Debra Ericksen, winner of the 2016 Shugrue Award and a science teacher at Adamsville Primary School in Bridgewater, NJ, has developed interdisciplinary, inquiry-based lessons that encourage students to pursue their curiosity about the world.

Victor Hayek, Superintendent of Schools for Bridgewater-Raritan, says her “lesson plan incorporated NGSS standards and provided enhanced learning opportunities … students [were] engaged and excited throughout the lesson. They had opportunities to apply math skills to their investigations and were able to expand their content knowledge and understanding through rigorous use of informational text, research writing, and presentation of projects.”

As a member of the NGSS Teacher Leader Cohort, Ericksen has facilitated educator workshops that help teachers understand the NGSS and apply interdisciplinary instructional strategies. As a science coordinator, she introduced a new structure for the science fair where scientists and engineers serve as mentors and role models for students.

Candy Mulligan, K–4 Supervisor of Language Arts and Social Studies for Bridgewater-Raritan Schools, says, “What I find most impressive about Debra is the unique way in which she approaches her planning and instruction. She is not one to settle on doing the same thing over and over again. Each new school year Debra first seeks to understand the group of learners she has before her, and then she begins to decide how she can best meet their needs. She always strikes a balance between maintaining the integrity of the district curriculum while not being afraid to take a risk and try a different approach.”

Too often science teachers focus on the information included in textbooks and a specific curriculum. But these resources do not include Exemplary Science Teaching. The Next Generation Science Standards (NGSS) continue to focus on conventional ideas and reforms, as well as the Big Ideas. Too little has been focused on strengthening pedagogy and how it improves student learning. The following ten characteristics outline exemplary science teaching and create an atmosphere in which students succeed:

1. Work with students to include their interests and ideas.
2. Encourage students to work in teams of two to four students to deal with questions.
3. Focus on student questions and issues with activities that are local, current, and personal.
4. Understand and respond to individual student interests, strengths, experiences, and needs.
5. Focus on student understandings and use of information, ideas, and inquiry processes.
6. Guide students working in groups with active and extended inquiries.
7. Provide opportunities for discussion and debate among students.
8. Share responsibilities for learning with students.
9. Support classroom communities with cooperation and respect.
10. Work with other teachers to enhance the whole school science program.

Robert E. Yager

Professor of Science Education

University of Iowa

Making Your Teaching More Environmentally Friendly

Two years ago, the city of Flint, Michigan, began using water from the Flint River. The chemical composition of the Flint River water renders it more corrosive to pipes than the water from Lake Huron, Flint’s former water source. For two years, this corrosive water has been leaching lead from pipes and delivering that lead to faucets in thousands of Flint homes.

Lead is a neurotoxin, or toxic to the central nervous system. It can cause brain damage and affect intelligence, attention, and behavior. Experts say there is no safe level of lead exposure for children due to their rapid brain development. Read more about lead poisoning from the New York Times.

The effects of lead poisoning have been confirmed in Flint. Dr. Mona Hanna-Attisha documented the increased incidences of elevated blood lead levels in children exposed to the city’s contaminated water. Long-term public health initiatives are being established to assist thousands of Flint families who may be dealing with emerging developmental effects for years to come. CNN provided several articles and videos on the Flint water crisis.

Classroom activities

Toxins from the faucet.

The crisis in Flint is not the first time lead poisoning has made headlines. Concerns about exposure to lead-based paints and leaded gasoline have been widespread since the late 1900s. As a result, numerous related activities and lesson plans are available. The Los Angeles County Department of Public Health developed “Lessons in Lead” for the high school classroom with a focus on methods to prevent lead poisoning in the home. The Centers for Disease Control and Prevention’s (CDC) lesson elucidates the environmental chemistry of lead, including analysis of water, soil, and paint samples from student homes.

As the Flint water crisis continues to unfold, use it to explain lead exposure pathways and toxicity to your students. Lessons can extend far beyond the science classroom.

Amanda Beckrich is the Upper School assistant director, International Baccalaureate (IB) diploma program coordinator, and an environmental science teacher at Christ Church Episcopal School in Greenville, South Carolina.

Editor’s Note

This article was originally published in the April/May 2016 issue of The Science Teacher journal from the National Science Teachers Association (NSTA).

Get Involved With NSTA!

