2022 Chicago National Conference

July 21-23, 2022

Grade Level


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Pathway/Course

FILTERS APPLIED:Using Inquiry-Based STEM to Facilitate Learning for ALL, Biology

 

Rooms and times subject to change.
13 results
Save up to 50 sessions in your agenda.

Intergrated Project and Inquiry Based High School Science Curriculum

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W175c


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Explore curriculum of a 10th grade integrated chemistry and biology course that was designed to incorporate the Next Generation Science Standards while placing importance on the Science and Engineering Practices. The course follows the narrative: “Living systems obey the laws of physics and chemistry. Transformations in matter occur in predictable ways and are a function of molecular shape and molecular collisions. Chemical properties are the result of the arrangement of elements and the forces between them. Reception, sequestration, and transfer of chemical elements allow living systems to leverage chemical transformations to survive, grow, and reproduce. Reproduction allows for the transmission of these traits from one generation to the next. Pressures from the environment favors some traits over others which in turn produces new species over time and is responsible for the diversity of all life.” Students were introduced to content via phenomenon and then engaged with the DCIs, Cross-cutting concepts, and SEPs while working towards a culminating project. For example, students learned various topics of chemistry including stoichiometry and gas laws to design and build a functional Class B fire extinguisher. Following this unit, students applied their understanding of cellular respiration, photosynthesis and the carbon cycle to calculate the amount of carbon sequestered on a section of campus trees.

TAKEAWAYS:
Participants will learn how to use phenomena and a 3D design approach to create project -based, integrated Curriculum that assesses SEPS equally with content. Participants will learn how to use student-centered pedagogical practices, hands-on exploration, and more authentic assessment practices. Participants will be familiar with how Integrating biology, chemistry and environmental standards in order to explore an authentic, real-world problem or challenge increases student engagement and performance.

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

Crash Science: When Physics Meets Biology

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W185b-c


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Use innovative video-assisted STEM activities, demonstrations, award-winning videos, and behind-the-crash-tests tours to teach the science of car crashes. Visit classroom.iihs.org for more information.

TAKEAWAYS:
Participants learn how to incorporate culminating STEM design challenges (Project Pedestrian Sensors and Egg-Carrying Paper Car Crash) into their curriculum to promote student awareness and understanding of how engineering and technology are used to build safer vehicles.

SPEAKERS:
Griff Jones (University of Florida: No City, No State), Pini Kalnite (Insurance Institute for Highway Safety Highway Loss Data Institute: Arlington, VA)

DCI, CCC, and SEPs, Oh My! Sweet and Salty Investigations with a 3-D Twist!

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W176c



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
DCI, CCC, and SEPs Oh My! (2).pdf

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Discover how to implement three-dimensional learning into any science curriculum, all while engaging learners to become phenomenal!

TAKEAWAYS:
How to use SEPs to drive student instruction and molecular-level modeling of processes using data to support claim.

SPEAKERS:
Stacy Thibodeaux (Southside High School: Youngsville, LA)

Cloudy with a Chance of Modeling

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W175a


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Our students use field work, computer modeling, and long term databases to understand the Earth's changing system. Students collect local weather data. They compare this data with regional and national databases, satellites databases, and climate modeling software (EdGCM).

TAKEAWAYS:
Teachers will learn how to introduce climate science in a non-threatening way by empowering their students to take a stand in their communities regarding decisions that affect their future by seamlessly incorporating field studies with professional climate studies.

SPEAKERS:
Carolyn Mohr (University Center of Lake County: Grayslake, IL)

Chickenology: Food Delivery Challenge

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W179b



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Chickenology Food Delivery Challenge Lesson
Chickenology Food Delivery Challenge Slide Deck
Chickenology Student Rubric

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Participants will use sensemaking and the engineering design process to solve a real world food production problem in a small scale format. This lesson introduces the Food Delivery Challenge, in which participants must design a gravity feeder to carry food (chicken feed) to twelve hungry chickens for over 24 hours. To accomplish the task students must design and build a model of an efficient gravity feeder using the materials available to them. The scenario presented to the class: One of the feeders in your uncle’s barn has broken down, and a new one will not arrive until next month. You must create a gravity feeder to satisfy 12 chickens for 24 hours consistently to ensure the health of your flock. Participants will research, design, build and test their design before presenting to the group for feedback, Participants will then use the feedback to redesign for an improved feeder.

TAKEAWAYS:
1. Use the engineering design process to collaborate, design and build a gravitational feeder system that will feed 10 pounds of feed over a 24 hour period. 2. Present your design plan, and final product to the class for feedback. 3. Provide feedback to the design team for design improvement.

