From A Silent Spring, The Limits to Growth and Population Bomb of the 1960s and 70s to today’s planetary boundary science, overshoot, and creating a safe and just space for humanity, some would say that “the science is in” and that it is pretty gloomy. Additionally, now in the frenetic information age, humans are overwhelmingly aware of the multitude of crises we face as a species. Our collective mental health is tanking. Knowing our predicament is one thing, but knowing what to do about it is another. Education may be one of our most powerful tools. However, delivery, content, and reach are impaired by multiple factors including politics, economics, religion, and the numerous influences affecting everyone’s social construction of knowledge. This presentation will share examples from the fields of environmental, conservation, and humane education and then focus on the potential promise of comprehensive education for ecological justice.

About the Speaker
Sarah M. Bexell is clinical associate professor with the Graduate School of Social Work and Director of Humane Education with the Institute for Human-Animal Connection, both at the University of Denver, Colorado. Sarah is also a faculty member teaching Animal Protection for the Institute for Humane Education at Antioch University New England and senior advisor to the Education Department of the Chengdu Research Base for Giant Pandas, China. She teaches and does research in the areas of ecological justice, humane education, and animal protection.

SPEAKERS:
Sarah Bexell (University of Denver: Denver, CO)

The 1974 discovery of the iconic Lucy fossil in Ethiopia changed our understanding of human origins. Almost everyone today knows of Lucy, but over the last 48 years the field of human origins has exploded thanks to new discoveries all over the world as well as critical new developments in the realm of molecular biology. Few biology classes address these advances. However, the tools and techniques students learn in STEM classes have a direct connection to the advances and changes that have shaped modern work with human origins. Attending this session will give you the chance to appreciate the revolution that has occurred since “Lucy” and offer you tools to bring new understanding to your students in ways you can weave into your curriculum in less controversial ways connected to evolution, fossils, DNA, proteomics, genealogy, biogeography, 3D printing, as well as topics related to more recent human evolution (skin color, lactose tolerance, and high-altitude adaptation). As a 32-year K-12 human evolution educator who has been fortunate to work with leaders in the field, I have had a front row seat to many of the milestones of human evolution in the 21st century and I’m eager to share them with you.

TAKEAWAYS:
Since the discovery of Lucy, our understanding of human origins has grown and changed thanks to new discoveries and technologies – participants will learn about these amazing changes and how to integrate these new discoveries into their biology curriculum.

SPEAKERS:
John Mead (St. Mark's School of Texas: Dallas, TX)

Join us to learn what sensemaking is and how to use research-based resources to engage students in making sense of the world around them. Leave with a collection of resources to move your professional learning forward no matter where you are on the sensemaking continuum.

TAKEAWAYS:
Develop an understanding of what sensemaking is and how it can help build classrooms where students are able to make sense of the world around them. Leaders walk away with a consensus-building exercise for their team.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Elizabeth Allan (University of Central Oklahoma: Edmond, OK)

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

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

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

Although group projects have been shown to increase learning and cooperation, bullying can sneak into student peer evaluations. Examples and alternatives to ghosting presented.

TAKEAWAYS:
Science classrooms are a great place for group projects to enhance learning, but students may unwittingly be ghosted from their group, ultimately making them seem like they are not a team player. We as teachers must be diligent against bullying/ghosting.

SPEAKERS:
Diane Huelskamp (Wright State University-Lake Campus: Celina, OH)

Enjoy conversation about our research lesson collaboration with the University of Chicago Comprehensive Cancer Center EYES (Educators and Youth Enjoy Science) teacher research experience.

TAKEAWAYS:
Authentic teacher research experiences can catalyze students' career interest, authentic classroom inquiry, curriculum development, and relevant professional learning.

SPEAKERS:
Steven Rogg (Coherent Learning Design: Lindenhurst, IL), Pamela Wagner (George Westinghouse College Prep: Chicago, IL)

Join us for a chance to learn more about  NSTA-administered competitions and awards from NSTA staff and past participants. NSTA-administered competitions include NSTA Teacher Awards, the Army Educational Outreach Program, Shell Science Lab Regional Challenge, and Toshiba/NSTA ExploraVision competitions. This engaging hour will include discussion and tips on how to engage K–12 students in project-based learning opportunities that are no cost to participate.

