Translanguaging aligns with culturally and linguistically responsive pedagogy and promotes equity in science learning (García et al., 2017). This session explores how translanguaging can be integrated into inquiry-based science instruction in elementary dual language immersion (DLI) classrooms and demonstrates practical applications from Grade 5 Mandarin-English DLI settings. Drawing on classroom experience and research (Du, 2022; Tian, 2020; Zhou, 2021), the presenter shows how educators can create purposeful opportunities for students to use both their first and target languages during hands-on science activities. In an ecosystem unit, for example, students co-construct a food web in Mandarin, read English science texts to deepen content knowledge, and discuss their reasoning in Mandarin. Attendees will see classroom-tested tools and how translanguaging supports science-specific literacy practices such as modeling, reasoning, and argument from evidence.

TAKEAWAYS:
This session offers strategies for integrating literacy and science through translanguaging, aligned with NGSS practices and designed to support multilingual learners in developing deep conceptual understanding.

SPEAKERS:
Hsiaomei Tsai

How might an integrated approach to system-level math and science strategy expand possibilities for students’ lives? System leaders often struggle to effectively integrate math and computational thinking (CT) into science education, missing an opportunity to help students develop durable skills needed for future success. This can result in graduates who have content knowledge but are not prepared to tackle complex, real-world problems. A former chemist turned science educator and a director of science will explore how system leaders can champion instructional approaches that bring math and science together. Learn how to support teachers to use math and CT to strengthen science and engineering practices and foster critical thinking, problem-solving, and analytical abilities that are essential for students’ future success. Also explore how effective resource allocation, vision building, and data evaluation can improve student outcomes and equip learners with lasting capabilities.

TAKEAWAYS:
Gain actionable strategies to integrate math and computational thinking with science strategy. Learn how you can support teachers to use practices that deepen students’ conceptual understanding and develop durable skills.

SPEAKERS:
Solona Hollis

Join fellow IB Biology educators for a collaborative roundtable discussion on the new 2025 curriculum for both Standard Level (SL) and Higher Level (HL). This session will focus on navigating the thematic structure, integrating content across levels, aligning assessments with command terms, and making the most of internal assessment updates. Participants are encouraged to share strategies, questions, and resources as we explore how to build engaging, student-centered instruction within the new framework. Whether you’re just starting to plan or are already deep into implementation, this is a space to connect with others, reflect on challenges, and walk away with actionable ideas for your own classroom.

TAKEAWAYS:
Participants will explore the 2025 IB Biology curriculum changes and leave with shared strategies, insights, and planning ideas for effectively teaching and assessing SL and HL content within the new thematic framework.

SPEAKERS:
Alison Peterson

Elementary science educators face barriers like limited funding, reduced instructional time, insufficient materials, and inconsistent teacher preparation. In response, I developed a 5th grade Earth and Space Science unit grounded solely in pedagogical and content knowledge. This session highlights how meaningful, standards-aligned curriculum can be created without commercial resources. Attendees will explore the design process, instructional strategies for supporting diverse learners, and tools for building teacher content knowledge. The unit emphasizes inquiry-based learning and equitable access for all students. Participants will leave with insights into creating adaptable, student-driven science units for their own classrooms.

TAKEAWAYS:
Learn how an elementary classroom teacher designed an inquiry-based, equitable 5th grade science unit using only content and pedagogical knowledge, proving that rich, student-centered science instruction is possible even without extensive resources.

SPEAKERS:
Kate Bentivoglio

Are you using or considering using OpenSciEd to meet Minnesota's 2019 Science Standards? If so, this collaborative discussion is for you! Connect with fellow educators to discuss critical questions related to successful implementation: How are you using OpenSciEd in your school or district to meet the MN standards? How have you adapted the materials to align with the MN standards? What kind of professional learning has helped prepare you to use the curriculum effectively? How have you supported students as they shift to using OpenSciEd? What practical tips and tricks have you developed to make it work effectively? This is a great chance to network and exchange practical ideas, consider approaches to address challenges, and build a supportive network for ongoing professional learning and collaboration. Note: It may be helpful to attend the "Customization of HQIM: How can we strengthen instructional materials for our local context?" session prior to this Roundtable.