Join NSTA today and receive The Science Teacher, the peer-reviewed journal just for high school teachers; to write for the journal, see our Author Guidelines and Call for Papers; connect on the high school level science teaching list (members can sign up on the list server); or consider joining your peers at future NSTA conferences.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Future NSTA Conferences

5th Annual STEM Forum & Expo, hosted by NSTA

• Denver, Colorado: July 27–29

2017 Area Conferences

• Baltimore, Maryland: October 5–7
• Milwaukee, Wisconsin: November 9–11
• New Orleans, Louisiana: November 30–December 2

National Conferences

• Los Angeles, California: March 30–April 2, 2017
• Atlanta, Georgia: March 15–18, 2018
• St. Louis, Missouri: April 11–14, 2019
• Boston, Massachusetts: March 26–29, 2020
• Chicago, Illinois: April 8–11, 2021

Follow NSTA

Scientists make arguments and test arguments. They evaluate, analyze, and critique data. Scientists question. They learn from their mistakes. For student scientists, learning how to make and support evidence-based arguments is a critical to their future success.

The Argument-Driven Inquiry (ADI) instructional model focuses on using authentic lab activities that provide students with opportunities to ask questions, define problems, develop models, and analyze and interpret data. Through ADI, students also learn how to give and accept feedback and refine their practices.

Our top-selling series of ADI books in biology, life science, and chemistry walk teachers through the process of using this instructional method to challenge students in grades 6–12. NSTA Press has just released three new lab manuals to accompany the series.

Student Lab Manual for Argument-Driven Inquiry in Chemistry, Lab Investigations for Grades 9–12

Authors Victor Sampson, Peter Carafano, Patrick Enderle, Steve Fannin, Jonathon Grooms, Sherry A. Southerland, Carol Stallworth, and Kiesha Williams have included 30 field-tested labs in this manual that cover a range of topics related to chemical reactions and matter’s structure and properties. The investigations offer authentic scientific experiences and provide opportunities for students to think critically, collect and analyze data, generate arguments, and present their findings.

• Check out a sample lab: “Characteristics of Acids and Bases: How Can the Chemical Properties of an Aqueous Solution Be Used to Identify It as an Acid or a Base?”
• Accompanies Argument-Driven Inquiry in Chemistry: Lab Investigations for Grades 9–12

Student Lab Manual for Argument-Driven Inquiry in Biology, Lab Investigations for Grades 9–12

Written by Victor Sampson, Patrick Enderle, Leeanne Gleim, Jonathon Grooms, Melanie Hester, Sherry Southerland, and Kristin Wilson, this manual provides 27 labs that require students to work together as a team to plan and carry out an investigation. These field-tested labs cover molecules and organisms, ecosystems, heredity, and biological evolution for grades 9–12.

• Check out a sample lab: Explanations for Animal Behavior: Why Do Great White Sharks Travel Over Long Distances?
• Accompanies Argument-Driven Inquiry in Biology: Lab Investigations for Grades 9–12

Student Lab Manual for Argument-Driven Inquiry in Life Science, Lab Investigations for Grades 6-8

Authors Patrick J. Enderle, Ruth Bickel, Leeanne K. Gleim, Ellen Granger, Jonathon Grooms, Melanie Hester, Ashley Murphy, Victor Sampson, and Sherry A. Southerland developed 20 labs that cover molecules and organisms, ecosystems, biological evolution, and heredity for grades 6–8.

• Accompanies Argument-Driven Inquiry in Life Science: Lab Investigations for Grades 6–8

 To learn more, visit the Argument-Driven Inquiry Series page.

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In the March 2016 Rocking and Rolling column in Young Children, “Sharing the Wonder Science With Infants and Toddlers,” Emily J. Adams and Rebecca Parlakian write, “For infants and toddlers, [science] is a process of exploration and discovery.” The column discusses how, through scientifc inquiry, children can develop skills across all domains of development and provides many guidelines for building a culture of science and exploration in your environment.

The NSTA position statement on early childhood science education addresses the preschool years. It affirms that “At an early age, all children have the capacity and propensity to observe, explore, and discover the world around them.” And goes on to say that these basic abilities for science learning “…can and should be encouraged and supported among children in the earliest years of their lives.”

I had the pleasure of hearing just how deep preschooler’s questions can be while observing a teacher reading pages from What Makes a Shadow? by Clyde Robert Bulla with illustrations by June Otani. During the small group reading of the book the teacher asked, “How are the children’s shadows made?” The group responded, “The sunshine!” The children noticed that the children’s shadows did not have eyes or have the other details present in the children’s faces and clothes. Then a child asked, “Could the sun have a shadow?” I think this shows the child understands the sun is an object, not just light, and is thinking about the spatial relationship with the Earth.

