2022 Chicago National Conference

July 21-23, 2022

Grade Level


Topics




























Strands









Session Type












FILTERS APPLIED:6 - 8, Presentation, Physical Science

 

45 results

Lunch: Elements of Curriculum-Based Professional Learning

Wednesday, July 20 • 11:45 AM - 12:45 PM

Hyatt Regency McCormick Place - Regency Ballroom


STRAND: No Strand

Show Details

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)

Unpacking the Crosscutting Concepts with a Brand New NSTA Quick-Reference Guide to the Three Dimensions

Thursday, July 21 • 8:20 AM - 9:20 AM

McCormick Place - Skyline W375c


STRAND: No Strand

Show Details

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)

Everything You Always Wanted to Know about NGSS, But Were Afraid to Ask

Thursday, July 21 • 8:20 AM - 9:20 AM

McCormick Place - W175a



(Please login with your NSTA account to view the materials)
Everything you always wanted to know about NGSS_Handout.pdf
Everything you always wanted to know about NGSS_Presentation.pdf

STRAND: No Strand

Show Details

The NGSS is very complicated. The Institute for Quality Science Teaching at the Museum of Science and Industry provides professional learning opportunities for science teachers in Chicagoland and surrounding areas. Our approach is to ground everything we do in the NGSS and take a deep dive into all the elements of 3-dimensional learning. Professional learning programs at MSI are invested in helping teachers understand how to teach science effectively to meet these standards. Teachers in our programs learn science content in the context of 3-dimensional lessons, as instructors demonstrate instructional practices that enable NGSS-aligned teaching and learning. This presentation will review the basics of the NGSS, the 3 dimensions, how they’re combined in Performance Expectations, and the basics of enacting the NGSS in the classroom. If you need a refresher, just want a review, or still don’t have all those acronyms straight in your head, this is the presentation for you.

TAKEAWAYS:
Teachers will leave with a basic understanding of the structures of the Next Generation Science Standards and how they inform 3-dimensional standards and 3-dimensional science teaching.

SPEAKERS:
Lauren Slanker (Museum of Science and Industry: Chicago, IL), Karin Klein (Museum of Science and Industry: Chicago, IL)

Making A Career In Science Education In 2022

Thursday, July 21 • 9:40 AM - 10:40 AM

McCormick Place - Skyline W375b


STRAND: Learn and Lead: Developing a Community for Expanded Participation in Science and STEM

Show Details

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)

The NSTA Atlas of the Three Dimensions

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - Skyline W375c


STRAND: No Strand

Show Details

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)

Crash Science: When Physics Meets Biology

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W185b-c


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Use innovative video-assisted STEM activities, demonstrations, award-winning videos, and behind-the-crash-tests tours to teach the science of car crashes. Visit classroom.iihs.org for more information.

TAKEAWAYS:
Participants learn how to incorporate culminating STEM design challenges (Project Pedestrian Sensors and Egg-Carrying Paper Car Crash) into their curriculum to promote student awareness and understanding of how engineering and technology are used to build safer vehicles.

SPEAKERS:
Griff Jones (University of Florida: No City, No State), Pini Kalnite (Insurance Institute for Highway Safety Highway Loss Data Institute: Arlington, VA)

Cloudy with a Chance of Modeling

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W175a


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Our students use field work, computer modeling, and long term databases to understand the Earth's changing system. Students collect local weather data. They compare this data with regional and national databases, satellites databases, and climate modeling software (EdGCM).

TAKEAWAYS:
Teachers will learn how to introduce climate science in a non-threatening way by empowering their students to take a stand in their communities regarding decisions that affect their future by seamlessly incorporating field studies with professional climate studies.

SPEAKERS:
Carolyn Mohr (University Center of Lake County: Grayslake, IL)

Including Teachers in Developing Large-Scale Assessments for Science

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - Skyline W375b


STRAND: No Strand

Show Details

Learn about the novel approach taken by Illinois to include teacher voice in developing a statewide three-dimensional science assessment.

TAKEAWAYS:
Participants will learn about the process of developing a state-wide assessment written by local educators.

