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, STEM

 

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

Using tools to sense and interact with the environment

Thursday, July 21 • 8:20 AM - 9:20 AM

McCormick Place - W193a



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Using tools to sense and interact with the environment.pdf

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

Show Details

After learning about computational thinking, participants will apply the framework to determine where students engage in computational thinking within the activity. Participants will engage in activities where students engineer as part of the investigations. Participants will be able to use a pre-programmed microcontroller (loaned by the presenters) to experience 3 different short investigations each tied to a different phenomenon. 1) Does angle matter? How does the angle of the collector affect how warm it is? Using the microcontroller and lamps participants will collect data to build a model that explains why the tilt of the Earth creates different seasons. 2) Transparent, Translucent, and Opaque. When working in a greenhouse, different materials can be used to cover the greenhouse. Which is the best material for your area? Using the light level sensor on the microcontroller, participants test different materials to recommend their uses when designing a greenhouse. 3) Making an alarm - using the microcontroller accelerometer sensor, participants arm an alarm and see how the accelerometer works in three dimensions. Participants will be provided printed copies of the lesson plans and how to engage students with using the microcontrollers. Note that no knowledge of coding or any equipment brought is necessary to participate in this workshop.

TAKEAWAYS:
Attendees will learn (1) Microcontrollers are small computers that come with several integrated sensors. Their functionality makes them useful for both investigations and engineering projects. Some of the basic functionality of different microcontrollers (2) One definition of computation thinking is how to use computers to solve problems. Computational thinking activities that connect students to everyday phenomena. The development of algorithms or the decomposition of problems into simple steps are just two examples of processes associated with computation thinking. It is a powerful problem-solving technique that is used in the modern world (3) How engineering tasks provide opportunities for student sensemaking

SPEAKERS:
Susan German (Hallsville Middle School: Hallsville, MO), G. Michael Bowen (Mount Saint Vincent University: Halifax, NS)

Engineering for Us All: Exploring the "Why," "What," and "Who" of Engineering

Thursday, July 21 • 9:40 AM - 10:40 AM

McCormick Place - W194a



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Baseball card lesson
Baseball card lesson (complete)
More information on e4usa
Playpump lesson
Product archaeology lesson
Robot arm lesson (with materials list)
Shoe sole sketch and design lesson
Slides from presentation

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

Show Details

“You’re good at math; be an engineer.” Isn’t there more to it? Who is an engineer? Engineering helps society by solving problems. Let’s explore “why.”

TAKEAWAYS:
Learn that engineering is more than math + science and take away classroom activities addressing engineering identity, ethics, and society (not your typical engineering activities).

SPEAKERS:
Ken Reid (University of Indianapolis: Indianapolis, IN)

STEM for All! Benefits of STEM Integration for Struggling to Gifted Learners, and Everyone in Between

Thursday, July 21 • 9:40 AM - 10:40 AM

McCormick Place - W187b



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

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

Show Details

To effectively engage audience members, I will balance their readiness to learn, cognitive load, and stimulating activities. Using real-world examples, I will demonstrate the power of STEM in elementary classrooms to grow all learners and provide necessary 21st-century skills. Often STEM is an enrichment offered to high-achiever but struggling learners have even more to gain from STEM including confidence and leadership. I will focus on practical application, but valuable references and data will be included to support my practices. I will begin the session with a survey to identify the needs and perceptions of participants regarding STEM integration. Based on input, I will share research-based strategies, classroom integration examples, or dispel misconceptions. I will include an interactive STEM activity using index cards and paper clips to provide a STEM lesson model and demonstrate the ease of integrating STEM with simple, classroom supplies. Participants will leave the session with a better understanding of the benefits of STEM in K-5 classrooms and feel more comfortable integrating STEM into their own classrooms.

TAKEAWAYS:
Participants will understand the value of STEM integration beyond the four letters of the acronym, including the benefits of productive struggle of high achievers and how the grit of struggling learners are paramount in the success of STEM challenges.

