Get your students excited about science with a hands-on project that demonstrates how to help prevent mosquito-borne disease spread using data science with real data collected from a NASA satellite and scientists. Mosquitos that carry serious diseases, such as Lyme disease, West Nile virus, and Zika virus, are becoming more prevalent in the United States because of climate change. Unlike the United States, less prosperous countries do not always have sufficient resources to eliminate mosquitoes and stop the spread of these diseases. In these lessons, we will learn how data science and sensemaking can help solve the problem of mosquito-borne diseases in a cost-effective, time-efficient manner. Your students will see how studies using data science techniques can synthesize data to obtain relevant information that can help solve many societal problems in the 21st century. This relates to careers in biology, environmental science, and data science.

TAKEAWAYS:
This presentation will demonstrate how to use data science to find the answers to problems in our environment. The lesson will be based on the eight NGSS Science and Engineering Practices. You will receive the lesson plan, the data, and tips for engaging diverse learners.

SPEAKERS:
Kelly Feille

Join us for a hands-on workshop exploring how Clean Classrooms for Carolina Kids curriculum materials engage K–12 students in learning about clean, safe, and lead-free drinking water. Participants will explore a flexible range of instructional materials, from short, high-impact lessons that fit within a single class period to multi-day, project-based learning (PBL) units that support sustained inquiry. Across these materials, students investigate why water is essential, how lead can enter drinking water systems, the health risks of exposure, and actions individuals and communities can take to ensure safer water. During the session, participants will experience sample activities as facilitators highlight how these activities can function as standalone lessons or be sequenced within cohesive PBL units. Participants will leave with standards-aligned, ready-to-use resources and guidance for adapting materials to fit their instructional context.

TAKEAWAYS:
Discover how adaptable curriculum materials, from single-day lessons to full PBL units, can engage K-12 students in real-world, data-driven learning connected to public health and community action.

SPEAKERS:
Nicole Mills

This poster showcases how a school garden can function as core instructional infrastructure rather than enrichment in NGSS-aligned science classrooms. Drawing from a middle school program integrating aquaponics, trout systems, and food production, the poster highlights how outdoor spaces support three-dimensional learning through real-world phenomena. Attendees will explore a visual system model connecting fish, plants, nutrients, and community food systems, alongside classroom examples of data analysis, modeling, and CER-based explanations. The poster also outlines how multilingual learners are supported through structured discourse, visual scaffolds, and hands-on investigation. A key focus is scalability: participants will examine pathways for implementing similar systems across contexts, from no garden to container-based setups to full outdoor learning spaces. Attendees will leave with practical strategies, lesson entry points, and a framework for integrating food systems into scien

TAKEAWAYS:
Attendees will learn how to design and scale garden-based systems as core instructional infrastructure to support NGSS-aligned, multilingual-accessible science learning through modeling, data analysis, and real-world phenomena.

SPEAKERS:
Ryan Johnson

Every time we fry food, we produce used cooking oil. Most of it gets thrown down the drain or into the trash, quietly polluting waterways, harming aquatic life and the land. But what if that waste could become something valuable? In this 3–4-week STEAM project, high school students turn hazardous waste cooking oil into real, handmade soap. Students begin by investigating the environmental impact of WCO waterways using real water quality data. They then learn the chemistry of soap-making, calculate their own ingredient ratios, choose natural colorants and scents, and design eco-friendly packaging. Along the way, they collect data from their households and use it to build a persuasive public awareness campaign for their community. This project is rooted in a real local problem, particularly in developing countries. Every decision students make, from soap formula to campaign audience, is theirs. Chemistry is the backbone, but the project asks students to think as scientists, engineers,

TAKEAWAYS:
A single topic learned at school can be the entry point for students to think across disciplines, engage with a real local problem, and produce something that actually matters to their community.

SPEAKERS:
Anna Rahmadianty

Throughout the program curriculum, Environmental Studies majors are involved in an experiential learning community at the Manchester University Campus Learning Garden. The goal of integrating project-based learning into courses across the curriculum is to provide students with the capability to apply their knowledge and skills to serving the Manchester University community and improve student competencies in both hard and soft skills through research-based practical applications. In Fall 2025, introductory-level students collaborated to generate hypotheses, develop and conduct basic experiments, and interpret results. In Spring 2026, students in Invertebrate Zoology worked together to build a butterfly garden from project development through completion. Plans for future academic years include developing additional project-based experiences into program courses so that students are involved with experiential learning at the Campus Garden throughout their academic careers.

