Online Science Videos & Lessons for K-8
 

2022 Chicago National Conference - Sessions

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Displaying 68 results

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

McCormick Place - W180

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

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

Speakers

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

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

McCormick Place - W178a

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

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

Speakers

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

Thursday, July 21
8:20 AM - 9:20 AM
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Now I see it! Now I get it!

McCormick Place - W184d

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)

Thursday, July 21
8:20 AM - 9:20 AM
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Supporting Civically Engaged Argument Writing in Science and Technology Classrooms

McCormick Place - W178b

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)

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

Guided Session Notes and Resources

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

McCormick Place - W181b

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

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

Speakers

Kristin Hunter-Thomson (Dataspire Education & Evaluation, Rutgers University: Princeton, NJ)

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

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

Thursday, July 21
8:20 AM - 9:20 AM
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Humanizing Science: A Rubric for Evaluating Science Trade Books

McCormick Place - W175c

Trade books are often used to support science instruction, and are an effective way to connect ideas about how science works to classroom science experiences. In this workshop, we will share a rubric for evaluating trade books for science read-alouds and discuss how the tool can be used to inform instruction (e.g., developing discussion questions). The rubric focuses on four concepts related to humanizing science, and aligned with views of nature of science in the Next Generation Science Standards: Science is done by diverse people, Scientists interpret empirical evidence to support their claims, Scientists use a variety of methods, and Scientists are creative at all stages of their investigations. These four concepts support students’ understanding of how science works, laying the foundation for being an effective consumer of science. Additionally, these four concepts present a more accurate representation of scientists, in contrast with many long-standing stereotypes about scientists. Attendees will have the opportunity to use the rubric to analyze elementary-level science trade books and develop a plan for implementing the read-alouds in class. We will conclude by examining how teachers can layer selected trade books effectively into their existing science curriculum.

Takeaways: Attendees will learn why representing science as a human activity is important for students’ understanding of how science works, and will learn how to select and plan for read-alouds of books that humanize science into their existing science curriculum.

Speakers

Jeanne Brunner (University of Massachusetts Amherst: Amherst, MA), Kathleen Mahoney (Doctoral Student: , 0)

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

Humanizing Science Workshop Resources
Access workshop slides, materials, completed examples, and a searchable Outstanding Science Trade Book list at this link.

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

McCormick Place - W176c

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

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

Speakers

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

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

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

Thursday, July 21
8:20 AM - 9:20 AM
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Using Online Investigations with Digitized Specimens to Enhance Data Literacy and Scientific Reasoning

McCormick Place - W181c

Online investigations with digitized specimens offer broad opportunities for teachers to engage their students in authentic scientific research. EPIC Bioscience investigations are free, online, NGSS-aligned research investigations that guide students to participate in science practices: asking a question, collecting data, analyzing and interpreting findings, and communicating to others. Investigations use specimens from natural history collections in entomology, vertebrate zoology, mycology, and botany to provide fully-supported, online investigations centered on real phenomena and aligned to NGSS MSLS2-1 through NGSS MSLS2-4. These investigations offer key opportunities to enhance scientific literacy through effective sensemaking with student-collected data on compelling specimens. This session focuses on two key goals to help teachers support sensemaking during phenomena-based student investigations: (1) Identifying and remediating common student errors and confusion during data collection and analysis. (2) Practicing effective instructional strategies focused on enhancing students’ scientific reasoning and data interpretation. This session will involve hands-on experiences with student activities, as well as interactive discussion of classroom examples and evidence.

Takeaways: Identify common student errors and sources of confusion during data collection, analysis, and interpretation and deploy strategies designed to enhance student sensemaking from data.

Speakers

Kirsten Butcher (The University of Utah: Salt Lake City, UT), Madlyn Larson (Natural History Museum of Utah: Salt Lake City, UT)

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

EPIC Bioscience - Specimen Measurement Guide
A visual guide to measuring specimens, with examples and non-examples.
EPIC Bioscience - Data Interpretation Guide
Visual student guide to interpreting data patterns, with examples and non-examples.

Thursday, July 21
9:40 AM - 10:40 AM
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Connecting Three-Dimensional Learning to Upcoming Out-of-this-World Phenomena

McCormick Place - W176a

Get ready for the 2023 and 2024 solar eclipses. See how learning activities about Earth, Moon and Sun provide three-dimensional learning experiences that connect to these events, which will be more spectacular than the 2017 eclipse.

Takeaways: Participants will have a better understanding of what is meant by three-dimensional learning, see how 3-D learning can lead to knowing what causes lunar phases and eclipses, and be prepared to enjoy the solar eclipses in 2023 and 2024.

