Science is often portrayed as conducted in a simple linear way (i.e., the scientific method). But this is rarely true in actual scientific practice. Instead of a step-by-step series of actions, science is conducted more cyclically, with scientists working back and forth between pursuing exploration and discovery, assessing benefits and outcomes, and developing analysis and feedback. At the core of this process is evidence, against which ideas in science are constantly tested. Evidence is what drives all scientific understanding. By examining environmental DNA (eDNA) collected from areas where recent Bigfoot sightings have occurred, participants can provide students with a logical and rational way scientists can use evidence to dispel the pseudoscience of cryptozoology. Upon completing this activity, attendees can apply their new knowledge to how eDNA is currently used to identify viruses and diseases in wastewater. Resources: https://ncse.ngo/supporting-teachers/classroom-resources

TAKEAWAYS:
Participants will explore and appreciate the importance of evidence to the scientific process by taking a deep dive into an NGSS storyline sequence developed to help students understand that science must be substantiated by multiple lines of evidence to be accepted by the scientific community.

SPEAKERS:
Blake Touchet (National Center for Science Education: Oakland, CA), Ericca Thornhill (Mizzou Academy: Columbia, MO), Lin Andrews (: Oakland, CA)

This session is geared towards new teachers and veteran teachers alike, who are interested in supporting their students with literacy strategies. Students can struggle to access information from nonfiction text, however, with the right tools they can not only learn science, but be able to use that knowledge in the classroom without the instructor lecturing on that information. By developing their skills in pre, during and post reading they will become more confident in their science literacy and be able to use it as evidence in their daily practices. Some of the strategies in the presentation include: anticipation guides, vocabulary front loading, chunking, annotating, gist statements and vocabulary connections. The audience will learn about several strategies, as well as experience a lesson from a student’s point of view. There will also be time allotted to create a classroom ready lesson from text with support from the presenters.

TAKEAWAYS:
The main takeaways from our session are ready to use pre, during, and post reading strategies that work for a variety of grade levels and with a variety of texts.

SPEAKERS:
Deanna Warkins (Adlai E. Stevenson High School: Lincolnshire, IL), Kellie Dean (Adlai E. Stevenson High School: Lincolnshire, IL)

Scientific Theater might seem like an oxymoron, but over my decade-plus in high school education, it has become a favorite of my students. The goals of this experience are to encourage the attendees/students to be creative in trying to explain sometimes complicated concepts, and to realize that written words and slide presentations are not the only way to explain something. In this workshop, attendees will be given the opportunity to experience Scientific Theater exactly as my students do, by creating their own one-act play explaining a chemical concept. The concept may be one of their own choosing, or there will be several to choose from. After choosing, attendees will split into groups of four, at which point they will collaborate to develop and write a 3-minute play that they best feel illustrates their concept. At the end of the session, volunteer groups will be invited to perform, and it is hoped that the attendees will have seen theater as the powerful and enjoyable tool it is.

TAKEAWAYS:
Attendees will collaborate to create their own plays to describe a scientific concept. After discussion and rehearsal, volunteers will be asked to perform their masterpieces in front of the group. By doing so, attendees will be able to take what they have learned back to their classrooms.

SPEAKERS:
Karen Flummerfelt (Downtown Magnets High School: Los Angeles, CA)

This session will provide two example wet lab assessments and information to design one for the general and college/AP chemistry classroom. Both labs were our summative assessment for our molecular structures unit (topics: polarity, intermolecular forces, Lewis structures) and our measuring matter unit (topics: density, metric units, relationship between mass, volume, and temperature). For the molecular structure unit assessment, students determined the polarity of acetone, water, ethanol, and vegetable oil by testing solubility, evaporation rate, surface tension, and drawing Lewis structures. Students wrote a CER to classify each compound as polar or nonpolar. For our measuring matter lab assessment, students had an unknown metal or liquid and had to calculate density and classify the unknown substance and wrote a short CER. Grading can be traditional or SRG.