TAKEAWAYS:
Integrating project-based learning at the Campus Garden into courses across the Environmental Studies curriculum encourages students to apply their knowledge and skills to serving the Manchester University community and improve their academic competencies through research-based applications.

SPEAKERS:
Sabrina Brown

As the climate continues to change, so should our approach to teaching environmental science. Join the Children's Museum of Indianapolis as we showcase how we adapted a beloved water cycle game to teach about climate change. In this program, students have the chance to become a water droplet and roll their way through the water cycle. During their first round, the dice will represent the standard way water has moved around the planet. On their second trip, dice will be swapped with our climate change dice. This trip will illustrate the changes in how water moves and where water is stored as the planet warms. After the two trips, students will compare their two trips by mapping their journey, allowing them to directly compare how climate change affects the water cycle.

TAKEAWAYS:
With a few tweaks, existing lessons can be adapted to teach about our changing world.

SPEAKERS:
Meghan Carpenter

One area of ongoing research at IU Indianapolis is understanding past climate conditions through lake sediment cores. This lesson covers key principles of stratigraphy and how prevailing climate conditions can be interpreted from climate proxies found in lake sediment cores. Students will explore how to understand what past climate events are represented in lake sediments and what those events say about climatic conditions. The lesson PDF includes a PowerPoint, worksheets and a materials list for conducting the activity with groups of 2-4 students. This HS science lesson is intended to be used after students have received an introduction to climate change. The lab focuses on group work to investigate a Climate Layer Cake made from Playdoh that will have distinct layers representing historical climate events. Students are guided through coring and interpreting the events represented in their cake. The groups will gather their data on the whiteboard for full group discussion at the end.

TAKEAWAYS:
Do you need an engaging lesson designed to build student understanding and discourse around the topics of historical climate change, climate proxies and the three key principles of stratigraphy? This lesson covers it all and it is easily adaptable to teaching rock layers and geologic events.

SPEAKERS:
Brian Plankis

This poster session highlights how students use real-world data to investigate scientific questions and make evidence-based decisions. It showcases a structured approach to building data literacy within science instruction, allowing students to analyze patterns, interpret results, and communicate findings. Attendees will explore a classroom model that integrates data analysis into everyday learning without requiring additional courses or resources. The poster will include sample tasks, student learning progression, and strategies that support inquiry, sensemaking, and engagement. Participants will leave with practical ideas to help students connect scientific concepts to real-world applications through data-driven learning.

TAKEAWAYS:
Attendees will learn how to use real-world data to support student inquiry, helping students analyze information, identify patterns, and make evidence-based decisions in science.

SPEAKERS:
Stephanie Triplett

The Science of Purification: Hands-On Water Filtration Lab is an engaging STEM activity that allows students to investigate how water can be cleaned through physical filtration methods. Working collaboratively, students design and build their own filtration systems using common materials to remove impurities from contaminated water samples. Throughout the lab, students explore concepts such as mixtures, particle size, engineering design, and environmental science while collecting and analyzing data to improve their models. This interactive experience promotes critical thinking, problem-solving, and teamwork while helping students understand the importance of clean water access and the real-world applications of science and engineering in water purification systems.

TAKEAWAYS:
Participants will design and test water filtration systems to explore purification methods, engineering design, and environmental science concepts while developing problem-solving, collaboration, and data analysis skills through a hands-on STEM investigation.

SPEAKERS:
Jonathan Bailey

How can we redesign a better school lunch to meet the nutritional needs of all students? In this workshop, participants will explore a 8-lesson high school biology unit that engages students in authentic sensemaking by connecting biochemistry, nutrition, anatomy, and engineering design to their own school meals. Built using OpenSciEd design principles, the unit launches with an anchor phenomena routine where students investigate USDA changes to school lunches and create timelines of how meals have evolved. Lessons then examine added sugars, how carbohydrates fuel the body, balancing energy from macronutrients, protein sources, and the impact of cooking on nutrition, culminating in student-designed lunch menus. Participants will engage in key routines, analyze student-generated questions, and take part in a gallery walk of student work, assessments, and redesign projects. All student-facing slides, worksheets, rubrics, and assessments will be shared as open educational resources.

