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2022 Chicago National Conference - Sessions

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Displaying 209 results

Wednesday, July 20
11:45 AM - 12:45 PM
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Lunch: Elements of Curriculum-Based Professional Learning

Hyatt Regency McCormick Place - Regency Ballroom

By Invitation Only

Shifting from traditional professional development to curriculum-based professional learning is a simple concept but complex to design and execute well. At its core, it means teachers experience the same kind of inquiry-based learning we expect them to provide their students. Learn more about a Carnegie Corporation of New York report, The Elements, which identifies a core set of research-based actions, approaches, and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum and skillful teaching.

Takeaways: 1. Examine beliefs and assumptions regarding the relationship between high-quality instructional materials, curriculum-based professional learning and student success 2. Gain understanding of the foundation for The Elements, a challenge paper from Carnegie Corporation of New York 3. Learn from science practitioners whose successful curriculum implementation efforts are grounded in the elements and essentials.

Speakers

Jim Short (Carnegie Corporation of New York: New York, NY)

Thursday, July 21
8:20 AM - 9:20 AM
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Unpacking the Crosscutting Concepts with a Brand New NSTA Quick-Reference Guide to the Three Dimensions

McCormick Place - Skyline W375c

Since its release, the NSTA Quick-Reference Guide to the NGSS has become an essential tool for many educators across the country. A new version titled the Quick-Reference Guide to the Three Dimension has been developed to not only support teachers in all states that have standards based on the Framework for K-12 Science Education. This new version of the Quick-Reference Guide still contains the most useful features of the original, including descriptions of the practices and the crosscutting concepts from the Framework of K-12 Science Education and K-12 progressions of the elements of all three dimensions. In addition, the new Quick-Reference Guide contains several new features that should make it even more helpful. For example, every element now has a unique code (based on the codes in the NSTA Atlas of the Three Dimensions) that makes it much easier to reference a particular element. In addition, there is an entire chapter devoted to the Performance Expectations. Finally, the guide also contains a number of tools for working with standards. This session will outline all of the features of the guide through the process of unpacking the crosscutting concepts to better understand how to make curriculum, instruction, and assessment more three-dimensional.

Takeaways: A deeper understanding of the Crosscutting Concepts and how a well-designed reference guide can make it easier to unpack the three dimensions for work in curriculum, instruction, and assessment.

Speakers

Ted Willard (Discovery Education: Silver Spring, MD)

Thursday, July 21
8:20 AM - 9:20 AM
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Increasing Scientific Literacy: Strategies, Free Activities, and Resources That Work!

McCormick Place - W178a

Participants will learn strategies and receive numerous resources that increase students’ scientific literacy. The hands-on approach has participants engaged in the activities, games, and more.

Takeaways: Attendees will: 1. learn new strategies for incorporating scientific literacy into their lessons; and 2. receive numerous activities, templates, games, and other resources to help with doing this. These resources can be used “as is” or modified to allow for differentiation based on the needs of the learners. Strategies and resources will include ones effective with ELL and EC students.

Speakers

Iris Mudd (Winston-Salem/Forsyth County Schools: Winston Salem, NC)

Thursday, July 21
8:20 AM - 9:20 AM
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Universal Design for Learning (UDL) - An Effective Approach to Ensuring an Inclusive Science Classroom

McCormick Place - Skyline W375a

The Universal Design for Learning (UDL) Guidelines are a tool that can be used to design learning experiences that meet the needs of all learners (CAST, 2018). Instructional designers and teachers can use these principles to create learning environments that reduce barriers to access for all students, while keeping in mind the learning goals of the lesson. The three guiding principles of UDL are engagement, representation, and action and expression. In this session educators will be provided with examples of these principles in action in sample materials from OpenSciEd and classroom videos. In these examples, participating will identify how the materials have been purposefully designed with multiple avenues for engagement, representation, and action and expression. Additionally, they will identify the built-in supports for teachers to highlight student assets and to address potential barriers to learning for their local student population. Teachers will utilize a tool to help them analyze their own lessons to identify goals, potential barriers, and ways to use the UDL Principles to remove barriers and create flexible paths to learning.

Takeaways: Teachers will utilize a tool to help them analyze their own lessons to identify goals, potential barriers, and ways to use the UDL Principles to remove barriers and create flexible paths to learning.