TAKEAWAYS:
OpenSciEd is a powerful NGSS-aligned curriculum designed to center student sensemaking. In this session, attendees will have opportunities to exchange experiences and questions with colleagues related to using OpenSciEd to meet Minnesota’s 2019 State Science Standards.

SPEAKERS:
Jaime Dery, Molly Leifeld

The integration of Food Standards within the NGSS/SEL/Common Core. The roundtable discussion demonstrates school across the US have integrated food within the curriculum. Whether it is within the study of Climate Change, Biology, Environmental Science.

TAKEAWAYS:
1. Food Standards aligned to the Common Core/NGSS/SEL 2. Engagement and Exploration through the lenses of Critical Thinking, Communication, Collaboration, Critical Thinking, Curiosity. and Creativity. 3. Integration of School Gardens.

SPEAKERS:
Lisa Ernst, Antoinette Schlobohm, NBCT, NCST

Teaching about climate change is increasingly essential in today’s classrooms. Despite rising climate anxiety, students are eager to learn more. Integrating climate education doesn’t require an entire unit or course. Brief, purposeful connections can be just as impactful. In this 30-minute panel, experienced educators and education program leaders will share how they've brought climate change into their teaching. Panelists will discuss how place-based storytelling, free online resources, and cross-disciplinary approaches can work together to help educators meaningfully integrate climate topics across grade levels and subject areas. Attendees will leave with practical tools and inspiration to meet the urgent demand for climate education in their own classrooms.

TAKEAWAYS:
Effective climate education is built from presenting relevant information and accessible tools. Educators will leave with ideas and tools for seamless implementation.

SPEAKERS:
Lindsey Kirkland, Benjamin Charles, Deb Morrison

Have you ever dreamed of taking your students out of the classroom for a hands on, once in a life time learning opportunity? Sure, you can teach about GPS but let's dive deeper and use GPS in the field to document locations of endangered species. It can seem like a huge undertaking organizing an international expedition for your students so let me show you a few tips and tricks that I have used to help you take your science lessons from the classroom to the other side of the world. Worried about budget? Concerns about safety? I will show you how my very small district has navigated through these issues and provided once in a life time learning opportunities that will put your science program on the map. What do I mean by international science expeditions? Think Amazon rainforest, islands in the Bahamas, jungles of Belize, snorkeling coral reefs for a week, and tracking rhinos in Africa all while collecting data and assisting field researchers.

TAKEAWAYS:
Attendees will learn how to offer an international science expedition for their students. Budget and safety issues for international travel will be addressed. Let's start building an expedition for your students.

SPEAKERS:
Kristel Winger

Explore a playful, project-based STEM lesson where students use Play-Doh and plastic cutting boards to model root systems with maximum surface area. Surface area is a fundamental concept across the sciences—from plant biology and nutrient absorption to chemical reactions, human physiology, and materials engineering. This activity introduces the idea through a hands-on design challenge embedded within a 7-week garden-based curriculum for grades 3–6. Throughout the unit, students plan, plant, care for, and measure crops, applying scientific and mathematical reasoning to real-world problems. The experience culminates in a community tostada party, where students harvest their garden produce and reflect on their learning. Developed from an NSF-funded study, the curriculum promotes inquiry, collaboration, and discourse—especially for multilingual learners—while fostering deep connections between science, culture, and place-based education.

TAKEAWAYS:
Attendees will learn how to implement a hands-on activity where students model root systems with Play-Doh to explore how plants maximize surface area for nutrient absorption, connecting a key scientific concept to real-world garden-based learning.