SPEAKERS:
Erika Neuman (University of Texas at San Antonio: No City, No State)

Maximize the Benefits and Minimize the Challenges Associated with Embedding Engineering into the Science Curriculum using Argument-Driven Engineering

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W178b


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

Show Details

This session is an introduction to a new approach to STEM instruction called Argument-Driven Engineering (ADE). ADE is an instructional approach that gives students an opportunity to learn to use core concepts and processes form science, engineering, and mathematics to figure out solutions to a meaningful and authentic problem that will help make the world a better place. This instructional approach also gives students an opportunity to develop disciplinary literacy skills (reading, writing, speaking, and listening) because they must obtain information, share and critique potential solutions through talk, and communicate what they figured out and how they know the solution is acceptable through writing. In this session, participants will examine the potential benefits and challenges associated with embedding engineering design into science classrooms and learn how the ADE instructional model can help maximize the benefits and reduce the challenges. Participants will also have a chance to experience an example of an ADE design challenge that invites them to design a shipping and storage container for insulin and see examples of how students who completed this design challenge used science, engineering, and mathematics content and processes to figure out how to keep the insulin cold for long periods of time. Participants will also learn about how this new approach was developed through three years of classroom-based research by a team of researchers at the University of Texas at Austin and how well ADE instructional materials are aligned with the TEKS for science, mathematics, CTE, and ELA.

TAKEAWAYS:
• How to give students an opportunity to learn how to use concepts and processes from science, engineering, and mathematics to design a solution to an authentic problem that will help make the world a better place.

SPEAKERS:
Todd Hutner (The University of Alabama: Austin, TX)

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)

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)

The STEM of PBL

Thursday, July 21 • 2:20 PM - 3:20 PM

McCormick Place - W179b



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
_Main_Course.pdf
http://bit.ly/STEMPBLQA
https://drive.google.com/file/d/1c38TeuqPSC-vS8GLiVXQH9GzI7g0sjbx/view?usp=sharing
STEM PBL in action
https://www.youtube.com/watch?v=2HyFVEpZyEY
STEM PBL in action
https://www.youtube.com/watch?v=a487rcwqsLc
Guiding questions
https://www.youtube.com/watch?v=a487rcwqsLc
The Engineering Design Process/Journal Reflections
Projects VS PBL.docx
What Is PBL_ARTICLE.pdf
Why Is PBL Important_ARTICLE.pdf

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

Show Details

Participants will understand how to develop and effectively implement STEM curriculum units that include project based activities and performance based assessments. Participants will learn to help students answer complex questions and develop solutions for challenges and real-world problems. They will also assist students with extending and refining their acquired knowledge to routinely analyze and solve problems. By the end of this session: 1) Participants will gain a clear and coherent understanding of what a STEM PBL is and how it works. 2) Participants will be able to identify and create effective essential questions. 3) Participants will be able to identify and apply the components of a STEM PBL. 4) Understand how STEM PBL’s will impact instruction for participants and students. Agenda: What is PBL? Why is it important? How does a STEM PBL Work? How to effectively integrate journal reflections. Ways to Implement STEM PBL’s

TAKEAWAYS:
Participants will learn how to effectively implement STEM PBL’s (Project Based Learning) by integrating the components of STEM and PBL in order to grow students' capacity for creativity, fun, and back-loaded learning in a STEM context.

SPEAKERS:
Adero Carter (Clayton County Public Schools: Jonesboro, GA)

Let's Get Middle School Students Interested in Climate Change!

Thursday, July 21 • 2:20 PM - 3:20 PM

McCormick Place - W175a


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

Show Details

What causes seasons on Earth? How is permafrost affected by climate change? What can we learn from ice cores about climate? These questions are answered through a series of NGSS aligned, hands-on activities. Students design an experiment to test the effect of Earth’s tilt on seasons, explore the effect of climate change on structures built on permafrost, and more! The eesmarts climate change curriculum is composed of adapted lessons surrounding natural cycles that occur on Earth and in our solar system, including the carbon cycle and sunspot activity, how these cycles affect populations, and how humans may affect natural cycles. Activities examine evidence from the past through proxies such as tree rings, cherry tree blossoms, and ice core data. Additional topics include climate and ecosystems, the impact of invasive species, and how to minimize the effect of human activity. The lessons are part of the eesmarts K-12 curriculum, an energy efficiency and clean, renewable energy learning initiative funded by the Connecticut Energy Efficiency Fund. They are written in the 5-E Instructional Model and include presentation Google Slides and handouts. Select digital resources will be provided to participants. The complete eesmarts program is free and available to all Connecticut educators.

