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2022 Chicago National Conference - Sessions

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Displaying 109 results

Wednesday, July 20
11:45 AM - 12:45 PM
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Lunch: Elements of Curriculum-Based Professional Learning

Hyatt Regency McCormick Place - Regency Ballroom

By Invitation Only

Shifting from traditional professional development to curriculum-based professional learning is a simple concept but complex to design and execute well. At its core, it means teachers experience the same kind of inquiry-based learning we expect them to provide their students. Learn more about a Carnegie Corporation of New York report, The Elements, which identifies a core set of research-based actions, approaches, and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum and skillful teaching.

Takeaways: 1. Examine beliefs and assumptions regarding the relationship between high-quality instructional materials, curriculum-based professional learning and student success 2. Gain understanding of the foundation for The Elements, a challenge paper from Carnegie Corporation of New York 3. Learn from science practitioners whose successful curriculum implementation efforts are grounded in the elements and essentials.

Speakers

Jim Short (Carnegie Corporation of New York: New York, NY)

Thursday, July 21
8:20 AM - 9:20 AM
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Homes for the Hurricane Homeless: The Integration of STEM, Place-Based Learning, and Designing Thinking in the Elementary Classroom

McCormick Place - W180

Hurricanes, flash floods, and wildfires. Climate change brings more extreme weather, and the results can be catastrophic to our communities. As the weather becomes more severe, there is an increased need for shelters that can be easily transported and assembled to provide relief shelter for families who have been displaced from their homes. In this session, attendees will engage in an authentic STEM inquiry implemented in third and fourth-grade classrooms. The inquiry was designed so that students would be able to explore homelessness caused by natural disasters and design a tiny house prototype for a family in need. Participants will learn about planning and implementing a place-based and integrated STEM inquiry during this session. A major focus will be on planning and sensemaking as students learn through authentic opportunities and real-world mathematics and science. The presenter will share experiences using the Design Thinking Framework and place-based methodology as a guide for implementing and designing integrated STEM inquiries. In addition, the presenter will give specific strategies for developing problem statements to engage students in empathetic responses within STEM inquiries. The presenter will also share specific strategies for developing empathy during STEM inquiries for elementary-aged students. Participants will have the opportunity to experience key parts of the inquiry and view student examples.

Takeaways: 1. Engage participants in NGSS-based engineering design challenge where participants are required to design a solution for homelessness caused by natural disasters (hurricane, floods, wildfire); 2. Learn the role of empathy in authentic STEM inquiries by using Design Thinking principles; and 3. Outline possible place-based strategies for implementing STEM inquiries in upper elementary classrooms that engage all learners in STEM.

Speakers

Jennifer Williams (Isidore Newman School: New Orleans, LA)

Thursday, July 21
8:20 AM - 9:20 AM
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Unpacking the Crosscutting Concepts with a Brand New NSTA Quick-Reference Guide to the Three Dimensions

McCormick Place - Skyline W375c

Since its release, the NSTA Quick-Reference Guide to the NGSS has become an essential tool for many educators across the country. A new version titled the Quick-Reference Guide to the Three Dimension has been developed to not only support teachers in all states that have standards based on the Framework for K-12 Science Education. This new version of the Quick-Reference Guide still contains the most useful features of the original, including descriptions of the practices and the crosscutting concepts from the Framework of K-12 Science Education and K-12 progressions of the elements of all three dimensions. In addition, the new Quick-Reference Guide contains several new features that should make it even more helpful. For example, every element now has a unique code (based on the codes in the NSTA Atlas of the Three Dimensions) that makes it much easier to reference a particular element. In addition, there is an entire chapter devoted to the Performance Expectations. Finally, the guide also contains a number of tools for working with standards. This session will outline all of the features of the guide through the process of unpacking the crosscutting concepts to better understand how to make curriculum, instruction, and assessment more three-dimensional.

Takeaways: A deeper understanding of the Crosscutting Concepts and how a well-designed reference guide can make it easier to unpack the three dimensions for work in curriculum, instruction, and assessment.

Speakers

Ted Willard (Discovery Education: Silver Spring, MD)

Thursday, July 21
8:20 AM - 9:20 AM
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Increasing Scientific Literacy: Strategies, Free Activities, and Resources That Work!

McCormick Place - W178a

Participants will learn strategies and receive numerous resources that increase students’ scientific literacy. The hands-on approach has participants engaged in the activities, games, and more.

Takeaways: Attendees will: 1. learn new strategies for incorporating scientific literacy into their lessons; and 2. receive numerous activities, templates, games, and other resources to help with doing this. These resources can be used “as is” or modified to allow for differentiation based on the needs of the learners. Strategies and resources will include ones effective with ELL and EC students.

Speakers

Iris Mudd (Winston-Salem/Forsyth County Schools: Winston Salem, NC)

Thursday, July 21
8:20 AM - 9:20 AM
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Universal Design for Learning (UDL) - An Effective Approach to Ensuring an Inclusive Science Classroom

McCormick Place - Skyline W375a

The Universal Design for Learning (UDL) Guidelines are a tool that can be used to design learning experiences that meet the needs of all learners (CAST, 2018). Instructional designers and teachers can use these principles to create learning environments that reduce barriers to access for all students, while keeping in mind the learning goals of the lesson. The three guiding principles of UDL are engagement, representation, and action and expression. In this session educators will be provided with examples of these principles in action in sample materials from OpenSciEd and classroom videos. In these examples, participating will identify how the materials have been purposefully designed with multiple avenues for engagement, representation, and action and expression. Additionally, they will identify the built-in supports for teachers to highlight student assets and to address potential barriers to learning for their local student population. Teachers will utilize a tool to help them analyze their own lessons to identify goals, potential barriers, and ways to use the UDL Principles to remove barriers and create flexible paths to learning.

Takeaways: Teachers will utilize a tool to help them analyze their own lessons to identify goals, potential barriers, and ways to use the UDL Principles to remove barriers and create flexible paths to learning.

Speakers

Sarah Delaney (OpenSciEd: San Francisco, CA)

Thursday, July 21
8:20 AM - 9:20 AM
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Strategies to Elevate Students Scientific Literacy with Real-World Data

McCormick Place - W181b

Science literacy is essential to be informed and engaged citizens in the 21st century. Data are what we use to do science. Thus, reading and making sense of real-world data are fundamental skills to being scientifically literate and a fun way to engage learners with science. However, how do we incorporate data into K-8 science without feeling overburdened with yet another thing to teach? By integrating it into what we are already doing! Join us to explore the connections between data, science, and literacy. We will experience research-based strategies and freely available resources for integrating phenomenon-based and local data into our science instruction to promote science literacy. We will participate in activities ourselves and reflect on approaches for how to bring these into our classrooms. The goal is to increase our data toolkit of strategies and resources to increase science literacy and relevance for students. Participants will leave more empowered to integrate data into their science content in purposeful ways to better helps students do and communicate science. Working with and learning from data fosters critical thinking skills, lifelong interests in science, and facilitates learners’ literacy skills. Let’s set our students up for success now and in the future!

Takeaways: Participants will identify how data literacy is a critical aspect of science literacy in the 21st century and how to leverage existing strategies to authentically integrate data into K-8 science instruction to teach their science content and increase literacy simultaneously.

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)

Access to Resource Document
Complete this Google Form to access the Resource Document of links and the slide deck from the workshop.

Thursday, July 21
8:20 AM - 9:20 AM
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Shine a Light on Photosynthesis Using BioInteractive Resources

McCormick Place - W474a

Sponsoring Company: HHMI BioInteractive

Illuminate photosynthesis for your students using free, classroom-ready resources! During this workshop, we’ll build, revise, and disrupt models to help students understand photosynthesis. Model the use of BioInteractive resources using a scaffolded approach to develop and strengthen data literacy skills in students. Provide hands-on opportunities to explore Biointeractive resources that make strong connections to science practices. Inspire participants’ use of these resources in their own classrooms in multiple content areas. Model best practice pedagogical strategies to develop data literacy skills.

Takeaways: Model the use of BioInteractive resources using a scaffolded approach to develop and strengthen data literacy skills in students.

Speakers

Mark Eberhard (St. Clair High School: Saint Clair, MI), Ann Brokaw (Rocky River High School: Rocky River, OH)

Thursday, July 21
8:20 AM - 9:20 AM
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Quick and Easy Photosynthesis Experiments

McCormick Place - W474b

Sponsoring Company: PASCO scientific

Clear up misconceptions about respiration only occurring in the dark, or that only green light is used
for photosynthesis! In this workshop, you'll learn how to use common plant leaves to illustrate how plants
convert light energy into chemical energy and carry out investigations using real-time carbon exchange data.  Attend for a chance to win equipment for your school!

Takeaways: Enhance student understandings of photosynthesis and cellular respiration by observing carbon exchange in real time!

Speakers

Barbara Pugliese (PASCO Scientific: Roseville, CA)

Thursday, July 21
8:20 AM - 9:20 AM
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Phenomenal Classroom Critters

McCormick Place - W471a

Sponsoring Company: Carolina Biological Supply Co.

Add excitement to your class with live organisms! Discover simple hands-on ways to explore evolution, adaptation, and behavior with  insects and arthropods. Learn care, handling, and integration of organisms with NGSS standards.

Takeaways: Teachers will takeaway firsthand knowledge and skills to select, handle, and successfully keep insects and arthropods in the classroom.

