2022 Chicago National Conference

July 21-23, 2022

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

 

8 results

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)

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)

Teaching Critical-Thinking Skills to Reluctant Teenagers

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W181b



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



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



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

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)