The teacher and I looked at each other and she said, “I don’t know. We will have to look that up!”

Question of the Week on the Middle Level List Serve

“I’d really like to encourage my middle school (6-8) students to read more science literature for more robust discussions. In class, I have provided articles and short reading passages from various resources but 40 minutes a class isn’t enough, especially with lectures and labs. I’d like to have them read a science novel, fiction or nonfiction, outside science class.  I know that our ELA teacher requires students to complete a certain number of hours for outside reading, and figured I could tag team with him. He’s on board with the idea of adding more science literature to the ELA book list for school and summer reading hours. I would add the titles so that at each grade would have 1 book per semester that we could focus on for science analysis and discussion. One of my limitations is that we don’t have a school library (don’t ask) so I would need titles that students can easily borrow from the public library, or titles that I can obtain in bulk and start a science class library without costing me my first born child. I’m reaching out for title suggestions for middle school (6-8) earth science, life science, and physical science. Right now I only have The Immortal Life of Henrietta Lacks for my life science and Regents Living Environment!”

—Cheska Robinson, @MissCheska, Middle school science teacher in New York
(question shared here with her permission)

Top Answers from NSTA Members

• For environmental science, I suggest Carl Hiaasen’s young adult books: Hoot, Flush, and Scat. They are high interest reading, appropriate for middle school, and well written. It would be especially nice to relate the environmental concerns back to your local issues.
• I enjoyed The Martian by Andy Weir (there’s a language modified school edition that takes out the f-bombs). That has a lot of physics and engineering problem solving (some of it seems plausible to a non-expect reader, but turns out to be fanciful). 
• I like The Boy Who Harnessed the Wind. You can check out William Kamkwamba’s true story in three versions – elementary, middle school, and adult versions. He has two or three TED talks. It is wonderful!
• If you think you would get books to use year after year, try a donor’s choose grant to start.
• All of these books would be for life science.
  Stiff: Curious Lives of Human Cadavers by Mary Roach (Very humor-filled; She discusses the uses of cadavers and it’s really interesting)
  Survival of the Sickest by Dr. Sharon Moalem (Explains the reason why there are certain genetic diseases still in existence in our gene pool and also possibly how they even came about from an evolutionary standpoint.)
  Spillover by David Quammen (Discusses all the various types of zoonotic diseases that have spilled over into the human population.)
  The Mold in Dr. Florey’s Coat: The Story of the Penicillin Miracle by Eric Lax
• I would add to the list:
  Something out of Nothing, the Marie Curie Story.
  The Secret of the Yellow Death (the story of the cause/cure for Yellow Fever)
  Out of the Dust (adolescent story of surviving the dust bowl)
  The Great Storm (adolescent story of surviving the Galveston Hurricane of 1900)
  There’s a Hair in My Dirt (fun, short book by Gary Larson for environmental education)
• I would add Life as We Knew It and House of the Scorpion.  The first looks at the changes that occur when the moon is pushed closer to Earth and the second deals indirectly with the ethics of cloning.

What are some of your favorite science-focused books for middle school students? Please share your comments with us.

Get more involved with NSTA!

Join today and receive Science Scope, the peer-reviewed journal just for middle school teachers; connect on the middle level science teaching list (members can sign up on the list server); or consider joining your peers for Meet Me in the Middle Day (MMITM) at the National Conference on Science Education in Los Angeles in the spring of 2017.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Future NSTA Conferences

5th Annual STEM Forum & Expo, hosted by NSTA

• Denver, Colorado: July 27–29

2017 Area Conferences

• Baltimore, Maryland: October 5–7
• Milwaukee, Wisconsin: November 9–11
• New Orleans, Louisiana: November 30–December 2

National Conferences

• Los Angeles, California: March 30–April 2, 2017
• Atlanta, Georgia: March 15–18, 2018
• St. Louis, Missouri: April 11–14, 2019
• Boston, Massachusetts: March 26–29, 2020
• Chicago, Illinois: April 8–11, 2021

Follow NSTA

Student use of evidence can sometimes be disconnected from the conclusions students draw from scientific inquiry. As we said last month (see editor’s note, below) when addressing a different practice, the formatting tools found in any word processor can help. Have students underline their scientific claims and boldface their evidence when writing their conclusions. This makes it obvious when claims lack support. Also have students share their evidence-based work in Google Docs (https://docs.google.com), where classmates can add comments and corrections. The student can review the changes that his peers made at the click of a button (https://goo.gl/JaFKBo).

