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)

Participants will use a graphic organizer to record their thinking as I describe a unit I taught in which students in grades 9-12 explored issues related to artificial intelligence. Students crafted op-Eds advocating for what we should do in our community about emerging technologies like driverless cars and facial recognition. As I describe the unit, I will highlight how I (1) kicked off the unit with a phenomenon that raised questions about convenience, safety, security, equity, and justice; (2) layered on texts and encouraged students to grapple with multiple perspectives on AI-related issues; (3) used routines and mentor texts to support students in crafting claims and connecting evidence to their claims; and (4) engaged students in processes of revision. Then, participants will work in self-selected groups to explore science/technology/society text sets on topics like lab grown meat and space debris. As they explore the text set, they will engage with a classroom routine to develop a compelling, debatable, defensible, and nuanced claim. Participants will share what they discovered as they explored the text set and wrote claims in their group and will reflect on how these text sets and routines might become part of their classroom practice.

TAKEAWAYS:
Participants will learn about freely available text sets and classroom routines developed by teachers for supporting civically engaged argument writing about science and technology issues in society.

SPEAKERS:
John Smith (Chester A Arthur School: Philadelphia, PA)

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 (Nourish the Future - Education Projects, LLC: Columbus, OH)

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)

Come join us as we participate in a Darwinian speculation reimagined as a Thought Experiment. This is a classic STEAM approach.

TAKEAWAYS:
See how to integrate the arts into STEM = STEAM.

SPEAKERS:
Christina Derusha (Science Teacher: , IL), Vito Dipinto (National Louis University at Wheeling: Wheeling, IL)

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 (Nourish the Future - Education Projects, LLC: Columbus, OH)

We can examine natural phenomena and address wicked problems using the scientific process. The smallpox virus emerged approximately 10,000 years ago, and the virus's global spread devastated civilizations. Thanks to the scientific thinking of a Buddhist nun, a milkmaid, and Edward Jenner, smallpox was declared eradicated in 1979 by the World Health Organization. To support the understanding of the nature of science in the NGSS (Appendix H), session participants will engage in activities that demonstrate how science is used to answer questions about the natural world through a process that is consistent, observational, natural, predictable, tentative, and testable. Additionally, participants will examine various media sources to learn how to identify scientific misinformation and the tactics used to make misinformation appear credible. The National Center for Science Education supports science teachers through free professional development and curriculum to recognize and address science misconceptions using the three dimensions of the NGSS. Resources: https://ncse.ngo/supporting-teachers/classroom-resources

TAKEAWAYS:
This session introduces participants to a basic understanding of the scientific process, how our knowledge of the natural world evolves with new evidence, and that science cannot answer questions that do not pertain to natural processes. Attendees will take a deep dive into an NGSS storyline sequence developed to help students understand that science is an ongoing process that must be supported by multiple lines of evidence to be accepted by the scientific community.

SPEAKERS:
Lin Andrews (National Center for Science Education: Oakland, CA), DeeDee Wright (Colorado State University: Fort Collins, CO), Cari Herndon (National Center for Science Education: No City, No State), Ayesha Alirahi (Science Teacher), Blake Touchet (National Center for Science Education: Oakland, CA)

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)

Students come into a science classroom with varying or little to no background knowledge. Mathematical modeling in the science classroom is a critical piece of any three-dimensional lesson. Come learn how one science teacher uses real-world student-collected data to make modeling fun and inclusive of all students!

TAKEAWAYS:
Equity in the science/math classroom; data collection and analysis; and mathematical modeling.

SPEAKERS:
Stacy Thibodeaux (Southside High School: Youngsville, LA)

Complete a distracted driving simulation and discover free award-winning videos, STEM activities, and real-world applications exploring science, engineering, and vehicle crashworthiness. Free lesson plans included.