Speakers

Dennis Schatz (Institute for Learning Innovation: Beaverton, OR)

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

PPT for 3D astronomy workshop for Chicago - 26Jun2022.pdf
Two Beautiful Eclipses Coming to North America Info Sheet - 24Jun2022.pdf
Solar Science and WTSGD Handout 2022 - 8Jun2022.pdf
Solar Science - Activities to teach about lunar phases and eclispes.pdf

Thursday, July 21
9:40 AM - 10:40 AM
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Exploring a General-Education Science Class Designed to Teach Skills, Not Facts

McCormick Place - W186a

General-education science classes are often the last chance we have to empower students with the science literacy skills necessary to navigate today’s world. But what is science literacy? Memorizing facts and following recipe-like labs? Or is it understanding how the process of science learns about the world by testing explanations and critically scrutinizing the evidence? A good science education teaches students how, not what, to think. Science isn’t just what we know; it’s how we know. This presentation explores a novel course developed using a backward design approach designed to teach the essential skills of critical thinking, information literacy, and science literacy. By focusing on the process of science over content, students learn how to evaluate the evidence for claims to determine how we know something. Directly including pseudoscience (e.g. astrology, psychics, homeopathy, Bigfoot) and science denial (e.g. climate change, evolution, GMOs) increases engagement, addresses common misconceptions, and teaches students how to recognize the characteristics of good science. Assignments and activities in which students actively create misinformation inoculates them against the real thing. Finally, providing students with a structured toolkit to evaluate claims (with lots of opportunities to practice) helps students apply what they’re learning to the “real world.”

Takeaways: The goal of general education science should not be memorizing facts, but learning the essential skills of critical thinking, information literacy, and science literacy.

Speakers

Melanie Trecek-King (Massasoit Community College: , 0)

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

Teach Skills Not Facts Handout
Teach Skills, Not Facts Article

Thursday, July 21
9:40 AM - 10:40 AM
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How Did the Elk Cross the Road?

McCormick Place - W178b

By the end of this session, participants will be able to: - Explain the impact of roads on wildlife - Analyze data to design wildlife-friendly crossing structures - Use hands-on tools to teach STEM concepts The majority of this session will focus on real world data analysis and problem solving. Working in small groups, participants will propose solutions to a number of related scenarios. First, they’ll analyze data to determine if highways pose a significant threat to wildlife. Relevant vocabulary will be introduced – including fragmentation, migratory barriers, porosity and passage rates – as we explore the need for ways to move animals across highways without impacting humans. Once a need is determined, they’ll continue their exploration by looking at potential crossing structure solutions. They’ll identify structure location and wildlife-friendly designs to ensure the highest use. They’ll be asked to either create a model or blueprint of their design. Finally, participants will discuss ways to determine the crossing structure effectiveness. This will include a cost/benefit analysis. Additional resources to expand learning will be shared, including links, books, videos, contacts and professional development.

Takeaways: Science and Engineering Practices are used by wildlife biologists to help manage wildlife populations and those same skills can be developed in students.

Speakers

Eric Proctor (Arizona Game and Fish Department: Phoenix, AZ)

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

Slide Deck
Notes Handout
Elk Crossing Graph
Highway Map Crossing Locations
Crossing Structure Videos
AZGFD K-12 Education Resources (Focus Wild)
How did the Elk Cross the Road
program

Thursday, July 21
9:40 AM - 10:40 AM
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We Are All Explorers

McCormick Place - W184d

How are you engaging all students in critical skills to ensure they are ready for the future of work? What does the classroom feel, sound, and look like when students are making sense of their world and solving real-world problems? Join the alumni from the 2021 Northrop Grumman Foundation Teachers Academy as they share the ways they have transformed their schools/classrooms to align with the reality of work as experienced alongside engineers, technologists, and scientists.

Takeaways: Strategies to integrate workforce skills aligned with the vision of the K–12 Framework.

Speakers

Rachel Kenning (Spring Creek Middle School: Providence, UT), Anthony Carter (Middle River Middle School: Middle River, MD), Yevgeny Pevzner (Kearns Junior High School: Salt Lake City, UT), Leilani O'Dell (Union Avenue Elementary School: Los Angeles, CA)

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

NGFTA Alumni--Workplace Skills

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

McCormick Place - W196c

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

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

Speakers

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

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

NSTA Chicago 2022 Chemistry Progressions.pdf

Thursday, July 21
9:40 AM - 10:40 AM
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Half-Earth Project Inclusive Mapping Design Challenge and Hummingbird Guided Inquiry

McCormick Place - W196a

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)

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

McCormick Place - W185d

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

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

Speakers

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

Thursday, July 21
9:40 AM - 10:40 AM
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3D@NSTA: Strengthening Science Teaching Practice with CCCs

McCormick Place - Skyline W375c

In this session, the co-editors of the recent NSTA Press book, Crosscutting Concepts: Strengthening Science and Engineering Learning, will take a deep dive into how crosscutting concepts can be more explicitly leveraged to strengthen science instruction. Presenters will illustrate how two instructional units—one elementary and one secondary—have developed CCCs as lenses on phenomena in order to better connect with students’ everyday experiences and to enhance students’ ability to meaningfully integrate SEPs, DCIs, and CCCs to make sense of authentic phenomena and problems.

Takeaways: CCCs are: 1) lenses on phenomena and problems; 2) critical to sensemaking about phenomena and problems; and 3) most useful when meaningfully integrated with SEPs and DCIs.

