The historic All of Us Research Program by the National Institutes of Health aims to engage one million or more people across the US as research participants and partners. These individuals are providing data to build one of the largest, most diverse, and broadly accessible datasets ever assembled. De-identified, aggregated data collected by the All of Us Research program is publicly available via the interactive Data Browser. Participants, researchers, and other members of the public may use this online tool to learn more about the All of Us participant community and explore summary data. We’d like to introduce teachers and students to the power of “big data” and support them in using the Data Browser to conduct authentic investigations related to science content standards. The poster session will include an introduction to the All of Us Research Program, the Data Browser, and paper-based and multimedia classroom resources, and use it to investigate research questions.

TAKEAWAYS:
The All of Us Research Program is building the largest, most diverse biomedical database of its kind. The program is making de-identified, aggregated data from the database available to the public through a Data Browser and providing resources to help students navigate it.

SPEAKERS:
Molly Malone (The University of Utah: Salt Lake City, UT)

This poster focuses on the study that aims to investigate the effectiveness of gamification in science classes for exceptional learners, specifically those with emotional behavioral disorders (EBD) and autism spectrum disorder (ASD). The study seeks to determine if gamification can increase engagement in science classes for exceptional learners, identify methods for incorporating gamification, identify the specific components of lessons that can be gamified, and measure the level of engagement of exceptional learners in science classes. The study includes 11 exceptional learners from a Title 1 alternative school in Florida. The participants come from diverse socioeconomic backgrounds, including some designated as homeless and living in group homes. The majority of the participants are male and African American. The study highlights the importance of engaging exceptional learners in science classes to improve their academic performance and prevent negative attitudes towards education.

TAKEAWAYS:
Using gamification in science classes can increase exceptional learners' engagement and interest in science. Educators can use the study's insights to gamify specific components of science lessons and improve engagement, which can aid in closing the achievement gap for exceptional learners.

SPEAKERS:
Lacie Conner (ESE Science Teacher, EBD)

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)

STEM Education in rural areas needs to meet students where they are at, not push progress and advancement by utilizing non-relatable curriculums and extensions. Rural community culture needs to be recognized and respected, as well as incorporated into STEM learning in order to achieve the most beneficial outcome for the student. The GO STEM Mobile Maker Lab is using & developing curriculum influenced by students and supported by teachers to elevate rural STEM Education.

TAKEAWAYS:
Awareness and insight into exploratory STEM education methods and tools designed to enhance classroom experiences.

SPEAKERS:
Kyle Koyle (GO STEM: La Grande, OR)

Our cross-cultural environmental education unit allowed us to collaborate with classes in Venezuela and Nicaragua to deepen our understanding of migratory birds. We integrated Science, Technology, Art, and Spanish into the curriculum, and used technology to facilitate cultural exchange. Through Stop Motion Animation and paper maché models, students connected with peers and learned about the challenges birds face. By understanding their role as environmental stewards, students learned how they can help preserve habitats and protect these birds. We're hope this unit inspires others to take action in preserving our environment and the habitats of migratory birds. We connect learning across disciplines and relationships with students in Nicaragua and Venezuela to promote global education and environmental stewardship. The collaboration and partnership with a school in Ometepe Island allowed for a holistic approach to learning about the birds and their migration patterns.

TAKEAWAYS:
Our trans-disciplinary approach deepened students' learning by raising awareness of the challenges neotropical migrating birds face, such as building collisions during migration. By understanding their role as environmental stewards, students can help preserve habitats and protect these birds.

SPEAKERS:
Larissa Giacoman (Spanish Teacher: Alexandria, VA), Michelle Bruch (Primary Science Teacher)

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)