[youtube]https://youtu.be/gbQ7hmwsOL0[/youtube]

As students design and conduct experiments, they will move beyond the procedural steps to focus on how to analyze their findings. We’ve often recommended using graphic organizers to manage the calculations, graphs, and perhaps other forms of evidence. To support this process, teachers can create templates that have color-coded sections for students to document the procedure, analysis, and expected evidence. An open-source tool that offers a platform to help students work through experiments is the Web-based Inquiry Science Environment (WISE) (https://wise.berkeley.edu/). It has tools for drawing, graphing, and concept mapping and offers online discussions with peers and feedback from the teacher.

Culminating the analysis of evidence should be a valid explanation for the observed phenomenon. Students should review each other’s explanations and decide which reaches the most sound conclusion. You can facilitate this with an online gallery walk using Voicethread (http://voicethread.com/). It allows the teacher to upload student work in almost any format—videos, PowerPoint, PDFs, and so on. Students can then review classmates’ work, commenting via text, voice, or video. Another option is to use a voting tool such as StickyMoose (www.stickymoose.com) to help students determine the best explanations.

Obtaining, Evaluating, and Communicating Information

Some argue that communication is the most important skill among the science practices. Students should know how to incorporate graphs, tables, images, text, and equations into a presentation. While PowerPoint or Google Slides remain useful, a more powerful tool, as mentioned last month, is Prezi (https://prezi.com/). It allows the viewer to zoom in and out of different grouping areas, letting students cluster thoughts or main ideas.

Another way for students to present the “story” of their findings is by creating infographics (see example, at right) with such tools as Easel.ly (www.easel.ly/) or Piktochart (http://piktochart.com). These provide templates to represent patterns, relationships, and evidence in visual ways, stretching students’ thinking by asking them to create a visual display of their quantitative findings.

Another non-traditional communication tool to show understanding is PowToon (www.powtoon.com). Students can create animated videos featuring embedded graphics or custom student artwork that explains the connections between their evidence and their conclusions. PowToon really taps into the power of audience engagement.

Common to these tools is the ability to communicate findings in non-traditional ways. Students should select the tool themselves, because choosing requires students to evaluate the media elements, presentation style, and mode of communication that best fits the message they want to convey. This is a lifelong skill.

Conclusion

As students learn the vital skills included in the science and engineering practices, we hope teachers will encourage them to take advantage of the tech tools that can enhance their abilities—and their understanding.

Ben Smith (ben@edtechinnovators.com) is a physics teacher in Red Lion, Pennsylvania; and Jared Mader (jared@edtechinnovators.com) is the director of technology for the Lincoln Intermediate Unit in New Oxford, Pennsylvania. They conduct teacher workshops on technology in the classroom nationwide.

Editor’s Note

This is part three in a series of articles focused on using technology to help students master the science practices described in the Next Generation Science Standards. This article focuses on the practice of engaging in argument from evidence and was originally published in April/May 2016 issue of The Science Teacher journal, from the National Science Teachers Association (NSTA).

Get Involved With NSTA!

Join NSTA today and receive The Science Teacher, the peer-reviewed journal just for high school teachers; to write for the journal, see our Author Guidelines and Call for Papers; connect on the high school level science teaching list (members can sign up on the list server); or consider joining your peers at future NSTA conferences.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Future NSTA Conferences

5th Annual STEM Forum & Expo, hosted by NSTA

• Denver, Colorado: July 27–29

2017 Area Conferences

• Baltimore, Maryland: October 5–7
• Milwaukee, Wisconsin: November 9–11
• New Orleans, Louisiana: November 30–December 2

National Conferences

• Los Angeles, California: March 30–April 2, 2017
• Atlanta, Georgia: March 15–18, 2018
• St. Louis, Missouri: April 11–14, 2019
• Boston, Massachusetts: March 26–29, 2020
• Chicago, Illinois: Apr
  il 8–11, 2021

Follow NSTA

The new Vernier Pressure Sensor 400 is one small step up in price, but one giant leap in performance. With an exceptional operational temperature range, and secure metal fittings makes the Vernier Pressure Sensor 400 is a serious tool for high school and college experiments in chemistry, biology, physics, and environmental science.

The earlier version of the pressure sensor had a few limitations that kept it from fully supporting the more advanced needs of the science learning community. For one, it was sensitive to certain caustic chemical vapors that could destroy its fragile pressure sensor membrane. And second, it’s range limited it to those pressures between zero and an average car tire.  