Speakers

Jeff Nordine (The University of Iowa: Iowa City, IA), Okhee Lee (New York University: New York, NY)

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

NSTA 2022 CCCs in 3D Learning PPT 7-21-22.pptx

Thursday, July 21
1:00 PM - 2:00 PM
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Lone Wolf: A Darwinian Speculative Thought Experiment

McCormick Place - W186a

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)

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

McCormick Place - W195

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

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

Speakers

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

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

McCormick Place - W196c

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

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

Speakers

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

Thursday, July 21
1:00 PM - 2:00 PM
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Teaching Grey Water Reuse and Water Recycling

McCormick Place - W181a

Water: It’s constantly in use all around us, but did you know that you can recycle water just like paper or plastic? Droughts and water scarcity are becoming an increasingly common phenomenon, and it is estimated that nearly 6 billion people will suffer from clean water scarcity by 2050. Yet, every year, Americans throw 11 trillion gallons of reusable water, also known as grey water, down the drain. In this series of lessons, students will learn about where their water comes from, the human water cycle, the three types of water and the connection between droughts and climate change. These lessons will also tie into the broader themes of sustainability and climate science and incorporate hands-on STEM activities and career connections. The lessons are primarily for elementary students but can be adapted for older audiences. They will be free for all teachers to use in their classrooms and are developed by Shreya Ramachandran, founder of The Grey Water Project in concert with educators. Join us for the presentation to learn more about grey water, why teaching about grey water and water conservation is important and how you can bring this to your classroom!

Takeaways: Session participants will learn about grey water reuse and water recycling and how they can be effective drought solutions.

Speakers

Shreya Ramachandran (Stanford University: Stanford, CA)

Thursday, July 21
1:00 PM - 2:00 PM
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Science Teachers ARE Math Teachers: Integrating Mathematical Thinking into Sensemaking

McCormick Place - W185a

Using real-world phenomena asks students to puzzle out answers to problems that occur in their day-to-day lives. It encourages students to enter into sensemaking using their own prior knowledge and tools. One of the best tools to make sense of a phenomenon is math. Learn from CCSS Math and NGSS specialists about using mathematical thinking to promote scientific literacy. This session includes a focus on student agency, sensemaking, and supporting connections between the STEM classroom and real-world phenomena. The presenters will map CCSS Mathematics and NGSS connections while providing strategies for increasing agency and sensemaking in the classroom. Questions we will consider include: How do we support all students in becoming mathematical thinkers? How do we promote agency by providing students with authentic, engaging opportunities to collect, analyze, and interpret real-world data? How can phenomena and questioning techniques support mathematical thinking?  Come explore new possibilities of what high-quality sensemaking with math can look like for all learners.

Takeaways: Teachers will take away strategies to integrate mathematical thinking into student sensemaking about scientific phenomena.

Speakers

Emily Mathews (Northwestern University: Evanston, IL), Alanna Mertens (DePaul University STEM Center: Chicago, IL)

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

McCormick Place - W187c

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

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

Speakers

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

Thursday, July 21
2:20 PM - 3:20 PM
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Exploring Energy Forms and Transformations in the Real World

McCormick Place - W185a

NEED’s Science of Energy stations provide a hands-on approach to experimenting with objects used in student’s daily lives while incorporating scientific processing skills such as making observations, measuring, recording results, compare and contrast, categorize, make predictions, analyze and graph results, and draw conclusions. Workshop participants will rotate through six stations just as their students would in the classroom or OST Program, to learn about the different forms of energy and energy transformations using objects such as a toy car, apple, yo-yo, compass, bouncy ball, glow stick, etc. Using the same materials, the station guides can be easily differentiated for elementary, intermediate, and secondary levels. Each station includes a "What's Happening" article that provides additional informational text on the energy transformation that took place at the station and ties to more real-life examples for further visualization and understanding. The station guides have been correlated to each state’s individual science and math standards, as well as effectively support Next Generation Science Standards.

Takeaways: Workshop participants will engage in hands-on experiments just as their students would, using items we encounter in our daily lives that demonstrate energy forms and their transformations and applications to real-life examples for further visualization and understanding.

Speakers

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

Thursday, July 21
2:20 PM - 3:20 PM
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Using the Scientific Process to Conquer Smallpox

McCormick Place - W196a

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 (District of Columbia Public Schools: Washington, DC), Ayesha Alirahi (Science Teacher: , 0), Blake Touchet (National Center for Science Education: Oakland, CA)

Thursday, July 21
2:20 PM - 3:20 PM
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Creating Digital Works with iPad in the Science Classroom

McCormick Place - W186b

From cartoon strips to mini documentaries, students can create digital works that show their science understanding. Having an all in one tool like the iPad allows students to show growth in their understanding with exciting, creative projects. Capturing videos, sounds and photos begins the student journey in learning. This session will begin with the why and move into the how. Sharing free apps for creation, the presenter will demonstrate the power of student creation. We will also highlight the various ways to assess and publish these student projects.

Takeaways: Attendees will leave this session with ready to go ideas for digital creation using iPad in the science classroom. Student samples from an 8th grade science classroom will be shared.

Speakers

Leah LaCrosse (McCormick Junior High School: Huron, OH)

Presenter Materials for this Session:
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Leah LaCrosse NSTA Bulb Page
This page will give access to presentations in pdf and original files.