SPEAKERS:
Kristin Rademaker (NSTA: Arlington, VA), Harvey Henson (Southern Illinois University Carbondale: Carbondale, IL), Angela Box (Southern Illinois University Carbondale: Carbondale, IL)

The STEM of PBL

Thursday, July 21 • 2:20 PM - 3:20 PM

McCormick Place - W179b



(Please login with your NSTA account to view the materials)
_Main_Course.pdf
http://bit.ly/STEMPBLQA
https://drive.google.com/file/d/1c38TeuqPSC-vS8GLiVXQH9GzI7g0sjbx/view?usp=sharing
STEM PBL in action
https://www.youtube.com/watch?v=2HyFVEpZyEY
STEM PBL in action
https://www.youtube.com/watch?v=a487rcwqsLc
Guiding questions
https://www.youtube.com/watch?v=a487rcwqsLc
The Engineering Design Process/Journal Reflections
Projects VS PBL.docx
What Is PBL_ARTICLE.pdf
Why Is PBL Important_ARTICLE.pdf

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Participants will understand how to develop and effectively implement STEM curriculum units that include project based activities and performance based assessments. Participants will learn to help students answer complex questions and develop solutions for challenges and real-world problems. They will also assist students with extending and refining their acquired knowledge to routinely analyze and solve problems. By the end of this session: 1) Participants will gain a clear and coherent understanding of what a STEM PBL is and how it works. 2) Participants will be able to identify and create effective essential questions. 3) Participants will be able to identify and apply the components of a STEM PBL. 4) Understand how STEM PBL’s will impact instruction for participants and students. Agenda: What is PBL? Why is it important? How does a STEM PBL Work? How to effectively integrate journal reflections. Ways to Implement STEM PBL’s

TAKEAWAYS:
Participants will learn how to effectively implement STEM PBL’s (Project Based Learning) by integrating the components of STEM and PBL in order to grow students' capacity for creativity, fun, and back-loaded learning in a STEM context.

SPEAKERS:
Adero Carter (Clayton County Public Schools: Jonesboro, GA)

Digital Choose-Your-Own Science Adventure

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W185a


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

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: , 0)

Preparing for the 2023 Annular and 2024 Total Solar Eclipses

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W175a


STRAND: No Strand

Show Details

Learn about the many resources available to help plan your viewing of the 2023 annular and 2024 total solar eclipses.

TAKEAWAYS:
In order to see the maximum coverage of the Sun in a solar eclipse, the most important detail is a clear sky and fewer clouds. According to current climate data, the best locations to observe each solar eclipse will be reviewed.

SPEAKERS:
Richard Thomas (Beacon High School: Naples, FL)

Teaching Critical-Thinking Skills to Reluctant Teenagers

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W181b



(Please login with your NSTA account to view the materials)
Teaching Critical Thinking skills to reluctant teenagers.pptx

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

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)

Scaffolding Students’ Progression Through CCCs and SEPs Using Resources from the OpenSciEd Toolkit

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W186c



(Please login with your NSTA account to view the materials)
https://www.openscied.org/teacher-resources/
NSTA 2022 Chicago - SEP and CCC Toolkit Slides.pdf

STRAND: Students and Sensemaking: Promoting Science and STEM Teaching Strategies That Place Equity at the Center of Learning

Show Details

See how tools developed within OpenSciEd units can support students’ progression of and engagement in SEPs and CCCs across a variety of unit contexts.

TAKEAWAYS:
Participants will leave with practical tools such as graphic organizers, general rubrics, and self- and peer-assessments that can be used to support students in incrementally building SEPs and CCCs in a variety of units.

SPEAKERS:
Dawn Novak (Science Educator: Grayslake, IL), Gail Housman (Northwestern University: Evanston, IL), Jamie Deutch Noll (BSCS Science Learning: Colorado Springs, CO)

Providing actionable feedback to build students’ self-reflection skills

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W181a



(Please login with your NSTA account to view the materials)
Actionable Feedback.pdf

STRAND: No Strand

Show Details

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)

Planning More Accessible Science Lessons with Universal Design for Learning (UDL)

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W184d



(Please login with your NSTA account to view the materials)
Claims and evidence.jpg
Debate.jpg
Final Planning Science Lessons For ALL- NSTA Chicago.pptx
Planning Science Lessons For ALL- NSTA Chicago.pdf
Speaking like a scientist.pdf - Inv. Part 1.pdf

STRAND: No Strand

Show Details

In this presentation we will start with an existing basic physical science lesson that uses disciplinary core ideas on electricity, the engineering practice of making a model by constructing a basic electrical circuit, and the cross-cutting concept of cause and effect (closing the circuit starts current flow and turns on the light). We will then modify it using Universal Design for Learning (UDL) so it is more accessible, especially for students with disabilities. UDL encourages multiple means of representation, expression, and engagement for presenting and receiving content and information related to the lesson and gives students several ways to acquire the lesson knowledge, Multiple means of expression allows the students several choices in how they can “show what they know” and multiple means of engagement offers learners offers appropriate challenges to get students interested and motivated. Planning or modifying lessons using UDL not only makes lessons more accessible, but it also makes lessons more engaging for all students in inclusive classrooms.