The Pressure Sensor 400 has a much more durable membrane, and it has twice the effective range moving from that of a car tire up to a mountain bike tire.

Pressure, or a perpendicular force per unit area is commonly measured in kilo-pascals such as with this sensor. At 400 KPa, the Vernier Pressure Sensor 400 works well within the safety considerations of science teachers.

However, there is a subset of material science that considers pressures of mindboggeling proportion. For instance the current world record for laboratory-created pressure is about 770 Gigapascals (GPa) or about twice that of the pressure you would find at the center of the Earth. And needless to say, things get pretty weird at those pressures such as “interplay” between the core electrons in atoms. For reference, it only takes about 24 GPa to make a diamond, or about 1/32 the pressure of the world record.

High Pressure

Compared to the previous (and still current) pressure sensor, the 400 looks and feels like a tank. The Sherman variety. Wearing two rubber rings for texture, and an overall ergonomic flavor, the 400 feels like a solid tool that will stand up to hard use much better than the plastic box of the general Gas Pressure Sensor. Which is exactly the point. Under some experimental conditions, the previous pressure sensor succumbed to corrosive vapors, and leaks in the seals. As a pressure sensor, the system with under inspection along with the sensor must remain completely closed. Any leakage along the way will produce faulty data.

Been There…almost

The regular Gas Pressure Sensor by Vernier costs about one hundred dollars less than the new Pressure Sensor 400. $106 to be exact. In addition to twice the range, and twice the accuracy, the mechanical upgrades to the Pressure Sensor 400 over the other model include a brass tube connector, a push-to-connect connector made of nickel-plated brass and similar to professional plumbing fixtures, heavier PVC tubing, and included ridged nylon tubing.

And the accessories of a metal wrench to ensure a tight fit, and thread sealing tape made of polytetrafluoroethylene (PTFE) or Teflon™ tape. Some call this white ribbon-like material “Plumber’s Tape” but the usual lexicon for plumbers tape indicates galvanized steel strapping material a few centimeters wide and filled with holes.

This type of metal plumbers tape is is used to secure pipes and duct work.

And there is the heavy duty build quality of the 400.

For comparison, the new 400 sensor measures pressures twice as great as the regular model. But to make the jump up to world record measures of pressure, Vernier would need to up their game and produce a sensor that could handle pressures two million times greater than the current 400 can deal with. And those pressures are most likely outside the safety limits of all classrooms as well as many planets and every comet, asteroid, and moon in the solar system.

Performance Under Pressure

The Pressure Sensor 400 also utilizes a heavy duty PS2 series pressure transducer from Honeywell. Similarly the regular gas pressure sensor uses a Honeywell sensor, but low pressure piezoresistive silicon-ceramic sensor.

The limitations of the lesser sensor is not usually a problem in educational applications where only non-corrosive dry gas pressure is measured, but when the chemistry or biology takes on a more potent smell, a more durable sensor is needed.

The Pressure Sensor 400’s piezoresistive is contained within a stainless steel housing. The advanced design also provides much more shock and vibration resistance. A added factoid that I found interesting when researching this sensor is that its rated for a minimum of 10 million cycles to operating pressure.

[youtube]https://youtu.be/6wVljKghTO8[/youtube]

Here are three experiments using a pressure sensor and the LabQuest2.

The increased accuracy of the 400 over other pressure sensors comes in handy when experimenting with subtile pressure changes such as with low-speed measurements of the Bernoulli Principle. For example, at 80 kilometers per hour (~50 miles per hour) the the pressure difference between the relatively still air inside a car with the moving air outside the car window can be measured by taking pressure readings inside and outside the car using a tube connected to the Pressure Sensor 400. The lowest reading was -0.4k
Pa. In this inspection, the Pressure Sensor 400 was zeroed inside the car, and then a tube was slipped outside the car through a window and held perpendicular to the car’s direction of travel.

When working with small values, the degree of accuracy of the sensor might also be the limits of the measurable data. 

Boyle’s Law is another easy target for the pressure sensor, as is Charles’ Law.

Using the Vernier Go Wireless Link with the Pressure Sensor 400 offers additional freedoms for pressure measurements by reducing the number of digital connections and/or increasing the distance between computer and sensor. 

So given the number of creative and innovatively explorative experiments that the regular pressure sensor has generated, the new Vernier Pressure Sensor 400 will again expand the potential for exploring the intriguing world of pressure.