Speakers

Laurie Nixon (Watauga High School: Boone, NC)

Thursday, July 21
8:20 AM - 9:20 AM
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How to Seriously Succeed Through Play: The Research Behind Game-Based Learning

McCormick Place - W190b

Sponsoring Company: Legends of Learning

Attendees will learn how employing game-based learning (GBL) engages and develops all learners. Understand how games empower students, develop critical thinking skills, provide instant feedback (and more) to develop content mastery as well as social-emotional learning. Game-Based Learning: encourages players to take risks without fear of failure, provides instant feedback that takes advantage of the richest teachable moments, creates individualized experiences through student agency, develops 21st century skills such as critical thinking, communication, collaboration, and creativity, allows students to experience that actions have ramifications, and invites all students to engage, providing expanded opportunities for equitable learning. Attendees will experience examples of each of these benefits, discuss how they could apply to their own classrooms, and will learn about the research that supports them. Attendees will collaborate with each other as they explore and discuss concepts during the session. They will also investigate how to apply game-based learning to creating experiences that address their own learning objectives.

Takeaways: Apply game-based learning to make a difference to your students.

Speakers

Janet Pittock (director: , CA)

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

Legends of Learning One Pager - National 2022.pdf
Math Basecamp White Paper

Thursday, July 21
8:20 AM - 9:20 AM
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Changing Climate and Food Production - How can we sequester carbon and feed our growing population?

McCormick Place - W176c

How can a change in human action impact carbon sequestration, biodiversity and soil health? In this hands-on investigation teachers will look for patterns in ecosystem diversity to determine cause and effect relationships for the services provided for by those ecosystems. We will capture mesofauna and calculate its species richness and relative abundance using Simpson’s Index of Diversity. Then, we will investigate soil structure to compare the species diversity to soil health. Is there a connection? How can improved soil health help to mitigate climate change? This investigation will spotlight how human impact has altered natural ecosystem services and discuss how this change has reduced carbon sequestration. How can we use symbiotic relationships and biogeochemical cycles to reverse this trend? Teachers will: - Investigate soil ecosystems - Calculate Simpson’s Index of Diversity - Determine cause and effect relationships between human impact and ecosystem services - Use foldscopes to identify organisms and collect data - Talk to industry experts in food production to connect science and technology to their classrooms. Free professional development and curriculum available from Nourishthefuture.org.

Takeaways: Investigate patterns in biodiversity, soil health, and carbon sequestration to determine human impact on ecosystem services and changing climate.

Speakers

Heather Bryan (Education Projects, LLC: Columbus, OH)

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

Changing Climate and Food Production Slide Deck
Mesofauna Teacher Document
Mesofauna Student Lesson
Mesofauna samples

Thursday, July 21
9:40 AM - 10:40 AM
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Engineering Severe Weather Solutions

McCormick Place - W176c

Human activities have caused changes in global temperature and weather patterns. This generation of students will need to understand climate science in order to adapt to this changing environment. In this session, participants will explore a project in which students incorporate engineering and basic coding - no experience necessary. We will use micro:bit technology to connect basic coding commands to collect authentic data using embedded sensors. Participants will use this collected data to modify design solutions based on human vulnerabilities to severe weather. Participants will find ways to expose their students to the engineering capabilities needed to solve problems. This project allows students to compare design solutions to identify which is best for the problem at hand and experience the interactive process of evaluating solutions. This project allows for the authentic integration of technology, mathematics, crosscutting concepts, science practices, and easy implementation of the Next Generation Science Standards.

Takeaways: Use technology to expose students to coding and engineering design solutions for severe weather.

Speakers

Jessica Kohout (Howard County Conservancy: Woodstock, MD), Stacy Thibodeaux (Southside High School: Youngsville, LA)

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

Sever Weather Slide Deck

Thursday, July 21
9:40 AM - 10:40 AM
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Broaden Science Participation: Unpack “Analyze & Interpret” to Teach Data As an Equalizer

McCormick Place - W179b

We live in a data-driven world, and our students will be working in a data-driven workforce. Therefore, it is critical that our Pre-K-12 students learn foundational data literacy skills. However, currently these skills are too often only taught in upper-level classes. All students need these skills and all students, down to our little Pre-Kers, can work with and make sense of science data. Let’s make sure data is an equalizer, rather than another divider in our educational system and society! Join us as we explore what perception and learning science tell us about how our brains process data. We will experience research-based strategies and freely available resources to build science knowledge and self-efficacy through data. Finally, we will explore ways to adapt our existing curriculum activities and data visualizations to help our students more equitably access science. Through hands-on activities and group discussions, participants will leave more empowered to leverage data and data visualizations into their science content in purposeful ways for all learners. Working with and learning science from data fosters critical thinking skills, lifelong interests in science, and facilitates learners’ overall 21st century skills. Let’s set all of our students up for success!

Takeaways: Participants will identify how data literacy is a critical aspect of science literacy in the 21st century for all students and ways to adjust existing curriculum to leverage data as entry points into science inquiry, sensemaking, and knowledge for all learners to see themselves in STEM.

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)

Access to Resource Document
Complete this Google Form to access the Resource Document and a slide deck from the workshop.

Thursday, July 21
9:40 AM - 10:40 AM
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Zombie Apocalypse!

McCormick Place - W194b

Sponsoring Company: Texas Instruments

Attendees will explore disease modeling through the use of real (virtual) ZOMBIES!

Takeaways: 1. This session will explore disease-spread modeling using fictional zombies; 2. Attendees will also see how using Hollywood themes combined with actual STEM careers can be a fun way to engage students in learning science and STEM; and 3. Attendees will find out about free science and STEM lessons from Texas Instruments.

Speakers

Jeffrey Lukens (Retired Science Teacher: Sioux Falls, SD)

Thursday, July 21
9:40 AM - 10:40 AM
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It’s Phenomenal! Using Real-World Connections to Support Three Dimensional Learning

McCormick Place - W192a

Sponsoring Company: Savvas Learning Company

What's so phenomenal about phenomena? Join the Savvas science team for an engaging, hands-on workshop as we explore the purpose of phenomena, the power of using it to drive your instruction, and the way it will support your students as they bring their own life experiences into your classroom. Attendees will leave with purposeful strategies they can replicate in their classrooms immediately.

Takeaways: Experience 3 different phenomena-based teaching strategies that can be used in your own classroom.

Speakers

Jessi Davis (Savvas Learning Co.: Paramus, NJ)

Thursday, July 21
9:40 AM - 10:40 AM
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Matter and Energy Learning Progressions in OpenSciEd High School Chemistry

McCormick Place - W196c

The forthcoming OpenSciEd High School chemistry course combines physical science and Earth and space science NGSS performance expectations as a way to engage students in developing understandings around energy and matter. Learn about the focus of the five units that make up this course and their associated performance expectation bundles to see how the three dimensions are used as a way to authentically engage students in making sense of both physical science and earth and space science related phenomena and design solutions. In the session, we will highlight how anchoring phenomena of the first unit, typically associated with earth and space science, helps students make sense of the particulate nature of matter, energy transfers in earth systems, feedback loops, and human interactions with their environment. An in-depth examination of the performance expectation bundles for the following four units will help illustrate the learning progressions students will follow to develop progressively more complex models of the particle nature of matter, its properties, and its interactions using the lenses of all crosscutting concepts, in particular, patterns, energy and matter, structure and function, and stability and change.

Takeaways: Incorporation of earth and space science NGSS performance expectations within a chemistry curriculum supports student engagement in and sensemaking of chemistry concepts around properties and interactions of matter and energy.

Speakers

Nicole Vick (Northwestern University: No City, No State), Dan Voss (Northwestern University: Evanston, IL), Michael Novak (Northwestern University: Evanston, IL), Tara McGill (Northwestern University: Evanston, IL)

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

NSTA Chicago 2022 Chemistry Progressions.pdf

Thursday, July 21
9:40 AM - 10:40 AM
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Hexagonal Thinking in the Science Classroom

McCormick Place - W185d

Hexagonal Thinking ensures the learning environment features a high degree of student engagement by providing a framework for academic discussion where all students participate. Participants will collaborate with colleagues to experience Hexagonal Thinking using science and math content vocabulary and visuals that will then be used to synthesize information into a piece of critical writing.

Takeaways: Participants will learn a strategy for making thinking, learning and content connections visible in the classroom.

Speakers

Michelle Yates (Aledo ISD: Aledo, TX), Miranda Rosenhoover (Aledo ISD: Aledo, TX)

Thursday, July 21
9:40 AM - 10:40 AM
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Making A Career In Science Education In 2022

McCormick Place - Skyline W375b

Confused about what to do post COVID? Thinking about switching careers? Learn about the experiences, challenges, and mistakes made by several esteemed science education leaders in this engaging and interactive panel discussion. This panel will feature current and former teachers, school leaders, district leaders, consultants, academics, national STEM education leaders.

Takeaways: Participants will learn about the increasing number of opportunities available for educators both inside and outside of the classroom.

