NSTA Engage: Spring21

May 12-8, 2021

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Preservice Day Session: Engaging in Climate Science

Wednesday, May 5 • 4:00 PM - 4:45 PM

(Only registered attendees may view session materials. Please login with your NSTA account to view.)
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 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
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.
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
Local Climate Empirical Oahu 2020 AMS Lesson Revised
Presentation from Engaging in Climate Science
PDF of the presentation to accompany the three activities presented in the session.
Simple Climate Modeling V2 1
Weblinks from session
Weblinks associated with Engaging in Climate Science presentation.

STRAND: Climate Justice and Climate Science

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

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.

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

Designing Your Own Online Labs

Saturday, May 8 • 3:30 PM - 4:15 PM

(Only registered attendees may view session materials. Please login with your NSTA account to view.)
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.

STRAND: Continuing Effective Distance Learning Strategies Post-COVID

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

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.

Zack Stockbridge (Southwestern Community College: Sylva, NC)

ASTE-Sponsord Session: Mill Mothers' Lament: Employing 3-D Learning to Support Justice-Oriented Science Teacher Education

Saturday, May 8 • 3:30 PM - 4:15 PM

STRAND: Supporting Equity in the Science Classroom

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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.

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.

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

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