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

McCormick Place - W176c

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

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

Speakers

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

Presenter Materials for this Session:
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Data and Storylines
Resources for Teachers
Resource Folder
Resource Folder

Thursday, July 21
3:40 PM - 4:10 PM
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Studying the Wright Brothers and Testing Airfoils: Bringing STEM into the History Classroom

McCormick Place - W184a

As a high school Engineering teacher, I'm passionate about the effects project-based learning can have on students' ability to engage with classroom material. I don't believe that hands-on STEM work needs to be limited to the science classroom and want to share a project that has been done in a freshman History class and could be adapted to incorporate other topics. Using online 3D modeling software, a 3D printer, and a wind generator, students studying the Wright brothers drew their own historically significant airfoils (like The Spirit of St. Louis and the Enola Gay), 3D printed them, and tested them. Students learned airfoil terminology, like camber and chord, and used airfoil ratios to create their scale models. While testing, we discussed the variations of the wings and why engineers might value payload capacity over speed based on the plane's use. My hope is that this presentation can encourage teachers to bring STEM concepts into other curricular departments as a way to demonstrate the types of connections students can make when they're working hands-on. This presentation will detail the steps of the project, materials needed, and highlight the challenges and lessons we've learned over the four years we've run this unit.

Takeaways: Attendees will see an example of how a STEM teacher brought project based learning into a freshman History class and how that project has evolved and expanded over four years. We will present the curriculum and materials needed for this week-long project for others to employ at their own schools.

Speakers

Abigail Mills (Woodberry Forest School: Woodberry Forest, VA)

Thursday, July 21
5:10 PM - 5:40 PM
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Why Are They Not Curious Anymore?

McCormick Place - W184d

Sagan said that when kids are young, they cannot stop asking questions. By high school, they stop asking. This needs to change.

Takeaways: Ways we can help students learn and retain science concepts, critical-thinking skills, and inquisitiveness using alternative approaches to teaching.

Speakers

Juan Bacigalupi (Eagle Hill School: Hardwick, MA)

Presenter Materials for this Session:
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Why Are They Not Curious Anymore.pptx
PowerPoint slides presented during the conference, with speaker notes.

Thursday, July 21
5:10 PM - 5:40 PM
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Inoculating Against Science Denial

McCormick Place - W181a

Too many students fall for disinformation. Learning facts is not enough. New research shows students need more critical-thinking skills, and supplemental curriculum helps.

Takeaways: Critical-thinking curriculum is available to help “inoculate” students against disinformation and science denial.

Speakers

David Hundsness (Critical Thinking Project: PACIFICA, CA)

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

McCormick Place - W185b-c

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

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

Speakers

Andrea Drewes (Rider University: Lawrenceville, NJ)

Thursday, July 21
5:10 PM - 5:40 PM
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“What is in our air?” Introducing Air Pollution for grades 5-8

McCormick Place - W184a

While receiving less media exposure than climate change or plastic waste, air pollution is a substantial environmental challenge of the 21st century. The World Health Organization estimates that about seven million premature deaths globally can be attributed to outdoor and household air pollution. Many education organizations and guidelines, including the NSTA and NGSS, emphasize understanding, monitoring, and mitigating human impacts on the environment as a key competency for middle school students. While science education research is still working to identify the association between environmental knowledge, attitudes, and environmentally responsible behaviors, scholarly literature suggests that increasing knowledge of environmental issues is a critical first step towards fostering environmental concern and changes to actions. In this session, educators will learn how to implement a sequence of lessons and activities to explore air pollution sources, how polluted air impacts human health, and strategies to tackle this pressing challenge. The session will cover implementing a scientific inquiry lesson around investigating local sources of air pollution, identifying global trends using online databases, and applying concepts to a Mystery Town activity. These lessons are aligned with NGSS standards for Middle School Earth science and support a broad vision to prepare environmentally and scientifically literate citizens.

Takeaways: Educators who attend this presentation will explore a lesson and activity sequence, congruent with 5e and the NGSS, that introduces students to the science ideas encompassing air quality such as factors and sources of pollution, and associations with adverse human health effects.

Speakers

Benjamin Janney (Texas A&M University: College Station, TX)

Friday, July 22
8:00 AM - 9:00 AM
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Science in Action: Updating the Marine Debris Monitoring & Assessment Project Educators’ Guide

McCormick Place - W181a

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)

Presenter Materials for this Session:
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Presentation Slides
Guide to NOAAs MDMAP for Educators (DRAFT ONLY)

Friday, July 22
8:00 AM - 9:00 AM
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Uncovering Student Misconceptions About Mathematical Models

McCormick Place - W194a

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)

Presenter Materials for this Session:
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Uncovering Student Misconceptions About Mathematical Models (1).pdf

Friday, July 22
8:00 AM - 9:00 AM
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From CRISPR to 23 and Me: The Revolution in Human Genetics

McCormick Place - W196a

Techniques such as CRISPR, mitochondrial transfer, and mRNA therapeutics have opened up new possibilities for genetic manipulation, bringing new possibilities to energize the biology curriculum.

Takeaways: We will explore the specifics of how these powerful genetic engineering techniques work and discuss ways to incorporate them into the curriculum.

Speakers

Kenneth Miller (Brown University: Providence, RI)

Presenter Materials for this Session:
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From-23-and-Me-to-CRISPR
Slides from the presentation
Suggested Lesson Plans
Lesson Plans from the Presentation.

Friday, July 22
8:00 AM - 9:00 AM
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Using Google Sites for Student Learning Journals

McCormick Place - W187a

In this session, the presenter will showcase previously created student learning journals that were built with Google sites. Participants and presenter will brainstorm the possible categories and connections that are possible in student learning journals. Finally, attendees will be walked through a building process in which they create a sample student learning journal in google sites. Various tools in Google sites will be highlighted as well as ways to publish, share, and assess student learning growth.

