2022 Chicago National Conference

July 21-23, 2022

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15 results
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Lunch: Elements of Curriculum-Based Professional Learning

Wednesday, July 20 • 11:45 AM - 12:45 PM

Hyatt Regency McCormick Place - Regency Ballroom


STRAND: No Strand

Show Details

By Invitation Only

Shifting from traditional professional development to curriculum-based professional learning is a simple concept but complex to design and execute well. At its core, it means teachers experience the same kind of inquiry-based learning we expect them to provide their students. Learn more about a Carnegie Corporation of New York report, The Elements, which identifies a core set of research-based actions, approaches, and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum and skillful teaching.

TAKEAWAYS:
1. Examine beliefs and assumptions regarding the relationship between high-quality instructional materials, curriculum-based professional learning and student success 2. Gain understanding of the foundation for The Elements, a challenge paper from Carnegie Corporation of New York 3. Learn from science practitioners whose successful curriculum implementation efforts are grounded in the elements and essentials.

SPEAKERS:
Jim Short (Carnegie Corporation of New York: New York, NY)

Unpacking the Crosscutting Concepts with a Brand New NSTA Quick-Reference Guide to the Three Dimensions

Thursday, July 21 • 8:20 AM - 9:20 AM

McCormick Place - Skyline W375c


STRAND: No Strand

Show Details

Since its release, the NSTA Quick-Reference Guide to the NGSS has become an essential tool for many educators across the country. A new version titled the Quick-Reference Guide to the Three Dimension has been developed to not only support teachers in all states that have standards based on the Framework for K-12 Science Education. This new version of the Quick-Reference Guide still contains the most useful features of the original, including descriptions of the practices and the crosscutting concepts from the Framework of K-12 Science Education and K-12 progressions of the elements of all three dimensions. In addition, the new Quick-Reference Guide contains several new features that should make it even more helpful. For example, every element now has a unique code (based on the codes in the NSTA Atlas of the Three Dimensions) that makes it much easier to reference a particular element. In addition, there is an entire chapter devoted to the Performance Expectations. Finally, the guide also contains a number of tools for working with standards. This session will outline all of the features of the guide through the process of unpacking the crosscutting concepts to better understand how to make curriculum, instruction, and assessment more three-dimensional.

TAKEAWAYS:
A deeper understanding of the Crosscutting Concepts and how a well-designed reference guide can make it easier to unpack the three dimensions for work in curriculum, instruction, and assessment.

SPEAKERS:
Ted Willard (Discovery Education: Silver Spring, MD)

The NSTA Atlas of the Three Dimensions

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - Skyline W375c


STRAND: No Strand

Show Details

One of the key features of the NGSS and other standards based on the Framework for K-12 Science Education is the idea that a “a progression of knowledge occurs from grade band to grade band that gives students the opportunity to learn more complex material, leading to an overall understanding of science by the end of high school.” (NGSS Appendix A, p. 2) The NSTA Atlas of the Three Dimensions has a set of 62 maps that illustrate the how the elements of the three dimensions build on each other and connect to one another. Each map focuses on a particular topic and shows the progression students are expected to make in that topic from one grade-span to the next. Arrows connecting individual elements on a map indicate that competency in one element is useful in learning to achieve the other element. Educators can use maps to deepen their understanding of the standards to plan or improve curriculum, instruction, and assessment. This session will provide participants guidance on how to read the maps in the Atlas and use this powerful tool to deepen their understanding of elements of the standards.

TAKEAWAYS:
A careful review of the connections between elements of the three dimensions can provide a clearer understanding of science standards and important guidance in planning instructional sequences to support three-dimensional teaching and learning.

SPEAKERS:
Ted Willard (Discovery Education: Silver Spring, MD)

Executive Function Supports for Creating Inclusive Science Classrooms

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W179a



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
EF Supports for Inclusive Science Classrooms Presentation PDF
https://drive.google.com/drive/folders/1TUPMxotRYq0ZsboPp7i1jxMVKthb0vnv?usp=sharing
NSTA Presentation 7_21 (1).pdf

STRAND: No Strand

Show Details

Come learn about simple, applicable strategies to support your students' executive function skills in the science classroom, with an emphasis on project planning, organization, flexible thinking, and time management.