TAKEAWAYS:
Experience an OpenSciEd-inspired anchor phenomena routine and leave with a complete, freely available 8-lesson biology unit—featuring 3D assessments, student work, and strategies to adapt length and scaffolds to support all learners.

SPEAKERS:
William Baur

Insect collecting has long been part of K-12 science education because it gives students direct access to biodiversity, inquiry, classification, and place-based learning. At the same time, growing concern about insect decline and animal welfare has led many to question whether lethal insect collecting is still appropriate in classrooms. This session presents a balanced framework for thinking about the educational value and ethical challenges of insect collecting with K-12 students. Attendees will explore the major arguments for and against collecting, consider issues such as conservation, student consent, and cultural or religious perspectives, and leave with practical ideas for developing a classroom code of ethics and identifying when non-lethal alternatives may be more appropriate.

TAKEAWAYS:
Attendees will leave with a practical framework for deciding when insect collecting is educationally justified, how to address ethical concerns, and how to build a classroom code of ethics.

SPEAKERS:
Peter White

How do science teachers help students determine what climate information is credible? This qualitative case study examines three Indonesian science teachers' approaches to teaching epistemic evaluation, the practice of critically assessing claims and sources, within interdisciplinary Science classrooms. Findings reveal three key patterns: the instructional strategies teachers use to scaffold information evaluation, how teachers conceptualize this practice, and the curriculum and contextual challenges they face. Although situated in Indonesia, the challenges these teachers navigate:  misinformation, fragmented curricula, and limited frameworks for teaching evidence evaluation, mirror those faced by science educators globally. This session offers practical insights and transferable strategies for science teachers seeking to strengthen students' ability to critically evaluate information about climate change and other natural phenomena in today's complex information landscape.

TAKEAWAYS:
Attendees, particularly teachers, will gain insight with transferable strategies for teaching students to critically evaluate climate change information, grounded in real classroom practice across any kind of teaching contexts

SPEAKERS:
Anna Rahmadianty

This hands-on session will showcase engaging low-prep activities from Project WET, Project WILD and Project Learning Tree that are correlated with NGSS and have a STEM and Career Connection. Participants will leave with 3 data collection activities that model earth systems and ecological community interactions. These activities can be adapted for use in grades 6-12 classrooms.

TAKEAWAYS:
This hands-on session will showcase engaging low-prep activities from Project WET, Project WILD and Project Learning Tree that are correlated with NGSS and have a STEM and Career Connection. Participants will leave with 3 data collection activities that model earth systems and ecological community

SPEAKERS:
Kristen Poindexter

Explore online tools that enrich forest & watershed activities from Project WET and Project Learning Tree that will help you localize the phenomena desired in the environmental science classroom. These ecosystem activities are designed for grades 6-12 instruction and have extensions that can be used at the AP/IB level.

TAKEAWAYS:
Explore online tools that enrich forest & watershed activities from Project WET and Project Learning Tree that will help you localize the phenomena desired in the environmental science classroom. These ecosystem activities are designed for grades 6-12 instruction and have extensions that can be use

SPEAKERS:
Kristen Poindexter

The NOAA-supported resource, “Ocean Protector,” is a free, online educational game that teaches students about the impacts of ocean acidification and solutions to address it. This decision-making game serves a full curriculum designed explicitly to bring ocean science to high school students with little or no connection to the ocean. Teachers will have a complete classroom-ready educator guide, instructional module, standards alignment and assessment tools. Students will learn about the causes and effects of ocean acidification and evaluate real world solutions. In the game, students choose a character representing specific ocean sectors (e.g. fishing boat captain) and make real-time analytical decisions and evaluate their consequences. This experience helps students construct explanations, reason effectively, and become self-directed learners of ocean science. Attendees will have ample time for informal discussion. Ocean Protector: https://outreachgames.org/OceanProtector/main.html

TAKEAWAYS:
ring the ocean inland! Use the free and classroom ready, decision-based 'Ocean Protector' game for high school students, complete with curriculum, educator guide, standards align and assessment tools.

