2021 Los Angeles Area Conference - Sessions

Using Stop-Motion Animation to Model Chemical Reactions

Learn how to help students create stop-motion animated movies to model the atomic rearrangement that occurs during simple chemical reactions!

Takeaways: Attendees will learn: 1. basic techniques for planning and creating stop-motion animated films; 2. how to use this tool to model the atomic rearrangement that occurs during chemical reactions; and 3. how best to teach students how to use stop-motion to create their own animated movie models.

Speakers

Steven Gaskill (K.O. Knudson Middle School: Las Vegas, NV), Heather Rampton (K.O. Knudson Middle School: Las Vegas, NV)

Presenter Materials for this Session:
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Inspiring Literacy and Science Interest with Data

We use data to do science; data literacy is its own set of skills. Young learners benefit when we integrate data, literacy, and science together.

Takeaways: 1. Identify how data literacy is a critical aspect of literacy and science literacy in the 21st century; 2. Explore strategies and resources to use to authentically integrate data into K–5 science instruction; and 3. Develop a plan for next steps to elevate data as an aspect of meaningful connections between literacy and science.

Speakers

Kristin Hunter-Thomson (Dataspire Education & Evaluation, Rutgers University: Princeton, NJ)

Presenter Materials for this Session:
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Using CERs as Formative Assessment to Show Student Learning in Interactive Notebooks

In this session, attendees will learn how to get students to write a scientific argument using a CER tool. They will also learn about a self-evaluation tool students can use to critique their writing.

Takeaways: Attendees will learn: 1. how to use a CER writing tool to make sure students are writing high-level scientific arguments; 2. the importance of the self-evaluation tool when writing CERs; and 3. how to use student interactive notebooks as a tool if students are reaching the learning goal.

Speakers

Nikki Luckin (Fairmont Elementary School: Sanger, CA)

Presenter Materials for this Session:
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Taste Buds in Your Gut? Exploring Taste, Cell Communication, and Glucose Homeostasis

Experiment with the “sugar-blocking” tea Gymnema sylvestre and model cellular communication pathways in the tongue and the gut before evaluating possible mechanisms of action.

Takeaways: Participants will learn: 1. how to model the physiology of sweet taste perception; 2. how the systems that detect sugar can be disrupted; and 3. how to evaluate three proposed mechanisms of action.

Speakers

Joan Griswold (University of Washington: Seattle, WA)

Presenter Materials for this Session:
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Does Black English Stand Between Black Students and Success in Science?

Discussion centers on tools to properly analyze Black students’ scientific work to determine if the misconceptions and misunderstandings are a learning issue or language issue. This workshop focuses on the use of language to reduce the ethnic achievement gap in science.

Takeaways: 1. Analyzing students’ work from a linguistic lens; 2. Recognizing biases when it comes to student language; and 3. Pushing Black students academically forward without making them feel torn between two language worlds.

Speakers

Jonte' Lee (Calvin Coolidge Senior High School: Washington, DC)

NASA's Space Food and Nutrition

Explore caloric and nutritional values of NASA's space food. Discover a menu of inquiry activities/resources to integrate into the classroom to satisfy your STEM appetite.

Takeaways: 1. Explore NASA STEM activities that investigate space food and nutrition for astronauts living on the Space Station; 2. Construct sample space food menus to develop a better understanding of nutrition for human space exploration; and 3. Make connections between math, science, nutrition, and exercise while exploring the impact of living in space and in our gravity-filled environment here on Earth.

Speakers

Barbie Buckner (NASA Goddard Space Flight Center: Greenbelt, MD)

Presenter Materials for this Session:
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STEM Teaching Tools: Resources for Justice-Centered Science Instruction

Choose which of these free resources for equitable science instruction are most relevant to your work. Then read, discuss, and plan!

