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)

Without out a doubt the recent pandemic has demonstrated that, the efforts in the science classroom towards scientific literacy are more relevant than ever. In this session participants will learn simple effective visual literacy tools and strategies that make learning science visible to all students, supporting diversity and reinforcing scientific literacy skills that help students make sense of the world. The strategies and tools used in this presentation will highlight the need to incorporate visual literacy as current brain research shows that around 60% of information we process every day comes in visual form. Sometimes chunking content to smaller learning bites can lower the understanding of concepts and ideas, especially if these concepts are abstract in nature; learning how to maximize the use of visuals both student and teacher made supports deeper understanding not just on a particular concept but of how they are connected making sense of the world. These strategies support cultural competency as they support learner diversity while working on scientific literacy skills such as use of evidence/data, pose questions, find answers. By having a common visual as point of reference along with strategy and tools not only closes the gap on background knowledge and makes accessible to all students but also helps student and teachers have meaningful discourse highlighting students strengths to solve real world problems.

TAKEAWAYS:
In this session participants will learn simple effective visual literacy tools and strategies that make learning science visible to all students, supporting diversity and reinforcing scientific literacy skills that help students make sense of the world.

SPEAKERS:
Marjorie Miles Dozier (Polk County Public Schools: Bartow, FL)

The Half-Earth Project team-based Mapping Design Challenge engages students in authentic teamwork to use digital mapping to design their own biodiversity conservation choices.

TAKEAWAYS:
Digital mapping motivated by exploring charismatic species draws diverse students into the multidisciplinary science of conservation decision-making where species, human impacts, and stakeholders have to be considered.

SPEAKERS:
Dennis Liu (E.O. Wilson Biodiversity Foundation: Durham, NC)

Marine debris is a widespread pollution problem in our ocean and waterways. It can harm wildlife, habitats, and our economy. This issue is human-caused, but it also has human solutions. The National Oceanic and Atmospheric Administration (NOAA) Marine Debris Program is dedicated to better understanding and preventing marine debris and its impacts on our environment. One of the best tools we have to combat marine debris is understanding the distribution, abundance, and types of debris in the marine environment. The Marine Debris Monitoring & Assessment Project (MDMAP) is a NOAA citizen science initiative to survey and record marine debris on shorelines. By participating in the MDMAP, students can generate critical data on marine debris for use by community organizations, policymakers, researchers, and NOAA. MDMAP data can also support student-generated action projects, providing opportunities to plan and implement authentic changemaking efforts. The NOAA Marine Debris Program plans to demonstrate and solicit feedback on an updated tool to support implementation of the MDMAP protocols with students: The MDMAP Educators’ Guide (Guide). We will introduce the updated protocols, provide a demonstration of activities in the Guide, and engage in a discussion with educators about implementation, suggested extensions (including action projects), and feedback.

TAKEAWAYS:
Attendees at this session will learn about the updated Marine Debris Monitoring & Assessment Project Educators’ Guide: a refreshed citizen science tool for monitoring shoreline marine debris available from the NOAA Marine Debris Program, including planning and conducting protocols with students, working with survey data, and creating authentic, meaningful action projects for students based on their experiences.

SPEAKERS:
Alexandria Brake (NOAA Office of Education: Silver Spring, MD), Tanya Kea-Marie Torres (California Sea Grant Marine Debris Extension Fellow: , CA)

Problem centered instruction is a great way to engage students, integrate content, inspire learning, and naturally incorporate all three dimensions of the NRC Framework. However, true problem centered instruction requires a major shift in both teaching and learning, requiring the one thing teachers don't have: time--the last thing teachers need is another pedagogical strategy that disrupts their entire routine. Teachers will have the opportunity to voice their concerns and discuss some barriers of problem centered teaching and learning, while also addressing the benefits for both teachers and students. Considering the benefits, there are some immediate changes that teachers can use to help shift to a problem centered environment. Recalling that problem centered learning should be complex, meaningful, and open-ended, the four strategies are: 1) Make the Content Relatable, 2) Structure: Less is More, 3) Be a Resource, Not an Answer Key, and 4) Use a Problem to Introduce a Topic. Teachers will then have an opportunity to put the strategies to immediate use by picking a lesson or topic and work with others to transform it into a three-dimensional, problem centered lesson.