SPEAKERS:
Leah LaCrosse (McCormick Junior High School: Huron, OH), Heather Bryan (Nourish the Future - Education Projects, LLC: Columbus, OH)

Data, Tables, Graphs, Oh My! Strategies to Get All Students Doing & Speaking Science

Thursday, July 21 • 2:20 PM - 3:20 PM

McCormick Place - W176c



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Access to Resource Document
Complete the Google Form to gain access to the Resource Document and slide deck from the workshop.

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

We are naturally curious, prone to ask why? How? What? Unfortunately, somewhere along the way students lose the trust in their voices to ask questions of and from data. But data are what we use to do science and it permeates all aspects of society today. What should we do? Stop teaching the vocabulary of science and data first, and instead leverage classroom-ready strategies to empower students to lead with their innate curiosity to practice critical 21st century data literacy skills and master the science content. Join us to explore connections between our science content, inquiry-based activities, and data skills. 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 and student empowerment. We will participate in activities ourselves and reflect on approaches for how to bring these into our classrooms. Participants will leave more empowered to integrate data into their science content in purposeful ways to better help students do and communicate science. Working with and learning science from data fosters critical thinking skills, lifelong interests in science, and facilitates learners’ overall self-identity as a scientist. Let’s set all of our students up for success!

TAKEAWAYS:
Participants will identify how data literacy is a critical aspect of science literacy in the 21st century, how students can do a lot more with data than we often think or presume from their science vocabulary alone, and how to leverage existing strategies to authentically integrate data into 6-12 science instruction to teach their science content and increase literacy simultaneously.

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC: No City, No State)

Evolution Game: Demystifying Speciation

Thursday, July 21 • 2:20 PM - 3:20 PM

McCormick Place - W195



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Evolution Game slide show
These slides will be used in the workshop to introduce and explain using the Evolution Game as a teaching tool. The game clarifies how species evolve through mutations, natural selection, and just plain luck. Students "evolve" their creatures, use their artistic abilities to draw mutations, and have fun while learning.

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

This session will start with an overview of the challenges involved in teaching the theory of evolution, including common student misconceptions. Participants will then spend 30 minutes playing the Evolution Game, developed by the speaker, in which players evolve and sketch the changes to their species. The game is really fun and involves, student inquiry, collaboration, problem solving, and touches on the engineering of species that is inherent in evolution. The session will end with a discussion of concepts learned, a copy of an assessment sheet will be shared, and all participants will leave with an electronic copy of the game.

TAKEAWAYS:
Demystifying how good, bad, and benign mutations can make a species survive, evolve, or become extinct through an interactive, fun board game.

SPEAKERS:
Sarah Faulkner (East Granby Middle School: East Granby, CT)

Teaching Critical-Thinking Skills to Reluctant Teenagers

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W181b



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Teaching Critical Thinking skills to reluctant teenagers.pptx

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Learn how to overcome the apathy of teenagers, understand their motivations for not asking questions, and get them to be curious again!

TAKEAWAYS:
Attendees will take away multiple strategies to implement in their classroom to spark the curiosity of teens they teach.

SPEAKERS:
Jamye Carr (Cedar Ridge High School: Hillsborough, NC)

Integrating CS into Science Storylines

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W176c


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Science teachers at Lindblom Math and Science Academy in Chicago Public Schools have worked with Northwestern University’s CT-STEM department to develop computational thinking in science units aligned with the Next Generation Science Standards. The goal is for students to understand and apply computational thinking practices in their science classrooms to help make sense of phenomena or problems, analyze data, use models and develop explanations. Units, built by teachers, are designed to cover core science concepts in physics, chemistry, and biology. This program allows teachers to work with CT-STEM members to develop new simulations or other CT activities that work best in the unit. This was developed based on teacher need, when simulations didn’t exist to address the big ideas. Integration of NetLogo models, SageModeler, NetTango, and other data analysis activities are used to help students make real world connections. These tools allow students to learn and apply basic computer science ideas and skills as well as the 3-D of NGSS. Developed unit topics include: stoichiometry, climate change, gas laws, and energy. These units are available for public use and can be easily modified on the CT-STEM platform for teachers to use.

TAKEAWAYS:
Overview of how teachers integrated Computational Thinking into science units and how to access units for Biology, Chemistry, Physics, and Earth Science

SPEAKERS:
Carole Namowicz (Lindblom Math and Science Academy: Chicago, IL), Lauren Levites (Lindblom Math and Science Academy: Chicago, IL)

NSTA/ISTA Session- Bridging the Gap: Connecting STEM/Science Learning in CTE

Friday, July 22 • 1:00 PM - 2:00 PM

McCormick Place - Skyline W375b



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Bridging the GAP

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Student understanding of how science and STEM ideas and concepts are applied within their chosen career pathway is a critical component of many Career and Technical Education (CTE) programs, but for a variety of reasons these connections are often overlooked. Some states even provide CTE courses and Career Pathway standards that seem to go against the three-dimensional and student-centered learning grain. Yet, to truly meet the vision of the K-12 Framework, students in CTE and Vocational Education pathways should also be provided opportunities to engage in three-dimensional sensemaking in the context of their CTE course. In this session, we explore explicit connections between three-dimensional science learning and Agricultural, Food and Natural Resources as just one example of how three-dimensional student learning and sensemaking can be incorporated into CTE. We then explore how similar strategies can be utilized in other pathways with the goal of bridging the gap between science learning and practical application for students in CTE.