Takeaways: 1. Science learning is culturally rooted, and strong instruction should take an asset-based approach to young peoples’ ways of thinking and knowing; 2. Developing more inclusive classrooms is a constant process. There are always steps educators can take to support equity, no matter where they are in their journey; and 3. These resources offer tangible next steps educators can take toward equity in their classroom, from identifying meaningful anchor phenomena (stemteachingtools.org/brief/42) to teaching biology in more gender-inclusive ways (stemteachingtools.org/brief/76) to fostering more student talk (stemteachingtools.org/brief/35).

Speakers

Deb Morrison (University of Washington: Seattle, WA), Abby Rhinehart (University of Washington: Seattle, WA)

NSTA Press Session: Ignite Your Professional Teaching Practice with NSTA’s Trilogy of Three-Dimensional Resources

Join us as we explore how NSTA’s three-dimensional resources can be utilized to enhance your teaching. Walk away with effective strategies for science teaching and learning and hear from educators as they provide tips for using these resources.

Takeaways: 1. Hear from classroom teachers about how they are using NSTA Press publications; and 2. Leave with top-notch teaching tips and innovative lesson plan ideas that promote imaginative learning and student engagement.

Speakers

Tricia Shelton (NSTA: Arlington, VA), Wendy Binder (NSTA: Arlington, VA)

Supporting Three-Dimensional Learning Through Model-Based Inquiry Units and Resources

We will introduce a collection of units and resources to help teachers engage students in three-dimensional learning through model-based inquiry.

Takeaways: 1. How to utilize modeling across entire units of instruction; 2. Ways to anchor student learning in authentic phenomena; and 3. How to use public records to keep track of student ideas.

Speakers

Ron Gray (Northern Arizona University: Flagstaff, AZ)

Presenter Materials for this Session:
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Using Phenomena to Promote Sensemaking and Deepen Coherence

Dissect the differences between flashy engagers and phenomena to identify essential components of effective phenomenon-based teaching. Critically consider phenomena with personal relevance for your students.

Takeaways: 1. Build a deeper understanding of the differences between “hooks” and phenomena, 2. Consider and identify the benefits of using contextual, locally inspired phenomena to support all students, and 3. Identify potential local phenomena for their own classrooms to support more inclusive learning

Speakers

Martha Inouye (University of Wyoming: Laramie, WY), Ana Houseal (University of Wyoming: Laramie, WY)

Presenter Materials for this Session:
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Partnering with NSTA to Reach Your Professional Learning Goals

Explore how to take advantage of NSTA’s vast resources and pathways, including both asynchronous and synchronous options, to create personalized professional learning.

Takeaways: 1. Discover the value of being a School or District NSTA Partner; 2. Explore how to maximize online professional learning for all teachers; and 3. Discover how to utilize NSTA's online learning resources to support in-person professional learning.

Speakers

Tricia Shelton (NSTA: Arlington, VA), Wendy Binder (NSTA: Arlington, VA)

Discover NSTA’s New Professional Learning Units to Earn Continuing Education Credit

Explore NSTA’s NEWProfessional Learning Units. Discover these bite-sized asynchronous professional learning experiences that support student sensemaking to earn credit to submit to your school or district.

Takeaways: 1. Discover how NSTA can provide asynchronous and bite-sized continuing education credit options (2 hours per PLU); 2. Explore how each PLU contains reflections or tasks connected to the classroom that are submitted to NSTA for review or feedback; and 3. Explore how we can support professional learning for individuals or schools/districts including the flexible options available for Professional Learning Unit topics, and how these fit into our Professional Learning pathways.

Speakers

Elizabeth Allan (University of Central Oklahoma: Edmond, OK), Tricia Shelton (NSTA: Arlington, VA)

Tools for Justice-Centered Climate Change Teaching and Learning

Our students are already impacted by climate change. How can we teach about it in ways that help them all thrive on a damaged planet?

Takeaways: 1. Justice-centered climate science instruction is possible and needed throughout the grade span, and intersects with a variety of other ecological topics; 2. Our young people are already aware of and experiencing the effects of climate change, and educators are in a unique position to help them better understand and process this new reality; and 3. There are many resources already available to support educators in this work, even if it may sound daunting at first.