TAKEAWAYS:
1. Engage with educators that have participated in NSTA-administered competitions and awards; 2. Learn more about opportunities to engage students in project-based learning; and 3. Share best practices and tips to foster inquiry-based learning and showcase ideas.

SPEAKERS:
Acacia McKenna (NSTA: Arlington, VA)

In this self-directed session, you will be able to: Interact with educators in face-to-face poster presentations; Watch short video submissions from educators around the world; and Participate in hands-on/minds-on, takeaway learning experiences.

TAKEAWAYS:
Science education occurs everywhere on this planet. We can get ideas and best practices from collegues around the world.

SPEAKERS:
Alison Betz Seymour (Science Teacher: Winchester, 0)

Don’t debate evolution – Rather dig deeper into evolution by having your students research, debate, & rank the top evolutionary thinkers of all time.

TAKEAWAYS:
Rather than stage a debate over evolution which tends to be fraught with misinformation, have your students debate & rank the top figures in the history of evolutionary thought. They can then compare their ranking with that of a group of evolutionary experts.

The use of natural phenomena and driving questions to motivate student learning are key in the NGSS. With so many different science phenomena being posted for use in the classroom it can be difficult to determine what makes a good phenomenon and if that phenomena would be appropriate in all educational settings. The focus of this hands-on workshop is to give science teachers the tools needed to find, evaluate and use phenomena and driving questions for Performance Expectations that are consistent with the culture of their classroom. We will first explore and evaluate different phenomena used to teach the NGSS from various sources (websites, kits, science texts). Then we will apply cognitive learning theory and practices to those same phenomena and evaluate them considering different classroom cultures. Finally, participants will choose and discourse about alternative phenomena which might be used given different classroom cultures. The ultimate goal is to help science teachers evaluate and choose phenomena and create driving questions which can drive excellent science pedagogy in THEIR classrooms.

TAKEAWAYS:
Science phenomena and driving questions need to be tailored to the real-world of students in YOUR classroom

SPEAKERS:
Rob Keys (Cornerstone University: Grand Rapids, MI)

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

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

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

Nonfiction for children has changed over the years with a wide variety of types, formats, and writing styles with captivating photos, illustrations, and artwork that engages and informs students of all ages. This interactive session will allow participants to observe a large collection of nonfiction children’s books. These books cover a variety of biology topics, such as chemistry, cells, genetics, diversity of life, microbiology, evolution and ecology. They will also provide information on ecosystem organisms, chemical cycling, and soil background. Books that highlight the life and achievements of a variety of scientists will also be presented to participants. The session will explain how the children’s books are used in several introductory college biology courses to introduce/reinforce textbook content for public health, nursing, elementary education, and other non-science majors. This format can easily be transferred to grade 6-12 classrooms. In the elementary education courses, the books are used in the 5E model format. Students connect science standards, along with explore and expand activities, to the children’s books for a semester collection of elementary lessons. The book list can be used by elementary teachers for nonfiction literacy assignments, library resources, science club activities, and engaging content for science standards.

TAKEAWAYS:
This interactive session will allow participants to observe a large collection of nonfiction children’s books. These books will cover a variety of biology topics, provide ecosystem background information, and highlight the life and achievements of a variety of scientists. The session will explain how the children’s books are used in several introductory college biology and K-12 curriculums.

SPEAKERS:
Mary Gobbett (University of Indianapolis: Indianapolis, IN), Alicia Cecil (University of Indianapolis: Indianapolis, IN)

Turn any multiple-choice review into an exciting escape! Learn to create digital and in-person escapes to help keep students interested, engaged, and motivated.

TAKEAWAYS:
Participants will learn tips for designing escape boxes, plus how to add riddles, puzzles, games, and small prizes. The digital escape uses Google Forms, and the physical escape uses lockable boxes with resettable combination locks. Links to a customizable digital and physical escape will be available to attendees.

SPEAKERS:
Sharon Beck (Davidson County High School: Lexington, NC)