USA S&E Festival Coffee Break 2 - January 2022
 

NSTA Engage: Spring21 - Sessions

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Displaying 7 results

Wednesday, April 28
7:00 PM - 7:45 PM
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Making Science Inquiry Work for Emergent Bilinguals

Learn how the language and structure of your inquiry activities can produce roadblocks for emergent bilinguals, and how subtle shifts dramatically increase engagement and success.

Takeaways: 1. A resource versus-deficit perspective and building lessons around abilities; 2. Breaking down language barriers in student-student collaborations through effective modeling; and 3. Using multiple representations in science, utilizing emergent bilingual's strength with translanguaging.

Speakers

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

Thursday, April 29
5:30 PM - 6:15 PM
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Experience Kinematics: Using Data to Understand Motion

Learn what representations and data your students can use to bridge phenomena and mathematics, and how to assess kinematics understanding, as opposed to rote algebra skills.

Takeaways: 1. Using authentic data from real, open-access journal articles to model motion; 2. Students using multiple representations to shift back and forth from pictures, graphs, and math; and 3. Assessing students' understanding through their performance using real data.

Speakers

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

Wednesday, May 5
4:00 PM - 4:45 PM
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Preservice Day Session: Engaging in Climate Science

In this session preservice teachers will explore several activities that help them present climate science through data collection, virtual modeling, and place-based inquiry.

Takeaways: 1. Examine how increasing the amount of black carbon (soot) on Earth's surface, especially in the polar regions, can increase the amount of energy absorbed by Earth's surface; 2. Become familiar with the AMS Conceptual Climate Energy Model, a computer simulation designed to enable you to track the paths that units of energy might follow as they enter, move through, and exit an imaginary planetary climate system; and 3. Use local empirical data from the U.S. Weather Service to discover climate change at a local level.

Speakers

Richard Jones (University of Hawaii-West Oahu: Kaploei, HI)

Presenter Materials for this Session:

Engage and Explore Black Carbon with Windows to the Universe.pdf
Using a simple activity available from Windows to the Universe, students will investigate the climate effects of increasing amounts of black carbon on the absorption of solar radiation on the Earth's surface.
Engage with your local Climate using NOAA Data
Using "local" data from NOAA’s National Climatic Data Center (NCDC) engage with the climate in your home.
Engage and explore climate models with the AMS Conceptual Climate Energy Model
Engage in an investigation that explores energy flow in a highly simplified representation of an imaginary planet and the space environment above it. The purpose is to provide insight into the impacts of physical processes that operate in the real world. We will also engage with Climate Variability and Climate Change... as it enters, resides in, and exits a planetary system model
Key for the Honolulu 2020 Activity
Key to accompany Empirical Climate from a Local Perspective Activity.
Key to AMS CCEM Activity
Key to accompany the Simply Climate Model Activity
Presentation from Engaging in Climate Science
PDF of the presentation to accompany the three activities presented in the session.
Weblinks from session
Weblinks associated with Engaging in Climate Science presentation.

Thursday, May 6
6:30 PM - 7:15 PM
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Bringing Indigenous Ways of Knowing into Place-Based STEM Projects

Explore with Indigenous Knowledge Keepers how and why to include Indigenous Ways of Knowing and voices in your place-based STEM projects.

Takeaways: With guidance from an Indigenous Knowledge Keeper: 1. gather examples of, and reasons for, looking at NGSS PEs, DCIs, SEPs, and CCCs through the complementary lens of Indigenous Ways of Knowing, which we call Indigenizing STEM; 2. create an ancestral land acknowledgement statement, with instructions, that can be used at your school, organization, or project site; and 3. create an honoring (blessing) protocol from the Indigenous perspective that acknowledges the respected human-environment relationship. This protocol could be done on the land of STEM project before changing or taking from the ecosystem.

Speakers

Laura Arndt (Global GreenSTEM: Franktown, CO), RunningHorse Livingston (Mathematize, Inc.: Madison, WI), Pte Ska Hinapa Wi Poor Bear (Indigenous Educator and Knowledge Keeper: Denver, CO)

Presenter Materials for this Session:

https://native-land.ca/
Go to Native-Land.ca to learn of the Native Nations who originally lived on and cared for the land where you are on. Do an internet search for information about this tribe or nation to learn about their relationship with and stories about the natural world. How could you respectfully contact someone to learn more? Use guidance on the website A Guide to Indigenous Land Acknowledgement and download The Honor Native Land Guide pdf another website to write a land acknowledgement for your land-bas
Why include Indigenous Knowledge in Your Land-based Project
In this fun and thought-provoking video, RunningHorse Livingston, a member of the Bad River Band of Lake Superior Chippewa, creatively shows the benefits and value of bringing Indigenous Ways into your scientific study of land and all parts of nature. After watching his video, think about how your land-based project might benefit by including relevant Indigenous Ways of Knowing. In the previous video, you learned who the ancestral Indigenous People are for your land.

Saturday, May 8
3:30 PM - 4:15 PM
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ASTE-Sponsord Session: Mill Mothers' Lament: Employing 3-D Learning to Support Justice-Oriented Science Teacher Education

Investigate an historic epidemic that disproportionately impacted persons experiencing poverty 100 years ago. We'll use materials designed to support preservice and inservice teachers’ critical science consciousness.

Takeaways: Attendees will learn: 1. that making connections between science and systemic inequities explicit is a culturally relevant practice; 2. how exploring systemic inequities through science practices, disciplinary content, and crosscutting concepts supports teacher candidates’ critical consciousness development; and 3. how to create a critical inquiry case study around an issue of interest in their own instructional context.

Speakers

Lenora Crabtree (The University of North Carolina at Charlotte: Charlotte, NC)

Saturday, May 8
3:30 PM - 4:15 PM
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Designing Your Own Online Labs

Good data-based labs are priceless. Developing your own is hard—especially for online. Walk through the process of designing online, data-based labs.

Takeaways: 1. Identify the differences between developing online labs and face-to-face labs; 2. Become familiar with some tools and resources available to help you design your own online, data-based labs; and 3. Be able to identify additional supports students will need in online settings.

Speakers

Zack Stockbridge (Southwestern Community College: Sylva, NC)

Presenter Materials for this Session:

How to Ask for Help in Online Courses (esp. Science and Math)
A lot of students don't actually know how to ask for help. They will just send you an email saying, "I don't understand the assignment!" This brief video gives students a little bit of quick coaching on how to ask their instructors for help - what things will help them get the quickest and most helpful reply from their teachers.

Saturday, May 8
5:30 PM - 6:15 PM
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ASTC-Sponsored Session: Inspiring the Next Generation of Women in STEM

Do you care about inspiring girls to pursue STEM careers? Then join us to learn about the IF/THEN Collection designed to help ensure equitable gender representation in STEM! The IF/THEN Collection is the world’s largest FREE library of images, videos, and other content portraying women in STEM.

Takeaways: Participants will: 1. learn about the background and purpose of the IF/THEN Collection; 2. learn how to use the IF/THEN Collection to support STEM learning programs; and 3. get hands-on experience utilizing assets from the IF/THEN Collection.

Speakers

Jessica Hay (National Girls Collaborative Project: Seattle, WA)