NSTA Engage: Spring21 - Sessions

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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.

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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.

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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.

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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.

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