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2022 Chicago National Conference - Sessions

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Displaying 8 results

Thursday, July 21
1:00 PM - 2:00 PM
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Crash Science: When Physics Meets Biology

McCormick Place - W185b-c

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)

Thursday, July 21
1:00 PM - 2:00 PM
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Chickenology: Food Delivery Challenge

McCormick Place - W179b

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 (Education Projects, LLC: Columbus, OH)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Chickenology Food Delivery Challenge Lesson
Chickenology Student Rubric
Chickenology Food Delivery Challenge Slide Deck

Thursday, July 21
2:20 PM - 3:20 PM
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Data, Tables, Graphs, Oh My! Strategies to Get All Students Doing & Speaking Science

McCormick Place - W176c

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, Rutgers University: Princeton, NJ)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Access to Resource Document
Complete the Google Form to gain access to the Resource Document and slide deck from the workshop.

Thursday, July 21
3:40 PM - 4:10 PM
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Teaching Critical-Thinking Skills to Reluctant Teenagers

McCormick Place - W181b

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)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Teaching Critical Thinking skills to reluctant teenagers.pptx

Friday, July 22
8:00 AM - 9:00 AM
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Integrating Computer Science into Science Courses Without Losing Your Mind

McCormick Place - W175a

Computer science CAN be integrated into high school science classes. Here are some ideas from the STEMcoding Project!

Takeaways: Attendees will work on three "STEMcoding" activities on: 1. climate change with connection to spreadsheets; 2. orbital motion for Earth science; and 3. the first of the "physics of video games" activities.

Speakers

Chris Orban (The Ohio State University at Marion: Marion, OH)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Orban_nsta22.pdf

Friday, July 22
1:00 PM - 2:00 PM
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PBL Learning in the Physics Classroom- a year long journey

McCormick Place - W195

Presentation outlines four project based learning units related to a central theme, what do we need to survive and thrive. The first unit is a Forces and motion unit where the culminating project is to design an object to protect a valuable object from the force of a collision. The second unit explores waves through the context of music. Students think about the role of culture and music in thriving and then learn about how waves work through designing their own instruments from recycled materials. The energy unit focuses on sustainable energy, conservation of energy as well as mirrors and optics as students build either their own solar collectors or their own solar ovens and finally students study projectiles through writing their own bow and arrow user safety manual. Participants will leave with ready to use Project based units. Participants will have time to brainstorm modifications to one unit of choice to make it applicable to their personal teaching style and setting.

Takeaways: Participants will leave with ready to use PBL Physics units as well as have time to modify those units to make them their own.

Speakers

Sara Plowman (Millennium High School: Santa Monica, CA)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Music Project Folder
https://drive.google.com/drive/folders/15CxV3iPSte05jvUEQlqYffUW4ZQa0UGY?usp=sharing
Music Project Folder
Solar Water Heater Project
Circuits/Solar Cell Project
Collision Unit
Sail Car Unit- Newton's Laws
Note- Not a pbl unit per se but including it because it includes materials that I use to get kids ready for the Collision unit.

Saturday, July 23
10:40 AM - 11:40 AM
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Inclusivity through Evidence in High School Physics Courses

McCormick Place - W196c

What is it about how students engage with physics that perpetuates inequities in physics courses and in the field of physics more broadly? In this interactive workshop, participants will consider tents of inclusive physics instruction and contribute to a broader conversation about power structures and pedagogy that facilitate inclusivity. By analyzing videos of students working in a learning environment where they engage in science practices as a way of inducing physics principles (in alignment with the three dimensions of the Next Generation Science Standards), participants will consider how both the structure of the lessons and teacher moves can cultivate more equitable environments. We suggest that this learning environment disrupts traditional power structures that exist in classrooms, enhancing students’ voice both in authoring ideas and sanctioning ideas. Participants will consider what counts as success in a physics class and when and how people are recognized and rewarded. In the workshop, I’ll share discussion protocols and some of the student-facing physics lessons I’ve used that support this work.

Takeaways: How can student-collected evidence and consensus building serve to make high school physics courses equitable and inclusive?

Speakers

Shelly Belleau (University of Colorado Boulder: Boulder, CO)

Saturday, July 23
2:20 PM - 3:20 PM
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Phenomenon-based Instruction - Unpacking the 3-D NGSS

McCormick Place - W180

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)