Speakers

Michael Lach (The University of Chicago: Highland Park, IL)

Thursday, July 21
1:00 PM - 2:00 PM
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Intergrated Project and Inquiry Based High School Science Curriculum

McCormick Place - W175c

Explore curriculum of a 10th grade integrated chemistry and biology course that was designed to incorporate the Next Generation Science Standards while placing importance on the Science and Engineering Practices. The course follows the narrative: “Living systems obey the laws of physics and chemistry. Transformations in matter occur in predictable ways and are a function of molecular shape and molecular collisions. Chemical properties are the result of the arrangement of elements and the forces between them. Reception, sequestration, and transfer of chemical elements allow living systems to leverage chemical transformations to survive, grow, and reproduce. Reproduction allows for the transmission of these traits from one generation to the next. Pressures from the environment favors some traits over others which in turn produces new species over time and is responsible for the diversity of all life.” Students were introduced to content via phenomenon and then engaged with the DCIs, Cross-cutting concepts, and SEPs while working towards a culminating project. For example, students learned various topics of chemistry including stoichiometry and gas laws to design and build a functional Class B fire extinguisher. Following this unit, students applied their understanding of cellular respiration, photosynthesis and the carbon cycle to calculate the amount of carbon sequestered on a section of campus trees.

Takeaways: Participants will learn how to use phenomena and a 3D design approach to create project -based, integrated Curriculum that assesses SEPS equally with content. Participants will learn how to use student-centered pedagogical practices, hands-on exploration, and more authentic assessment practices. Participants will be familiar with how Integrating biology, chemistry and environmental standards in order to explore an authentic, real-world problem or challenge increases student engagement and performance.

Speakers

Elizabeth Helfant (Mary Institute and Saint Louis Country Day School: Saint Louis, MO)

Thursday, July 21
1:00 PM - 2:00 PM
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GMOs what do you know breakout

McCormick Place - W195

Participants will organize in groups and receive clues and puzzles to learn about genetic modification then be tasked to “break out” unlocking BreakoutEDU boxes. Puzzles include myths and facts; GMO or not?; Misleading label; and general terms related to genetics, and recombinant DNA. This activity could be used as review of genetics concepts or as a way to engage learners in research about genetically modified organisms. Free curriculum is available from grownextgen.org.

Takeaways: Dispelling many of the myths about genetically engineered crops. An engaging way to involve every student in the process of problem-solving. Introduction to more resources about the connection between agriculture and science concepts.

Speakers

Jane Hunt (Education Projects, LLC: Columbus, OH)

Thursday, July 21
1:00 PM - 2:00 PM
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The NSTA Atlas of the Three Dimensions

McCormick Place - Skyline W375c

One of the key features of the NGSS and other standards based on the Framework for K-12 Science Education is the idea that a “a progression of knowledge occurs from grade band to grade band that gives students the opportunity to learn more complex material, leading to an overall understanding of science by the end of high school.” (NGSS Appendix A, p. 2) The NSTA Atlas of the Three Dimensions has a set of 62 maps that illustrate the how the elements of the three dimensions build on each other and connect to one another. Each map focuses on a particular topic and shows the progression students are expected to make in that topic from one grade-span to the next. Arrows connecting individual elements on a map indicate that competency in one element is useful in learning to achieve the other element. Educators can use maps to deepen their understanding of the standards to plan or improve curriculum, instruction, and assessment. This session will provide participants guidance on how to read the maps in the Atlas and use this powerful tool to deepen their understanding of elements of the standards.

Takeaways: A careful review of the connections between elements of the three dimensions can provide a clearer understanding of science standards and important guidance in planning instructional sequences to support three-dimensional teaching and learning.

Speakers

Ted Willard (Discovery Education: Silver Spring, MD)

Thursday, July 21
1:00 PM - 2:00 PM
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Using Climate Science Storylines to Anchor a High School Chemistry Class

McCormick Place - W196c

Come explore creative storylines for integrating up-to-date, research-driven climate science into high school Chemistry courses.

Takeaways: 1. Climate-related storylines provide powerful frameworks for students to learn fundamental chemistry core ideas and reinforce understandings of crosscutting concepts and science and engineering practices; 2. The wealth of Earth-orbiting NASA satellite data now available in real time provides us with an unprecedented understanding of the science of climate change and also provides many opportunities for student experiential learning; and The latest advances in climate modeling can allow all students to both see the inequitable impacts that humans are currently having on Earth systems and build a sense of hope in how future changes in human practices can reverse current impact trends.

Speakers

Michael Wysession (Washington University in St. Louis: Saint Louis, MO)

Thursday, July 21
1:00 PM - 2:00 PM
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Chickenology: Food Delivery Challenge

McCormick Place - W179b

Participants will use sensemaking and the engineering design process to solve a real world food production problem in a small scale format. This lesson introduces the Food Delivery Challenge, in which participants must design a gravity feeder to carry food (chicken feed) to twelve hungry chickens for over 24 hours. To accomplish the task students must design and build a model of an efficient gravity feeder using the materials available to them. The scenario presented to the class: One of the feeders in your uncle’s barn has broken down, and a new one will not arrive until next month. You must create a gravity feeder to satisfy 12 chickens for 24 hours consistently to ensure the health of your flock. Participants will research, design, build and test their design before presenting to the group for feedback, Participants will then use the feedback to redesign for an improved feeder.

Takeaways: 1. Use the engineering design process to collaborate, design and build a gravitational feeder system that will feed 10 pounds of feed over a 24 hour period. 2. Present your design plan, and final product to the class for feedback. 3. Provide feedback to the design team for design improvement.

Speakers

Leah LaCrosse (McCormick Junior High School: Huron, OH), Heather Bryan (Education Projects, LLC: Columbus, OH)

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

Chickenology Food Delivery Challenge Lesson
Chickenology Student Rubric
Chickenology Food Delivery Challenge Slide Deck

Thursday, July 21
2:20 PM - 3:20 PM
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Installation Science Exhibits as Assessment Options

McCormick Place - W187c

To help develop more scientifically curious and literate students, we use scientific literature or documentaries to engage students in developing the NGSS science practices. Students find an interesting topic, generate a question, collect and analyze data and then develop a Science Installation that communicates their learning to the greater community. Our most recent class project had students study how to grow food in a simulated Mars environment with the conditions controlled by student programmed raspberry pis. High school students organized 6th graders to do hands on data collection. They created a 10x12 foot exhibit that looked like a Martian landscape and highlighted the equipment they used with the plants still growing. The display included QR codes to communicate data and research using student-created videos, infographics, and data tables. Other installations include a monochromatic yellow room where everything looks grey and allowed observers to learn about the properties of light and the ways light energy is used in photosynthesis, the way it can be used to promote electrons, and the way it produces color. Other exhibits include sound waves and a history or music and musical instruments, the chemistry of color, and an environmental study of our use of carbon.

Takeaways: Participants will learn how to guide students in the reading of scientific literature or the watching of documentaries in order to generate an authentic question and project. (How can we develop the capacity to farm on Mars? How does yellow monochromatic light produce the absence of color (an episode of Abstract, What can we learn about pollen structure from 3D printed files from Bayer’s agricultural division?) Participants will review a process to take the question and generate an authentic study that transcends a single class, grade, or discipline. (Students in 11th grade worked with students in 6th grade to test growing plants under controlled conditions that simulated Mars. Students in art and physics classes explored the properties of light and created a light-based art exhibit with science lessons on QR codes) Participants will explore a template for guiding students through the creation of an installation/exhibit that creatively shows the question, their experiment, their analysis, and potential solutions or conclusions in a creative and community-informing way. The exhibit is similar to an art installation with QR codes and experiment/study artifacts presented in a museum like scenario.

Speakers

Elizabeth Helfant (Mary Institute and Saint Louis Country Day School: Saint Louis, MO)

Thursday, July 21
2:20 PM - 3:20 PM
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Dumpster Dive with STEM

McCormick Place - W175c

Connect the human impact of trash pollution to engineering design. Get your students thinking critically and creatively as they collaborate in real-world problem-solving. The global real-world issue of human-generated trash polluting local bodies of water is the main focus of this hands-on session. Using our partnership with the Howard County Conservancy, our students learn about their local watersheds and contribute to a Watershed Report Card. Students see how trash that is often found on our local schoolyards can affect our watershed, and they design a working model for trash removal in a local tributary. Basic coding will be used to design programs that will control sensors and motors through a microcontroller, thus removing the trash from the water source. The model will utilize solar and water power to move the trash into a separate receptacle. Various sensors will also be used to monitor water levels and determine the outcome of the program. This session will allow participants to find ways to increase the environmental stewardship of their students while incorporating engineering design into the science classroom. This project allows authentic integration of technology, mathematics, crosscutting concepts, science practices, and easy implementation of the Next Generation Science Standards.

Takeaways: Design a project that enhances STEM skills in students such as collaboration, curiosity and creative problem solving.

Speakers

Jessica Kohout (Howard County Conservancy: Woodstock, MD), Stacy Thibodeaux (Southside High School: Youngsville, LA)

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

Dumpster Dive With STEM Participant Folder

Thursday, July 21
2:20 PM - 3:20 PM
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Data, Tables, Graphs, Oh My! Strategies to Get All Students Doing & Speaking Science

McCormick Place - W176c

We are naturally curious, prone to ask why? How? What? Unfortunately, somewhere along the way students lose the trust in their voices to ask questions of and from data. But data are what we use to do science and it permeates all aspects of society today. What should we do? Stop teaching the vocabulary of science and data first, and instead leverage classroom-ready strategies to empower students to lead with their innate curiosity to practice critical 21st century data literacy skills and master the science content. Join us to explore connections between our science content, inquiry-based activities, and data skills. We will experience research-based strategies and freely available resources for integrating phenomenon-based and local data into our science instruction to promote science literacy and student empowerment. We will participate in activities ourselves and reflect on approaches for how to bring these into our classrooms. Participants will leave more empowered to integrate data into their science content in purposeful ways to better help students do and communicate science. Working with and learning science from data fosters critical thinking skills, lifelong interests in science, and facilitates learners’ overall self-identity as a scientist. Let’s set all of our students up for success!