Speakers

Sarah Delaney (OpenSciEd: San Francisco, CA)

Thursday, July 21
8:20 AM - 9:20 AM
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Dog Mode Design Challenge

McCormick Place - W185a

Introducing students to real-world engineering problems is a key component to engaging them in the science classroom. In this project, students solve the problem of saving pets from a hot car. Many students are aware of this issue and would have many ideas on how this could be achieved. This projects gives them the tools to help solve such a problem by building a model and finding a solution. Participants in this session will get to build the model themselves to see how information from sensors (input) can determine what should be done (output) through simple lines of code. No coding or engineering experience is needed, just imagination and logical thinking. Projects like these can expose students to STEM Careers. The exposure to coding and engineering design can also get them interested in doing more in the STEM field.

Takeaways: Solve a real-work problem with coding and engineering design - no prior experience needed.

Speakers

Jessica Kohout (Howard County Conservancy: Woodstock, MD), Stacy Thibodeaux (Southside High School: Youngsville, LA)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Dog Mode Slide Deck

Thursday, July 21
8:20 AM - 9:20 AM
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Blood Glucose Balance: Using an Online Game for Diabetes Education

McCormick Place - W195

This workshop highlights Blood Glucose Balance, a web-based game modeling the impact of food choices and health care access on glucose metabolism.

Takeaways: How to use this gamified model of glucose metabolism to foster student engagement by making sense of the environmental access and life choices on glucose metabolism and by analyzing data collected from the game results.

Speakers

Atom Lesiak (University of Washington: Seattle, WA)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Type 2 Diabetes Lesson Website
Central Website Hub that hosts all the curriculum materials for Biology and Health. Check out gymnema tea for AP tie-ins.
PPT Slides for Blood Sugar Balance Game Presentation
Powerpoint from the session.
Blood Sugar Balance Lesson Website
Hub for the Blood Sugar Balance game to teach about blood glucose regulation and the intersection of Access and Choice, in the management of health and type 2 diabetes.
Resources for Blood Glucose Balance
All the Materials linked in one document.

Thursday, July 21
8:20 AM - 9:20 AM
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Strategies to Elevate Students Scientific Literacy with Real-World Data

McCormick Place - W181b

Science literacy is essential to be informed and engaged citizens in the 21st century. Data are what we use to do science. Thus, reading and making sense of real-world data are fundamental skills to being scientifically literate and a fun way to engage learners with science. However, how do we incorporate data into K-8 science without feeling overburdened with yet another thing to teach? By integrating it into what we are already doing! Join us to explore the connections between data, science, and literacy. We will experience research-based strategies and freely available resources for integrating phenomenon-based and local data into our science instruction to promote science literacy. We will participate in activities ourselves and reflect on approaches for how to bring these into our classrooms. The goal is to increase our data toolkit of strategies and resources to increase science literacy and relevance for students. Participants will leave more empowered to integrate data into their science content in purposeful ways to better helps students do and communicate science. Working with and learning from data fosters critical thinking skills, lifelong interests in science, and facilitates learners’ literacy skills. Let’s set our students up for success now and in the future!

Takeaways: Participants will identify how data literacy is a critical aspect of science literacy in the 21st century and how to leverage existing strategies to authentically integrate data into K-8 science instruction to teach their science content and increase literacy simultaneously.

Speakers

Kristin Hunter-Thomson (Dataspire Education & Evaluation, Rutgers University: Princeton, NJ)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Access to Resource Document
Complete this Google Form to access the Resource Document of links and the slide deck from the workshop.

Thursday, July 21
8:20 AM - 9:20 AM
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Coronavirus: From genome sequencing to mRNA vaccine production, in less than one year!

McCormick Place - W475b

Sponsoring Company: Center for BioMolecular Modeling

COVID 19: Science to the Rescue! The COVID19 pandemic has created many challenges for educators over the past two years. Amidst all this chaos, there is one positive outcome of this pandemic – it has provided educators in the molecular biosciences with an opportunity to highlight the power of modern biology and the many ways in which this science has been used to provide solutions to the control of this virus. This workshop will tell the story of the COVID19 pandemic from the perspective of the CoV-2 virus, the structure of the spike protein, the molecular mechanism of the infections process and the successful application of an mRNA vaccine to provide protection from infection. Workshop participants will use physical models of the CoV-2 coronavirus – enhanced by Augmented Reality – to explore these topics.

