Although there is extensive dissemination of the research and results obtained from deep-sea cores within the scientific ocean drilling community, less focus has been placed on the lives and experiences of those carrying out the research, including scientists, technicians, ship’s crew, and shore-based staff. This project documents the stories of those that have sailed on and supported scientific ocean drilling expeditions through a collection of audio narratives that showcase what goes beyond the “science” part of science at sea. By highlighting the human aspect of ocean expeditions and emphasizing the experiences of those involved, we make the field accessible to those who may have previously felt uninterested, disconnected, or alienated. We are also seeking feedback from educators in terms of what additional supporting materials (eg: images and maps, scaffolds, formative and summative assessments) should be added to the project to maximize the benefit to all students.

TAKEAWAYS:
Free multimedia classroom resources, including audio narratives from the people involved in scientific ocean drilling and associated activities and worksheets, allow students to interact with the people who participate in complex science and engage in sensemaking about geoscience concepts.

SPEAKERS:
Maya Pincus (Columbia University / U.S. Science Support Program: Palisades, NY)

In this poster session, educators will have the opportunity to learn about ways to get students outside and learning about the native arthropods in their area. This 2-4 day project allows students to research, collect, and identify different arthropods in their environment. Students will practice and show their understanding of these arthropods by designing and presenting their own phylogenic tree while connecting it back to their native environment.

TAKEAWAYS:
Come learn about how to engage your students in the environment around them through the lens of classification and taxonomy.

SPEAKERS:
Jacqueline Svetich (Science Teacher: Naperville, IL)

School gardens are a fantastic way to transition from a more traditional classroom to an outdoor, experiential learning opportunity centered on student engagement and critical thinking. Students are able to physically connect with nutrition education, understand the process of growing healthy foods, and recognize environmental stewardship. A school garden can also be integrated into many subjects such as math, science, health, literacy and social studies. The school garden offers a place to enrich teaching efforts with powerful hands-on experiences that make learning come alive. Each school or youth garden is as unique as the school or community that plants it. Gardens may come in many configurations, ranging from a collection of container gardens or a grouping of raised beds to a half-acre of plowed land. Successful garden programs do have certain features in common, however, they are designed to meet local program needs, to be sustainable, and to use the physical site and resources.

TAKEAWAYS:
School gardens are a fantastic way to transition from a more traditional classroom to an outdoor, experiential learning opportunity centered on student engagement and critical thinking. A school garden can be integrated into many subjects such as math, science, health, literacy and social studies.

SPEAKERS:
Lindsey Noonan (Topeka Public Schools USD 501: Topeka, KS), Rhonda Gadino (Topeka Public Schools: No City, No State)

Student engagement and performance in science and math, especially in underserved populations, have declined as a result of the pandemic and the switch to remote learning. Traditional teaching methods have had to evolve in the face of these new challenges. This work describes how project-based learning (PBL) is woven into the scope and sequence of high school Chemistry. Assessment is a departure from a points-based to a standards-based grading system. Students are evaluated based on their mastery of four different standards: inquiry, design, analysis, and communication. Examinations that test for content are enhanced with inquiry-based problems that connect Chemistry to real life. Students are expected to take responsibility for their own performance, to seek help when needed and to advocate for themselves. The work presented will include classroom strategies, project ideas that promote equity, and samples of assessments and student work.

TAKEAWAYS:
The work presented will include classroom strategies and project-based learning ideas with samples of student work. It describes a standards-based assessment that focuses on the acquisition and mastery of skills as an alternative to a traditional points-based grading system.

SPEAKERS:
Caroline Gochoco-Tsuyuki (Archbishop Riordan High School: San Francisco, CA)

In 2014 Girls Building STEAM was concieved after attending an ISTE presentation. The goal was to do short, fun activities that girls could continue at home, like melted crayon art, air pressure games with cheeseballs, and MAKER activities. Once a month 30 minute meetings grew into weekly 1 hour meetings and stand-alone ideas grew into year-long projects. Along the way, a group of girls took charge and began leading, assisting in grant writing, planning, and teaching. We created a successful year-long fashion program that taught fashion design, jewelry-making, art, and more to bring attention to environmental issues in South Florida. In this session we will share our day plans, month plans, and year plans. You will hear from students and student leaders about why this program is important, and how it has enhanced their learning in school and guided their choices for the future.

TAKEAWAYS:
Attendees will gain insight on how to start, maintain, and succeed with a student-led club that helps build young ladies into leaders. You will hear from current students and mentors who discovered their love of STEAM, and are now motivated to get others hooked on the fun and learning.

SPEAKERS:
Nancy Penchev (Scheck Hillel Community School: Miami, FL)

Standards-based grading shifts the focus from traditional grades to a mastery of specific learning objectives. SBG is a comprehensive approach that focuses on identifying and communicating clear learning objectives to students and assessing their progress based on these objectives. We will discuss how SBG can be used in a chemistry classroom to promote student learning outcomes throughout sample storylines. We will explore the benefits of using SBG, including increased student engagement, motivation, and ownership of learning. We will also discuss the challenges of implementing SBG and strategies to overcome them. By attending this presentation, chemistry educators will gain a better understanding of how SBG can promote student learning outcomes for ALL students in their classrooms. They will also gain practical ideas and strategies for implementing SBG in their own chemistry classrooms.

TAKEAWAYS:
Standards-based grading doesn't have to be scary or time intensive. Teachers will learn how SBG strategies can be used in the classroom to make assessing NGSS storylines equitable and centered on learning.

SPEAKERS:
Christine Gustafson (Millard South High School: Omaha, NE)

Coaching Science Olympiad 30+ years and my science teaching cousin still a rookie, we offer tips and tricks on team startup or management. Join us to hear how I took a tiny Nebraska school to win B and C Divisions at Regionals my first year at Arcadia. Having been a veteran coach at four public schools, this amazing educational science event molded careers for my students, cousin, and four children. My cousin started a team in western Nebraska which added travel challenges across our state. We will share ideas on how to manage 2 teams of 30+ students to compete in 24+ events that coaches rarely get to see. Nebraska coaches often make tests for 2 events in 4 time slots to judge. Balancing team preparation and meeting NGSS/state science standards is a challenge while teaching a full day with 3-7 preps. The NE Director asked me to mentor more S.O. coaches so here we are. Teachers will be enlightened with a poster, slide show, paper examples and 3-D visuals to help coaches find success.

TAKEAWAYS:
Attendees will gain ideas to start their own Science Olympiad Team/s. How to select students for various events to earn team points in each, make user-friendly maps with schedules, reminders and information students can follow, and build unity by wearing team designed school shirts .

SPEAKERS:
Marie Wadas (Arcadia Public School: Arcadia, NE)

Presenting on the NSTA/HESI (Health and Environmental Sciences Insitute) partnership curriculum - Health DataWell. To understand the varied roles of citizens and health scientists in protecting and promoting the health and wellness of their communities This curriculum is designed for teachers to use with high-school level science students and can be freely accessed and implemented by teachers anywhere in the world. The program content is aligned with common educational standards of learning (SOLs) in the US but is not specific to any State. At present the curriculum will only be offered in English, but future iterations may include translation into other languages.

TAKEAWAYS:
Students will build skills and knowledge in three primary focus areas: data analysis and visualization, social and environmental determinants of health, and increasing awareness of careers and civic roles in societal health protection.

SPEAKERS:
Raechel Puglisi (Scientific Program Manager: Washington, DC)