TAKEAWAYS:
Participants will learn how scientific and engineering principles can be modeled in classrooms using crash science–related videos and activities to promote safer personal behaviors 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)

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)

Advances in biotechnology, particularly DNA sequencing, has led to a surge in genetic data and large online databases. Interpreting these data, using the interdisciplinary field of bioinformatics, is in high demand because genome sequencing is becoming increasingly cheaper and faster. In science classrooms, there are many opportunities to incorporate bioinformatics, but this can be a daunting task for teachers who do not know where to begin. This hands-on activity starts by introducing participants to the National Center for Biotechnology Information (NCBI) website. Presenters will provide a brief overview of the database to guide participants on: 1) how to use the search functions of the database, 2) interpret information on sequence pages, and 3) how to download DNA, RNA or amino acid sequences. Following the guided tour, small groups will be provided discussion questions to discover potential areas within their curricula that could be reinforced or enhanced with a brief bioinformatics activity. Participants will be provided worksheets to help document relevant sequence information (accession numbers) for the biological phenomenon or topic that inspired the activity. The participants will leave with a basic understanding of sequence capture from NCBI and a rudimentary activity to expose students to sequence data analysis.

TAKEAWAYS:
An understanding of the genetic code and basic internet browsing skills are all that are needed to explore bioinformatics and use them in the classroom.

SPEAKERS:
Zack Bateson (National Agricultural Genotyping Center: Fargo, ND), Jane Hunt (Nourish the Future - Education Projects, LLC: Columbus, OH)

A scientific model represents the cause and effect relationships between components of a system attempting to replicate the system in such a way as to be predictive. Models are necessary when the studied system is too complex to isolate each component and test variables and their impact on the whole system. Climate is a highly complex system, but modeling allows climate scientists to identify the variables within the system and study each of them independently and as a system. The evolution of video game graphics and consoles mirrors the evolution of models used to replicate Earth’s climate. To support the understanding of NGSS HS-ESS2: Earth’s Systems and HS-ESS3: Earth and Human Activity, session participants will analyze data from different factors affecting climate and average global temperatures. Ultimately, data shows the rapid increase of greenhouse gases due to human activity. Additionally, participants will examine various climate models focusing on the factors included in building the model and communicate their findings by creating their model. The National Center for Science Education supports science teachers through free professional development and curriculum to recognize and address science misconceptions using the three dimensions of the NGSS. Resources: https://ncse.ngo/supporting-teachers/classroom-resources

TAKEAWAYS:
Scientists use models to understand highly complex systems and make predictions about future outcomes. Climate scientists use multiple data sources to design and test comprehensive climate models to examine past climates and predict future trends. Attendees will learn about the history and evolution of climate modeling while examining evidence that supports their reliability for predicting future climate patterns.

SPEAKERS:
Lin Andrews (National Center for Science Education: Oakland, CA), DeeDee Wright (Colorado State University: Fort Collins, CO), Cari Herndon (National Center for Science Education: No City, No State), Blake Touchet (National Center for Science Education: Oakland, CA)

The GISP2 H-Core was collected in 1992 adjacent to the Greenland Ice Sheet Project Two (GISP2) drill site. The GISP2-H 125.6-meter firm and ice core is a record of 430 years of liquid electrical conductivity and nitrate concentrations. The liquid electrical conductivity sequence contains signals from a number of known volcanic eruptions that provide a dating system at specific locations along the core. The terrestrial and solar background nitrate records show seasonal and annual variations – as well as unique events. Several major nitrate anomalies within the record do not correspond to any known terrestrial or solar events, and there is compelling evidence that some nitrate anomalies within the GISP2 H-Core could possibly be a record of supernova events. This investigation provides participants with a better understanding of the scientific process of analyzing data and developing models to construct knowledge, and defending the results. Sometimes there is no answer key, only possible solutions from analyzing and constructing knowledge from multiple sources that cross traditional disciplines. The materials focus on NGSS scientific practices, crosscutting concepts and the Earth and space sciences core disciplinary ideas – including analyzing and interpreting data, patterns, cycles of energy and matter, Earth systems and Earth and human activity.

TAKEAWAYS:
In constructing new knowledge, sometimes there is no definitive answer, only plausible conclusions based on constructing, analyzing, and comparing data and research from multiple disciplines.