TAKEAWAYS:
Participants will explore activities involving natural cycles including the sun cycle, the carbon cycle, and seasons, as well as a variety of proxies and what they can tell us about Earth’s climate past and present.

SPEAKERS:
Kathleen Brooks (eesmarts), Karin Jakubowski (eesmarts: No City, No State)

Using scientific data and data collection to make sense of real world phenomena!

Thursday, July 21 • 2:20 PM - 3:20 PM

McCormick Place - W176a



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Chicago Packet.pdf
Copy of Opening (1).pptx

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

Show Details

Using data collection , participants will learn how to actively engage students in a conversation about data and the phenomena that it explains. Participants will learn how to create and/or modify old lessons, labs, and activities into opportunities for discussion , inquiry, and discovery using calculators, Nspire, and labquests.

TAKEAWAYS:
Create a dynamic lesson for use in the science classroom using data collection.

SPEAKERS:
Chris Coker (Camden Fairview High School: Camden, AR)

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)

STEAM Ahead in the Elementary Classroom

Thursday, July 21 • 2:20 PM - 3:20 PM

McCormick Place - W194a


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

Show Details

Participate in a hands-on STEAM activity and learn about how Science, Technology, Engineering, Art, and Math are integrated in the K–5 classroom.

TAKEAWAYS:
1. Participate in an example hands-on STEAM activity; 2. Walk away with multiple ideas to use in your classroom; and 3. Discuss the art and science practices and how they can be integrated in the classroom.

SPEAKERS:
Patricia Whitehouse (William C. Goudy Technology Academy: Chicago, IL), Jenna Sanei (Concordia University Chicago: River Forest, IL)

An Analysis of How an Inquiry-Based Professional Development Informed the Instructional Practices of Science Teachers

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W186b


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

Show Details

This study explored how Project MISE, an inquiry-based professional development, impacted the instructional practices of science teachers.

TAKEAWAYS:
Inquiry-based instructional practices

SPEAKERS:
Emily Jackson-Osagie (Southern University and A&M College: Baton Rouge, LA)

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W180


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

Show Details

TAKEAWAYS:
Attendees will: 1. participate in a discussion on defining STEM based professional development; 2. have an opportunity to view strategies that supports inquiry in science and 3. be able to view research and data that supports the impact of STEM based professional development on achievement.

SPEAKERS:
Takisha Gastile (University of Houston-Clear Lake: Houston, TX)

STEM-Inquiry-SEL Connections

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W186a



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
SEL-PBL Session Slides
SEL-PBL Toolkit

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

Show Details

Explore connections between inquiry, project-based learning (PBL), and social-emotional learning (SEL) through a new essential practices guide. Learn strategies that build SEL skills, making PBL accessible to all students.

TAKEAWAYS:
In order to make project-based learning accessible for all students, the development of social-emotional skills must be intentionally planned and explicitly taught.

SPEAKERS:
Kristana Rogers (DoD STEM/RTI International: Research Triangle Park, 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)

Inspiration to Fruition

Thursday, July 21 • 5:10 PM - 5:40 PM

McCormick Place - W185a



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Inspiration to Fruition

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

Show Details

Inspiration to Fruition provides any educator with a game plan on how to take an idea and available resources and create a project that enhances the student experience and skills.

TAKEAWAYS:
1. A template for designing a grassroots STEM or PBL project; 2. Top 10 tips on how to make managing the project actually manageable; and 3. Proof that trusting one's intuition to build a project based on an inspirational event can bring to fruition an amazing experience for students.

SPEAKERS:
Kelly Hartings (Indian Hill Middle School: CINCINNATI, OH), Jessica Brown (Teacher: cincinnati, OH)

Integrating Computer Science into Science Courses Without Losing Your Mind

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W175a



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Orban_nsta22.pdf

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

Show Details

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)

Unmasking Engineering Practices

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W175c


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

Show Details

In this hands-on workshop, participants will make and preform tests on COVID masks to use engineering practices to design a mask that is both comfortable and protective.

TAKEAWAYS:
Inquiry-based STEM is a collaborative process in which students act and think like engineers and scientists to make the learning environment inclusive for ALL learners.

SPEAKERS:
Karen Ostlund (The University of Texas at Austin: Austin, TX)

Local Phenomenon-Based Projects

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W185d


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

Show Details

Learn how to better integrate local phenomena into classroom learning through the use of long-term projects and a competition.

