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2022 Chicago National Conference - Sessions

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Displaying 17 results

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
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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Matter and Energy Learning Progressions in OpenSciEd High School Chemistry

McCormick Place - W196c

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

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

Speakers

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

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

NSTA Chicago 2022 Chemistry Progressions.pdf

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

McCormick Place - W185d

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

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

Speakers

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

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

McCormick Place - W176c

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

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

Speakers

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

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

Data and Storylines
Resources for Teachers
Resource Folder
Resource Folder

Thursday, July 21
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:
(Please login with your NSTA account to view the materials)

Presentation Slides
Guide to NOAAs MDMAP for Educators (DRAFT ONLY)

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
11:50 AM - 12:50 PM
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Photovoltaic Array Use in Earth Science Classes

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

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

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

Speakers

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

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

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

Friday, July 22
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:
(Please login with your NSTA account to view the materials)

NSTA2022teacherinfo.docx
background information and simple worksheets to collect data

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.pdf
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.

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)