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)

A middle school PLC observed that students were not retaining or using content specific vocabulary or completing teacher provided practice. Through a coaching partnership, educators researched and determined to prioritize the following learning: conceptual understanding, explicit instruction, connection between words, multiple interactions with words, and discourse among peers. First, teachers minimized the words in each unit to focus only on Tier 3 and Tier 2 words. Next, the educators placed the words in a flow chart on a large wall showing connections between words. Teachers developed conceptual understanding during instruction and ways for students to interact with each word. Examples included; labs, readings, definitions, and discourse with peers. The teachers intentionally selected strategies to interact with each word such as defining, drawing, comparing, summarizing, discussing, and synthesizing their understanding. Student work was displayed on the interactive wall.

TAKEAWAYS:
Participants will leave with strategies to implement vocabulary instruction in any science content area.

SPEAKERS:
Maryam Siddiqui (Teacher: , IL), Meghan Chuipek (Thompson Middle School)

MothEd provides K-8 students and teachers a simple, low-cost way to study moths, an important and often overlooked part of the natural world. These fascinating insects play key roles in our ecosystems as pollinators, prey, and in some cases, pests. The relative lack of scientific research about moths provides rich opportunities for students to make novel discoveries while learning the practice of science research. Students build DIY blacklight traps, develop research questions and hypotheses, collect data from local habitats, and use technology-enhanced curricular materials to foster collaboration and conduct analyses. Participants at NSTA will see examples and learn to build their own moth traps from 2L soda bottles. They will learn how MothEd is implemented in a classroom by teachers in 1st-8th grade and how students in these classes asked their own questions and discovered their own results from their local habitats. Participants will learn how to run a MothEd unit in their class.

TAKEAWAYS:
Teachers learn to build moth traps from 2L bottles to engage students in authentic science experiences. They see how MothEd is implemented in a classroom by developing research questions/hypotheses, collecting/analyzing data from local habitats, and fostering collaboration and agency among students.

SPEAKERS:
Brian Keas (Research Associate)

NASA’s UoL STEM program connects the public to the discoveries, scientists, engineers, and educators working with astrophysics missions, such as Hubble, Chandra, Spitzer, GALEX, Fermi, Swift, and JWST. The program includes a nationwide network of partners who share and develop resources. The UoL projects and events are designed to inspire engagement and learning with STEM materials to promote science literacy. All materials are free and excellent astronomy resources for STEM education programs. One of the UoL STEM partners is the National Science Olympiad (NSO), a national non-profit organization dedicated to improving the quality of K-12 science education, increasing interest in science for all students, and creating a STEM-literate workforce. The UoL program supports NSO space science events, and all materials are freely available from the UoL or the NSO websites. Other UoL partners include AstroViz, Planet Search, STEAM, MicroObservatory, Planet Watch, and View Space.

TAKEAWAYS:
NASA’s UoL team connects the public and learners to data, discoveries, and experts from NASA’s Astrophysics missions. The team of scientists, engineers, and educators have direct connections to these missions, and provide a range of projects and interactive activities for any educational setting.

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