Rubrics are great assessment tools when grading lab reports and projects. Rubrics help to clarify expectations, inspire students to set goals and give educators a way to improve feedback that stimulates student reflection. Emphasis is on application and analysis not getting the right answers.

TAKEAWAYS:
The Poster will highlight best practices for creating and using rubrics to grade lab reports and projects. The poster will include best practices, main components of a rubric, tips for creating rubrics and well as best practices for feedback and grading using rubrics.

SPEAKERS:
Kimberly Morton (Instructional Coach)

Although cancer biology is an important topic with the study life science, the definition of cancer literacy has been ill defined. This project demonstrates limitations of using one measure of cancer literacy, the Cancer Health Literacy Test-6, within the scope of a cancer biology outreach program.

TAKEAWAYS:
Cancer literacy has been broadly defined and assessed. Assessment of cancer biology knowledge may be best suited by the use of instructor-prepared, lesson-specific assessments.

SPEAKERS:
Emily Heath (Student: Warrenville, SC), Kamani Barnes (Student: Warrenville, SC), Alexandria Martin (Student: , SC), Christie Palladino (Teacher: Warrenville, SC)

This session presents a science and literacy instruction intervention aimed at helping improve student achievement on high-stakes standardized tests. This study found statistically significant results with medium to large effect sizes at multiple campuses. Findings contribute to research and practice by demonstrating how to make science education accessible to all students, including minorities, economically disadvantaged, English learners, and At-Risk students. It also advances knowledge about effective science and literacy instruction interventions. Participants in this session will learn how to strategically target academic vocabulary, visually display connections between inquiry activities and vocabulary, explore opportunities for students to experience vocabulary in context, actively process word meanings, and practice using vocabulary to speak and write sentences. Easily replicable classroom strategies and examples that may be used to facilitate implementation will be shared.

TAKEAWAYS:
Participants will strategically target academic vocabulary, visually display connections between inquiry activities and vocabulary, and explore opportunities for students to experience vocabulary in context, actively process word meanings, and practice using vocabulary to speak and write sentences.

SPEAKERS:
Julie Jackson (Texas State University: San Marcos, TX)

The Science Teacher Residency (STaR) Program was launched in 2018 in response to the need to expand access to high quality professional development for science teachers in Arizona. It is designed for third through eighth grade teachers from Title 1 designated schools, and provides instructional tools and resources to participants for free. The program is designed around its Theory of Change, which involves four facets: pedagogical approaches, content learning, access to expertise, and materials and resources. The program is externally evaluated by the Lawrence Hall of Science. Data on content knowledge level, fascination level, interest level, and intention to pursue science will be featured on the poster. Our target audience is for professional development providers.

TAKEAWAYS:
STaR expands access to high-quality teaching practice in science education for Arizona teachers. PD facilitators can obtain new ideas for research-based implementation of pedagogy, content learning, access to expertise, and materials and resources.

SPEAKERS:
Brenna Chambers (Manager of Professional Learning), Judith Lozoya (Professional Development Facilitator: Phoenix, AZ), Jennifer Petersen (Professional Development Facilitator: Phoenix, AZ)

The effects of a Storyline approach was used in a High School biology class. A storyline focusing on the concept of ecosystem homeostasis was presented to students and compared to a traditional teaching approach. Results indicated that student content knowledge and attitudes improved.

TAKEAWAYS:
Storylines are effective teaching tool to help student learn science content through the lens of Science & Engineering Practices and Crosscutting Concepts.

SPEAKERS:
Shane Cullian (Whitewater High School: Whitewater, WI), John Graves (Montana State University: Bozeman, MT)

How do we assess both DCIs and SEPs in a way that is not overly complicated nor burdensome, yet pedagogically sound? There is a clear way to integrate your course content without sacrificing an emphasis on the NGSS practices. You will leave with resources to implement this in your classroom!

TAKEAWAYS:
After outlining the current debate, attendees will examine several effective approaches to deal with both content and skills, while considering issues of equity, differentiation, and opportunity for students of all ages.

SPEAKERS:
Elise Naramore (Pascack Hills High School: Montvale, NJ)