TAKEAWAYS:
1) Universal Design for Learning (UDL) encourages multiple means of representation, expression, and engagement for presenting and receiving content and information related to the lesson. Use of UDL makes lessons more engaging for all students. 2) Applying UDL (Universal Design for Learning) will make the lesson more accessible, especially for students with special needs. 3) You may start with a lesson you already have. It is not necessary to develop a lesson from scratch when using UDL.

SPEAKERS:
Mary O'Donnell (The Help Group: State College, PA), Gargi Adhikari (Holland Brook School: Whitehouse Station, NJ)

Making Group Work Fair: The Potential Pitfalls of Student Peer Evaluations

Thursday, July 21 • 5:10 PM - 5:40 PM

McCormick Place - W178b


STRAND: No Strand

Show Details

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)

Build a K–12 STEAM Pipeline Through Family STEAM Night

Thursday, July 21 • 5:10 PM - 5:40 PM

McCormick Place - W180


STRAND: Learn and Lead: Developing a Community for Expanded Participation in Science and STEM

Show Details

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)

Inspiration to Fruition

Thursday, July 21 • 5:10 PM - 5:40 PM

McCormick Place - W185a



(Please login with your NSTA account to view the materials)
Inspiration to Fruition

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

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)

Integrating Computer Science into Science Courses Without Losing Your Mind

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W175a



(Please login with your NSTA account to view the materials)
Orban_nsta22.pdf

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

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)

Approaches to Assessment and Grading that Support Student Sensemaking

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - Skyline W375a


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

Show Details

As educators shift their teaching practice to align with the Framework for K-12 Science and the NGSS, they face various challenges and barriers. One pressing challenge is how to align their new approach to teaching and learning with existing assessment and grading systems. In this session, we will present provide examples of 3D assessments and associated scoring guidance. Participants will review student work for these sample assessments and identify evidence of understanding. They will collaborate with others in the session and determine how they would give grades based on set criteria. The second part of the session will highlight different approaches to grading based on local grading expectations (e.g., standards-based grading, daily grade requirements, or 100 point-based systems). Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

TAKEAWAYS:
Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

SPEAKERS:
Sarah Delaney (OpenSciEd: San Francisco, CA)

Phenomena to Questions: Practical Engagement Strategies for Student Sensemaking

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - Skyline W375b



(Please login with your NSTA account to view the materials)
Phenomena to Questions .pdf

STRAND: Students and Sensemaking: Promoting Science and STEM Teaching Strategies That Place Equity at the Center of Learning

Show Details

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)

Self-Paced STEM and Equity for All Learners

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W181c



(Please login with your NSTA account to view the materials)
Self-Paced STEM and Equity for All Learners Slideshow

STRAND: Adapting Virtual Learning to Increase Access and Participation in a Face-to-Face Classroom

Show Details

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)

Robots in Science! Integrating robotics and computational thinking into middle school science classrooms

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W181b


STRAND: No Strand

Show Details

Robotics activities can be an engaging and innovative way to help students learn core science concepts, while also introducing engineering design and computer programming. In this session, participants will learn about three robotics activities that help students engage with physical science concepts. Educators will hear about: (1) an activity involving speed and acceleration. Through a combination of activities students explored and calculated speed. After walking and running at intervals, students built vehicles to show speed and acceleration, ultimately graphing data to compare constant speed and acceleration; (2) ways in which students applied knowledge and skills learned during a PLTW Design and Modeling class as they designed and built a prototype toy for use in therapy with children with Cerebral Palsy or other disabilities; (3) how students used robots to explain a concept from a light and sound unit to peers and students from younger grades. Students selected one of the concepts from a light and sound unit, made a display, built a robot, and prepared a presentation to explain their concept and how it works in the world outside our classroom.

TAKEAWAYS:
Participants will learn how using robotics activities in science and engineering classes can support and enhance students’ learning of physical science concepts, while also engaging students in problem solving and engineering design processes.