Takeaways: Attendees will leave this session with an understanding of how to set up and implement student learning journals using Google sites.

Speakers

Leah LaCrosse (McCormick Junior High School: Huron, OH)

Presenter Materials for this Session:
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Leah LaCrosse NSTA Bulb Page
This page will give access to presentations in pdf form.

Friday, July 22
10:40 AM - 11:40 AM
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#ScienceSaves: Lessons on how science has benefited humankind

McCormick Place - W183b

An introduction for teachers to free standards-based lessons focused on scientific breakthroughs and the positive role of science in our lives provided by #ScienceSaves.

Takeaways: 1. Teachers will become familiar with free resources to teach how science has benefited human outcomes with lessons, including teacher notes with curriculum standards, student response sheets, rubrics, and lesson plans; 2. Lessons include a variety of topics from handwashing to CRISPR, and several are cross-curricular with Language Arts and Math; and 3. Various activities have students plot data, research topics such as medical inventions, design experiments, and design lifesaving inventions.

Speakers

Alison Betz Seymour (Science Teacher: Winchester, 0)

Friday, July 22
10:40 AM - 11:40 AM
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Do You See What I See? - Exploring the Crosscutting Concepts in 3-5 Picture Books

McCormick Place - W181a

Participants will begin in the role of a student as the instructor models how picture books are often used ineffectively in the sequence of a 5Es lesson. This will be followed by a presentation of when and how different types of picture books are most effectively integrated into an NGSS-aligned lesson plan. Participants will play a game to apply what they have just learned by identifying where within a lesson specific picture book examples (both fiction and nonfiction) would be most effectively integrated. Next, participants will be introduced to picture book questioning “cheat sheets” for each of the seven crosscutting concepts. These sheets are filled with question examples and stems for each of the CCC. The instructor will model how to use these “cheat sheets” to prepare for and conduct a read aloud that emphasizes a specific CCC. Then, participants will be invited to choose a picture book from one of over 100 3-5 NGSS-aligned books found throughout the room in seven CCC “stations” and to use the “cheat sheet” to prepare for their own read aloud. Participants will then “Pair and Share” a portion of their read alouds. Finally, the instructor will briefly discuss how to use CCC graphic organizers (a link to organizers will be shared) to encourage students to independently identify CCCs in picture books. The session will wrap up with a final Q&A. Note: Specific examples of picture books that promote diversity will be discussed as well as the importance of representation in children’s literature. Methodologies demonstrated are based on research by Dr. Yen Verhoeven of Qi Learning (used with permission) and the text “Sharing Books Talking Science” by Valerie Bang-Jensen and Mark Lubkowitz.

Takeaways: Through instructor modeling and active participation, participants will learn when they should (and shouldn't!) include picture books in their 3-5NGSS lesson plans well as how to use picture books to explore each of the seven crosscutting concepts with their students.

Speakers

Emily Starr (STEM Specialist: Clinton, IA)

Friday, July 22
10:40 AM - 11:40 AM
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Using Earth and Space Science Storylines to Anchor a High School Physics Class

McCormick Place - W195

Let's explore creative storylines for integrating up-to-date, research-driven Earth and space science into high school physics courses.

Takeaways: 1. Earth and space science storylines provide engaging avenues for students to learn fundamental physics core ideas and reinforce understandings of both crosscutting concepts and science and engineering practices; 2. Most of the classical physics curriculum originated within fields of Earth and space science, so aspects of geophysics integrate naturally within a modern high school physics curriculum; and 3. For most high schools, aligning a high school curriculum with the NGSS requires the addition of a substantial amount of Earth and space science, and integrating relevant geophysical content into a high school course can help do this.

Speakers

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

Friday, July 22
10:40 AM - 11:40 AM
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Supporting Learning Across All Three Dimensions Coherently from Unit to Unit Across Middle School

McCormick Place - Skyline W375a

It has been common practice to move around units in science curricula based on teacher licensure, teacher preference, or state standards. However, the shifts in three-dimensional science learning supporting equitable science education emphasize the need for coherence intentionally helping students build the three dimensions, step by step, over time. We will describe a scope and sequence developed for the OpensciEd middle school program where each unit builds on the prior knowledge and experiences of all students to build increasing sophistication in all three dimensions, as they progress from unit to unit and grade to grade. We describe the strategies used to bundle performance expectations in a unit and for constructing progressions that build the elements of disciplinary core ideas, crosscutting concepts, and science and engineering practices (SEPs) coherently across the program. We describe how these instructional materials support teachers and students in connecting with and extending what students have figured out in prior units to build increasing sophistication with ideas and practices across the program.

Takeaways: Participants will learn strategies for developing and adapting unit to unit connections that support students in building each of the three dimensions coherently over time.

Speakers

Brian Reiser (Northwestern University: Evanston, IL), Michael Novak (Northwestern University: Evanston, IL)

Presenter Materials for this Session:
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Supporting Learning Across All Three Dimensions Coherently from Unit to Unit Ac

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

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

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

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

Speakers

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

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

Friday, July 22
11:50 AM - 12:50 PM
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Rise of the Mutant Weed: Using DNA Analysis Tools to Identify Mutations that create Superweeds.