Big Bird, @BillNye and Flamingos… No it’s not a crazy dream, it’s #NSTA16
— @eckzoo April 3, 2016

If you weren’t in Nashville last week for the 2016 National Conference on Science Education, you didn’t have to dodge asteroids being shot at innocent science teachers by BILL NYE! It was quite the week, and you can watch highlights on our #NSTA16 playlist. But more importantly, if you WERE there, you were immersed in the best professional development for science teachers. Why the best? Because the learning was all about sessions created by science teachers for science teachers and inspiring speakers like Grand Hank and Bill Nye (who got us up on our feet and put the teachers in the spotlight, where they belong). As attendee blogger Becky McKinney says “Between the great workshops, excellent conversations, amazing food, epic music and Southern hospitality, I am IN LOVE with Nashville!” Read more from McKinney, who links to some really valuable resources from the conference (because that’s what science teachers do–they share resources–whether you had a chance to come or not, you still benefit from the rich learning to be had at NSTA conferences).

From 2D to Full-Blown Rock Star

One of the best stories we heard from Nashville last week came from New Jersey science teacher Patricia Hillyer. She started her trip with an hysterical Twitter exchange with a United Airlines rep who clearly had a good science teacher at some point in his/her life! Below is a sample; and read all about Hillyer’s trip in her posts (The True Story of #LilHil: How Social Media Helped Me Write My #NSTA16 Nashville Story) and (#NSTA16 Nashville: Where Science Teachers Are the Rock Stars!).

@iHillyer Oh, it must just be the genes I’m wearing today. ^JD

— United (@united) March 30, 2016

More “Only at #NSTA16 Nashville” Stories from Twitter

Sean, Hassan, and I experienced antigravity. #HMHScience #NSTA16 #ThatHarnessTho pic.twitter.com/8wcSTgT2XA

— Jessica Hubbuch (@Hubbuch311) April 2, 2016

.@GrandHank Rocks the HOUSE at #NSTA16 Nashville | #NSTA @DavidE_NSTA https://t.co/FmTZEx2u1c

— NatSciTeachAssoc (@NSTA) April 1, 2016

Hanging out with zombies on the last day of the conference. See you next time @NSTA. #NSTA16 pic.twitter.com/2gTSk5TdH6

— Kimberly Gonzales (@kim__gonzales) April 2, 2016

A flamingo just ran past. Only at #NSTA16 !! pic.twitter.com/bbsuOQGZIw

— SusanOltman (@SueAtSea) April 1, 2016

Late night session about digital wave technology and how light, sound, and colors move through matter…? #NSTA16 pic.twitter.com/DJPQMPgKU8

— TJ McKenna (@tjscience) April 3, 2016

Wow- we ran into Elvis! Several, in fact! .@SOFIAtelescope #Nashville #NSTA16 pic.twitter.com/4UwiBfbHBB

— SusanOltman (@SueAtSea) April 2, 2016

I programmed my first robot today!! #NSTA16 #robtics #wsd101 pic.twitter.com/5LwyTOiGb6

— Theresa Kelly (@tkellysci) April 2, 2016

A2:Highlights of #NSTA16 ? This right here @Ted_NSTA #NGSSchat pic.twitter.com/ahUsZed9Oh

— Jaclyn Austin (@jaclyn_austin)

What happens when an (extra)ordinary science teacher hops a flight to #NSTA16 Nashville? https://t.co/Mh1ISPN7jn pic.twitter.com/UKY4UaKktM

— NatSciTeachAssoc (@NSTA) April 1, 2016

Longest line of the day at #NSTA16 was for (drumroll): The Chemistry of Wine #teacherlife #chemchat #needisaymore pic.twitter.com/liHMeqJD9B

— Brandie Freeman (@whsfreeman) April 2, 2016

Having fun at #NSTA16! pic.twitter.com/oU9ai904l9

— Danny Torres (@danny_torres) April 2, 2016

Big Bird, @BillNye and Flamingos… No it’s not a crazy dream, it’s #NSTA16 pic.twitter.com/AkV6sNVDn6

— erin eckholt (@eckzoo) April 3, 2016

2:00pm at #NSTA16 today you can win a #makeymakey with a perfect score on operation.
While supplies last! pic.twitter.com/OyZNAU9uku

— Makey Makey (@makeymakey) April 2, 2016

I got attacked by a 3-D printed tyrannosaurus skull at #NSTA16 ! pic.twitter.com/TPTQQ6hohU