SPEAKERS:
Donna Young (NASA/NSO/UoL Program Manager: Laughlin, NV)

Horses have an extraordinary fossil record in North America, with specimens from the early Eocene (about 55 Ma) to just the last 10,000 years. The primary dietary strategy in horses changed from browsing –- like that of a giraffe –-to grazing –- like that of modern horses, as seen in the evolution of the higher-crowned teeth. The evolution of tooth structure strongly correlates to variations in the ecosystem due to a changing climate. To support the understanding of NGSS HS-LS4 Biological Evolution: Unity and Diversity, session participants will engage in the analysis of hypsodonty -- the height of the tooth relative to its overall size -- of fossil replicas to track the evolution of dietary strategy in this lineage to construct an explanation based on evidence to support the claim that changes in environmental conditions may result in the emergence of new species over time. Additionally, participants will communicate their newly gained knowledge in analyzing how horse evolution is depicted in museum displays and design an accurate phylogenetic representation. The National Center for Science Education supports science teachers through free professional development and curriculum to recognize and address science misconceptions using the three dimensions of the NGSS. Resources: https://ncse.ngo/supporting-teachers/classroom-resources

TAKEAWAYS:
Natural selection acts on genetic variation within populations as individuals who are adapted to survive in the environment reproduce and pass on their genes. Attendees will have the opportunity to work hands-on with a variety of 3D-printed horse teeth dating back to the Eocene to understand how a changing climate played a role in the dietary evolution of horses.

SPEAKERS:
Lin Andrews (National Center for Science Education: Oakland, CA), DeeDee Wright (Colorado State University: Fort Collins, CO), Cari Herndon (National Center for Science Education: No City, No State), Blake Touchet (National Center for Science Education: Oakland, CA)

Come learn how to teach in three dimensions and advance students’ scientific literacy by strategically applying the use of CERs and CEJs in your classroom.

TAKEAWAYS:
After this session, participants will be able to identify opportunities for using CERs and CEJs to facilitate student discourse and discussion and apply what they have learned to their own classroom.

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

Budburst is a national community science project that brings together researchers, educators, gardeners, and community scientists to make careful observations of the timing of plant life cycle events, or phenophases. Changes over time can be used to illustrate how plants and ecosystems are being affected by human impacts on the environment, especially climate change. By joining Budburst, students can connect to nature wherever they live while participating in an authentic scientific investigation with real-world impacts. In this session educators will learn how they can use Budburst to engage their students in collecting and using real scientific data to examine local plant phenomena and address the NGSS. They will learn about the resources freely available to educators on the Budburst website, including tools allowing them to (1) create their own virtual classroom and set up student accounts, (2) collect and submit data with students, and (3) access existing data to help students ask and analyze their own questions about plants, ecosystems, and climate change. Finally, participants will learn how other educators have implemented Budburst in their classrooms and explore how they can use this flexible platform to scaffold their students’ participation in different stages of the scientific process.

TAKEAWAYS:
Learn to engage students in local plant phenomena and real-world climate change science using Budburst resources.

SPEAKERS:
Sarah Jones (Chicago Botanic Garden: Glencoe, IL), Rebecca Ammann (Chicago Botanic Garden: Glencoe, IL)

Participants will be provided opportunities to define disciplinary literacy in science. Participants will be able to use research-based literacy strategies to incorporate reading, writing and discourse in physical science on structures and properties of matter. Content will be based on tools to promote disciplinary literacy in the secondary science classroom. The session will incorporate understanding and using claim, evidence and reasoning during 5E instruction. Student products will include the completion of CER process to extend their scientific data and analysis. A template will be provided to assess and norm CER and support their claim through the appropriate evidence and reasoning from the lesson.

TAKEAWAYS:
Attendees will: 1. participate in experiences that include argumentation through claims, evidence, and reasoning; 2. have an opportunity to view a variety of literacy strategies embedded in a 5E lesson; and 3. be able to define and explore disciplinary literacy within science.

SPEAKERS:
Takisha Gastile (University of Houston-Clear Lake: Houston, TX)