Takeaways: Participants will identify how data literacy is a critical aspect of science literacy in the 21st century, how students can do a lot more with data than we often think or presume from their science vocabulary alone, and how to leverage existing strategies to authentically integrate data into 6-12 science instruction to teach their science content and increase literacy simultaneously.

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)

Access to Resource Document
Complete the Google Form to gain access to the Resource Document and slide deck from the workshop.

Thursday, July 21
2:20 PM - 3:20 PM
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Creating Effective Storylines: How to Help Students Make Connections Between Concepts

McCormick Place - W192a

Sponsoring Company: Savvas Learning Company

Come see how to create storylines that scaffold students' thinking and help them make connections between science concepts.

Takeaways: * Engage in phenomena from different content areas that can be used at different grade-levels. * Learn strategies to scaffold students' thinking. * Develop strategies to help students generate questions

Speakers

Jesse Wilcox (University of Northern Iowa: Cedar Falls, IA)

Thursday, July 21
2:20 PM - 3:20 PM
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Teaching with Co-Lob-Orate

McCormick Place - W192b

Sponsoring Company: Fisher Science Education & Aldon

Looking for ways to connect your classroom, regardless of whether students are in school or at home? Co-lab-orate is an innovative digital lab notebook that allows educators to easily create, assign, and grade lab reports, while helping students communicate with their classmates and teachers. Co-lab-orate can be used to complete hands-on activities done individually or in a group setting, when working at school or remotely. Join Fisher Science Education and Aldon as we conduct an experiment while showcasing Co-lab-Orate’s game changing and cost-effective teaching platform!

Takeaways: Attendees will perform a lab experiment and record the results on their own device experiencing the full power of Co-Lab-Orate.

Speakers

Kymberly Hall , Alex Molinich (Aldon Corporation: Avon, NY)

Thursday, July 21
3:40 PM - 4:10 PM
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Data and Storylines: The key to helping all students become STEM literate

McCormick Place - W176c

News bulletins on social media and news sites contain topics that students need to understand now so that they can make informed decisions for their world today and tomorrow. STEM literacy is crucial to learners struggling to understand the multitude of information bombarding them through television, social media and the internet. Students in K-12 must become STEM literate so that they can identify, understand and solve problems in the world around them. STEM Literacy promotes innovative thinking and creativity as well as collaboration, problem solving, and most importantly, critical thinking. Today’s challenges need answers from our students but first they need to understand issues including climate change, space travel, robotics. By using real-world applications of scientific data and storylines, students become critical consumers, problem-solvers, and change-makers. Students who are STEM literate will be able to think critically and act responsibly about issues that impact them. In this session, lessons and strategies will be shared with teachers to inspire and to support their students as they develop STEM literacy skills. These lessons will encourage students to explore, explain and develop solutions to real phenomena and solve real problems.

Takeaways: Three Takeaways: 1) Teachers will become familiar with technology, literacy and adaptive learning for middle school and high school students. 2) Teachers will be introduced to the free materials available that align with NGSS standards. 3) Teachers will be given ideas on how to incorporate these lessons in class

Speakers

Diane Ripollone (Cardinal Gibbons High School: Raleigh, NC), Kathy Biernat (Educational Consultant: Franklin, WI)

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

Data and Storylines
Resources for Teachers
Resource Folder
Resource Folder

Thursday, July 21
3:40 PM - 4:10 PM
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Strategies to Improve Communications in Inclusive Classrooms

McCormick Place - W181c

Improve inclusive classroom dynamics between teachers, families, and students by reflecting on disability model perspectives, identifying barriers to collaboration, and determining effective avenues of communication.

Takeaways: The triangle of inclusion presents pathways that can be used by administrators and teachers to recognize and overcome barriers faced within the inclusive classroom and includes strategies such as early open communications, student advocacy, professional learning opportunities, and mentorships.

Speakers

Nicole Wack (East Penn School District: Emmaus, PA)

Thursday, July 21
3:40 PM - 4:10 PM
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Digital Choose-Your-Own Science Adventure

McCormick Place - W185a

Participants experience three different digital design challenges using branching scenarios that provide student choice and data sets involving wind energy, electromagnetism, and the greenhouse effect.

Takeaways: Participants will engage in three digital design challenges to test the efficiency of wind turbine blades, the strength of electromagnets, and the greenhouse effect on different land surfaces (polar region, water, and desert).

Speakers

Rebecca Tonkinson (eesmarts: Hartford, CT), Sharyon Holness (eesmarts: No City, No State), Kathleen Brooks (eesmarts: No City, No State)

Thursday, July 21
3:40 PM - 4:10 PM
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Teaching Critical-Thinking Skills to Reluctant Teenagers

McCormick Place - W181b

Learn how to overcome the apathy of teenagers, understand their motivations for not asking questions, and get them to be curious again!

Takeaways: Attendees will take away multiple strategies to implement in their classroom to spark the curiosity of teens they teach.

Speakers

Jamye Carr (Cedar Ridge High School: Hillsborough, NC)

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

Teaching Critical Thinking skills to reluctant teenagers.pptx

Thursday, July 21
3:40 PM - 4:40 PM
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Next Level Learning: Using Interactive STEM Cases to Power Up Thinking!

McCormick Place - W190b

Sponsoring Company: ExploreLearning

STEM cases are an integral part of meaningful inclusive and authentic learning. They can range from community awareness to global crises. Students can instantly make socio-emotional connections to the cases as the phenomenon they are reviewing can be happening just beyond the walls of their classrooms. (And studies show that when students make emotional connections, they are able to redirect more content into long-term memory storage!) In addition, STEM cases can support all students by differentiating delivery and assessment, using technology (which has its own modifications and accommodations), and by also providing handbooks for educators and students to create additional in depth pedagogy and experiences. Because we focus on the process, educators can assess science and engineering skills over time as students complete more than a dozen standards-based studies. Session Outline: 1) Participants will learn more about the value of providing a career-readiness approach to STEM learning. 2) We'll review the research behind an effective program like Interactive STEM Cases. 3) Participants will see how we can see real-time data collection and see how this approach makes sense to pause if we need to support a challenging concept 4) Participants will have an opportunity to jump into an Interactive STEM Case to get excited about adding this resource to their students’ tool kit.

Takeaways: The purpose of providing students with real-time scenarios to engage STEM enthusiasm.

Speakers

David Kanter (ExploreLearning: Charlottesville, VA)

Thursday, July 21
3:40 PM - 4:40 PM
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Teaching Conservation Genetics with the Duke Lemur Center

McCormick Place - W476

Sponsoring Company: miniPCR bio

Bring your students on an expedition to Madagascar! Analyze morphological data and run electrophoresis gels to determine whether researchers have rediscovered a species of lemur once thought to be extinct. Your students will analyze actual field data, construct phylogenetic trees from DNA sequence data, and compare generalist and specialist species facing ecological change. This collaboration with the Duke Lemur Center was designed with the goal of bringing molecular techniques to Ecology and Evolution units and is based directly on their published and unpublished data. As either a quick, single-period gel electrophoresis lab or a weeklong mini-unit, this lab offers flexibility, engagement, and high-quality curriculum.

Takeaways: Bring molecular approaches to ecology and evolution units by exploring authentic data from researchers at the Duke Lemur Center

Speakers

Bruce Bryan (miniPCR: Cambridge, MA)

Thursday, July 21
3:40 PM - 5:40 PM
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Meet Me in the Middle, Lite: A Share-a-Thon

McCormick Place - W183b

Engage in a variety of activities, collect information and resources, and network with middle level leaders. Discover new ideas and materials that you can use next week.

Takeaways: The participants will network with other middle level science educators and leaders to discover and engage in activities that will expand their knowledge and be usable in all aspects of their work.