SPEAKERS:
Liz Perotti

Dr. Michael Wysession, NGSS co-author and geophysics professor, presents engaging place-based Midwest-centered storylines that allow students from all backgrounds to more effectively develop sensemaking of up-to-date, research-driven climate science and how it relates to their home communities. For example, the establishment of many Midwestern states (Indiana-1816; Illinois-1818; Missouri-1821) was directly impacted by global and regional climate changes that included the Little Ice Age (creating a demand for animal furs for clothing) and the 1815 eruption of the Indonesian volcano Tambora, which caused the “year without a summer” famines and drove easterners westward into the Midwest. Examining current local extreme weather events and regional Midwest geology (e.g., glacial deposits and limestone bedrock) can foster student sensemaking of the many different cycles of climate change required by NGSS performance expectations.

TAKEAWAYS:
Students effectively develop sensemaking of NGSS performance expectations concerning weather and climate using place-based storylines anchored by Midwest regional phenomena. Instructors will leave with multiple ideas for incorporating the latest climate science into their classrooms.

SPEAKERS:
Michael Wysession

This workshop will introduce the Educating for Environmental Change project at Indiana University and provide information on how teachers can get involved. The presenter will also facilitate exemplar activities from the project that are designed to engage students in the practice of scientific argumentation. Surfacing student thinking, addressing student misconceptions, and alignment to the NGSS will also be emphasized. The EFEC project is designed to elucidate and deepen understanding of environmental issues through hands-on lessons co-designed by IU's Department of Earth and Atmospheric Sciences, the School of Education, and veteran K-12 science teachers. EFEC utilizes the following driving questions: how do we know the climate is changing; what are the impacts of these changes; what can be done moving forward; and how do we cultivate optimism in our students?

TAKEAWAYS:
The Educating for Environmental Change (EfEC) project utilizes the following driving questions: how do we know the climate is changing; what are the impacts of these changes; how can we mitigate these changes; and how do we cultivate optimism in our students while teaching them about climate change?

SPEAKERS:
Adam Scribner

In today’s science classrooms, engagement alone is no longer the goal—students need experiences that develop scientific thinking, strengthen conceptual understanding, and mirror the practices of real scientists. While quiz-based review platforms like have helped increase participation and excitement, they do not allow students to develop deep understanding or higher-level reasoning. This session moves beyond surface-level gamification to explore game-based learning structures that are immersive, strategy-driven, and tightly aligned to the practice of science. Participants will experience and analyze three classroom-ready game models designed specifically for science instruction: escape rooms, scientific mystery investigations, and strategy-based board games.

TAKEAWAYS:
Participants will explore game-based learning strategies for the science classroom that are aligned to the practice of science. All participants will receive three class-room ready game models.

SPEAKERS:
Eustace Smarrella

HS-ESS3-5 asks students to analyze data and global climate models to forecast rates of regional climate change and future impacts. We share a 5E set of place-based activities in which students collect NOAA climate data from a city of their choosing and forecast what their community will look like by 2100. Students collect 30 years of temperature and precipitation records, analyzing trends and calculating rates of change to identify patterns. Using the Special Report on Emissions Scenarios, students explain cause and effect between policy decisions and outcomes by matching news articles to scenarios. Then, students forecast local climate at mid- and end-of-century and identify cities already at those conditions. Next, students explore fall temperature and first frost dates. Using ice core records students compare their findings to warming rates of the last 400,000 years. Each activity builds toward the evidence-based forecast, rooted in data students collected from their own community.

TAKEAWAYS:
We share a 5E set of place-based activities in which students collect NOAA climate data from a city of their choosing and forecast what their community will look like by 2100. All data guides, Google Sheets templates, worksheets, and readings provided.

SPEAKERS:
Stephen Mattox

This session explores creative, non-traditional uses of AI to enhance science instruction in the biology classroom. Participants will learn how AI can be used as an instructional tool to increase engagement and deepen understanding through four approaches: 1. Responsive ecosystem simulations where students manipulate variables (species introduction, resources, climate) and observe real-time ecological outcomes, supporting inquiry and systems thinking. 2. AI-generated songs and music videos that teach scientific processes and concepts (e.g., the cell cycle, energy transfer, biomes) to support memory, retrieval practice, and student creation. 3. AI-generated interviews with scientists such as Darwin, Mendel and Rosaland Franklin, allowing students to “interview” them to learn more about their work and challenges they faced. 4. AI-Field Journals for use in outdoor field observations.