SPEAKERS:
Richard Shroyer (Logos Lab School: Richmond, IN), Tiauna Washington (Hibberd Intermediate School: Richmond, IN), Debra Bernstein (TERC: Cambridge, MA), McCall Emerick (Acmetonia Elementary School: Cheswick, PA)

CONSTRUCT: a Crowd-sourced Online Tool for Developing Middle-school Physical Science Assessments using Disciplinary Core Ideas

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W184d


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

Show Details

Do the test questions you use adequately reflect your students’ true understanding of science? We’ll share guidelines for writing effective questions that don’t leave any of your students out and will help you determine whether your students are making sense of phenomena they are investigating - do their ideas match science ideas of the NGSS? Using a research-based “citizen science” approach, teachers can volunteer their favorite items and help improve our existing MOSART questions. Crucial item characteristics will be measured and reported, such as difficulty, effectiveness, gender, and racial/ethnic bias. Write new questions or revise ones you already have to address how well students make sense of elements outlined in the NGSS DCIs. The following is a question that is too difficult for middle school students: Matter is made of tiny bits called atoms. What is between the helium atoms in a balloon? a)Tiny particles that bind atoms together. b)A chemical substance that attaches helium atoms together. c)Nothing; the helium atoms touch each other on all sides. d)Nothing, just empty space. e)Air. How would you revise this item? We’ll have “practice” opportunities to look at assessment questions that are difficult or biased and discuss possible revisions with other educators.

TAKEAWAYS:
Write assessment questions to address item characteristics of difficulty, effectiveness, gender, and racial/ethnic bias

SPEAKERS:
Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA), Philip Sadler (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA)

Energizing Your Achievement - Shell Teacher Awards

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W193a



(Please login with your NSTA account to view the materials)
Instructional Methods and Teaching Philosophy tips
Shell Awards Requirements
Shell Combined flyer 2022-23.pdf
Shell Programs presentation

STRAND: No Strand

Show Details

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)

Promoting the 5th C-(Citizenship) of 21st Century Skills and CRE into an Inclusive STEAM Classroom

Friday, July 22 • 10:40 AM - 11:40 AM

McCormick Place - W176c


STRAND: Students and Sensemaking: Promoting Science and STEM Teaching Strategies That Place Equity at the Center of Learning

Show Details

The use of inclusive STEAM pedagogy is the forefront of using NRC Framework, Hill’s model, and 21st Century skill in unison for generating a sustainable STEAM curriculum. In this presentation, a demonstration of how to utilize these frameworks into creating project-based learning units that showcase diversity and the embodiment of students seeing diversity in the STEAM careers. The NRC framework will include SEPs for developing and using a model, planning and caring for an investigation, and using mathematical and computational thinking and CCCs of cause and effect, structure and function, and energy and matter. The use of the NRC framework with sensemaking (phenomena, science and engineering practices, student ideas, and science ideas) was the basis for developing a hurricane unit for 6th grade and macromolecule unit for 8th grade. Both of these units are grounded in these frameworks and the 5 C’s (communication, critical thinking, collaboration, creativity, citizenship) and the Hill’s model for cultural and historical education (CRE). All these frameworks are woven together on the Hill model lesson plan template to create hands-on PBL for the students. This presentation will give both STE(A)M and science teachers ideas on how to create a curriculum that incorporates more inclusivity and diversity while showcasing the work of my students.

TAKEAWAYS:
How to create a lesson that incorporates the 5 C's, CRE, SEPs, CCCs, and sense making into a lesson.

SPEAKERS:
Jenniffer Stetler (Chamblee Middle School: Chamblee, GA)

The Scoop on STEM Competitions Administered by NSTA

Friday, July 22 • 10:40 AM - 11:40 AM

McCormick Place - W176a



(Please login with your NSTA account to view the materials)
NSTA Competitions_ presentation.pdf

STRAND: No Strand

Show Details

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)

Digital Energy Escape Room for Middle School

Friday, July 22 • 10:40 AM - 11:40 AM

McCormick Place - W179b


STRAND: Adapting Virtual Learning to Increase Access and Participation in a Face-to-Face Classroom

Show Details

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)