Speakers

Mary Lou Lipscomb (National Middle Level Science Teachers Association: Naperville, IL), Alison Betz Seymour (Science Teacher: Winchester, 0), Carey Dieleman (NSTA: Arlington, VA), Loris Chen (Science Education Consultant: Fair Lawn, NJ), Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA), Suzanne Cunningham (Purdue University: West Lafayette, IN), Katy Garvey (The Source for Learning, Inc.: Reston, VA), Nicole Green (Animalearn: Jenkintown, PA), Joseph Michaelis (University of Illinois Chicago: Chicago, IL), Kim Nagle (Brooks Middle School: Bolingbrook, IL), Cori Nelson (Winfield School District 34: Winfield, IL), Anne Farley Schoeffler (Seton Catholic School: Hudson, OH), Dennis Schatz (Institute for Learning Innovation: Beaverton, OR), Alison Betz Seymour (Science Teacher: Winchester, 0), Corydon Strawser (Lake Nona Middle School: Orlando, FL), Stacy Thibodeaux (Southside High School: Youngsville, LA), Barbara Phillips-Bredlow (Northeast Nodaway School District: Ravenwood, MO), Dawn Konieczny (Brooks Middle School: Bolingbrook, IL), Erin Towns (Edward Little High School: Auburn, ME)

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

UIC Teacher Fellows Info
Informational Flyer on Teacher Fellows program to develop classroom learning companion robots

Thursday, July 21
4:25 PM - 4:55 PM
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Preparing Teachers to Address Challenging Scientific and Environmental Topics through Research, Dialogue, and Experiential Learning

McCormick Place - W181c

Ongoing findings from NSF Project: #1950232. Graduate students at an HBCU complete a 14-month accelerated pathway that leads to both a masters degree in biology and teacher certification while being supported with a $20,000.00 scholarship. Project offers unique professional development opportunities and academic interventions that aim to enhance teacher conceptual understanding and efficacy to teach challenging and controversial scientific and environmental topics such as climate change and evolution. Paper presentation will first focus on comparing teacher profiles of the project participants versus the average state graduate of traditional teacher preparation programs. Initially, project data on beginning teacher demographics and diversity will be compared to state and national averages. Here we will show project utility in recruiting diverse candidates into high school science teaching positions. Next, the session will present findings on GPA, and discipline specific content hours at the graduate and undergraduate level along with performance on licensure exams to compare aptitude in biological concepts in project participants vs other beginning teachers. This will demonstrate project impact on recruiting, training and producing science educators with strong content backgrounds. Prior research has shown that in general students that had high school teachers that were had strong content knowledge and high levels of efficacy positively impacted future STEM career and academic success (Adelman, 1999). Lastly, paper presentation will share results on a pre/post assessment of educator efficacy of teaching perceived controversial scientific topics such as evolution, climate change and vaccines. Project participants were pretested upon starting their academic program and post-tested upon completion. These results are compared to a control group of recent graduates from a secondary science traditional teacher preparation program. Findings show impact of program participation on growth of efficacy to teach controversial topics and project utility compared to traditional teacher preparation.

Takeaways: Session participants will: 1. Develop an understanding on how to recruit diverse individuals into the profession of secondary science teaching 2. Understand the complexity of the STEM pipeline in regards to K-16 teaching and eventual student career and academic pursuits 3. Appreciate the need for scholarships, incentives, pay and ongoing professional for secondary science educators 4. Understand how content knowledge, academic preparation and experiences associated with research and professional development impact teacher effectiveness and student achievement 5. Realize the importance of teacher efficacy and the need for training at both the in-service and pre-service levels to foster its growth.

Speakers

Timothy Goodale (Elizabeth City State University: Elizabeth City, NC)

Thursday, July 21
4:25 PM - 4:55 PM
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Using GeoSpatial Data to Teach Climate Justice

McCormick Place - W176a

Let's discuss the expansion and availability of geospatial data (arcGIS, EJScreen, CalAdapt) to examine environmental justice issues in their own community and create climate resilience action plans for an authentic audience (city council, school district, state lawmakers).

Takeaways: Attendees will explore strategies for using geospatial data to examine, interpret, and act on place-based environmental justice issues in their communities.

Speakers

Nancy Metzger-Carter (Sonoma Academy: Santa Rosa, CA)

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

Presentation
Resources, curriculum, lesson plans, sample case studies of student advocacy
Link to Schools for Climate Action Campaign
Free resources for student advocacy for climate justice on local, state and federal level.

Thursday, July 21
4:25 PM - 4:55 PM
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Providing actionable feedback to build students’ self-reflection skills

McCormick Place - W181a

How many teacher comments on student work are left unread? Or, even if they are read, how useful are they to the student? Can the student positively internalize the feedback and use it to improve their work? Chances are the answer is no! But it doesn’t have to be this way! During this session, participants will learn more effective strategies for giving actionable feedback and methods to help their students utilize feedback to improve their work. First we’ll learn how to ask questions in student feedback and how differently questions are internalized by the student. For example, consider the difference between, “I don’t understand what you mean here,” and “Can you explain in more detail what you meant in this statement?” Then we’ll discover how to make sure teachers' feedback is read and used by students to improve their work. By making self reflection a formalized step in the learning process, teachers provide students opportunities to practice this important skill! Participants will receive a worksheet with feedback tips and tricks.

Takeaways: Several methods that can be applied immediately in the classroom, providing feedback encouraging students to be self reflective of their own work.

Speakers

Regina Borriello (Clifton High School: Edison, NJ)

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

Actionable Feedback.pdf

Thursday, July 21
4:25 PM - 4:55 PM
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Integrating CS into Science Storylines

McCormick Place - W176c

Science teachers at Lindblom Math and Science Academy in Chicago Public Schools have worked with Northwestern University’s CT-STEM department to develop computational thinking in science units aligned with the Next Generation Science Standards. The goal is for students to understand and apply computational thinking practices in their science classrooms to help make sense of phenomena or problems, analyze data, use models and develop explanations. Units, built by teachers, are designed to cover core science concepts in physics, chemistry, and biology. This program allows teachers to work with CT-STEM members to develop new simulations or other CT activities that work best in the unit. This was developed based on teacher need, when simulations didn’t exist to address the big ideas. Integration of NetLogo models, SageModeler, NetTango, and other data analysis activities are used to help students make real world connections. These tools allow students to learn and apply basic computer science ideas and skills as well as the 3-D of NGSS. Developed unit topics include: stoichiometry, climate change, gas laws, and energy. These units are available for public use and can be easily modified on the CT-STEM platform for teachers to use.

Takeaways: Overview of how teachers integrated Computational Thinking into science units and how to access units for Biology, Chemistry, Physics, and Earth Science

Speakers

Carole Namowicz (Lindblom Math and Science Academy: Chicago, IL), Lauren Levites (Lindblom Math and Science Academy: Chicago, IL)

Thursday, July 21
4:25 PM - 4:55 PM
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Kiss the Ground: Why is a Covered Planet a Healthy Planet?

McCormick Place - W184b-c

In this session participants are introduced to the lesson Why is a covered planet a healthy planet? In this lesson, students use a digital tool to analyze large data sets available from NASA Earth Observations to identify spatial and temporal patterns that can help support (or refute) the claim that tilling the land in spring (Northern Hemisphere) causes an increase in the amount of carbon dioxide in Earth's atmosphere and the growing crops causes the amount to decrease in summer. This lesson is based on ideas presented in the film Kiss the Ground.

Takeaways: Why is a Covered Planet a Healthy Planet? provides students with an opportunity to analyze large data sets in order to support or refute a claim about the effect tilling the land in the spring has on carbon dioxide in Earth's atmosphere.

Speakers

Patrice Scinta (NSTA: Arlington, VA)

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

https://my.nsta.org/collection/ca_scvmXiXtk_E

Thursday, July 21
5:10 PM - 5:40 PM
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Energizing Students for Greater Energy Savings

McCormick Place - W175c

Energy is the second largest expenditure in American schools. Managing energy use in a school setting is difficult without having students, faculty, and staff engaged and actively participating in a management program. This presentation will serve as the steppingstone for how to conduct one’s own educational energy audit in their classroom and school building. The hands-on investigations turn the school building into a living laboratory to explore energy efficiency, monitor energy use, and decide on the best behavioral changes based on data collected. The lessons introduce students to the concepts of energy, energy consumption, economic and environmental effects of the energy industry and its consumers, and the difference between conservation and efficiency. Activities encourage the development of cooperative learning, math, science, comparison and contrast, public speaking, and critical thinking skills. By engaging students in an energy management program, you have hundreds of enthusiastic mini energy managers ready to help identify things like broken water fountains, leaky doors or windows, inappropriate lighting use, vampire loads, and unwanted temperature variations within their own building. Students take ownership of their school and take better care of it while leading their peers to be conscientious users of energy. They learn these skills to bring back to their home and community.

Takeaways: Attendees will learn hands-on activities that introduce students to the ways in which we use energy in the home and at school while helping teach students to take ownership and lead their peers to be conscientious users of energy.

Speakers

Cori Nelson (The NEED Project: Manassas, VA), Sharon Bird (The NEED Project: Manassas, VA)

Thursday, July 21
5:10 PM - 5:40 PM
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Making Group Work Fair: The Potential Pitfalls of Student Peer Evaluations

McCormick Place - W178b

Although group projects have been shown to increase learning and cooperation, bullying can sneak into student peer evaluations. Examples and alternatives to ghosting presented.

Takeaways: Science classrooms are a great place for group projects to enhance learning, but students may unwittingly be ghosted from their group, ultimately making them seem like they are not a team player. We as teachers must be diligent against bullying/ghosting.

Speakers

Diane Huelskamp (Wright State University-Lake Campus: Celina, OH)

Thursday, July 21
5:10 PM - 5:40 PM
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Build a K–12 STEAM Pipeline Through Family STEAM Night

McCormick Place - W180

Engage students, families, and the community in STEAM through Family STEAM Nights in order to equitably build understanding and interest in STEAM.

Takeaways: Participants will learn how to create, recruit, and implement a Family STEAM Night to engage students, families, and the community in STEAM.

Speakers

McKenna Serowka (Lake Zurich High School: Lake Zurich, IL)

Thursday, July 21
5:10 PM - 5:40 PM
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Inspiration to Fruition

McCormick Place - W185a

Inspiration to Fruition provides any educator with a game plan on how to take an idea and available resources and create a project that enhances the student experience and skills.

Takeaways: 1. A template for designing a grassroots STEM or PBL project; 2. Top 10 tips on how to make managing the project actually manageable; and 3. Proof that trusting one's intuition to build a project based on an inspirational event can bring to fruition an amazing experience for students.