TAKEAWAYS:
Attendees will learn strategies for integrating scientific sensemaking into CTE courses to support their students' mastery of the scientific concepts they will apply in those fields.

SPEAKERS:
Bridina Lemmer (Illinois Science Teaching Association: Jacksonville, IL), Chris Embry Mohr (Olympia High School: Stanford, IL)

Great Lakes Great Opportunities

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

McCormick Place - W187b



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
NSTA22 Great Lakes, Great Opportunities.pdf
PDF version of presentation slide deck

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Use the Great Lakes as a learning tool! Participate in virtual classroom-ready activities, discover PD opportunities, and learn how to collect authentic water quality data.

TAKEAWAYS:
Attendees will learn: 1. how to request and incorporate the use of the Hydrolab in their classroom to collect authentic water quality data either in the classroom or in the field; 2. how to utilize Nearpod to create engaging lessons that can be utilized virtually or in the classroom; and 3. about professional development opportunities aboard the R/V Lake Guardian and at Ohio State University's Stone Lab.

SPEAKERS:
Melissa Kowalski (Put-in-Bay Local School District: Put in Bay, OH), Shari Insley (North Olmsted Middle School: North Olmsted, OH)

Nourish the Future: Energy and Biofuels

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

McCormick Place - W196a



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Nourish the Future Energy Biofuels slide deck
Nourish the Future Fermentation Factories Student Lesson
Nourish the Future Fermentation Factories Teacher Document

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Students utilize different components (enzymes, yeast, feed stocks, and water) to produce ethanol and carbon dioxide through the process of fermentation. Students will develop a model of fermentation and explain how ethanol is made to answer the focus question "How can fermentation produce a renewable fuel source?" Students will develop experimental models to generate data in order to construct explanations about the relationships between the components of the fermentation process and to predict how those relationships can be manipulated to produce carbon dioxide. Students will design solutions to make the fermentation process as efficient as possible and generate the maximum amount of ethanol in a small bag environment Attendees will participate in hands-on activities centered around biofuel. Participants are going to prepare and compare different amounts of fermentation occurring in four different mixtures which will allow observations of production rates. A second activity focuses on a way to make a qualitative or quantitative explanation regarding the relationship between feed stock and glucose availability for ethanol production. Participants will deconstruct a model of starch to examine enzyme and starch reactions to determine how starches change into smaller molecules. Three additional hands-on activities that can be included in your classroom curriculum will be discussed.

TAKEAWAYS:
Nourish the Future is a national education initiative developed by science teachers for science teachers to connect students to modern agriculture and provide sound science based resources that meet teacher and student needs in the classroom.

SPEAKERS:
Tiska Rodgers (Clarkton High School: Clarkton, MO), Leanne Thele (Perryville High School: No City, No State)

Phenomenon-based Instruction - Unpacking the 3-D NGSS

Saturday, July 23 • 2:20 PM - 3:20 PM

McCormick Place - W180


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Unpacking the 3-D NGSS while at the same time making science instruction engaging to students is a challenge faced by science teachers across the nation. With skillful use of phenomena-based instruction, science teachers engage students by converting what the teacher planned to teach into what the students want to learn. Culturally relevant, intellectually accessible and thought-provoking phenomena enable students to make engaging connections between the required curricula content and real-life scenarios and applications. Rather than recalling discrete facts, students apply new information and use transferable problem-solving skills to explain a natural or man-made phenomenon. Phenomenon-based science encourages students to ask questions, discover connections, and design models to make sense of what they observe. This session provides participating teachers opportunities to experience lessons in the same manner as students will. They examine a phenomenon and then ask questions, collaborate with partners and design models, and discuss digital tools that can be used to engage students in phenomenon-based learning. Teachers learn how to use questioning techniques and academic dialogue to spike discontent in the students' understanding of the phenomena, thereby, driving students to use science practices to further explore their curiosities

TAKEAWAYS:
Help teachers to develop and deploy thought-provoking phenomena that will promote student engagement, comprehension, and achievement in the sciences by transforming what the teacher planned to teach into what the students are eager to learn.

SPEAKERS:
Chidi Duru (Prince George's County Public Schools: Upper Marlboro, MD)

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