TAKEAWAYS:
Participants will leave with practical examples, design ideas, and NGSS-aligned strategies for integrating AI into interactive, student-centered science instruction.

SPEAKERS:
Eustace Smarrella

The Eco-Design Builders Project empowers elementary students to explore sustainability, environmental education, and STEM through hands-on learning with 3DuxDesign and recycled materials. Using Design Thinking and the Engineering Design Process, students become young architects and engineers as they design and build eco-friendly communities, sustainable carnival attractions, green spaces, and innovative environmental solutions. This project integrates science, engineering, creativity, and collaboration while teaching students about recycling, renewable energy, water conservation, and responsible community design. Attendees will learn how to implement engaging, standards-aligned sustainability projects that foster problem-solving, student voice, and real-world connections in elementary classrooms. The session will showcase student prototypes, project ideas, classroom strategies, and interdisciplinary connections that support environmental stewardship and 21st-century learning.

TAKEAWAYS:
Attendees will learn how to use 3DuxDesign and Design Thinking to engage elementary students in hands-on sustainability and environmental STEM projects that promote creativity, engineering, and real-world problem-solving.

SPEAKERS:
Kim Alvin De Lara

Choose Your Own (OA)dventure (CYOA) is an interactive platform to improve educator accessibility and inclusion of expert-curated materials on ocean acidification (OA). By providing a personalized compilation of resources, tailored to teaching needs, CYOA lowers preparation time and bolsters confidence with teaching this complex topic. Educators can navigate a comprehensive database of multimedia and curricula, building their toolkit based on criteria like topics, activity types for different learning styles, regional relevance, or age groups (K-12). This approach streamlines finding classroom-ready content through clear categories such as "Background information for educators," "Engage your students," "Hands-on learning," and "Explore and visualize data." Ultimately, the CYOA empowers teachers with the tools and assurance to foster ocean literacy and inspire students to take informed action toward OA solutions. Attendee feedback will directly improve the next version of NOAA's CYOA.

TAKEAWAYS:
Get the resources and confidence you need to bring ocean acidification (OA) science and literacy into your K-12 classroom, with NOAA’s interactive, online Choose Your Own (OA)dventure platform.

SPEAKERS:
Liz Perotti

Climate change will bring uneven effects to different communities around the world, with poorer and less advantaged communities hit harder by extreme weather events, crop failures, sea-level rise, and more. Incorporating this reality into science classrooms can be a challenging endeavor, from both a practical and a conceptual perspective. The MacArthur Foundation and TERC have begun a nationwide program to address this pedagogical gap by bringing together teachers from across the country, in order to begin conversations and share ideas. Practical activities, such as using mapping programs rich with demographic as well as climate data, can begin conversations in your classroom about the disconnect between advantaged and disadvantaged communities. Join us as we show you examples of how to use these programs in your classroom and incorporate ideas of climate justice alongside NGSS modeling and data analysis.

TAKEAWAYS:
Addressing climate anxiety in the classroom and talking about concrete solutions with students, whether in terms of broad policy decisions, or hands-on ecosystem restoration solutions, shows students that no matter where they live, they can have a meaningful impact on their future.

SPEAKERS:
Sara Young, Carl Armstrong

Polymers are characterized as thermoplastic or thermoset; natural or synthetic; or as being formed by addition or condensation reactions. The amount of cross-linking in polymers also affects their properties. Activities will be shared that highlight and explain the categorization of polymers. We will investigate polymer powders to infer the amount of crosslinking when they are exposed to water. PVA slime also can show crosslinking. Thermoplastics can be reshaped after heating so are recyclable. Thermosets are the result of a heat-producing chemical reaction and are non-recyclable. We will do activities with each, investigating properties and uses. Our clothing is made up of a variety of polymers, some natural, a growing percentage synthetic. We will share some observational tasks using materials to discuss the benefits of each type of polymer in clothing. The environmental impact of polymers will be discussed and activities related to biopolymers and recycling will also be shared.

TAKEAWAYS:
Overview of polymers - different ways of categorizing, difficulties with recycling, and the variety of properties. We will provide hands-on activities to be done in the classroom, exploring cross-linking, reactions to heat and water, and natural vs synthetic polymers in clothing to name a few.