TAKEAWAYS:
There are numerous ways to assess besides traditional paper and pencil tests in chemistry. This session will focus on using labs and writing CERs based on lab data as an assessment for concepts.

SPEAKERS:
Kelsey Mescher (Battle High School: Columbia, MO), Stephanie Coyle (Jefferson Middle School: Columbia, MO)

Stars form in giant molecular clouds of gas and dust in massive star formation complexes, and depending on their initial mass, usually follow a sequence that ends in their destruction in catastrophic collapses and explosions. The process of stellar evolution provides the energy which drives the universe, and thereby determines its future. During the last stages of evolution, nucleosynthesis creates the elements which will enrich the next generation of protostars and planets. formation of stars also sets the stage for possible exoplanets forming within the debris disks of young protostars as hydrogen begins to fuse in their cores. This basic sequencing activity is one of a series of activities designed to show how scientists view, study, and examine the process of stellar evolution. The card sets have descriptions and links and can be used as a pretest or a posttest, either individually or as a group. Multiple answers are acceptable. A scoring rubric is included.

TAKEAWAYS:
Stellar evolution is a cosmic cycle from the formation of protostars and stars in cold molecular clouds, through their final collapses into remnants and stellar cores. This process creates heavier elements and sets the stage for the formation of exoplanets and the next generation of star formation.

SPEAKERS:
Donna Young (NASA/NSO/UoL Program Manager: Laughlin, NV)

Since returning from COVID classrooms have become increasingly digitally based, but has this been beneficial for students? After reflecting on our own teaching practices & examining our students’ progress we concluded that a fully digital classroom is limiting our students' linguistic and academic growth which can really hurt our English Learners. We examined available research on technology use in the class & how the implementation had impacted students. In addition, we looked at current best practices for literacy & academic language acquisition as it pertains to our ELLs. We began to look for ways to hybridize assignments to encourage substantive conversations, collaboration & engagement. Early results point to students’ better use of academic language, higher engagement & increased test scores. Participants will learn by doing a hybrid assignment & compare them to the results of our digital only & analog only assignments. We will provide scaffolds to build your own hybrid lessons.

TAKEAWAYS:
Particpants will walk away with outlines and skeletons on builidng hybridized digital and analog lessons.

SPEAKERS:
Heather Berlin (Truman High School: Independence, MO), Jennifer Tuff (North Side High School: Fort Worth, TX)

The impact of battery operated cars have become a hot topic as energy alternatives are explored. Unfortunately, few students get exposed to the true nature of a Voltaic Cell and the vital workings of the transfer of chemical energy to electrical energy through oxidation-reduction reactions. After a junior high demo, Physical Science and Chemistry classes don't relate the function of metals in their tug-of-war with electrons within a Redox reaction. Working with an ELL Specialist, Science Specialists created a series of lessons that incorporate phenomenon, asking questions, creating an investigation, data analysis, justification of their data through science research and application to real world analogous phenomenon. These have been tried in Arkansas Physical Science and Chemistry classrooms. To improve the efficiency and effectiveness of batteries, the next generation must engage on the issue. The answers may come from the next William Kamkwamba not the AP Chem class.

TAKEAWAYS:
When life gives you lemons- make a battery! Educators will see an inclusive approach incorporating a demo to explore how a battery operates. It will relate the simple to the complex Redox reaction with supports and scaffolded instruction to best meet the needs of all learners.

SPEAKERS:
Susan Allison (Dawson Education Service Cooperative: Arkadelphia, AR)

Students often have ok data but present it graphically not in the best way. Let’s talk about how to make your graph tell your story. Simple stuff like: which type of graph? What variable, where does it go, scale, function or not? Stuff beyond the basics: Which graph is the best type of graph for your data, hypothesis and story? How can I effectively improve my graph to better communicate my results? Does my graph limit the credibility of my work?

TAKEAWAYS:
Effective graphing can be a tool to visually show relationships.

SPEAKERS:
Louise Chapman (Volusia County Schools: Deland, FL), Jacklyn Bonneau (Massachusetts Academy of Math & Science at WPI: Worcester, MA)