Takeaways: The nucleotide sequence of the CoV-2 RNA genome was the first step in vaccine development.

Speakers

Tim Herman (MSOE Center for BioMolecular Modeling: Milwaukee, WI)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Coronavirus From Genome Sequence to mRNA Vaccine Production, in Less than One
Workshop Resources

Thursday, July 21
8:20 AM - 9:20 AM
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Shine a Light on Photosynthesis Using BioInteractive Resources

McCormick Place - W474a

Sponsoring Company: HHMI BioInteractive

Illuminate photosynthesis for your students using free, classroom-ready resources! During this workshop, we’ll build, revise, and disrupt models to help students understand photosynthesis. Model the use of BioInteractive resources using a scaffolded approach to develop and strengthen data literacy skills in students. Provide hands-on opportunities to explore Biointeractive resources that make strong connections to science practices. Inspire participants’ use of these resources in their own classrooms in multiple content areas. Model best practice pedagogical strategies to develop data literacy skills.

Takeaways: Model the use of BioInteractive resources using a scaffolded approach to develop and strengthen data literacy skills in students.

Speakers

Mark Eberhard (St. Clair High School: Saint Clair, MI), Ann Brokaw (Rocky River High School: Rocky River, OH)

Thursday, July 21
8:20 AM - 9:20 AM
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Tracing the Spread of COVID

McCormick Place - W192c

Sponsoring Company: Edvotek

Respiratory viruses like influenza or COVID can lead to worldwide pandemics. We’ll discuss how diseases spread and perform experiments to explore how disease testing works.

Takeaways: Attendees will explore pathology of common diseases, including clinical testing and epidemiology of pathogens.

Speakers

Brian Ell (Edvotek Inc.: Washington, DC), Danielle Snowflack (Edvotek Inc.: Washington, DC)

Thursday, July 21
8:20 AM - 9:20 AM
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Quick and Easy Photosynthesis Experiments

McCormick Place - W474b

Sponsoring Company: PASCO scientific

Clear up misconceptions about respiration only occurring in the dark, or that only green light is used
for photosynthesis! In this workshop, you'll learn how to use common plant leaves to illustrate how plants
convert light energy into chemical energy and carry out investigations using real-time carbon exchange data.  Attend for a chance to win equipment for your school!

Takeaways: Enhance student understandings of photosynthesis and cellular respiration by observing carbon exchange in real time!

Speakers

Barbara Pugliese (PASCO Scientific: Roseville, CA)

Thursday, July 21
8:20 AM - 9:20 AM
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Phenomenal Classroom Critters

McCormick Place - W471a

Sponsoring Company: Carolina Biological Supply Co.

Add excitement to your class with live organisms! Discover simple hands-on ways to explore evolution, adaptation, and behavior with  insects and arthropods. Learn care, handling, and integration of organisms with NGSS standards.

Takeaways: Teachers will takeaway firsthand knowledge and skills to select, handle, and successfully keep insects and arthropods in the classroom.

Speakers

Laurie Nixon (Watauga High School: Boone, NC)

Thursday, July 21
8:20 AM - 9:20 AM
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Genes in Space: Genetics Research on the International Space Station, Free Biotech Equipment, and More!

McCormick Place - W476

Sponsoring Company: miniPCR bio

Genes in Space is an experimental design competition that invites students in middle and high school to design biology experiments addressing challenges faced by space travelers. Each year, one winning project is launched to the International Space Station, where it is carried out by astronauts. Join us to learn how the contest can engage your students in authentic research combining science and engineering practices. We will also share how you can access free Genes in Space classroom resources, including lesson plans, classroom activities, explainer videos, and biotechnology equipment loans.