McCormick Place - Exhibit Hall, Poster Session Area, Table 9

This workshop demystifies bioinformatics using free online tools. The activity explains the mechanisms behind herbicide resistance and genetic changes that help weeds avoid chemical control.

Takeaways: Participants will see a real-world example of artificial selection in action, while also increasing the awareness of free bioinformatics tools available for everyone to compare and analyze DNA sequences.

Speakers

Jane Hunt (Education Projects, LLC: Columbus, OH), Zack Bateson (National Agricultural Genotyping Center: Fargo, ND)

Friday, July 22
1:00 PM - 2:00 PM
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STEM + Empathy in Use in the Design of an Improved Bionic Arm

McCormick Place - W185d

Empathic engineering design can help develop students’ cultural competence as well as inform the design of more useful innovations for people with limb differences.

Takeaways: School-based activities that are oriented toward improving community members’ lives can simultaneously support the development of students’ cultural competence and integrated STEM literacy.

Speakers

Susan Meabh Kelly (University of Connecticut: Storrs Mansfield, CT), Brittany Klimowicz (NYC iSchool: New York, NY)

Presenter Materials for this Session:
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Slides
Session slides with links to all resources and contact information

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

McCormick Place - W186b

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

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

Speakers

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

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

McCormick Place - W184d

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

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

Speakers

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

Presenter Materials for this Session:
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NSTA2022teacherinfo.docx
background information and simple worksheets to collect data

Friday, July 22
2:20 PM - 3:20 PM
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Science Education in an Age of Misinformation

McCormick Place - W184d

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)

Friday, July 22
2:20 PM - 3:20 PM
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Boosting Academic Discourse in the Science Classroom

McCormick Place - W184a

Get your students talking in ways that increase student understanding and literacy in science! Come learn about why academic dialogue is so important. Explore current and effective strategies to encourage and improve academic dialogue in the science classroom.

Takeaways: Attendees will understand why academic dialogue is important to scientific literacy and explore ways to encourage and improve academic dialogue in the science classroom through the use of current and effective strategies resulting in higher student engagement.

Speakers

Erica Baker (North Washington School: Frankfort, KY)

Presenter Materials for this Session:
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Boosting Academic Discourse in Your Classroom.pdf
Academic Discourse.xlsx
Comparing 2 episodes of Classroom Talk.docx

Friday, July 22
2:20 PM - 3:20 PM
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Developing Scientific Literacy in the Elementary Grades Through Integrating Content and Sensemaking

McCormick Place - W183b

In this session, attendees will extend their understanding of learning design for the NGSS specifically focused on developing scientific literacy in the elementary grades. Participants will learn about selecting instructional phenomena and/or problems that can effectively anchor student learning experiences and create authentic needs for students to engage deeply with other content areas to make sense of phenomena and design solutions to problems, thus supporting meaningful integration of science with other STEM and content areas. Attendees will explore ways to design for elementary learning that meets at the intersection of three-dimensional standards, phenomena/problem driven learning, sensemaking, and integration. Participants will also be connected to a variety of Open Education Resources (OERs) and other freely available resources that support integrated elementary learning design.

Takeaways: Attendees will learn how anchoring learning in phenomena and problems and leveraging integrated content as sensemaking resources for students supports scientific literacy development in grades K-5.

Speakers

Kimberley Astle (Washington Office of Superintendent of Public Instruction: Olympia, WA)

Presenter Materials for this Session:
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Developing Scientific Literacy in the Elementary Grades Through Integrating Content and Sensemaking 1 hour.pptx

Friday, July 22
2:20 PM - 3:20 PM
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Teaching Biology in a Time of Conflict—Challenge, Opportunity, and Optimism

McCormick Place - W181c

These might seem to be grim times in the science classroom, but I will suggest in many ways that these are actually the “Best of Times.”

Takeaways: The challenges we face present unique opportunities to engage students with topics of interest that are deeply relevant to their everyday lives. As a result, the challenges can be used to enhance student interest and teaching effectiveness.

Speakers

Kenneth Miller (Brown University: Providence, RI)

Presenter Materials for this Session:
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Teaching Science in a time of Conflict
Slides from the Presentation
Covid Lesson Plans
Suggestions for lesson plans built around the biology of Covid-19

Friday, July 22
3:40 PM - 4:40 PM
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“With Great Power Comes Great Responsibility”: Using Pop Culture to Teach Science

McCormick Place - W179b

Can pop culture help better foster scientific habits and student engagement? A science educator and a pop culture scholar provide ideas and resources.

Takeaways: Ideas for integrating pop culture and science teaching.

Speakers

Zachery Franks (Glenbrook North High School: Northbrook, IL), Vito Dipinto (National Louis University at Wheeling: Wheeling, IL)

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

“With great power comes great responsibility”- Using Pop Culture to Teach Science.pptx
“With great power comes great responsibility”- Using Pop Culture to Teach Science.pptx
The URL for the google slides has the embedded videos and links. The PPT videos may not work as well, but the links to all of the videos are in our sources section.

Friday, July 22
3:40 PM - 4:40 PM
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Building Science Literacy Skills Using Primary Sources

McCormick Place - W181a

Explore the use of primary sources to support three-dimensional science learning during an interactive presentation of examples, resources, and ideas for your own lesson plan.

Takeaways: Attendees will learn what primary sources are in science, why primary sources support acquisition of science literacy skills, and how to integrate primary sources into science and STEM lessons.