Fueling Success for Students: Win Up to $15K for Your Students and School

Friday, July 22 • 1:00 PM - 2:00 PM

McCormick Place - W176a



(Please login with your NSTA account to view the materials)
Shell Combined flyer 2022-23.pdf
Shell Science Lab Regional Challenge checklist
Shell Science Lab Regional Challenge w-awards - Chicago.pdf

STRAND: No Strand

Show Details

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)

NSTA/ISTA Session- Bridging the Gap: Connecting STEM/Science Learning in CTE

Friday, July 22 • 1:00 PM - 2:00 PM

McCormick Place - Skyline W375b



(Please login with your NSTA account to view the materials)
Bridging the GAP

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

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)

Science Education in an Age of Misinformation

Friday, July 22 • 2:20 PM - 3:20 PM

McCormick Place - W184d


STRAND: Developing Scientific Literacy in the Science and STEM Classroom

Show Details

We are living in an Age of Misinformation. Developing the capabilities to evaluate scientific information is a key goal of scientific literacy. Moreover, “obtaining, evaluating and communicating information” is a core practice of NGSS. The NGSS standards, however, were developed a decade ago before misinformation became so pervasive and were not developed to address this threat. Much of this misinformation is scientific. Therefore, this session will present a set of ideas and materials about how to address this challenge. These have emerged from a report developed at Stanford University drawing on the expertise of an international group of science educators, scientists and psychologists entitled “Science Education in an Age of Misinformation”. In this session, we will present the main arguments and recommendations of the report. Using a set of practical, web-based classroom examples, participants will work in small groups to trial and discuss the suggested teaching approaches and materials we have developed. Opportunities will be provided for feedback, questions and discussion in a final plenary. What we will present will empower teachers of science with ways they can support their students to avoid being misled by the purveyors of misinformation.

TAKEAWAYS:
Participants will learn what are the challenges posed by misinformation and what they can do to help science education address this challenge using practical examples of exercises and ionnovative teaching materials.

SPEAKERS:
Daniel Pimentel (Stanford University: Stanford, CA)

Getting Carried Away: The UpLab

Friday, July 22 • 2:20 PM - 3:20 PM

McCormick Place - W176a



(Please login with your NSTA account to view the materials)
Presentation

STRAND: Students and Sensemaking: Promoting Science and STEM Teaching Strategies That Place Equity at the Center of Learning

Show Details

Using the Dual Range Force Sensor, participants will determine how many helium balloons are needed to lift themselves and the house from Disney’s film Up.

TAKEAWAYS:
1. Using the phenomenon of the helium balloon lifted house from the movie "Up," attendees will leave with a lab using the Dual Range Force Sensor to determine the amount of balloons needed to lift themselves and the house; and 2. the session will show how this can be used for any level of student, and as a bonus will also incorporate how the data collection and analysis can be collected using Python coding.

SPEAKERS:
Todd Graba (Crystal Lake South High School: Crystal Lake, IL), Brad Posnanski (Comsewogue High School: Port Jefferson Station, NY)

Engaging with Your STEM Ecosystem Through After-School Programs: Lessons from Science Olympiad

Friday, July 22 • 2:20 PM - 3:20 PM

McCormick Place - W179b


STRAND: No Strand

Show Details

A challenge that STEM education presents to educators is how to stay current in an ever-evolving field to accurately represent and engage their students with new topics, activities, and careers. Too often STEM teachers become locked-in on a set of topics, activities, and careers because of the resources and opportunities to which they have access. After-school programs, and their ability to foster partnerships within a school’s larger STEM ecosystem, are one mechanism to open up STEM programs within schools to new topics, activities, and careers while offering avenues for professional growth and learning for the classroom teacher. By introducing the Science Olympiad program and the strategies used by our school participants for over three decades to build partnerships, connect to their STEM ecosystem, and expand learning we intend to help attendees draw parallels to their STEM ecosystems and their after-school programs. Building off of this information, attendees will analyze and discuss ways their STEM ecosystem can contribute to their STEM program, develop approaches for asking ecosystem members for support, and recognize opportunities to grow their STEM program through after-school programs. The session will close with a discussion of attendees’ specific challenges and issues ensuring attendees leave with actionable solutions.

TAKEAWAYS:
The big takeaway from this session will attendees examining their STEM ecosystem to identify potential partners who align with their programming and can support student learning.