TAKEAWAYS:
Teachers will explore four strategies that promote three-dimensional learning through the process of problem centered instruction that is complex, meaningful, and open-ended. They will discuss benefits and barriers to the problem centered approach from the perspective of both the instructor and the learner. Teachers will have an opportunity to brainstorm and work collaboratively on transforming a lesson or topic of their choice into a problem centered, reality based scenario that seamlessly integrates the Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas.

SPEAKERS:
Cassandra Armstrong (Illinois Mathematics and Science Academy: Aurora, IL)

The use of natural phenomena and driving questions to motivate student learning are key in the NGSS. With so many different science phenomena being posted for use in the classroom it can be difficult to determine what makes a good phenomenon and if that phenomena would be appropriate in all educational settings. The focus of this hands-on workshop is to give science teachers the tools needed to find, evaluate and use phenomena and driving questions for Performance Expectations that are consistent with the culture of their classroom. We will first explore and evaluate different phenomena used to teach the NGSS from various sources (websites, kits, science texts). Then we will apply cognitive learning theory and practices to those same phenomena and evaluate them considering different classroom cultures. Finally, participants will choose and discourse about alternative phenomena which might be used given different classroom cultures. The ultimate goal is to help science teachers evaluate and choose phenomena and create driving questions which can drive excellent science pedagogy in THEIR classrooms.

TAKEAWAYS:
Science phenomena and driving questions need to be tailored to the real-world of students in YOUR classroom

SPEAKERS:
Rob Keys (Cornerstone University: Grand Rapids, MI)

Unfortunately, the Las Vegas slogan “What Happens Here Stays Here” applies all too well to science classrooms. Science learning that takes place in the classroom often stays in the classroom and fails to transform students’ perceiving and experiencing of the world. This gap between school learning and everyday experience is one of the key barriers to developing active scientific literacy. This workshop on the Teaching for Transformative Experiences in Science (TTES) model will help teachers address this problem by enacting transformative teaching. The TTES model is a research-based pedagogy for fostering transformative experiences; that is, experiences in which students use science content to enrich and expand their everyday lives. The workshop will train teachers in the application of three core design principles: (a) artistic selection and crafting of content, (b) experiential apprenticeship, and (c) doing and undergoing. The workshop will be conducted by one of the pioneers and lead researchers of transformative experience theory. It will include authentic classroom vignettes illustrating the design principles in action, application templates and guidelines, and exercises that will help participants master the design principles. The workshop is appropriate for science educators at all levels as the design principles are adaptable to all ages.

TAKEAWAYS:
Workshop participants will receive hands-on training in research-based strategies effective at fostering transformative experiences; that is, experiences in which students use their in-school learning to enrich and expand their everyday, out-of-school lives.

SPEAKERS:
Kevin Pugh (University of Northern Colorado: Greeley, CO)

This workshop highlights one way to incorporate science history on a routine basis in the science classroom. Participants will receive a brief overview of the neuroscience research that explains why storytelling is emerging as one of the most effective educational tools for students of all ages. They will also explore how telling stories from science history promotes understanding of science practices, supports strong student science identities, and leads to discussion about the human nature of science and the underlying ethical and cultural implications. The presenter will share about the development of People to Ponder, a series of science profiles that can be used throughout a school year. This is not one specific set of scientists but rather a strategy to consistently include science history in instruction. Participants will experience through a student lens what a typical People to Ponder lesson might involve. Once they’ve experienced the strategy, participants will have a chance to reflect on and discuss how they might structure something similar in their classrooms. Participants will be provided with resources and instructional scaffolds that can assist them in their planning. They will leave with at least one activity or lesson planned for implementation in their classroom.