TAKEAWAYS:
Attendees will identify the educational impact of the 11 main executive functions, as well as learn concrete strategies for supporting their students in both general and special education settings.

SPEAKERS:
Krista Northcutt (New Way Academy: Phoenix, AZ)

Incorporating the 3 Rs of Animal Use in High School Science Classes

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W175a


STRAND: No Strand

Show Details

A cross-disciplinary team of teachers, subject matter experts, and curriculum developers have designed resources and materials to facilitate teaching students about the use of animals in scientific research in the United States, as well as Russell and Burch’s 3 Rs principles of replacement, reduction, and refinement of animal use. The materials, which are aligned with Next Generation Science Standards, are geared toward high school science students. The modules can be taught separately or in combination, giving educators flexibility to choose specific content areas to share and explore with their students. During the session, we will present two learning plans: one that introduces students to the 3 Rs principles and how animals are used in scientific research, and another that covers the 3 Rs principles in more depth. We will share information, including teaching plans, learning materials, and performance assessment tasks associated with the curriculum, with session attendees.

TAKEAWAYS:
Attendees will have an opportunity to learn more about the content and activities covered in two lesson plans focused on the use of animals in scientific research in the United States and the 3 Rs principles. Sample lesson plans and associated learning materials, including presentations, articles, and worksheets, will be shared with attendees.

SPEAKERS:
Pam Osenkowski (National Anti-Vivisection Society - BioLEAP: Chicago, IL)

Planning More Accessible Science Lessons with Universal Design for Learning (UDL)

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W184d



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Claims and evidence.jpg
Debate.jpg
Final Planning Science Lessons For ALL- NSTA Chicago.pptx
Planning Science Lessons For ALL- NSTA Chicago.pdf
Speaking like a scientist.pdf - Inv. Part 1.pdf

STRAND: No Strand

Show Details

In this presentation we will start with an existing basic physical science lesson that uses disciplinary core ideas on electricity, the engineering practice of making a model by constructing a basic electrical circuit, and the cross-cutting concept of cause and effect (closing the circuit starts current flow and turns on the light). We will then modify it using Universal Design for Learning (UDL) so it is more accessible, especially for students with disabilities. UDL encourages multiple means of representation, expression, and engagement for presenting and receiving content and information related to the lesson and gives students several ways to acquire the lesson knowledge, Multiple means of expression allows the students several choices in how they can “show what they know” and multiple means of engagement offers learners offers appropriate challenges to get students interested and motivated. Planning or modifying lessons using UDL not only makes lessons more accessible, but it also makes lessons more engaging for all students in inclusive classrooms.

TAKEAWAYS:
1) Universal Design for Learning (UDL) encourages multiple means of representation, expression, and engagement for presenting and receiving content and information related to the lesson. Use of UDL makes lessons more engaging for all students. 2) Applying UDL (Universal Design for Learning) will make the lesson more accessible, especially for students with special needs. 3) You may start with a lesson you already have. It is not necessary to develop a lesson from scratch when using UDL.

SPEAKERS:
Mary O'Donnell (Penn State University), Gargi Adhikari (Holland Brook School/Readington Township Schools: Whitehouse Station, NJ)

Promoting Equity for Girls Through Purposeful STEM Clubs

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W187b



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
NSTA Chicago Presentation.pptx

STRAND: No Strand

Show Details

Learn how to assist educators in facilitating purposeful STEM clubs for elementary girls, focusing on strategies promoting female student achievement, confidence, and interest in science.

TAKEAWAYS:
1. Strategies to establish and facilitate STEM clubs that are fun, develop collaboration, actively combat stereotypes, and provide students with female role models in the STEM community; 2. An exploration of options for club formats and in-class applications, possible equity protocols, as well as a discussion of potential barriers and possible solutions for educators; and 3. Tools and resources for further research and strategies.