TAKEAWAYS:
Strategies to use student-chosen local phenomena as the basis for long-term projects and participation in a national STEM competition.

SPEAKERS:
Winnie Boyle (Army Educational Outreach Program: , United States)

Unraveling the Mysteries of Color: Adding (and Subtracting) It All Up!

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W193b


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

Show Details

Investigate how colors mix, by adding light sources or by removing colors from white light, and discover how cell phones and newspapers use these methods.

TAKEAWAYS:
Color mixing has different outcomes when light sources are added than when dyes or inks subtract colors from a white background. Additive color systems are used in TVs and computer screens, while subtractive colors are found in photos and paintings.

SPEAKERS:
Gary Benenson (The City College of New York: New York, NY), Stephanie Codrington (Benjamin Banneker Magnet School of Architecture and Engineering: Brooklyn, NY), Kathy Gutierrez (P.S. 536: Bronx, NY), Gary Benenson (The City College of New York: New York, NY)

All Students Can Do STEM: STEM-ulating Projects for Clubs, Camps, and Classrooms

Friday, July 22 • 11:50 AM - 12:50 PM

McCormick Place - Exhibit Hall, Poster Session Area, Table 19


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

Show Details

STEM classrooms can be exclusive if teachers do not identify the lack of prior learning opportunities and misconceptions early in the year. Come learn how one teacher uses coding to bridge the gap in her STEM classroom.

TAKEAWAYS:
STEM inclusion activities; coding in the classroom; and STEM project ideas.

SPEAKERS:
Jessica Kohout (Howard County Conservancy: Woodstock, MD)

Increasing girls interest in STEM at the high school level through school wide STREAM programming

Friday, July 22 • 11:50 AM - 12:50 PM

McCormick Place - Exhibit Hall, Poster Session Area, Table 12


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

Show Details

Explore how one all-girls school created and implemented a school-wide STREAM program. This session highlights our successes, failures, and outlines the program’s lasting positive impact.

TAKEAWAYS:
In this session, we discuss our experiences in creating a transformative STREAM program designed to serve all students. This program assumes a mission centered approach to teaching Science, Math, Religion, Engineering, Art, and Math. We facilitate as students make connections across each of these disciplines with an emphasis on scientific observation, technological exploration, artful engineering design with the goal of solving relevant problems rooted in social justice. This session walks participants through our rationale of the STREAM program as well as our process from inception to realization. We discuss how schools can start or strengthen their own STEM, STREAM, or STREAM programs by outlining our success and failures and the lessons we learned throughout our experiences. Student work and feedback will be highlighted in addition to our plans for expanding our program in the future. We detail how this experience has changed us as educators and administrators - in particular regarding our views of inspirational teaching and learning. We also offer suggestions on how to broaden our community of STEM educators in order to lend support and resources as we all engage in this innovative way to help our students ask and answer important questions in their lives.

SPEAKERS:
Megan Leider (Resurrection College Prep High School: Chicago, IL)

STEM Integration for ALL Students in the Classroom

Friday, July 22 • 11:50 AM - 12:50 PM

McCormick Place - Exhibit Hall, Poster Session Area, Table 6


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

Show Details

This hands-on workshop will excite and engage teachers of STEM disciplines using integration and inquiry to promote every student's confidence in the ability to challenge themselves in each discipline.

TAKEAWAYS:
What does true STEM integration look like in an inclusive classroom?

SPEAKERS:
Bridget Pugh (Putnam County School System: Cookeville, TN)

Using Drones in the Classroom For Land and Crop Surveying Simulations

Friday, July 22 • 11:50 AM - 12:50 PM

McCormick Place - Exhibit Hall, Poster Session Area, Table 10


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

Show Details

This session will lead participants through a discussion on why and how to use drone technology in the classroom. It will showcase a problem based learning activity in which drones are used in a surveying simulation.

TAKEAWAYS:
How and why using drones can enhance the curriculum.