SPEAKERS:
John Loehr (Science Olympiad: Oakbrook Terrace, IL)

Toshiba America Foundation wants to work together with teachers who are looking for a better way of doing the right thing

Friday, July 22 • 2:20 PM - 3:20 PM

McCormick Place - W175c


STRAND: Learn and Lead: Developing a Community for Expanded Participation in Science and STEM

Show Details

Toshiba America Foundation wants to work together with teachers who are looking for a better way to engage the community in STEM. Participants will hear from educators that have won money for their school and communities to implement STEM action projects.

TAKEAWAYS:
Participants will learn how they can receive cash awards and acknowledge for STEM action projects.

SPEAKERS:
John Anderson (Toshiba America Foundation: New York, NY)

Transforming Teaching Through Curriculum-Based Professional Learning

Friday, July 22 • 2:20 PM - 3:20 PM

McCormick Place - Skyline W375a


STRAND: Students and Sensemaking: Promoting Science and STEM Teaching Strategies That Place Equity at the Center of Learning

Show Details

Carnegie Corporation of New York released a challenge paper calling on the education field to transform teaching and learning through the elements and essentials of curriculum-based professional learning. Learn how schools and systems are helping teachers experience the instruction their students experience to help change instructional practices, leading to better student outcomes.

TAKEAWAYS:
1. Explore the rationale for a challenge paper dedicated solely to the issue of curriculum-based professional learning; 2. Discover the 10 elements and three essentials of professional learning critical to effective implementation of high-quality science instructional materials; and 3. Consider implications of the roles and responsibilities for putting into action the elements of curriculum-based professional learning.

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

Lights-Camera-CRASH: Exploring Crash Science with Griff Jones and the IIHS’s Vehicle Research Center

Friday, July 22 • 3:40 PM - 4:40 PM

McCormick Place - W180


STRAND: Developing Scientific Literacy in the Science and STEM Classroom

Show Details

Go behind the scenes of a crash-test center and use award-winning videos, paper car crashes, and egg drop cushions to teach motion and energy. Everything free at classroom.iihs.org.

TAKEAWAYS:
Participants will learn how to use inquiry-based, NGSS-focused activities and video-supported engineering design experiences integrating STEM concepts with vehicle crashworthiness and crash avoidance technologies to promote students' safer decision-making when riding in or driving a vehicle.

SPEAKERS:
Griff Jones (University of Florida: No City, No State), Pini Kalnite (Insurance Institute for Highway Safety Highway Loss Data Institute: Arlington, VA)

"Say That Again???..." Know Your Students' - and Your Own - Misconceptions in Science

Saturday, July 23 • 8:00 AM - 9:00 AM

McCormick Place - W175c


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

Show Details

“Kids say the darndest things” don’t they - or do they? Either way, it’s really what they believe, whether it’s correct or incorrect. Do you know what ideas your students bring to the classroom and use to shape their ideas about science? How do we accurately assess their ideas against the disciplinary core ideas of the NGSS? We wonder where those ideas come from and why they own them. Our students make sense of science from many places and venues and then use that as a foundation for their learning. However, it may not always be a solid foundation. We can help students develop their science knowledge using phenomena, observation, and robust assessment as well as a through a deeper understanding of the misconceptions they hold. Know the extent of what your students are thinking and why they think it using research-based assessments and the importance of including their ideas in those assessments. Explore students’ ideas and misconceptions (as well as your own!) in the Physical Sciences at various grade levels and know some of what they bring with them before they walk in the door!

TAKEAWAYS:
Educators will learn research-based misconceptions that students hold across grade bands in the physical sciences in order to incorporate those into assessment.

SPEAKERS:
Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA)

Sustainable School: Achieving the U.S. Department of Education Green Ribbon

Saturday, July 23 • 8:00 AM - 9:00 AM

McCormick Place - W193b



(Please login with your NSTA account to view the materials)
Achieving Green Ribbon Presentation.pdf
Compost Handout NSTA 2022.pdf
Recycling and Garbage Signs.pdf
Warning Label Worksheet.pdf
Zero Waste Day Poster.pdf

STRAND: Learn and Lead: Developing a Community for Expanded Participation in Science and STEM

Show Details

Wheaton Christian Grammar School was one of 27 schools (3 non-public and 24 public) who received this prestigious award in Illinois in 2021. During the session, we will share how our board of directors, administration, and maintenance staff have reduced our environmental impact and cost through routine maintenance, upgrades, and building design. We will review how our school has implemented lessons and programing that promotes sustainability and care for the earth. We will discuss how our health team works on promoting wellness for student, faculty, and staff in areas of heathy eating habits, staying active, and social emotional learning. Utilizing local agencies and promoting professional development for your staff will be addressed. We will end our session with sharing how our school reduces our waste by using four outside compost bins along with a vermicomposting bin in the STEAM Lab. A worm bin will be present for a step-by-step demonstration.