SPEAKERS:
David Rosengrant (University of South Florida St. Petersburg: St. Petersburg, FL), Nicole Caltabellotta (Mt. Vernon Elementary: St. Petersburg, FL)

Robots in Science! Integrating robotics and computational thinking into middle school science classrooms

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W181b


STRAND: No Strand

Show Details

Robotics activities can be an engaging and innovative way to help students learn core science concepts, while also introducing engineering design and computer programming. In this session, participants will learn about three robotics activities that help students engage with physical science concepts. Educators will hear about: (1) an activity involving speed and acceleration. Through a combination of activities students explored and calculated speed. After walking and running at intervals, students built vehicles to show speed and acceleration, ultimately graphing data to compare constant speed and acceleration; (2) ways in which students applied knowledge and skills learned during a PLTW Design and Modeling class as they designed and built a prototype toy for use in therapy with children with Cerebral Palsy or other disabilities; (3) how students used robots to explain a concept from a light and sound unit to peers and students from younger grades. Students selected one of the concepts from a light and sound unit, made a display, built a robot, and prepared a presentation to explain their concept and how it works in the world outside our classroom.

TAKEAWAYS:
Participants will learn how using robotics activities in science and engineering classes can support and enhance students’ learning of physical science concepts, while also engaging students in problem solving and engineering design processes.

SPEAKERS:
Richard Shroyer (Logos Lab School: Richmond, IN), Tiauna Washington (Hibberd Intermediate School: Richmond, IN), Debra Bernstein (TERC: Cambridge, MA), McCall Emerick (Acmetonia Elementary School: Cheswick, PA)

The Scoop on STEM Competitions Administered by NSTA

Friday, July 22 • 10:40 AM - 11:40 AM

McCormick Place - W176a



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
NSTA Competitions_ presentation.pdf

STRAND: No Strand

Show Details

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)

Engaging with Your STEM Ecosystem Through After-School Programs: Lessons from Science Olympiad

Friday, July 22 • 2:20 PM - 3:20 PM

McCormick Place - W179b


STRAND: No Strand

Show Details

A challenge that STEM education presents to educators is how to stay current in an ever-evolving field to accurately represent and engage their students with new topics, activities, and careers. Too often STEM teachers become locked-in on a set of topics, activities, and careers because of the resources and opportunities to which they have access. After-school programs, and their ability to foster partnerships within a school’s larger STEM ecosystem, are one mechanism to open up STEM programs within schools to new topics, activities, and careers while offering avenues for professional growth and learning for the classroom teacher. By introducing the Science Olympiad program and the strategies used by our school participants for over three decades to build partnerships, connect to their STEM ecosystem, and expand learning we intend to help attendees draw parallels to their STEM ecosystems and their after-school programs. Building off of this information, attendees will analyze and discuss ways their STEM ecosystem can contribute to their STEM program, develop approaches for asking ecosystem members for support, and recognize opportunities to grow their STEM program through after-school programs. The session will close with a discussion of attendees’ specific challenges and issues ensuring attendees leave with actionable solutions.

TAKEAWAYS:
The big takeaway from this session will attendees examining their STEM ecosystem to identify potential partners who align with their programming and can support student learning.

SPEAKERS:
John Loehr (Science Olympiad: Oakbrook Terrace, IL)

What is Happening to the Rusty Patched Bumblebee?

Saturday, July 23 • 8:00 AM - 9:00 AM

McCormick Place - W195


STRAND: No Strand

Show Details

Did you know that the Rusty Patched Bumblebee has lost 80% of its range in the last 20 years? Today, it is the first native pollinator to be put on the endangered species list. Why is this happening? And why should you care? Come explore a unit that guides students in using science and engineering practices to make sense of the functioning of the Rusty Patched Bumblebee’s ecosystem. From data on climate change to theories of pathogen spread, students grapple with all that science knows to date and create their own model for how changes to that system are impacting this keystone species. Learning is then extended beyond the walls of the classroom when students engage in intergenerational conversations and design actionable solutions to help this endangered native pollinator. Links to teacher guides and free printable and editable files will be shared with participants. This lesson will be shared through the perspective of a 7th grade life science teacher Amanda Mellenthin and her students, but is appropriate for grades 6-12. This unit is created by NFP: OnlyOneSky and information about the unit is found on skydayproject.com.

TAKEAWAYS:
Participants will walk through a high quality NGSS lesson that they can adapt to their classroom and supportive teacher resources.