TAKEAWAYS:
Explore a strategy for sharing science biographies that promotes student engagement and understanding of science topics while creating an inclusive and culturally responsive teaching environment.

SPEAKERS:
Anna Babarinde (Sonoma County Office of Education: Santa Rosa, CA)

The free NASA STEM lesson plans introduce the practice of computational thinking and include elements of a real NASA mission. NASA’s Artemis program will return humans to the lunar surface for the first time since 1972, the year of the agency's last Apollo moon landing. This Educator Guide provides four standards-aligned activities to help students learn about NASA's Orion spacecraft that will take astronauts to the Moon and beyond. In this session, we will design and build a crew module model that will secure two 2-cm astronaut figures during a drop test. The PowerPoint will be available to all participants. The PowerPoint will include the videos and activities including the tips and pointers. Session Outline: 5 min - Welcome and Introduction to NASA Artemis Mission 10 min- STEM Engagement strategies and culturally relevant teaching 10 min- Introducing the Engineering Design Challenge 20 min- Teams Design a Crew Vehicle 10 min- Testing the Crew Vehicle 5 min- Reviewing the Resources and Q and A https://www.nasa.gov/sites/default/files/atoms/files/np-2020-02-2805-hq.pdf

TAKEAWAYS:
NASA provides free educational resources that include educator guides with standards-aligned activities to help students use computational thinking while including elements of real NASA missions.

SPEAKERS:
Susan Kohler (NASA Glenn Research Center: Cleveland, OH)

Turn any multiple-choice review into an exciting escape! Learn to create digital and in-person escapes to help keep students interested, engaged, and motivated.

TAKEAWAYS:
Participants will learn tips for designing escape boxes, plus how to add riddles, puzzles, games, and small prizes. The digital escape uses Google Forms, and the physical escape uses lockable boxes with resettable combination locks. Links to a customizable digital and physical escape will be available to attendees.

SPEAKERS:
Sharon Beck (Davidson County High School: Lexington, NC)

Did you know that every U.S. aircraft flying today, and every U.S. air traffic control facility, uses NASA-developed technology in some way? Participants in this session will gain insights into how NASA Aeronautics work to make aviation truly sustainable by reducing delays and environmental impacts, transforming aviation efficiency and safety, while reducing noise, fuel use, harmful emissions, and ultimately transform the way we fly. NASA’s X-57 Maxwell is an experimental aircraft designed to test operating multiple electric motors for use in turning propellers – an idea known as “distributed electric propulsion.” This session highlights an activity from NASA’s “X-57 Electric Airplane: STEM Learning Module” (https://www.nasa.gov/aeroresearch/stem/X57 ) part of a series of Educator Guides with lessons and activities to help students learn about NASA’s X-57 Maxwell and the science behind electric propulsion. This session will focus on the “X-57 Maxwell: Circuits Activity Guide” that engages participants to build a light-up paper helicopter by creating a “parallel circuit” that uses copper foil tape, two LED lights, and a battery. This session’s goals are to demonstrate that an all-electric airplane is more efficient, quieter, and more environmentally friendly. Session participants will understand that knowledge gained from the X-57 Maxwell research will help engineers design future electric-powered aircraft for everything from urban air mobility to moving passengers and cargo between nearby cities.

TAKEAWAYS:
1. Attendees will explore NASA STEM Educator Guides that are standards-aligned and provide detailed information and resources on how to implement NASA STEM engagement learning experiences in the classroom. 2. Hands-on minds-on experience with implementing a NASA STEM activity in their classroom that encourages students to create a parallel circuit on a paper helicopter as an introduction to circuitry and propulsion. 3. Attendees will gain insights into how NASA’s X-57 Maxwell all-electric airplane is more efficient, quieter, and more environmentally friendly while gaining a better understanding of the STEM concepts of energy transfer, and the physical science of pressure and aerodynamics.

SPEAKERS:
LaTina Taylor (NASA Educator Professional Development Collaborative (EPDC): Flossmoor, IL)