SPEAKERS:
Kim Rillero, Peter Rillero

To support Minnesota science educators in culturally responsive science teaching that includes Indigenous Science knowledge, we hosted a series of professional development workshops. We then offered continued support through the academic year with culturally responsive science curricula, opportunities for field-based learning, and cohort-style professional learning community meetings. By explicitly integrating Indigenous and western sciences, we provided science educators with a more holistic knowledge base. A key component of our approach is reciprocal partnerships that create opportunities for shared learning. Cultivating these opportunities has been a primary objective of our program model, coupled with providing opportunities for science educators to build their capacity as culturally responsive instructors. We will highlight the overarching goals and successes in our program thus far and the opportunities for growth and improvement.

TAKEAWAYS:
Integrating Indigenous and western sciences into science teaching and learning provides a holistic approach to sustainability education that supports culturally sustaining science frameworks and equitable learning opportunities for students.

SPEAKERS:
Seth Thompson

First-year science teachers often feel overwhelmed once in their own classroom. Preservice science educators (current college students) and their instructors do the best they can to prepare for this moment, but the best advice comes from individuals that have gone through it themselves. The purpose of this roundtable is to for educators across the nation to share their best piece of advice for the soon-to-be science teacher. You will get to meet with current Biology and Chemistry education students attending Valley City State University, in Valley City ND and help prepare them for their next adventure. Advice including ways to build connections across disciplines and throughout the school is encouraged.

TAKEAWAYS:
This session aims to provide preservice science educators with practical advice and strategies to help them navigate their first year in the classroom successfully.

SPEAKERS:
Megan Lahtonen, Cameron Pero, Michael Ouradnik, Lindsey Kiecker

What does it really look like when a scientist and an educator join forces to bring applied, real-world science into the classrooms? In this candid discussion, an industry scientist and an education specialist will share how their collaboration began and how it grew into co-developing classroom activities rooted in agricultural biotechnology and data science. We will share what worked, what we had to figure out on the fly, and how you can start similar connections with researchers in your community. Whether teaching biology, environmental science, or looking to make careers more tangible for students, you will leave with practical ideas, tactics, and conversation starters to build your own local partnerships.

TAKEAWAYS:
Hear how a scientist and an educator built a successful partnership and learn how to start your own. Gain tips and hear candid perspectives from both sides, offering practical advice on how to bridge the gap, even if science careers outside the classroom seem distant.

SPEAKERS:
Jane Hunt, Zack Bateson

Methane is a potent greenhouse gas that increases global warming. Agriculture is the top source of methane emissions, and enteric methane production from livestock accounts for a significant amount of agricultural methane. The objective of this study is to identify plants that could be added as feed additives in a cow’s diet to reduce enteric methane emissions. There is an effect on methane emissions with plants containing compounds like lipids, polyphenols, and tannins. One part of the study was running in vitro trials to determine how much total gas and methane is produced. The other part was running sequential fibers to determine the digestibility of these plants. We found that some plants reduce methane production, and others do not. White willow and peanut skins were the most effective in reducing enteric methane. With further testing and trials, the most effective plants in this in vitro study could be used as dietary supplements and help reduce methane emissions from dairy.

TAKEAWAYS:
The aim of this presentation is to discuss the issue of methane emissions from enteric fermentation process of dairy animals and discuss ways to reduce them through dietary supplements and feed additives made from locally available plant sources. These supplements also help keep the animals healthy.

SPEAKERS:
Ivanka Sonkusare

Join naturalists from Wolf Ridge Environmental Learning Center in Finland, Minnesota to discuss outdoor learning pedagogy. Participants will share what they're already doing with outdoor learning, what they would like to be doing, and where they are struggling with getting their students outdoors. Wolf Ridge naturalists will facilitate discussions and build a network of educators to help strengthen educators outdoor learning skills.

TAKEAWAYS:
Participants will engage in discussions around outdoor learning with naturalists from Wolf Ridge Environmental Learning Center.

SPEAKERS:
Charles Pavlisich, Joseph Walewski, Emily Pavlisich