Takeaways: Engage students in an experimental design contest, access free classroom resources including lesson plans, activities, videos, and biotechnology equipment loans, and make a real-world scientific contribution for a chance to launch your experiment to the International Space Station

Speakers

Bruce Bryan (miniPCR: Cambridge, MA)

Thursday, July 21
8:20 AM - 9:20 AM
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How to Seriously Succeed Through Play: The Research Behind Game-Based Learning

McCormick Place - W190b

Sponsoring Company: Legends of Learning

Attendees will learn how employing game-based learning (GBL) engages and develops all learners. Understand how games empower students, develop critical thinking skills, provide instant feedback (and more) to develop content mastery as well as social-emotional learning. Game-Based Learning: encourages players to take risks without fear of failure, provides instant feedback that takes advantage of the richest teachable moments, creates individualized experiences through student agency, develops 21st century skills such as critical thinking, communication, collaboration, and creativity, allows students to experience that actions have ramifications, and invites all students to engage, providing expanded opportunities for equitable learning. Attendees will experience examples of each of these benefits, discuss how they could apply to their own classrooms, and will learn about the research that supports them. Attendees will collaborate with each other as they explore and discuss concepts during the session. They will also investigate how to apply game-based learning to creating experiences that address their own learning objectives.

Takeaways: Apply game-based learning to make a difference to your students.

Speakers

Janet Pittock (director: , CA)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Legends of Learning One Pager - National 2022.pdf
Math Basecamp White Paper

Thursday, July 21
8:20 AM - 9:20 AM
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Humanizing Science: A Rubric for Evaluating Science Trade Books

McCormick Place - W175c

Trade books are often used to support science instruction, and are an effective way to connect ideas about how science works to classroom science experiences. In this workshop, we will share a rubric for evaluating trade books for science read-alouds and discuss how the tool can be used to inform instruction (e.g., developing discussion questions). The rubric focuses on four concepts related to humanizing science, and aligned with views of nature of science in the Next Generation Science Standards: Science is done by diverse people, Scientists interpret empirical evidence to support their claims, Scientists use a variety of methods, and Scientists are creative at all stages of their investigations. These four concepts support students’ understanding of how science works, laying the foundation for being an effective consumer of science. Additionally, these four concepts present a more accurate representation of scientists, in contrast with many long-standing stereotypes about scientists. Attendees will have the opportunity to use the rubric to analyze elementary-level science trade books and develop a plan for implementing the read-alouds in class. We will conclude by examining how teachers can layer selected trade books effectively into their existing science curriculum.

Takeaways: Attendees will learn why representing science as a human activity is important for students’ understanding of how science works, and will learn how to select and plan for read-alouds of books that humanize science into their existing science curriculum.

Speakers

Jeanne Brunner (University of Massachusetts Amherst: Amherst, MA), Kathleen Mahoney (Doctoral Student: , 0)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Humanizing Science Workshop Resources
Access workshop slides, materials, completed examples, and a searchable Outstanding Science Trade Book list at this link.

Thursday, July 21
8:20 AM - 9:20 AM
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Changing Climate and Food Production - How can we sequester carbon and feed our growing population?

McCormick Place - W176c

How can a change in human action impact carbon sequestration, biodiversity and soil health? In this hands-on investigation teachers will look for patterns in ecosystem diversity to determine cause and effect relationships for the services provided for by those ecosystems. We will capture mesofauna and calculate its species richness and relative abundance using Simpson’s Index of Diversity. Then, we will investigate soil structure to compare the species diversity to soil health. Is there a connection? How can improved soil health help to mitigate climate change? This investigation will spotlight how human impact has altered natural ecosystem services and discuss how this change has reduced carbon sequestration. How can we use symbiotic relationships and biogeochemical cycles to reverse this trend? Teachers will: - Investigate soil ecosystems - Calculate Simpson’s Index of Diversity - Determine cause and effect relationships between human impact and ecosystem services - Use foldscopes to identify organisms and collect data - Talk to industry experts in food production to connect science and technology to their classrooms. Free professional development and curriculum available from Nourishthefuture.org.

Takeaways: Investigate patterns in biodiversity, soil health, and carbon sequestration to determine human impact on ecosystem services and changing climate.