Speakers

Loris Chen (Science Education Consultant: Fair Lawn, NJ), Donna Governor (University of North Georgia: Dahlonega, GA), Kathy Biernat (Educational Consultant: Franklin, WI)

Friday, July 22
3:40 PM - 4:40 PM
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Lights-Camera-CRASH: Exploring Crash Science with Griff Jones and the IIHS’s Vehicle Research Center

McCormick Place - W180

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)

Saturday, July 23
8:00 AM - 9:00 AM
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Do You See What I See? - Exploring the Crosscutting Concepts in K-2 Picture Books

McCormick Place - W176c

Participants will begin in the role of a student as the instructor models how picture books are often used ineffectively in the sequence of a 5Es lesson. This will be followed by a presentation of when and how different types of picture books are most effectively integrated into an NGSS-aligned lesson plan. Participants will play a game to apply what they have just learned by identifying where within a lesson specific picture book examples (both fiction and nonfiction) would be most effectively integrated. Next, participants will be introduced to picture book questioning “cheat sheets” for each of the seven crosscutting concepts. These sheets are filled with question examples and stems for each of the CCC. The instructor will model how to use these “cheat sheets” to prepare for and conduct a read aloud that emphasizes a specific CCC. Then, participants will be invited to choose a picture book from one of over 100 K-2 NGSS-aligned books found throughout the room in seven CCC “stations” and to use the “cheat sheet” to prepare for their own read aloud. Participants will then “Pair and Share” a portion of their read alouds. Finally, the instructor will briefly discuss how to use CCC graphic organizers (a link to organizers will be shared) to encourage students to independently identify CCCs in picture books. The session will wrap up with a final Q&A. Note: Specific examples of picture books that promote diversity will be discussed as well as the importance of representation in children’s literature. Methodologies demonstrated are based on research by Dr. Yen Verhoeven of Qi Learning (used with permission) and the text “Sharing Books Talking Science” by Valerie Bang-Jensen and Mark Lubkowitz.

Takeaways: Through instructor modeling and active participation, participants will learn when they should (and shouldn't!) include picture books in their NGSS lesson plans well as how to use picture books to explore each of the seven crosscutting concepts with their students.

Speakers

Emily Starr (STEM Specialist: Clinton, IA)

Saturday, July 23
9:20 AM - 10:20 AM
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I Am a Scientist! - Exploring the Science and Engineering Practices in K-5 Picture Books

McCormick Place - W179b

Participants will begin by playing a game in which they discover the research regarding the impact of effective science instruction in elementary school on students’ future STEM career choices. Research on the importance of diversity and representation in children’s literature will also be included. Next, participants will be introduced to a picture book questioning “cheat sheet” for the science and engineering practices. This sheet is filled with question examples and stems for each of the S&EPs. The instructor will model how to use this “cheat sheet” to prepare for and conduct a read aloud that emphasizes specific S&EPs. Then, participants will be invited to choose a picture book from one of over 100 K-5 NGSS STEM Career focused picture books found throughout the room in six grade level “stations” that have been aligned to NGSS performance expectations. Participants will be asked to use the “cheat sheet” to prepare for their own read aloud. Participants will then “Pair and Share” a portion of their read alouds. Finally, the instructor will briefly discuss how to use S&EP graphic organizers (a link to organizers will be shared) to encourage students to independently identify S&EPs in picture books. The session will wrap up with a final Q&A.

Takeaways: Through instructor modeling and active participation, participants will learn how to develop read aloud questions that effectively highlight the science and engineering practices in texts that feature STEM Careers.

Speakers

Emily Starr (STEM Specialist: Clinton, IA)

Saturday, July 23
9:20 AM - 10:20 AM
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Crash Science Inquiry: Investigating Distracted Driving Dangers

McCormick Place - W181a

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)

Saturday, July 23
9:20 AM - 10:20 AM
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Continuing the Curiosity: From Picture Books to Books for Older Readers

McCormick Place - W193b

Picture books often pique a child’s interest in a STEM topic, igniting their interest in learning more about it. Once they’re ready to dig deeper, how do they find books to let them do so? The difference between STEM picture books and longer-form ones isn’t just the number of words. How can teachers help students transition from reading books where so much of the information is in the illustrations to ones where the text carries most of the content. For many students, this involves learning a new skill set. And what about older students who aren’t quite ready yet to tackle a longer book? How do they find STEM picture books that are appropriate for their age and reading level? In this talk, we’ll gives examples of two books on the same topic. First, we’ll pair picture books for younger and older readers. Second, we connect picture books with related long-form books. Either way, this gives students a way to continue their curiosity.

Takeaways: How to transition students from reading picture books to longer-form books.

Speakers

Laurie Wallmark (Author: Ringoes, NJ), Jennifer Swanson (Author/Teacher: Jacksonville, FL)

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

NSTA 2022 - Continuing the Curiosity - Bibliography.pdf
Bibliobraphy of 70+ books to help children continue the curiosity piqued by reading STEM books
NSTA 2022 - Continuing the Curiosity - Bibliography.pdf
Bibiliography over 70+ titles to help children encourage their curiosity

Saturday, July 23
10:40 AM - 11:40 AM
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Transformative Science Education: Enrich Your Students’ Lives with Science

McCormick Place - W193a

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)

Saturday, July 23
10:40 AM - 11:40 AM
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How to create a simple bioinformatics activity that connects to your current science curricula.