SPEAKERS:
Amanda Mellenthin (Carriel Junior High School: O Fallon, IL)

Creating a Science Classroom Podcast

Saturday, July 23 • 9:20 AM - 10:20 AM

McCormick Place - W187c



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Podcasting NSTA Session Resources

STRAND: No Strand

Show Details

Marshall Escamilla, one of the co-hosts of the freely-available Tumble Science Podcast for Kids, will share some of the basics of creating a podcast with your class. Classroom podcasts are a great way for students to share their learning with the broader community, and can be used both as assessment and communication tools--and it's a lot easier to do than you'd think. Beginning with a brief description of what features make Tumble free and accessible, Marshall will walk educators through all the thing they'll need to consider when creating a podcast. We'll start by asking questions like: -Who is the intended audience for this podcast? -What is the overall topic for it? -How many episodes do we want to create, and how often do we want to release them? Then we'll move on to some of the technical elements. What are the requirements for creating a podcast studio in your classroom? What equipment do you need to buy? What software do students need to have access to? how do you ensure that students can have access to what they need in order to be successful? Finally, we will discuss some of the basic skills teachers will need to ensure student success: knowledge of best audio recording practices, and how to use a few easily-accessible software tools to make students' work sound its best.

TAKEAWAYS:
Attendees at this ession will learn the very basics of how to create a classroom podcast from a professional podcaster.

SPEAKERS:
Marshall Escamilla (Tumble Media Production: Greenfield, MA)

Your Students Can Be the First to Annotate (Discover the Function of) a Gene in a Microorganism

Saturday, July 23 • 9:20 AM - 10:20 AM

McCormick Place - W195



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Final NSTA Gene Annotation for Conference.pptx

STRAND: No Strand

Show Details

This hands-on project guides students through discovering the function of a microorganism gene (whose function has not yet been determined), assigned uniquely to that student.

TAKEAWAYS:
1. Science is very exciting. Each student in the Geni-Act project will be the first person to discover the function of a gene in a microorganism. Results are entered into a national genome database; 2. The gene annotation process will be provided. Special tools or special knowledge are not required. There is no cost; and 3. Guidance for doing the annotation process with an inclusion class (a general education class with several special education students) will be provided.

Using Audio to Enhance Science Learning

Saturday, July 23 • 10:40 AM - 11:40 AM

McCormick Place - W187c



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Podcasting NSTA Session Resources

STRAND: No Strand

Show Details

In this panel discussion, we will discuss the ways that audio content like podcasts can be used in the classroom to increase student engagement. This discussion between several leaders in the field of audio education will share some of the ways that teachers can and should use audio content to enhance science learning at all grade levels.

TAKEAWAYS:
Attendees will learn how to include audio in their lesson plans in ways that are effective, engaging, and inclusive.

SPEAKERS:
Marshall Escamilla (Tumble Media Production: Greenfield, MA)

Get Real with School Gardens - Explore the Successes and Failures of the Carriel Garden in O'Fallon, IL

Saturday, July 23 • 2:20 PM - 3:20 PM

McCormick Place - W187c


STRAND: No Strand

Show Details

The Carriel Garden is a space where students can explore and experiment in nature while learning about connections to society and citizenship. Starting from a school-wide lunch waste worm composting program, the Carriel Garden has flourished into problem-based learning experience for more than just science classes. This session focuses on the success and failures we have encountered along the way in creating a native pollinator patch, vegetable garden, and small school greenhouse at a junior high school in southern Illinois. The presenter, Mrs. Mellenthin, will share lessons she has experienced first hand with her 7th grade science students from learning the escape routines of monarch caterpillars, how to compost outside in Illinois winters, navigating the local farmers market to sell student grown plants, and techniques for running from gophers, deer, and other garden surprises. ;) Topics addressed in the session will include funding solutions, community connections, staff buy in, summer support, STEM connections, and many lessons learned. The session will end with an opportunity for participants to network with others, ask questions, and formulate solutions for their own school projects.

TAKEAWAYS:
Attendees will gain practical examples of problem based learning in a school garden and gain ideas on how to set up or tackle issues in their own school garden spaces.

SPEAKERS:
Amanda Mellenthin (Carriel Junior High School: O Fallon, IL)

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