SPEAKERS:
Jane Hunt (Nourish the Future - Education Projects, LLC: Columbus, OH)

Creating K-6 STEM Classrooms That Embrace Science Inquiry: Helping Students Think and Work Like Scientists - Exploring, Asking Questions, and Seeking Sense-Making of Scientific Phenomena

Friday, July 22 • 1:00 PM - 2:00 PM

McCormick Place - W178a


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

Show Details

Science inquiry is a powerful process and learning environment that embraces exploration and sense-making, as students question phenomena and explore real world science/STEM. Inquiry is an “attitude” that seeks understanding and continually questions how our natural world works. Student achievement, engagement, and sense-making of phenomena, increase when students are taught in an instructional environment that embraces inquiry, where students are encouraged to ask questions, gather evidence, seek answers, and formulate explanations. Speaker will discuss the many varied ways that inquiry manifests itself in the elementary STEM classroom, including ways to increase participation of ELL’s. She will actively engage participants, as she shares strategies and lesson ideas that promote inquiry, and as she demonstrates effective questioning, modeling how to guide students in their own questioning and explorations, as they gather data, formulate their explanations, and draw conclusions. Speaker will emphasize the importance of ‘testing’ the ‘known’, as well as the ‘unknown’, so students can validate their processes and thinking. Creating environments of inclusivity, collaboration, cooperation, and sharing of ideas will be emphasized. Participants will embrace the power that inquiry offers: content, strategies, process, engagement, and the desire to ask, answer, and understand scientific phenomena. This session will help teachers establish effective classroom practices, guiding students in understanding the ways scientists think and study our natural world, as teachers nurture students’ sustained curiosity and love of science/STEM. Handouts.

TAKEAWAYS:
Attendees will learn how to create STEM classroom environments that fully embrace and create the inquiry process: emphasizing explorations, the formulation of questions to guide student inquiry and their understanding of scientific phenomena, the importance of collaborative sense-making and assuring the inclusivity of ALL students, the importance of assisting ELL’s with language accessibility, and the fulfillment of learner curiosity as part of the sense-making process and as a trajectory for guiding their continual learning.

SPEAKERS:
Donna Knoell (Educational and Technology Consultant: Prairie Village, KS)

Experience Before Explanation: Making STEM Lessons Accessible for All

Friday, July 22 • 1:00 PM - 2:00 PM

McCormick Place - W185a


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

Show Details

Come learn how you can make your STEM lessons more accessible for all students by making a few simple changes to your instructional sequence. During this session you will experience an engaging hands-on lesson that models what this structure can look like in a real classroom. We will also discuss the research behind allowing students to experience concepts before introducing students to new vocabulary terms and how this can give all students an entry point into learning STEM content.

TAKEAWAYS:
Sequence matters! When we allow students to experience concepts before we introduce scientific and academic vocabulary, we give all students an entry point into STEM content.

SPEAKERS:
Lee Jimenez (3rd Grade: , OH), Leslie Silbernagel (Northern Kentucky University: Highland Heights, KY)

Engaging Young Children in Everyday Sensemaking through Project-Based Learning

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

McCormick Place - W179a


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

Show Details

Participants will learn how to engage young children in STEM-focused project-based learning that encourages them to make sense of everyday phenomena. Through an inquiry-based interdisciplinary approach, even our youngest learners can pose their own questions, develop models, and plan their own investigations. During this presentation, participants will view an example early childhood STEM-focused project-based learning experience where young children are engaging in sensemaking of an everyday phenomenon. They will also explore the elements of project-based learning including how to launch a unit, engage young children in research using a variety of mediums and through field work, and organize a public exhibit of learning with their school community. Participants will brainstorm potential everyday phenomena for projects and plan activities where young children can engage in hands-on sensemaking. All attendees will leave this session with the tools they need to confidently lead an inquiry-based, STEM project that is developmentally-appropriate for young children.

TAKEAWAYS:
Participants will learn how to utilize use everyday phenomena as the focus for STEM-focused project-based learning.

SPEAKERS:
Ryan Kurada (Sonoma County Office of Education: Santa Rosa, CA)

Reimagining Preservice Elementary Teachers' Family STEM Night Experiences During COVID

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

McCormick Place - W185a


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

Show Details

Learn how a simulation of a family STEM Night allowed preservice elementary teachers to grow their efficacy and effectiveness in teaching inquiry science during COVID.

TAKEAWAYS:
Reimagining university science inquiry activities and processes, and the positive effect they can have on preservice elementary education teachers, due to COVID is possible as long as the central conceptual, curricular, and technological elements involved are analyzed for the affordances each brings and needful substitutions are made.

