacher advocacy is so vital for us to be heard.”

@NSTA @AchieveInc Stephen Pruitt-The most trusted voice in ed are teachers and we must use our voice! #NSTACongress pic.twitter.com/OOu5i6KW0a

— Al (@alsbyers) July 16, 2015

Jodi Peterson from NSTA and Stephen Pruitt from Achieve provided excitement as Jodi shared the work on the ESEA bill and Stephen inspired Congress attendees to be “leaders.” His talk had people saying: “Teachers have been saying for too long I am just a teacher – play an active role.” And he defined a LEADER with works: learn, endurance, aspiration, determination, excellence, and respect. The morning session carried over into the issue forums: Leadership and Advocacy, Elementary Education, and Professional Learning. The issue forums yielded six resolutions. Two resolutions focusing on the NSTA Elementary School position paper and collaboration with CAGs were presented to the NSTA leadership and were passed. Three other resolutions were directed to the NCSE focusing on collaboration and pre-service teacher programs.

Peterson: NSTA’s network, including state chapters like GA, was successful getting STEM language into ESEA rewrite #NSTAcongress

— GA Science Teachers (@GSTANews) July 16, 2015

The NCSE planning committee introduced two new events: a share-a-thon event with “deeper dives” and the “unconference.” These events produced tweets “Where networking really WORKS” and “Professional Learning happens here!” The share-a-thon included fourteen opportunities for NCSE participants to learn about topics such as “Google Tech Tips for CAGs,” “Ideas for Joint Conferences,” and “Teaching Advocacy & Communication Strategies.” Because of the excitement found in the workshops and share-a-thon additional sessions were added for deeper dives. These tweets reflect the energy of these sessions:

• “Share-a-thon sessions at NCSE. Great collaboration happening!”
• “Meeting of great minds”
• “When you get this many science teachers in one place, something fun always happens!”

Share-a-thon sessions at NCSE. Great collaboration happening! #nstacongress pic.twitter.com/7RrzSNJQ1X

— Sally Creel (@Sally_Sci) July 17, 2015

 “Unconference” sessions yielded a surprise that no one expected. These sessions were not only facilitated by the participants of NCSE as planned but from a group who was also holding a meeting at the hotel.  The Society of Women Engineers introduced themselves to the planning committee and learned of the “unconference.” This resulted with NCSE participants being introduced to the initiatives the society supports to get more girls into engineering. A great example of “Where networking really WORKS.”

Mary Gromko President-Elect @NSTA shares that the 2016 #nstacongress will be held Denver in July. pic.twitter.com/KWDHhlDIWr

— Al (@alsbyers) July 18, 2015

With next year’s Congress planned for Denver, NCSE participants want to continue the conversation because “Teaching is the one profession that creates all other professions. Stand proud: I am a Teacher.” “Leadership means finding solutions, together.” The 2015 Congress has left its mark on promoting leadership at the state level. “We as teachers, as leaders, will make the world a better place. I am a teacher.” was a message tweeted to all.

We encourage all NSTA members to share your thoughts about what you have learned from Congress using #NSTAcongress. NSTA will work with our chapters and affiliated groups to continue to “Engineer Next Generation Science Leaders.”

Closing Tweet: “NCSE – great minds are offering ideas to improve & support quality science education acro
ss the nation.”

NCSE – Great minds are offering ideas to improve & support quality science Ed across the nation. #nstacongress pic.twitter.com/1UpjAePOyA

— Sally Creel (@Sally_Sci) July 17, 2015

Carolyn Hayes is the NSTA President, 2015-2016; follow her on Twitter at caahayes.

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

Follow NSTA

This October, the National Science Teachers Association (NSTA) will feature a special strand “Bundling the NGSS and CCSS” at our 2015 Area Conference on Science Education, in Reno, October 22-24. Teachers ask frequently how to connect the Next Generation Science Standards (NGSS) to the Common Core State Standards (CCSS), and Reno will be the place to get answers! Science learning includes the content areas of mathematics, English language arts, and English language development. Bundling instruction allows teachers to incorporate multiple standards at the same time for purposeful learning and real-world applications. This strand increases participants’ understanding and ability to simultaneously teach science, the CCSS, and beyond.

The featured presentation for this strand will be “Connections of NGSS to CCSS for All Students, Including English Language Learners,” on Friday, October 23 12:30 PM – 1:30 PM, in the Reno-Sparks Convention Center, C1. Presenter Okhee Lee (New York University: New York, NY) will address connections of the NGSS to the Common Core State Standards, in English language arts and mathematics for all students…and English language learners in particular. Okhee Lee will highlight relationships and convergences between the NGSS and CCSS from both a content perspective and a language perspective. In addition, the presentation will engage participants to explore how teachers can promote disciplinary practices in the NGSS and CCSS while promoting language development.

Below is a small sampling of other sessions on this topic:

• Keep Calm and Teach Science…and Math…and ELA: An Integrated Approach
• Science Has Many Stories to Tell: NASA Literacy Resources for Your Students
• Inquiring Minds Want to Know…How to Create a PBL Unit
• Identifying the Hidden Opportunities: Embedding CCSS ELA in Your Current Science Lessons
• Talking Points: The Role of Talk in the Science Classroom

Want more? Check out more sessions and other events with the Reno Session Browser/Personal Scheduler. Follow all our conference tweets using #NSTA15, and if you tweet, please feel free to tag us @NSTA so we see it!

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

Future NSTA Conferences

2015 Area Conferences

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

2016 National Conference

• Nashville, March 31–April 3

2016 STEM Forum & Expo

• Denver, July 27–30

Follow NSTA