Speakers

Deb Morrison (University of Washington: Seattle, WA), Abby Rhinehart (University of Washington: Seattle, WA)

Using Three-Dimensional Prompts to Drive Student Sensemaking

Learning science means engaging in DCIs, SEPs, and CCCs. Come explore how to generate authentic prompts that integrate all three dimensions to drive student learning.

Takeaways: 1. Practice creating 3-D prompts that explicitly promote the three dimensions and drive more integrated student learning and assessment; 2. Learn how to adapt your own questions and prompts to better target specific dimensions; and 3. Consider how framing of activities, through questions and prompts, can support specific DCIs, SEPs, and CCCs.

Speakers

Ana Houseal (University of Wyoming: Laramie, WY), Martha Inouye (University of Wyoming: Laramie, WY), Jessica Stephens (Rock Springs Junior High School: Rock Springs, WY)

Presenter Materials for this Session:
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Fueling Success with Students—Win Up to $10K for You and Up to $15K for Your Classroom

Do you impact your school and community with STEM? If you teach K–12, then come learn how to apply to win one of eight Shell-supported awards, and a teacher competition.

Takeaways: 1. Share your passion and practice by applying for one of eight awards, and a teacher competition; 2. Learn from past Shell awardees, finalists, and judging panel members’ important tips to apply for this award; and 3. Learn how to win a trip to the 2022 NSTA Houston National Conference, March 31–April 3, 2022.

Speakers

Amanda Upton (NSTA: Arlington, VA), Ruth Ruud (Cleveland State University: Cleveland, OH)

Presenter Materials for this Session:
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Transforming Science Classrooms by Redefining Learning Spaces with Stile

Redefine your science classroom with Stile technology. Experience how Stile empowers teachers to facilitate student-centered learning environments, all grounded in relevant, real-world science.

Takeaways: 1. Technology in science classrooms should redefine how we teach, not substitute it; 2. Current classrooms require multiple entry points for students to learn; and 3. Teachers can redefine how they plan for, facilitate, and analyze student thinking connected to the NGSS.

Speakers

Shawna Jensen (Stile Education: Los Angeles, CA), Julianna Jimenez (Stile Education: Los Angeles, CA)

What Do I Do with This? Making Sense of Your Assessment Data

We are awash in assessment data, but often it’s overwhelming to make sense of it. Join us to learn tips and strategies for wrangling data.

Takeaways: 1. Explore new ways to organize data collection and raw data to aid in exploring the data for stories after it is collected; 2. Acquire skills in tying questions, data types, and data visualizations to enhance your ability to make sense of the assessment data; and 3. Identify next steps to better utilize and leverage your assessment data to help you measure students’ success and know what steps to consider next.

Speakers

Kristin Hunter-Thomson (Dataspire Education & Evaluation, Rutgers University: Princeton, NJ)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Getting Students to Read in Science

Reading should not be limited to English courses. Leave with strategies on how to motivate students to explore science through scientific novels. Review three years of qualitative data on how novels increased  literacy, scientific fluency, scientific connectivity, and college preparation in a marine biology course.

Takeaways: Teahers will: 1. learn how to use articles to make their content more applicable to the lives of the students; 2. receive strategies on how to get students to read more scientific articles; and 3. receive resources on selecting grade-appropriate scientific articles.

Speakers

Jonte' Lee (Calvin Coolidge Senior High School: Washington, DC)

Local Phenomenon-Based Projects

Come learn about using community-based phenomena as the basis for long-term STEM projects.

Takeaways: 1. How to intergrade local phenomena into STEM projects; 2. Using eCYBERMISSION in your middle school science classroom; and 3. How to better engage middle school students with local problems.

Speakers

Sue Whitsett (NSTA: Arlington, VA)

NSTA Press Session: Argument-Driven Inquiry as a Way to Bring Three-Dimensional Instruction to Your Classroom

Argument-Driven Inquiry is an instructional model that gives students an opportunity to learn how to use DCIs, CCs, and SEPs to explain natural phenomena and creates a learning environment where students are able to talk, read, and write in the service of sensemaking.