SPEAKERS:
Bridgette Fincher (Pittsburg State University: Pittsburg, KS)

Artemis Mission Activities: Landing Humans on the Moon

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

McCormick Place - W184d


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

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Learn about NASA’s Next Gen STEM educator resources and how to join our first online community of practice for STEM educators (CONNECTS).

TAKEAWAYS:
Educators will learn about future opportunities with NASA for student participation while completing a lunar lander design challenge.

SPEAKERS:
Lynn Dotson (NASA Office of STEM Engagement-GoH: Kennedy Space Center, FL)

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

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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)

Inclusivity through Evidence in High School Physics Courses

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

McCormick Place - W196c


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

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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)

Engaging All Students Using Culturally Relevant Inquiry Based Teaching Practices

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

McCormick Place - W181a


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

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Present culturally relevant inquiry-based teaching practices to engage all students in science learning. The interactive session will define what it means to be a culturally relevant practitioner, and how to use inquiry-based teaching practices in their science classroom. The participants will be engaged using scenarios and identification lessons that are culturally relevant inquiry-based.

TAKEAWAYS:
Participants will be able to define inquiry-based learning as culturally responsive/relevant teaching and identify characteristics of cultural competency in science teachers.

SPEAKERS:
Rochelle Darville (West St. John High School: Edgard, LA)

STARward STEM: Creating “STAR” Moments That Are “Something to Always Remember” Through inquiry, PBL, and STEM

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

McCormick Place - W181c


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

Show Details

What first hooked you on STEM? Learn how regional and national partners are working to create “STAR” moments for students through inquiry-based PBL focused on space.

TAKEAWAYS:
Students can’t be what they can’t see. In addition to powerful inquiry-based learning experiences, deliberate, equity-focused STEM education and community reinforcement of STEM exploration are required to build the STEM ecosystem.

SPEAKERS:
Kristana Rogers (DoD STEM/RTI International: Research Triangle Park, NC), Todd Campbell (DoD STEM/RTI International: Research Triangle Park, NC), Lauren Milord (DreamUp, PBC: Washington, DC), Angela Adams (Cumberland County Schools: Fayetteville, NC)

STEM Integration for ALL Students in the Classroom

Saturday, July 23 • 11:50 AM - 12:50 PM

McCormick Place - Exhibit Hall, Poster Session Area, Table 6


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

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This hands-on workshop will excite and engage teachers of STEM disciplines using integration and inquiry to promote every student's confidence in the ability to challenge themselves in each discipline.

TAKEAWAYS:
What does true STEM integration look like in an inclusive classroom?

SPEAKERS:
Bridget Pugh (Putnam County School System: Cookeville, TN)

Programming Simple Tools to Facilitate Science Inquiry Investigations

Saturday, July 23 • 1:00 PM - 2:00 PM

McCormick Place - W184d



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Programming Simple Tools to Facilitate Science Inquiry Investigations.pdf

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

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Participants will learn about the framework for computational thinking and then learn to apply it to science inquiry investigations using Block Coding (used with students in elementary and middle school in many jurisdictions) and how it can be used to improve the conduct of science investigations (and be more like the investigations conducted by scientists).   Participants will apply the computational thinking framework to creating/modifying/using simple programs (either using a free online programming tool OR with a simple, inexpensive microcontroller that will be loaned by the presenters) that can be used in science inquiry investigations either for conducting the investigation (e.g., a random number generator) or for collecting data (e.g., a counter and a timer). Investigations where these can be used will be discussed and demonstrated. The use of the microcontrollers and/or a free online programming tool to develop a simple measurement tool provides participants (and their students) an opportunity to experience a simulated situation a scientist or engineer would face as they use computing tools to develop automated measuring responses.   Finally, as an example of what is known as “physical computing”, participants will learn to build (and will build if time allows) a physical interface (to use with a computer or Chromebook) that allows them to interact with a program they have either written or downloaded.   Participants will be provided printed copies of example lesson plans and instruction sheets on how to engage students with using the Scratch program and the microcontrollers). Note that no knowledge of coding or any equipment is necessary to participate in this workshop. 

TAKEAWAYS:
Attendees will learn how computational thinking (applied to simple block coding examples and simple micro-controllers) can be used in science classrooms to help students conduct better inquiry investigations and better experience “authentic” science practices.