— Rob Honer (@Honerscience) April 2, 2016

Dear science friends, looks like they have our backs! Ha! #NSTA16 pic.twitter.com/92btihQeZA

— K. Renae P. (@KRenaeP) April 3, 2016

#NSTA16 pic.twitter.com/uFMfM89FGG

— Amy Ray (@a_b_ray) April 3, 2016

WATCH: Highlights from #NSTA16 Nashville, Day 1, w/ @BillNye and Grand Hank! https://t.co/dqU8nU3wM4

— NatSciTeachAssoc (@NSTA) April 1, 2016

Dueling bowties w/ my new friend @BillNye & @pianoweatherman @ #NSTA16 #SchmittyTheWeatherDog @NSTA #STEM #science pic.twitter.com/PMzpltwNZC

— Schmitty (@SchmittySays) April 1, 2016

Hey @TheEllenShow following in ur footsteps, selfies bringing science teachers together- across the nation #NSTA16 pic.twitter.com/5uMxqOdgRy

— tracy sukalo (@SukaloTracy) April 3, 2016

@CTSKeeley selfie with my formative assessment hero! #NSTA16 pic.twitter.com/JXFBdWnuxL

— Holly Sullivan (@lex1science) April 2, 2016

Virtual life size dissecting table. Great for students or to hold your TV dinner. #STEM #NSTA16 pic.twitter.com/i5o8EN7UA3

— Ryan Rasar (@RLRasar) April 2, 2016

Meet Whitney! She works for @BillNye and @exploreplanets + wants to talk to Ts at #NSTA16 https://t.co/haLPqSFyQ8 pic.twitter.com/zgOBoK9udi

— NatSciTeachAssoc (@NSTA) March 30, 2016

#AnybodyCanBeAScientist @GrandHank at #NSTA16 Nashville https://t.co/vHJh28SFG7

— NatSciTeachAssoc (@NSTA) March 31, 2016

Learning how to integrate NGSS makes me want to howl! Actually won the mask at this vendor’s booth. #NSTA16 pic.twitter.com/MIMiWAt1UJ

— Dr. Josue Falaise (@josuefalaise) April 3, 2016

So much fun at #NSTA16 with @krystenjd and @MsFScienceIMS!! pic.twitter.com/G661P9uRgE

— Mrs. Miller’s Class (@LESMillersClass) April 3, 2016

Science education @NSTA knows how to rock my world…or at least spin it! #gyroscope #spacecamp pic.twitter.com/NgPNgNHFik

— Christine Anne Royce (@caroyce) April 3, 2016

@NSTA just a few of the goodies I got! #NSTA16 think I need 2be a conference groupie pic.twitter.com/VaWJAIYj3w

— Ron Miller (@ScienceRocks247) April 3, 2016

Whoa, look at that arm! #NSTA16 https://t.co/szQ9VdP5xb

— Nettie Roozeboom (@NettieRooz) April 4, 2016

We planned, paid for materials, and engineered our bridge! @GMASteam @OliviaKOlson @msmontebelloGMA #NSTA16 pic.twitter.com/fOdOpGF6tL

— Lindsay Baty (@lbaty77) April 3, 2016

Want to help us improve the process? Growth and transformation are something we want to foster continually, so we invite attendees to take a moment to fill out an evaluation of their session(s). Follow these instructions, and once you’ve evaluated your session(s), you’ll be entered into a drawing to win a Kindle!

What was your favorite part of #NSTA16 Nashville? Please leave us a comment and let us know!

To see more from the 2016 National Conference on Science Education in Nashville, March30-April 3, please view the #NSTA16 Facebook Album—and if you see yourself, please tag yourself!

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The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Future NSTA Conferences

5th Annual STEM Forum & Expo, hosted by NSTA

• Denver, Colorado: July 27–29

2017 Area Conferences

• Baltimore, Maryland: October 5–7
• Milwaukee, Wisconsin: November 9–11
• New Orleans, Louisiana: November 30–December 2

National Conferences

• Los Angeles, California: March 30–April 2, 2017
• Atlanta, Georgia: March 15–18, 2018
• St. Louis, Missouri: April 11–14, 2019
• Boston, Massachusetts: March 26–29, 2020
• Chicago, Illinois: April 8–11, 2021

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My initial goal for the 2016 NSTA National Conference on Science Education (which took place in Nashville March 31-April 3) was solely to present my project (my baby). And just like having a baby… it seemed like a good idea at the time (doing a hands-on presentation in a city to which I needed to fly)… and it was much harder than it looked. I knew I wanted my presentation to be hands-on, and I needed to get materials to my destination. $70 FedEx payment later (I had to mail my scissors since I didn’t want TSA to detain me) and a little traveling was how I started.