TAKEAWAYS:
Come "learn" what the U.S. Department of Education Green Ribbon is and "lead" your school in achieving this award.

SPEAKERS:
Susan Macaluso (Wheaton Christian Grammar School: Winfield, IL), Jacqueline Lauriat (Wheaton Christian Grammar School: Winfield, IL)

Cultural Competence Matters: Improving Cultural Competence through Effective Interpersonal Communication

Saturday, July 23 • 8:00 AM - 9:00 AM

McCormick Place - W185b-c


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

Culturally relevant pedagogy embodies a professional, political, cultural, ethnical, and ideological disposition that supersedes mundane teaching acts; it is centered in fundamental beliefs about teaching, learning, students, their families, and their communities, and an unyielding commitment to see student success become less rhetoric and more of a reality. This session will aid in building awareness and sensitivity to the culture-based genius that students bring to the classroom using science inquiry strategies. Emphasis will be placed on a model for the inclusion of culturally relevant content that accommodates student backgrounds and methods of learning. In this session, we will exhibit how to identify the key characteristics of culturally responsive lessons. Attendees will acquire lesson design methods that employ cultural competence and effective communication. Attendees will use collaborate boards during the presentation to respond and interact. Activities to exhibit how students identify with what they know in the classroom will be utilized to help educators make connections and apply this information when planning lessons.

TAKEAWAYS:
Building awareness and sensitivity to the culture-based genius that students bring to the classroom using science inquiry strategies. Emphasis will be placed on a model for the inclusion of culturally relevant content that accommodates student backgrounds and methods of learning.

SPEAKERS:
Kelly Haynes (Baker High School: Baker, LA), Jennifer Norwood (Instructional Support Specialist: , 0), Tara Hollins (Exceptional Student Services Educator: Zachary, LA)

The Science of Student Engagement- How stress and the brain affect learning

Saturday, July 23 • 9:20 AM - 10:20 AM

McCormick Place - W181c


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

Students find science difficult or non-stimulating particularly when teachers do not consider cognitive, physiological, and socio-emotional disparities in students. Research has shown that engaging the appropriate parts of the brain helps students make a long-lasting, personalized connection to scientific concepts and practices. Studies show that discipline and learning problems in our classrooms may be associated with a lack of student engagement. Engaged students are less likely to be disruptive and are more likely to retain information longer. The focus of this presentation is to equip teachers with the pedagogical skills and strategies needed to drive student engagement and achievement by recognizing and addressing physiological, cognitive, and socio-emotional disparities in students based on an understanding of how a learner’s brain works. Participating teachers will explore the impact of emotions, storytelling, culturally relevant and hands-on learning on the forebrain and consequently on student engagement and comprehension. Teachers will learn to correctly harness the learning power of the forebrain, particularly, those of the hippocampus and amygdala, by appropriately employing suitable learning strategies. These will enhance student engagement, improve learning outcomes and increase academic achievement in the sciences.

TAKEAWAYS:
Teachers will learn to correctly harness the learning power of the forebrain, particularly, those of the hippocampus and amygdala, by appropriately employing suitable learning strategies

SPEAKERS:
Chidi Duru (Prince George's County Public Schools: Upper Marlboro, MD)

Brain-Based Instruction: Using Cognitive Psychology to Boost Science Learning

Saturday, July 23 • 10:40 AM - 11:40 AM

McCormick Place - W178b


STRAND: No Strand

Show Details

Cognitive science has identified flexible and often counterintuitive cognitive strategies that boost student learning. Teachers will learn how to implement these techniques within their classrooms.

TAKEAWAYS:
Learn how to apply multiple practical, flexible, and research-based cognitive strategies, including retrieving information from memory, distributing practice across time, scaffolding, and mixing together different examples, within their own classrooms to improve student learning.

SPEAKERS:
Jonathan Tullis (The University of Arizona: Tucson, AZ)

Science Practices in Action: Video Case Studies of Science Practices of Questioning and Modeling

Saturday, July 23 • 1:00 PM - 2:00 PM

McCormick Place - W180


STRAND: Developing Scientific Literacy in the Science and STEM Classroom

Show Details

Our master teacher video case studies are used to facilitate discussion about the science practices of Asking Questions and Modeling with inservice and preservice teachers.

