OpenSciEd  - Carolina (P-U from March)
 

2022 Chicago National Conference - Sessions

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Displaying 19 results

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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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
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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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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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)

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

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

From-23-and-Me-to-CRISPR
Slides from the presentation
Suggested Lesson Plans
Lesson Plans from the Presentation.

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

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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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
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
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
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)