Takeaways: 1. How to use this instructional model, or way of teaching, to give students an opportunity to learn how to use the DCIs, CCs, and SEPs to make sense of natural phenomena; 2. How to give students an opportunity to use their own ideas and ways of communicating to talk, read, and write in the service of sensemaking; and 3. How to give students more opportunities to decide what counts as valid and acceptable and develop new criteria for what counts evidence in science.

Speakers

Todd Hutner (The University of Alabama: Tuscaloosa, AL)

Modeling Stellar Evolution Using NASA Images, Data, and STEM Analysis Tools

Model stellar evolution processes using NASA images, plotting H-R diagram transitions, and determining the chemistry and physics of supernovas using NASA STEM image analysis tools.

Takeaways: 1. Knowledge of the process of how stars form and change over time ending in catastrophic events, providing conditions for the formation of planets; 2. Students will understand that all knowledge of celestial events is determined by analyzing the light from these events and providing possibilities—not definitive answers, as the data can be interpreted differently; and 3. Image analysis software tools allow scientists to gain detailed information of stellar physical and chemical processes and constantly refine our evolving models of stellar evolution.

Speakers

Donna Young (NASA/NSO/UoL Program Manager: Laughlin, NV)

Presenter Materials for this Session:
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Every Park in a Classroom: OutSCIder Classroom

Discover how to connect your classroom to America’s best idea, our National Parks System. Participants will get access to engaging NGSS-focused science videos and instructional resources to connect classrooms to our public lands.

Takeaways: 1. Integrate lesson plans with instructional materials that connect students to our national parks; 2. Develop a sense of environmental stewardship and conservation with students; and 3. Make concepts and current environmental impacts on the parks relevant to your students.

Speakers

Chris Anderson (Hamilton County ESC: Cincinnati, OH)

Presenter Materials for this Session:
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Making Science Inquiry Work for Emergent Bilinguals

Learn how the structure of your inquiry activities can produce roadblocks for emergent bilinguals, and how shifts based on student strengths increase engagement and success.

Takeaways: 1. Good science modeling uses words and picture to make meaning. Working through multiple representations of phenomena shares similarities to translanguaging among bilinguals, resulting in a resource as opposed to a deficit approach to learning; 2. Student collaborations centered around representations, as opposed to language, are more inclusive and improve understanding for all students; and 3. Generative frameworks through chunking steps and heuristics allow for organization of understanding and context transfer.

Speakers

Christopher Moore (University of Nebraska Omaha: Omaha, NE)

Science—It's LIT!

Discover best practices for incorporating ELA and technology—they're easy to implement in your classroom! Grab your device and let's talk all things science…it's LIT fam!

Takeaways: 1. Examples of activities and assignments will be shared that can be incorporated in a variety of classroom science activities; 2. Attendees will create a foldable that can be used for a variety of topics and see how it was used in the classroom; and 3. Attendees will participate in a digital activity that can be manipulated to fit their content.

Speakers

Andrea Starks (Houston Middle School: Germantown, TN)

Presenter Materials for this Session:
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Leading Conversations Around Identity, Race, Belonging, and Bias in STEM Spaces

Join the UCLA Science Project as we explore structures and formats for science leaders looking to engage teachers around social justice in STEM classrooms.

Takeaways: 1. Co-construct a learning experience centered around inclusion and belonging within school site meetings; 2. Recognize how our identities and lived experiences impact our approaches to science education and leadership; and 3. Establish space and culture that sustains conversations around equity issues.

Speakers

Leticia Perez (UCLA Science Project: Los Angeles, CA), Zachary Cue (UCLA Science Project: Los Angeles, CA)

Making Student Thinking Visible: Developing and Using Models in Instruction and Assessment

We will explore how students can use modeling and linked practices to engage with phenomena. Participants will take home a goody bag and lesson plans.