SPEAKERS:
G. Michael Bowen (Mount Saint Vincent University: Halifax, NS), Susan German (Hallsville Middle School: Hallsville, MO)

Supporting SEL and meeting NGSS Standards through Citizen Science and Schoolyard Investigations

Saturday, July 23 • 1:00 PM - 2:00 PM

McCormick Place - W181c


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

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Discover how citizen science and inquiry can shape the STEM leaders of our future! Participating in citizen science provides a unique and accessible way to facilitate student science investigations and STEM learning. Students engaged in the Cornell Lab of Ornithology's citizen-science projects have been asking and answering their own questions about birds for more than a decade, conducting original experiments and observational studies. Questions range from “why do the kinds of birds we see change during the year?” to “why aren’t we seeing more birds at our school and what can we do to get more to visit?” By engaging in citizen science and investigations, students become scientists and meet NGSS Standards while exercising social and emotional learning (SEL) skills. They make observations, generate their own questions, collect data, and get access to online datasets they can query. Along the way, they collaborate with peers, learn to communicate effectively, engage in arguments from evidence, and reflect on successes and challenges. These hands-on science experiences give all students authentic opportunities to build life-long skills while meeting science standards, especially those related to developing students’ science process skills.

TAKEAWAYS:
Participants will explore free resources to scaffold citizen-science-inspired inquiry projects and discover how outdoor learning and inquiry projects can support social and emotional learning.

SPEAKERS:
Kelly Schaeffer (The Cornell Lab of Ornithology: Ithaca, NY)

Butterfly Gardening Using Native Plants

Saturday, July 23 • 2:20 PM - 3:20 PM

McCormick Place - W185d


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

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Butterfly Gardening Using Native Plants workshop is a very exciting educational experience! This session will guide participants through exposure to native North American plants that are host plants for butterfly caterpillars as well as nectar plants to attract adults. We will participate in an assortment of hands-on activities which include creating a "Life Cycle Plate" and singing the "Metamorphosis Song". A main focus of this session is to provide participants with strategies to enable them to create and sustain their own schoolyard habitat. A roadmap to success will be shared, along with a question and answer session for potential challenges! . Beyond the workshop, continued implementation support will be shared with a comprehensive digital data collection and email contact information provided to participants. They will also receive contact information for the North American Butterfly Association, and The Native Plant Society for their local area. Resources will be shared focusing on the importance of organic gardening in relationship to a successful butterfly garden. Finally, an assortment of grant opportunities will be shared in order to assist teachers in getting funding for their projects. Upon completion of this time together, butterfly enthusiasts will be dispatched throughout the country. Once implemented, students and parents will be captivated by the beauty of the garden, and will sustain life lessons on the vital connection we share with our environment.

TAKEAWAYS:
Participates will leave with the knowledge to go back to their schools/classroom equipped with the knowledge to set up an area to attract an assortment of native butterflies.

SPEAKERS:
Nancy Sale (Lillie C. Evans K-8 Center: Miami, FL)

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

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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)

Energize Your Climate Change Course for High School

Saturday, July 23 • 2:20 PM - 3:20 PM

McCormick Place - W175c


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

Show Details

How and why has Earth’s climate changed over time? How do we collect data about Earth’s natural history? How do Earth’s orbital variations affect climate? What role does phytoplankton play in the Carbon Cycle? These are all questions that are answered by exploring a series of hands-on activities that are NGSS aligned. Activities include: eccentricity, obliquity, precession, carbon and plants, the effect of carbon dioxide on temperature, ocean acidification, and more. The climate change curriculum, from the eesmarts K-12 curriculum, an energy efficiency and clean, renewable energy learning initiative funded by the Connecticut Energy Efficiency Fund, is made up of adapted lessons surrounding natural cycles that occur on Earth and how humans may affect natural cycles. Activities examine evidence from the past through proxies such as forams and ice core data. Additional topics include sea-level rise and vulnerability, the impact of single use plastics, and how the effect of human activity can be minimized. The lessons are written in the 5-E Instructional Model (Engage - Explore - Explain - Elaborate - Evaluate) and include teacher-presentation Google Slides and student handouts. Select digital resources will be provided to participants. The complete eesmarts program is free and available to all Connecticut educators.

TAKEAWAYS:
Participants will explore activities that demonstrate how and why Earth’s climate has changed over time.

SPEAKERS:
Karin Jakubowski (eesmarts: No City, No State), Kathleen Brooks (eesmarts)

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