TAKEAWAYS:
1. Using classroom video as a focus of discussion can provide teachers with an avenue for substantive conversations about their teaching practice; 2. Our case studies present real classroom settings where the teachers are having their students work on the practice of questioning and/ or modeling; and 3. Participants will view the videos and reflect on how the teachers are facilitating the use of science practices in their classrooms.

SPEAKERS:
David Henry (SUNY Buffalo State College: Buffalo, NY), Alayla Ende (University at Buffalo, SUNY: Buffalo, NY), Lisa Brosnick (SUNY Buffalo State College: Buffalo, NY), Alan Baczkiewicz (Sweet Home Middle School: Amherst, NY)

Phenomenon-based Instruction - Unpacking the 3-D NGSS

Saturday, July 23 • 2:20 PM - 3:20 PM

McCormick Place - W180


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Unpacking the 3-D NGSS while at the same time making science instruction engaging to students is a challenge faced by science teachers across the nation. With skillful use of phenomena-based instruction, science teachers engage students by converting what the teacher planned to teach into what the students want to learn. Culturally relevant, intellectually accessible and thought-provoking phenomena enable students to make engaging connections between the required curricula content and real-life scenarios and applications. Rather than recalling discrete facts, students apply new information and use transferable problem-solving skills to explain a natural or man-made phenomenon. Phenomenon-based science encourages students to ask questions, discover connections, and design models to make sense of what they observe. This session provides participating teachers opportunities to experience lessons in the same manner as students will. They examine a phenomenon and then ask questions, collaborate with partners and design models, and discuss digital tools that can be used to engage students in phenomenon-based learning. Teachers learn how to use questioning techniques and academic dialogue to spike discontent in the students' understanding of the phenomena, thereby, driving students to use science practices to further explore their curiosities

TAKEAWAYS:
Help teachers to develop and deploy thought-provoking phenomena that will promote student engagement, comprehension, and achievement in the sciences by transforming what the teacher planned to teach into what the students are eager to learn.

SPEAKERS:
Chidi Duru (Prince George's County Public Schools: Upper Marlboro, MD)

Get Real with School Gardens - Explore the Successes and Failures of the Carriel Garden in O'Fallon, IL

Saturday, July 23 • 2:20 PM - 3:20 PM

McCormick Place - W187c


STRAND: No Strand

Show Details

The Carriel Garden is a space where students can explore and experiment in nature while learning about connections to society and citizenship. Starting from a school-wide lunch waste worm composting program, the Carriel Garden has flourished into problem-based learning experience for more than just science classes. This session focuses on the success and failures we have encountered along the way in creating a native pollinator patch, vegetable garden, and small school greenhouse at a junior high school in southern Illinois. The presenter, Mrs. Mellenthin, will share lessons she has experienced first hand with her 7th grade science students from learning the escape routines of monarch caterpillars, how to compost outside in Illinois winters, navigating the local farmers market to sell student grown plants, and techniques for running from gophers, deer, and other garden surprises. ;) Topics addressed in the session will include funding solutions, community connections, staff buy in, summer support, STEM connections, and many lessons learned. The session will end with an opportunity for participants to network with others, ask questions, and formulate solutions for their own school projects.

TAKEAWAYS:
Attendees will gain practical examples of problem based learning in a school garden and gain ideas on how to set up or tackle issues in their own school garden spaces.

SPEAKERS:
Amanda Mellenthin (Carriel Junior High School: O Fallon, IL)

What's a Cluster? Understanding the Illinois Science Assessment (ISA)

Saturday, July 23 • 2:20 PM - 3:20 PM

McCormick Place - W184a


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

Show Details

The Illinois Science Assessment is written by Illinois science teachers for Illinois science students. Learn more about the format of this test and how you can model test clusters in your classroom.

TAKEAWAYS:
Illinois Science Teachers will gain insight into how to better prepare students for the ISA by learning how to create clusters for use in their classroom.

SPEAKERS:
Carol Baker (Lyons Elementary School District 103: Lyons, IL), Harvey Henson (Southern Illinois University Carbondale: Carbondale, IL), Angela Box (Southern Illinois University Carbondale: Carbondale, IL)