Speakers

Heather Bryan (Education Projects, LLC: Columbus, OH)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Mesofauna Student Lesson
Mesofauna samples
Mesofauna Teacher Document
Changing Climate and Food Production Slide Deck

Thursday, July 21
8:20 AM - 9:20 AM
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Using Online Investigations with Digitized Specimens to Enhance Data Literacy and Scientific Reasoning

McCormick Place - W181c

Online investigations with digitized specimens offer broad opportunities for teachers to engage their students in authentic scientific research. EPIC Bioscience investigations are free, online, NGSS-aligned research investigations that guide students to participate in science practices: asking a question, collecting data, analyzing and interpreting findings, and communicating to others. Investigations use specimens from natural history collections in entomology, vertebrate zoology, mycology, and botany to provide fully-supported, online investigations centered on real phenomena and aligned to NGSS MSLS2-1 through NGSS MSLS2-4. These investigations offer key opportunities to enhance scientific literacy through effective sensemaking with student-collected data on compelling specimens. This session focuses on two key goals to help teachers support sensemaking during phenomena-based student investigations: (1) Identifying and remediating common student errors and confusion during data collection and analysis. (2) Practicing effective instructional strategies focused on enhancing students’ scientific reasoning and data interpretation. This session will involve hands-on experiences with student activities, as well as interactive discussion of classroom examples and evidence.

Takeaways: Identify common student errors and sources of confusion during data collection, analysis, and interpretation and deploy strategies designed to enhance student sensemaking from data.

Speakers

Kirsten Butcher (The University of Utah: Salt Lake City, UT), Madlyn Larson (Natural History Museum of Utah: Salt Lake City, UT)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

EPIC Bioscience - Specimen Measurement Guide
A visual guide to measuring specimens, with examples and non-examples.
EPIC Bioscience - Data Interpretation Guide
Visual student guide to interpreting data patterns, with examples and non-examples.

Thursday, July 21
8:20 AM - 9:20 AM
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Ecological Justice: Why Education Is Our Best Defense

McCormick Place - Skyline W375e

From A Silent Spring, The Limits to Growth and Population Bomb of the 1960s and 70s to today’s planetary boundary science, overshoot, and creating a safe and just space for humanity, some would say that “the science is in” and that it is pretty gloomy. Additionally, now in the frenetic information age, humans are overwhelmingly aware of the multitude of crises we face as a species. Our collective mental health is tanking. Knowing our predicament is one thing, but knowing what to do about it is another. Education may be one of our most powerful tools. However, delivery, content, and reach are impaired by multiple factors including politics, economics, religion, and the numerous influences affecting everyone’s social construction of knowledge. This presentation will share examples from the fields of environmental, conservation, and humane education and then focus on the potential promise of comprehensive education for ecological justice.

About the Speaker
Sarah BexellSarah M. Bexell is clinical associate professor with the Graduate School of Social Work and Director of Humane Education with the Institute for Human-Animal Connection, both at the University of Denver, Colorado. Sarah is also a faculty member teaching Animal Protection for the Institute for Humane Education at Antioch University New England and senior advisor to the Education Department of the Chengdu Research Base for Giant Pandas, China. She teaches and does research in the areas of ecological justice, humane education, and animal protection.

Speakers

Sarah Bexell (University of Denver: Denver, CO)

Thursday, July 21
9:40 AM - 10:40 AM
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Lucy’s Legacy – Human Evolution for the 21st Century Classroom

McCormick Place - W195

The 1974 discovery of the iconic Lucy fossil in Ethiopia changed our understanding of human origins. Almost everyone today knows of Lucy, but over the last 48 years the field of human origins has exploded thanks to new discoveries all over the world as well as critical new developments in the realm of molecular biology. Few biology classes address these advances. However, the tools and techniques students learn in STEM classes have a direct connection to the advances and changes that have shaped modern work with human origins. Attending this session will give you the chance to appreciate the revolution that has occurred since “Lucy” and offer you tools to bring new understanding to your students in ways you can weave into your curriculum in less controversial ways connected to evolution, fossils, DNA, proteomics, genealogy, biogeography, 3D printing, as well as topics related to more recent human evolution (skin color, lactose tolerance, and high-altitude adaptation). As a 32-year K-12 human evolution educator who has been fortunate to work with leaders in the field, I have had a front row seat to many of the milestones of human evolution in the 21st century and I’m eager to share them with you.

Takeaways: Since the discovery of Lucy, our understanding of human origins has grown and changed thanks to new discoveries and technologies – participants will learn about these amazing changes and how to integrate these new discoveries into their biology curriculum.