Speakers

Kelly Hartings (Indian Hill Middle School: Cincinnati, OH), Jessica Brown (Teacher: cincinnati, OH)

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

Inspiration to Fruition

Thursday, July 21
5:10 PM - 5:40 PM
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Digging Deeper into the Data with an Adapted CER Framework

McCormick Place - W185b-c

This session focuses on improved outcomes for students’ written science explanations when including data description prompts and instructional facilitation to adapt the CER framework.

Takeaways: Learn about the importance of a preliminary step of incorporating data descriptions when utilizing the CER framework to guide students’ written explanations and reasoning of data visualization.

Speakers

Andrea Drewes (Rider University: Lawrenceville, NJ)

Thursday, July 21
5:10 PM - 5:40 PM
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What do these numbers actually mean? Rethinking Student Grades and Scoring.

McCormick Place - W181b

A grading system based on total points does not accurately reflect the level of student understanding of science content. Students who demonstrate that they understand half of the content should not earn a failing score. Nor should students earn arbitrary points for doing non-science content related things. Student scores should reflect what a student understands and not how well the student can play the game we call school. We teachers are encouraged to do standards based grading, but not everyone knows how or where to start or even if it is worth putting forth the effort to make the change. Participants will be led through my journey in becoming a teacher who uses standards based grading. The struggles in changing my mindset about grades and the way I grade will be presented as well as the benefits of having a better understanding of what the students actually know, having student grades more accurately reflect what they know, having fewer students fail among other things. Basic strategies for assessing level of understanding will also be presented. Time will be given for questions and answers.

Takeaways: Participants will be given strategies about changing their view of scoring students by the total number of points they got correct verses the student's level of understanding.

Speakers

Meredith Diehl (Northview High School: Sylvania, OH)

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

What do these numbers actually mean.pptx
Biology Assessment Standards.docx

Friday, July 22
8:00 AM - 9:00 AM
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Integrating Computer Science into Science Courses Without Losing Your Mind

McCormick Place - W175a

Computer science CAN be integrated into high school science classes. Here are some ideas from the STEMcoding Project!

Takeaways: Attendees will work on three "STEMcoding" activities on: 1. climate change with connection to spreadsheets; 2. orbital motion for Earth science; and 3. the first of the "physics of video games" activities.

Speakers

Chris Orban (The Ohio State University at Marion: Marion, OH)

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

Orban_nsta22.pdf

Friday, July 22
8:00 AM - 9:00 AM
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Experimenting with Classroom Plants to Address the NGSS

McCormick Place - W187c

Classroom gardens, whether indoors or out, provide a variety of ways to actively engage students in the scientific process and the NGSS. In this session, educators will learn about easy to grow seeds and plants for classroom experiments and how to maintain them in a classroom setting. They will sample ideas for investigations to address areas within the NGSS such as plant and seed needs, adaptations, structure and function, propagation and reproduction, human impacts on biodiversity, and the Science and Engineering Practices. This will include ideas for adding engineering and problem solving to plant-based investigations, like designing simple hydroponics systems to grow food indoors without soil or examining the challenges of growing in Martian soil. Finally, educators will learn about some of the investigations that Chicago Botanic Garden scientists are conducting with plants and plant-animal interactions, and how similar studies can be replicated in the classroom and schoolyard. Educators will participate in a planting activity and receive some seeds for their classroom in addition to a variety of curricular resources and ideas.

Takeaways: Learn to engage students in plant-based investigations in the classroom using easy to grow plants and seeds.

Speakers

Rebecca Ammann (Chicago Botanic Garden: Glencoe, IL)

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

Experimenting with Classroom Plants_NSTA 2022.pdf
Making Sense of Graphs with Photos Data.xlsx
Experimenting with Classroom Plants Activity Ideas
This folder is from a full day teacher PD on this topic.

Friday, July 22
8:00 AM - 9:00 AM
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Phenomena to Questions: Practical Engagement Strategies for Student Sensemaking

McCormick Place - Skyline W375b

Explore how to use phenomena to generate student questions that allow for further investigation to support student sensemaking.

Takeaways: Attendees will learn how to effectively use phenomena to allow for authentic student questioning and how to use those questions to increase student engagement and sensemaking.

Speakers

Nicole Vick (Northwestern University: No City, No State)

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

Phenomena to Questions .pdf

Friday, July 22
8:00 AM - 9:00 AM
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Self-Paced STEM and Equity for All Learners

McCormick Place - W181c

Self-paced classrooms are a means to run a STEM class where the teacher becomes a facilitator of learning to their students. A self-paced classroom is one where the students will engage with the class material at a rate that is appropriate for them. Assignments are rated into different categories worth different point values so that students can make a choice each day in how they want to approach their learning. This kind of environment encourages development of executive functioning skills, cooperative learning skills, and other soft skills necessary to be successful as a 21st century learner, scientist, or engineer. It also meets the needs of both the highest and the lowest functioning learners. In this session, we will learn in more detail about self-paced classrooms, how to implement them, and how to develop different types of activities and locate resources that work well for this kind of environment, including interactive digital notebooks, pixel art, EdPuzzles, digital crossword puzzles, lab experiments, digital and live escape rooms, and more! Join me as we learn how we can make equity for all enjoyable for all the students.

Takeaways: How to use various computer programs, specifically in the Google Suite, to create an equitable classroom environment.

Speakers

Elizabeth Stewart-Miranda (Greater Lowell Technical High School: Tyngsboro, MA)

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

Self-Paced STEM and Equity for All Learners Slideshow

Friday, July 22
8:00 AM - 9:00 AM
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SGI Biology: Looking for Patterns in Species Diversity

McCormick Place - W470b

Sponsoring Company: Lab-Aids

Look for patterns in species diversity in coral reef ecosystems and other animals to determine cause and effect of relationship and understand how ecosystem interactions affect patterns of biological diversity. Takeaways: 1. Compare maps showing the geographical ranges of several different species and several different abiotic factors; 2. For each species, determine which abiotic factors correlate with species diversity and which do not; and 3. Consider the importance of species diversity to an ecosystem.

Takeaways: 1. Compare maps showing the geographical ranges of several different species and several different abiotic factors; 2. For each species, determine which abiotic factors correlate with species diversity and which do not; and 3. Consider the importance of species diversity to an ecosystem.

Speakers

Wendy Jackson (The Lawrence Hall of Science: Berkeley, CA)

Friday, July 22
8:00 AM - 9:00 AM
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Now Trending: Science Simulations to Make Things Stick!

McCormick Place - W190b

Sponsoring Company: ExploreLearning

Everyday events make us wonder. Some events are easily explained, while others cannot. When these events are examined and tested through virtual simulations, they give students an opportunity to think. Why do some objects float and others sink? What is the difference between a solar eclipse and a lunar eclipse and how often does that happen? Learn how to use virtual simulations to help students dig deeper and get inspired by science and STEM phenomenon! Through this highly interactive session, educators will be able to understand the added value of including simulations to their current lab practices. Although hands-on activities are always important, simulations allow for a deeper understanding of content for all students. When coupled with hands-on learning, students can create more moments to explore, discover and apply new concepts. Simulations are repeatable (to allow for trial and error) so students can practice skills again and again to make STEM concepts stick!

Takeaways: Use of virtual simulations builds a deeper understanding of concepts.

Speakers

Jenna Mercury (ExploreLearning: Charlottesville, VA)

Friday, July 22
8:00 AM - 9:00 AM
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Energizing Your Achievement - Shell Teacher Awards

McCormick Place - W193a

Come start your winning application for the Shell Science Teaching Award, or the Shell Urban Science Educators Development Award. We'll walk through the application step by step and you'll be able to begin your application or nomination form live.

Takeaways: Collaborate with past winners and judges to learn how to start your winning application for the Shell Teaching Awards. We'll walk through the application step by step and you'll be able to begin your application or nomination form live.

Speakers

Amanda Upton (NSTA: Arlington, VA), Melissa Collins (John P. Freeman Optional School: Memphis, TN)

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

Shell Awards Requirements
Shell Combined flyer 2022-23.pdf
Instructional Methods and Teaching Philosophy tips
Shell Programs presentation

Friday, July 22
10:40 AM - 11:40 AM
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Discussion-Based Learning: How to Use Talk as a Tool

McCormick Place - Skyline W375b

Academic discourse is a vital part of promoting student sensemaking. Learn how discourse can be used to promote equity and access in the science classroom.

Takeaways: Attendees will learn how to use discussion strategies in the classroom to move student thinking forward, use talk as a formative assessment, and build a classroom culture that promotes student discussion.

Speakers

Kristin Rademaker (NSTA: Arlington, VA), Cheryl Knight (Orland Junior High School: Orland Park, IL)

Friday, July 22
10:40 AM - 11:40 AM
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The Scoop on STEM Competitions Administered by NSTA

McCormick Place - W176a

Join us for a chance to learn more about  NSTA-administered competitions and awards from NSTA staff and past participants. NSTA-administered competitions include NSTA Teacher Awards, the Army Educational Outreach Program, Shell Science Lab Regional Challenge, and Toshiba/NSTA ExploraVision competitions. This engaging hour will include discussion and tips on how to engage K–12 students in project-based learning opportunities that are no cost to participate.

Takeaways: 1. Engage with educators that have participated in NSTA-administered competitions and awards; 2. Learn more about opportunities to engage students in project-based learning; and 3. Share best practices and tips to foster inquiry-based learning and showcase ideas.