DOES EVERYONE ELSE PACK THIS MUCH?

But once the hard part was over, the magical part began! My trip became so much more about people and connections and building up our students. It became inspiring and empowering.

#LilHil teaches teachers how to tweet

I  did a total of three presentations at this conference. Two were talks. Okay, well, one talk was all about me, and (truth be told) most of what I did at the conference was talk about me! Why was I wearing a tiara (apparently that isn’t normal), why did I have a paper person of myself (again, not normal?), why was I taking so many darn pictures? All roads lead to talking about me… what? You don’t know who I am? I’m kind of a big deal around here. And by “here” I mean “in my mind.” And I hope all my fellow teachers felt that way at the conference, because that seems to be the point. You get out of the classroom for a week and get a chance to focus on yourself and your profession.

DuPont: My Opening Number

My first talk was about social media. I was charged with breaking the Internet at DuPont’s Sponsored teacher’s breakfast and teaching the rock stars in attendance the advantages of social media: To promote our craft and highlight our success. One of the best uses of social media for science teachers is to find other empowered teachers and build a professional learning network (PLN). We didn’t quite break the Internet, but we did do lots of hashtagging about #ITouchTheFuture and the #challengerlegacy. Check out the hashtags on twitter to see what teachers are saying!

Teachers that Rock!

My second talk was about my profession, finding a mentor, and how my champion has impacted me. Here’s an excerpt from my talk:

DuPont has empowered me from the first time I arrived at The DuPont Challenge booth at the National Science Teacher’s Convention in Boston. They have allowed me to come into my own and shine. They supported me at the USA Science and Engineering Festival in DC, brought me in to shadow the national Agriculture Ambassadors academy in the summer even as a non ag teacher, and sponsored me last year at the convention in Chicago. Since Boston, DuPont has mentored me, molded me and empowered me. They have allowed me to have a hand up. Reminded me that I am worthy, I am not JUST a teacher… AND I AM AN INSPIRED TEACHER, a rock star, and I am charged with changing the lives of the young people I am given every September. There is no greater responsibility that I have than mentoring, molding and empowering my own students, like DuPont did for me, each and every day. Everyone needs a champion! My inspiration and my champion is PJ Simon.

My Closing Act

My last presentation was actually what I feel I do best, project-based learning, hands-on demonstration. This Efficient House is a year-long project that I love to promote. This is what I came to do! Show off my students’ work and show other teachers how to highlight student success. My only regret is only being given an hour! 

In reflecting back on the few days here, I found I made so many connections, most were (extra)ordinary people, nameless to me, just being themselves-and everyone I met were inspiring! Now I have a network of science teacher rock stars to lift me up and to reach out to when my day is less than stellar.

All of the people pictured below touched my trip in some way. From helping me with my presentation, giving me hope for humanity, maybe something as little as a kind word, helping me load my luggage onto the bus (remember all that stuff I packed for the conference?), inviting me to sit with them at lunch when I was by myself (big shout out to hot chicken and Hattie Bs)…and as big as giving me boosting, supportive life lessons (and believe me, there were many this trip but three deserve special mention: Lauren Jonas– your encouragement has been uplifting and reassuring. Dr. Scobee Rodgers– if you don’t know her story, look up her childhood, read her books, you won’t be sorry. PJ Simon– always my champion, but her dad sealed the deal with his words of wisdom for me Friday night, big hugs to you Mr. Wilson.

These few days have been magical. Many connections that I will never forget. I’m Patricia Hillyer, 7th grade science Rock Star from Matawan Aberdeen Middle School, Cliffwood, NJ and I touch the future. I teach. Please follow me on twitter @iHillyer and #LilHil to view all my connections at #NSTA16.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Future NSTA Conferences

5th Annual STEM Forum & Expo, hosted by NSTA

• Denver, Colorado: July 27–29

2017 Area Conferences

• Baltimore, Maryland: October 5–7
• Milwaukee, Wisconsin: November 9–11
• New Orleans, Louisiana: November 30–December 2

National Conferences

• Los Angeles, California: March 30–April 2, 2017
• Atlanta, Georgia: March 15–18, 2018
• St. Louis, Missouri: April 11–14, 2019
• Boston, Massachusetts: March 26–29, 2020
• Chicago, Illinois: April 8–11, 2021

Follow NSTA