Takeaways: 1. We will demonstrate how students can use modeling, argumentative writing, and data analysis to explain different scientific phenomena throughout Earth and space sciences, life science, and physical sciences; 2. Participants will have the opportunity to build and revise three different kinds of models during the session as learners, and then reflect on how to use the same strategies with their students; and 3. Everyone will engage with different modeling scaffolds that increase inclusion and link the practice of modeling to others such as arguing from evidence, analyzing and interpreting data, and obtaining, evaluating and communicating information.

Speakers

James Clark (Director: Pleasanton, CA), Samantha Johnson (Arroyo High School: San Lorenzo, CA)

Presenter Materials for this Session:
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You 👏🏻  Better 👏🏻  Work 👏🏻—From Modeling to SuperModeling

From concrete to abstract—encourage students to revise working models to become “supermodels.” Join us for a hands-on activity and leave with tools for your grade level.

Takeaways: 1. Gaining a better understanding of various types of models; 2. Using models to create an inclusive environment; and 3. Improving models as a means to authentically assess.

Speakers

Julia Cook (Savvas Learning Co.: Paramus, NJ), Ruperto Gloria (Savvas Learning Co.: Paramus, NJ)

Building STEAM Through Community Collaborations—You're Not Alone!

Learn about a STEAM Ecosystem providing hands-on connections between NGSS and STEAM careers. The collaborative includes a large school district and nine community agencies.

Takeaways: Each attendee will be provided with Dramatic Results’ STEAM Ecosystem Mapping Tool to take back to their communities to: 1. identify potential collaborators in their community (“community” includes local, regional, national\, and even international) strengths and challenges posed with each potential collaborator; 2. establish shared goals for their STEAM Ecosystem; and 3. learn how to adapt their STEAM Ecosystem to include both in-person and virtual engagement and program delivery.

Speakers

Tori-Ann Hampton (Dramatic Results: Signal Hill, CA), Christine Pham (Dramatic Results: Signal Hill, CA)

Infusing Your STEM Curriculum with Real-World Connections

Discover how students may use their mobile devices to document “science in action,” anytime, anywhere, in this unique intersection between socratic questioning and place-based learning.

Takeaways: How students may use their mobile devices: 1. to demonstrate their knowledge of scientific concepts in a real-world context; 2. connect this real-world context to crosscutting concepts; and 3. explore how this learning model may be used to support service learning in the science curriculum.

Speakers

Eric Walters (Marymount School of New York: New York, NY)

Presenter Materials for this Session:
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Creating and Maintaining an Equitable Science Classroom

STEM classrooms should establish a welcoming environment in which all individuals can use their cultural knowledge and practices to make sense of the world.

Takeaways: 1. A shared understanding of equity and social justice in science classrooms and STEM communities; 2. Approaches to identify and honor student-lived experiences and cultures; and 3. Challenge conventional notions of what counts as science.

Speakers

Jon Kovach (UCLA Science Project: Los Angeles, CA)

Historical Accounting of Oppression in STEM Spaces

Empowering students to make science-based decisions requires acknowledgment and dialogue around the injustices marginalized communities have endured within scientific fields.

Takeaways: 1. Develop empathy through the exploration of historical events that have accumulated generational mistrust of STEM communities; 2. Create opportunities to acknowledge and validate personal experience even when it might contradict our personal experience or larger data sets; and 3. Explore the impact of the objectivity myth perpetuated within STEM educational spaces.

Speakers

Justin Betzelberger (UCLA Science Project: Los Angeles, CA), Zachary Cue (UCLA Science Project: Los Angeles, CA)

Mathematics and Computational Thinking Using Authentic Data and Practices

Start highlighting the practice of mathematics and computational thinking! We’ll utilize resources that allow students to engage in traditional and less traditional ways.

Takeaways: 1. Participants will engage as learners in different levels of mathematical representations, all of which emphasize how to make the practice more inclusive of all students; 2. Everyone will leave being able to demonstrate at least three different ways to mathematically represent authentic data; and 3. Participants will look critically at how to scaffold different graphical texts for student analysis.

Speakers

James Clark (Director: Pleasanton, CA), Samantha Johnson (Arroyo High School: San Lorenzo, CA)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)