Speakers

Acacia McKenna (NSTA: Arlington, VA)

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

NSTA Competitions_ presentation.pdf

Friday, July 22
10:40 AM - 11:40 AM
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Digital Energy Escape Room for Middle School

McCormick Place - W179b

Participants will be given a chance to experience what their students might encounter in this eesmarts digital activity based in an escape room format. Clues must be gathered and puzzles solved using science knowledge to successfully complete the challenge. The format provokes high student interest and engagement due to its game-like nature. The use of technology lends itself well to remote learning but can also be seamlessly translated to enhance in-person learning. The focus of the content in this particular activity involves the transformation of energy and its impact on the environment. Participants will be actively engaged throughout the presentation by experiencing the escape room. They will be provided with a digital toolbox to help them create an interactive slide of their own. This escape room is a companion to the eesmarts K-12 curriculum, an energy efficiency and clean, renewable energy learning initiative funded by the Connecticut Energy Efficiency Fund. Select digital resources will be provided to participants. The complete eesmarts program is free and available to all Connecticut educators.

Takeaways: Participants will experience and explore ideas to enhance in-person learning through competitive activities and gamification using and adapting a digital escape room format with an energy focus or their existing curriculum.

Speakers

Rebecca Tonkinson (eesmarts: Hartford, CT), Sharyon Holness (eesmarts: No City, No State)

Friday, July 22
10:40 AM - 11:40 AM
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Solving Environmental Issues Through Civic Action, Invention and Primary Sources

McCormick Place - W194a

Identifying problems, and complaining about them, is a talent many might claim. Identifying a problem and creating a solution is much less common but remains a core scientific principle needed to help students change the world. Finding a solution, however, is not enough; there must be an implementation plan as well. Scientific literacy teaches students to pinpoint and explore problems, but they must also take civic action--beginning in their own backyards. This session will introduce primary source-based inquiry learning tools by PBS NewsHour Classroom and Indiana University’s Center on Representative Government to help teachers meet this need. The workshop will consist of two NGSS-aligned activities on the connection between the environment and civic action.

Takeaways: How to engage students in identifying environmental phenomena in their own backyards and how to take action to address it.

Speakers

Elizabeth Osborn (Indiana University Bloomington: Bloomington, IN), Victoria Pasquantonio (PBS NewsHour: Arlington, VA)

Friday, July 22
10:40 AM - 11:40 AM
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Learn how BIOZONE’S superb interactive texts and BIOZONE toolkit supports teachers to deliver flexible and engaging NGSS and AP programs

McCormick Place - W190b

Sponsoring Company: BIOZONE

BIOZONE’s interactive worktexts are designed to support teachers by providing tools and content to:

  • Deliver accessible content within a differentiated classroom.
  • Engage students through inquiry or phenomenon-based learning.
  • Undertake effective and meaningful assessment using curricula specific assessment tools.
  • Enhance content delivery using the BIOZONE toolkit.
  • Enable flexible delivery in remote, in class, or blended delivery environments.

During this presentation we will showcase our two NGSS series and our new AP titles.

  • BIOZONE’s two NGSS series (Standard NGSS Series and Integrated NGSS Series) have been specifically designed to fully embrace the spirit and intent of the Next Generation Science Standards. These phenomena based titles are and fully three-dimensional, the DCIs, SEPs, and CCCs are embedded within each activity, delivery of material is scaffolded using the 5Es Instructional Model, and carefully designed assessment tasks conclude each chapter. Discover which NGSS series is right for you.
  • BIOZONE’s AP Environmental Science and AP Biology are structured on the units and topics outlined in the CEDs, with the Big Ideas and Enduring Understandings spiralling across all units. Students are engaged in learning through inquiry, case studies, investigations, and second hand data analysis. Assessment tasks based on the CED stipulations conclude each chapter.

Takeaways: 1. Discover how BIOZONE’s interactive worktexts and BIOZONE toolkit empower teachers to deliver engaging, effective programs within a differentiated classroom. 2. Discover how the BIOZONE tool kit augments the worktext and supports teachers to deliver a flexible and engaging program. 3. Learn about BIOZONE’S two NGSS series (Standard NGSS Series and Integrated NGSS Series) and our new Advanced Placement titles for AP Biology and AP Environmental Science. All workshop attendees receive a FREE BIOZONE eBook personal license and a FREE copy of the BIOZONE title of their choice.

Speakers

Lissa Bainbridge-Smith (BIOZONE Corp.: Parker, CO)

Friday, July 22
11:50 AM - 12:50 PM
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Ditch the Screens and get Outside! Exploring Ecosystems through an Inquiry-Based Project

McCormick Place - Exhibit Hall, Poster Session Area, Table 24

Learn how you can utilize iNaturalist in the classroom to get students designing and executing their own inquiries right in their backyards!

Takeaways: From this session, attendees will takeaway strategies in which they can utilize iNaturalist in order to have their students explore the ecosystems around them and make nature come alive.

Speakers

Alexander Eden (Florida International University: North Miami, FL)

Friday, July 22
11:50 AM - 12:50 PM
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Learning Better Science Practices with Science Fair Projects

McCormick Place - Exhibit Hall, Poster Session Area, Table 5

A former national science fair judge provides insights on how good titles can improve the odds of winning at science fairs. The poster will describe what the parts of a "good" title are and how teachers can help your students create one.

Takeaways: Teachers will learn the components of a good project title (from an research project on science fairs) and how to help their students develop a good title for their own project.

Speakers

G. Michael Bowen (Mount Saint Vincent University: Halifax, NS)

Friday, July 22
11:50 AM - 12:50 PM
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Global Conversations: International Film Festival and Share-a-thon

McCormick Place - Exhibit Hall, Poster Session Area, Table 21

In this self-directed session, you will be able to: Interact with educators in face-to-face poster presentations; Watch short video submissions from educators around the world; and Participate in hands-on/minds-on, takeaway learning experiences.

Takeaways: Science education occurs everywhere on this planet. We can get ideas and best practices from collegues around the world.

Speakers

Alison Betz Seymour (Science Teacher: Winchester, 0)

Friday, July 22
11:50 AM - 12:50 PM
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Photovoltaic Array Use in Earth Science Classes

McCormick Place - Exhibit Hall, Poster Session Area, Table 3

Teacher describes installation of two solar arrays, and how students use the arrays to investigate alternative energy and effect of array angle on electricity production.

Takeaways: Solar arrays allow students to interact with a real world technology changing sunlight into usable electricity. Two solar arrays that tilt independently allow students to evaluate data from a controlled experiment. Solar energy is part of response our society needs to respond to the challenge of global warming and our need for energy.

Speakers

Bruce Rose (Greenbrier East High School: Lewisburg, WV)

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

GEHS Solar Website
This is a website with teaching materials related to two solar arrays installed at Greenbrier East High School to aid in teaching Earth Science classes.

Friday, July 22
11:50 AM - 12:50 PM
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Water Moves Our Earth; Plants Stabilize Our Earth

McCormick Place - Exhibit Hall, Poster Session Area, Table 28

Water is the major force in shaping our planet. Students use simple models to measure water outwash and soil erosion.

Takeaways: Simple models show students how plants and plant residue play major roles in preventing water runoff and soil erosion.

Speakers

Suzanne Cunningham (Purdue University: West Lafayette, IN)

Friday, July 22
11:50 AM - 12:50 PM
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Three Easy Steps to Adding Inquiry to Labs

McCormick Place - Exhibit Hall, Poster Session Area, Table 14

Creating inquiry activities doesn't have to require re-inventing the wheel. There are simple adjustments you can make to build inquiry into any activity.

Takeaways: Three easy ways to build inquiry into traditional "cookbook" activites.

Speakers

Regina Borriello (Clifton High School: Edison, NJ)

Friday, July 22
11:50 AM - 12:50 PM
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Game Theory & Escape Rooms

McCormick Place - Exhibit Hall, Poster Session Area, Table 31

Escape-room activities offer promise for fun and function in developing social problem-solving skills. Participants will learn implementation and design strategies for their own ER environments.

Takeaways: Learn how escape rooms help to engage students in dynamic learning environments and how to begin developing up your own activities.

Speakers

Joy Barnes-Johnson (Princeton High School: Princeton, NJ), Mridula Bajaj (Mount Laurel Schools: Mount Laurel, NJ), Shefali Mehta (Princeton High School: Princeton, NJ)

Friday, July 22
11:50 AM - 12:50 PM
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Using Drones in the Classroom For Land and Crop Surveying Simulations

McCormick Place - Exhibit Hall, Poster Session Area, Table 10

This session will lead participants through a discussion on why and how to use drone technology in the classroom. It will showcase a problem based learning activity in which drones are used in a surveying simulation.

Takeaways: How and why using drones can enhance the curriculum.

Speakers

Jane Hunt (Education Projects, LLC: Columbus, OH)

Friday, July 22
1:00 PM - 2:00 PM
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Climate, COVID, Conspiracy, and Classrooms: Supporting scientific literacy by fighting science denialism

McCormick Place - W186b

Science denial, anti-intellectualism, and conspiracy theories have long, sordid histories. Today, rampant science denialism threatens personal and public health, economic sustainability, and prosperity. Globally, it poses existential threats to humanity. How has the situation deteriorated so far? How can so many people deny, not only the reality of climate change - a slow-moving and invisible enemy - but also the reality of a global pandemic and the effectiveness of simple protective/preventive strategies? The explanation is straightforward. Widespread scientific illiteracy enables moneyed and/or politically powerful interests to manipulate a credulous public in ways that undermine understanding of science and generate distrust of the scientific community. Campaigns often waged on unregulated social media are disturbingly effective. When disinformation, willful ignorance, and belligerence strike, who's on call? Right now, almost nobody ... and that's a problem for all of us who, as science educators, understand and value the role of science in general, and STEM topics and approaches more specifically. We will then explore a variety of online resources and discuss individualized teaching strategies that educators can deploy to overcome these challenges in our classrooms.