McCormick Place - W193b

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 (Education Projects, LLC: Columbus, OH)

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

How to Create a Simple Bioinformatics Activity - NSTA Chicago 22.pdf
Presentation Slides for the Workshop Session on Creating a Simple Bioinformatics Acitivity
Bringing bioinformatics into the science classroom.pdf
Electronic version of the worksheet used during the Workshop Session

Saturday, July 23
10:40 AM - 11:40 AM
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Understanding the Importance of Climate Modeling

McCormick Place - W195

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 (District of Columbia Public Schools: Washington, DC), Blake Touchet (National Center for Science Education: Oakland, CA)

Saturday, July 23
11:50 AM - 12:50 PM
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Photovoltaic Array Use in Earth Science Classes

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

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

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

Speakers

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

Saturday, July 23
11:50 AM - 12:50 PM
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Rise of the Mutant Weed: Using DNA Analysis Tools to Identify Mutations that create Superweeds.

McCormick Place - Exhibit Hall, Poster Session Area, Table 9

This workshop demystifies bioinformatics using free online tools. The activity explains the mechanisms behind herbicide resistance and genetic changes that help weeds avoid chemical control.

Takeaways: Participants will see a real-world example of artificial selection in action, while also increasing the awareness of free bioinformatics tools available for everyone to compare and analyze DNA sequences.

Speakers

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

Saturday, July 23
1:00 PM - 2:00 PM
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Maker-Centered Learning in the Early Years

McCormick Place - W175c

Research shows many benefits of a maker-centered learning environment, however many teachers do not consider their classroom “maker classrooms” In this hands-on workshop, participants will see many different categories of making in an early years class, which allows participants to begin to reframe their view of their own classes. Through hands-on activities, participants experience a range of maker-centered learning activities which showcases how these activities can be used to develop problem solving and sensemaking for students, with built in modifications support MLL and students with special rights. Literacy development and formative assessments are also continuous threads in maker-centered learning as students learn and use language in the making process. Through observation and discussion of maker-made artifacts, and the processes leading to these artifacts, teachers can assess student understanding Furthermore, with many maker-centered activities, family and community connections are strengthened as students observe their own community, ask questions, and involve others outside of school in their making activities. Conference activities will be limited to portable, lightweight materials, with discussions and examples of different materials in action

Takeaways: 1) Discover new making opportunities to support sensemaking in your class while developing student skills in communication, collaboration as well as identifying and solving problems 2) Identify ways of integrating maker centered opportunities in your class planning, with specific attention to the early years 3) Observe different ways of bringing family’s funds of knowledge into a maker centered classroom

Speakers

Anne Lowry (Aleph Academy: Reno, NV)

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

Resources for Maker Centered Learning in the Early Years.docx
Maker Centered Learning screen 072322.pptx

Saturday, July 23
1:00 PM - 2:00 PM
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A Unique and Challenging Ice Core Investigation that Integrates the Three Dimensions of NGSS & STEM

McCormick Place - W176c

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)

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

Jamboard Online Version of Ice Core Records
This version makes it easier for groups to work together individually and in a group to share their progress.
Ice Core Records Presentation
Ice Core Records Investigation Student Handout
A JS9 Image Analysis Analysis Investigation
This JS9 investigation is an excellent extension for the Ice Core Activity to help determine the date of the Cas A supernova event.
Ice Core Webinar for Educators
The Ice Core Records Investigation from the Earth Scientist Magazine
This article provides an overview of the Ice Core Materials for Educators.
Ice Core Records.pdf

Saturday, July 23
1:00 PM - 2:00 PM
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Good is Good Enough? Linking the Evolution of Horses and Environmental Change

McCormick Place - W196a

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 (District of Columbia Public Schools: Washington, DC), Blake Touchet (National Center for Science Education: Oakland, CA)

Saturday, July 23
1:00 PM - 2:00 PM
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Using CERs and CEJs to Develop Student Discourse and Discussion

McCormick Place - W176a

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)

Saturday, July 23
1:00 PM - 2:00 PM
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Science Practices in Action: Video Case Studies of Science Practices of Questioning and Modeling

McCormick Place - W180

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)

Saturday, July 23
2:20 PM - 3:20 PM
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Talking Science-Sharing Ideas with your Media Specialist

McCormick Place - W179a

It is important to share your instructional needs in science specifically so that the media specialist can support identifying and evaluating three-dimensional text resources with you. In this session we will share ways that you can help your media specialist support your need for science instructional resources to make your instruction more effective for all students.

Takeaways: Science learning should lead literacy, this can happen (in part) through read alouds which should focus on 3D learning.

Speakers

Mary Starr (Michigan Mathematics and Science Centers Network: Plymouth, MI), Katherine Pfeiffer (Discovery Middle School: Orlando, FL)

Saturday, July 23
2:20 PM - 3:20 PM
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Budburst Community Science: Observing Plants in a Changing World

McCormick Place - W176c

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)

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

Budburst Overview for Educators
Using the Budburst Mobile App.pdf
Plants in A Changing World Presentation Slides

Saturday, July 23
2:20 PM - 3:20 PM
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Embedding Disciplinary Literacy and CER in the Science Classroom

McCormick Place - W176a

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)