Speakers

John Mead (St. Mark's School of Texas: Dallas, TX)

Thursday, July 21
9:40 AM - 10:40 AM
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Exploring a General-Education Science Class Designed to Teach Skills, Not Facts

McCormick Place - W186a

General-education science classes are often the last chance we have to empower students with the science literacy skills necessary to navigate today’s world. But what is science literacy? Memorizing facts and following recipe-like labs? Or is it understanding how the process of science learns about the world by testing explanations and critically scrutinizing the evidence? A good science education teaches students how, not what, to think. Science isn’t just what we know; it’s how we know. This presentation explores a novel course developed using a backward design approach designed to teach the essential skills of critical thinking, information literacy, and science literacy. By focusing on the process of science over content, students learn how to evaluate the evidence for claims to determine how we know something. Directly including pseudoscience (e.g. astrology, psychics, homeopathy, Bigfoot) and science denial (e.g. climate change, evolution, GMOs) increases engagement, addresses common misconceptions, and teaches students how to recognize the characteristics of good science. Assignments and activities in which students actively create misinformation inoculates them against the real thing. Finally, providing students with a structured toolkit to evaluate claims (with lots of opportunities to practice) helps students apply what they’re learning to the “real world.”

Takeaways: The goal of general education science should not be memorizing facts, but learning the essential skills of critical thinking, information literacy, and science literacy.

Speakers

Melanie Trecek-King (Massasoit Community College: , 0)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Teach Skills Not Facts Handout
Teach Skills, Not Facts Article

Thursday, July 21
9:40 AM - 10:40 AM
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How Did the Elk Cross the Road?

McCormick Place - W178b

By the end of this session, participants will be able to: - Explain the impact of roads on wildlife - Analyze data to design wildlife-friendly crossing structures - Use hands-on tools to teach STEM concepts The majority of this session will focus on real world data analysis and problem solving. Working in small groups, participants will propose solutions to a number of related scenarios. First, they’ll analyze data to determine if highways pose a significant threat to wildlife. Relevant vocabulary will be introduced – including fragmentation, migratory barriers, porosity and passage rates – as we explore the need for ways to move animals across highways without impacting humans. Once a need is determined, they’ll continue their exploration by looking at potential crossing structure solutions. They’ll identify structure location and wildlife-friendly designs to ensure the highest use. They’ll be asked to either create a model or blueprint of their design. Finally, participants will discuss ways to determine the crossing structure effectiveness. This will include a cost/benefit analysis. Additional resources to expand learning will be shared, including links, books, videos, contacts and professional development.

Takeaways: Science and Engineering Practices are used by wildlife biologists to help manage wildlife populations and those same skills can be developed in students.

Speakers

Eric Proctor (Arizona Game and Fish Department: Phoenix, AZ)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Elk Crossing Graph
Highway Map Crossing Locations
Notes Handout
AZGFD K-12 Education Resources (Focus Wild)
Slide Deck
Crossing Structure Videos

Thursday, July 21
9:40 AM - 10:40 AM
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Broaden Science Participation: Unpack “Analyze & Interpret” to Teach Data As an Equalizer

McCormick Place - W179b

We live in a data-driven world, and our students will be working in a data-driven workforce. Therefore, it is critical that our Pre-K-12 students learn foundational data literacy skills. However, currently these skills are too often only taught in upper-level classes. All students need these skills and all students, down to our little Pre-Kers, can work with and make sense of science data. Let’s make sure data is an equalizer, rather than another divider in our educational system and society! Join us as we explore what perception and learning science tell us about how our brains process data. We will experience research-based strategies and freely available resources to build science knowledge and self-efficacy through data. Finally, we will explore ways to adapt our existing curriculum activities and data visualizations to help our students more equitably access science. Through hands-on activities and group discussions, participants will leave more empowered to leverage data and data visualizations into their science content in purposeful ways for all learners. Working with and learning science from data fosters critical thinking skills, lifelong interests in science, and facilitates learners’ overall 21st century skills. Let’s set all of our students up for success!

Takeaways: Participants will identify how data literacy is a critical aspect of science literacy in the 21st century for all students and ways to adjust existing curriculum to leverage data as entry points into science inquiry, sensemaking, and knowledge for all learners to see themselves in STEM.

Speakers

Kristin Hunter-Thomson (Dataspire Education & Evaluation, Rutgers University: Princeton, NJ)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Access to Resource Document
Complete this Google Form to access the Resource Document and a slide deck from the workshop.

Thursday, July 21
9:40 AM - 10:40 AM
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