Takeaways: This workshop will briefly review the history, driving forces behind, and current status of science denialism, to clarify what we are up against. We will then explore online resources and individualized teaching strategies that can overcome these challenges in our classrooms. No single "magic bullet" (or magic YouTube video) can rescue us. We need a full-court press by all of us in education, focusing on cultivating in our students a true understanding of the nature of science, appreciation for the value of expertise in STEM fields, and a willingness to engage on a personal level with disturbingly cult-like beliefs.

Speakers

Joseph Levine (Science Writer and Producer: Concord, MA)

Friday, July 22
1:00 PM - 2:00 PM
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Fueling Success for Students: Win Up to $15K for Your Students and School

McCormick Place - W176a

Do you impact your school and community with STEM? If you teach K–12, come learn how to apply to win up to $15K through this teacher competition.

Takeaways: Learn how to apply for the Shell-sponsored teacher competition and two Shell-sponsored teacher awards.

Speakers

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

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

Shell Science Lab Regional Challenge checklist
Shell Combined flyer 2022-23.pdf
Shell Science Lab Regional Challenge w-awards - Chicago.pdf

Friday, July 22
1:00 PM - 2:00 PM
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Digital Slides to Enhance In-Person Data Collection

McCormick Place - W180

Throughout the pandemic teachers have learned how to successfully navigate their world in a virtual setting. Now the benefits of virtual teaching can be used to enhance in-person learning. This hands-on session gives participants the opportunity to use scientific tools such as a photometer, infrared thermometer, and watt meter to collect data. Digital interactive slides containing additional data will then be introduced to enhance the classroom experience. Digital interactive slides increase student engagement with clickable features providing meaningful data and useful information. Teachers will also be given instructions and resources to create their own interactive Google slides aligned to their curriculum. Though the focus of this session is data collection for high school physical science, digital interactive slides can be created for all grade levels and content. These activities are companions to the eesmarts K-12 curriculum, an energy efficiency and clean, renewable energy learning initiative funded by the Connecticut Energy Efficiency Fund. Select digital resources will be provided to participants. The complete eesmarts program is free and available to all Connecticut educators.

Takeaways: Participants will use tools such as a photometer, infrared thermometer, and watt meter to collect data, and enhance this experience with digital interactive slides providing additional data.

Speakers

Sharyon Holness (eesmarts: No City, No State), Rebecca Tonkinson (eesmarts: Hartford, CT), Karin Jakubowski (University of New Haven: West Haven, CT)

Friday, July 22
1:00 PM - 2:00 PM
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Building Meaningful STEM Learning Experiences: Using 3D and XR for Interactive Online Learning

McCormick Place - W192b

Sponsoring Company: Inspirit

Recent times have called for changes in the ways students learn STEM and have exposed gaps in current virtual STEM instruction. In our session, K-12 educators will learn about and be empowered to incorporate powerful VR and 3D STEM tools into their learning systems. We will use Inspirit’s virtual labs and 3D learning content features to teach and practice this. Our content is designed to stimulate high knowledge gain, deep engagement, and critical thinking in learners through their active involvement in virtual gamified environments. We’ll also answer some fundamental questions about technology integration into the classroom: (1) What is XR? What devices do we need to improve student learning outcomes? (2) How can we align with existing agencies and beliefs to support more meaningful and long-term integration? (3) What does it take to bridge the best practices of academic research in gamifying STEM education with practical considerations for making this technology work in the real-world? Through this hands-on and discussion-rich experience, participants will gain tools to align new media technologies with diverse curriculum, standards, and desired outcomes and examine how to use virtual 3D STEM labs in meaningful ways in the classroom.

Takeaways: Attendees will learn how to deepen the level of student engagement and critical thinking skills using affordable, accessible, interactive, gamified STEM experiences via 3D learning tools.

Speakers

Sarah Taylor (Inspirit: Stanford, CA), Luke Nilles (Inspirit Learning, Inc.: Atlanta, GA), Gerry Marchand (Huntley High School: Huntley, IL)

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

Presentation Deck

Friday, July 22
1:00 PM - 2:00 PM
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NGSS Activity—Chemical Reactions: Recovering Copper from Waste Solutions

McCormick Place - W470b

Sponsoring Company: Lab-Aids

Students investigate the use of reactions with three metals for reducing copper waste and reclaiming copper from a used copper etching solution. Students use data from their investigation and text sources to develop an evidence-based argument for which metal is the best choice for recovering copper from the waste solution. Takeaways: 1. Develop an evidence-based argument for which metal is best for removing copper from liquid wastes; 2. Chemicals such as copper and its compounds react in characteristic ways to form new substances with different properties; and 3. Decisions involving resource use should be made with an understanding of the trade-offs involved.

Takeaways: 1. Develop an evidence-based argument for which metal is best for removing copper from liquid wastes;

Speakers

Misty Richmond (James Ward Elementary School: Chicago, IL)

Friday, July 22
1:00 PM - 2:00 PM
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Teaching with Phenomena

McCormick Place - W192a

Sponsoring Company: Mosa Mack Science

Not all phenomena are created equally. How you kick off your unit sets the tone for the entire unit itself. In this workshop, you’ll learn what sets apart the best phenomena and complete phenomena-based lessons.

Takeaways: How to choose, implement and maximize learning around the best science phenomena. You’ll also receive free access to phenomena lessons.

Speakers

Lissa Johnson (Mosa Mack Science: Fairfield, CT), Lorraine Gueye (Mosa Mack Science: Fairfield, CT)

Friday, July 22
1:00 PM - 2:00 PM
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NSTA/ISTA Session- Bridging the Gap: Connecting STEM/Science Learning in CTE

McCormick Place - Skyline W375b

Student understanding of how science and STEM ideas and concepts are applied within their chosen career pathway is a critical component of many Career and Technical Education (CTE) programs, but for a variety of reasons these connections are often overlooked. Some states even provide CTE courses and Career Pathway standards that seem to go against the three-dimensional and student-centered learning grain. Yet, to truly meet the vision of the K-12 Framework, students in CTE and Vocational Education pathways should also be provided opportunities to engage in three-dimensional sensemaking in the context of their CTE course. In this session, we explore explicit connections between three-dimensional science learning and Agricultural, Food and Natural Resources as just one example of how three-dimensional student learning and sensemaking can be incorporated into CTE. We then explore how similar strategies can be utilized in other pathways with the goal of bridging the gap between science learning and practical application for students in CTE.

Takeaways: Attendees will learn strategies for integrating scientific sensemaking into CTE courses to support their students' mastery of the scientific concepts they will apply in those fields.

Speakers

Bridina Lemmer (Illinois Science Teaching Association: Jacksonville, IL), Chris Embry Mohr (Olympia High School: Stanford, IL)

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

Bridging the GAP

Friday, July 22
1:00 PM - 2:00 PM
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Engage in teacher developed activities that will allow your students to experience

McCormick Place - W184d

In this session, the participants will explore some lessons developed by teachers in the National Space Biomedical Research Institute-Teacher Academy Project (NSBRI-TAP). These are interactive, physical and focus on spatial disorientation and the musculoskeletal system as affected by microgravity. The teachers will engage in the activities and collect sample data as they would with students and interpret the results. These are both educational and fun as we need to desperately restore enthusiasm for science studies. The presenter has anecdotal stories from many astronauts of their physiological reaction to microgravity conditions that he will share. Teachers will be provided lesson plans and worksheets for use with their students. Sample activities: Title: IN-FLIGHT EXERCISES Grade Level: 5-8 Content Area: Life Science and Health National Science Content Standards: Standard A. Science as Inquiry (Grades 5-8 & 9-12) • Abilities necessary to do scientific inquiry • Understandings about scientific inquiry Standard C. Life Science (Grades 5-8) • Structure and function in living systems • Regulation and behavior Standard F. Science in Personal and Social Perspectives (Grades 5-8 & 9-12) • Personal health Title: SHIFTY EYES Grade Level: 5-8 Content Area: Space/Life Science National Science Content Standards: Unifying Concepts and Processes (Grades 5-8) Models Standard C. Life Science (Grades 5-8) Structure and function in living systems Regulation and behavior Diversity and adaptations of organisms Dr. Wilson also participated in two experiments on NASA’s KC-135 (Vomit Comet): 1) testing a resistance exercise machine to fly in space designed at The Cleveland Clinic and 2) an experiment where the corn earworm (Helicoverpa zea) was subjected to microgravity while a control group of worms was grown by elementary students in Las Cruces, NM. He will explain and share the results of these experiments and of one flown by teachers from Miami-Dade School District in Florida involved in his Future Scientists Program.

Takeaways: The International Space Station (ISS) is a research platform and is helping scientists develop countermeasures to the adverse effects of long-duration spaceflight on the human body.

Speakers

Craig Wilson (Texas A&M University: College Station, TX)

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