SPEAKERS:
Briana Richardson

Why do some natural hazards become disasters while others do not? This workshop explores the complex relationship between natural processes, human decision-making, and community resilience. Through data analysis and case studies, participants will examine hazards such as floods, droughts, wildfires, hurricanes, extreme heat, and earthquakes while considering the social, economic, and environmental factors that influence their impacts. In this workshop, teachers will engage in activities to better understand how climate change, land-use decisions, infrastructure, and public policy shape vulnerability and resilience. Participants will explore classroom-ready activities that integrate environmental science, geography, and civic decision-making, helping students investigate real-world challenges through inquiry-based learning. This workshop was developed for Indiana University’s Educating for Environmental Change (EfEC) Project.

TAKEAWAYS:
The Educating for Environmental Change (EfEC) project utilizes the following driving questions: how do we know the climate is changing; what are the impacts of these changes; how can we mitigate these changes; and how do we cultivate optimism in our students while teaching them about climate change?

SPEAKERS:
Michael Hamburger, Adam Scribner

The Educating for Environmental Change (EfEC) Galápagos Islands Collaborative Education Project is an international professional development initiative that connects K12 educators from Indiana with teachers, researchers, and community partners in the Galápagos Islands. This workshop will share the design, implementation, and early outcomes of this international collaboration. Participants will learn how the project leverages the Galápagos Islands—one of the world’s most significant ecological and evolutionary laboratories—as a context for teacher learning, place-based education, and global environmental literacy. Presenters will discuss strategies for building international partnerships and creating opportunities for teachers and students to engage with authentic environmental challenges. The session will examine how international partnerships can enrich teaching by helping educators connect global environmental issues to the communities where their students live.

TAKEAWAYS:
Attendees will leave with practical ideas for integrating global environmental issues into STEM instruction and fostering meaningful cross-cultural learning experiences that promote environmental stewardship and scientific literacy.

SPEAKERS:
Ben Kravitz, Adam Scribner

This Biology lab uses common lawn clover to explore genetics, plant physiology, and adaptation. White clover is polymorphic for cyanogenesis, an anti-herbivore defense controlled by two genetic loci. Cyanogenesis frequency varies with climate—over 95% of plants are cyanogenic in the South, but fewer than 10% are in the northern Midwest. During the Clover Project students collect local clover and test it for cyanide production using color-changing paper, and then calculate genotype frequencies and compare with data from other regions. Students can also calculate the rates of herbivory in their area and correlate the frequency to cyanogenesis.This hands-on activity engages students in inquiry-based learning aligned with the AP Biology CED and the Science Practices, while also illustrating how evolutionary pressures shape traits in their local environment. Participants in this session will learn how to implement this dynamic activity in their High School Biology classroom.

TAKEAWAYS:
Attendees will learn how to implement a hands-on clover genetics lab where students investigate adaptation by testing cyanogenesis, analyzing genotype frequencies, and connecting local data to evolutionary pressures using authentic, inquiry-based practices.

SPEAKERS:
Carolyn Spangler

Well-designed lockbox activities are more than just games; they are powerful pedagogical tools that foster critical thinking (sensemaking), collaborative problem-solving (productive student discourse), and deep engagement with core curriculum. In this interactive session, you will transition from player to creator. We will begin by solving clues together as a large group, modeling diverse activity styles that successfully translate complex concepts into immersive challenges. Our team will share a variety of classroom-tested examples from our science-based lockbox activities. Whether you want to implement a premade lesson or build a custom experience from scratch, these resources will be immediately available for your teaching needs. All participants will receive full access to our resources, including templates and digital guides, to adapt these tools for any subject or grade level.

TAKEAWAYS:
Attendees will gain full access to our premade lock box style lessons and templates, enabling them to customize these resources for any grade or subject area.

SPEAKERS:
Steven Smith

Explore the creative use of board games as a dynamic and effective tool for teaching science concepts in the classroom. In this session, participants will select from a variety of board games that align with various science curriculum standards. Through hands-on play, educators will gain practical strategies for incorporating and adapting board games into their teaching practice to enhance student engagement, sensemaking, and problem-solving skills. Presenters will address the benefits of board games in fostering collaborative learning, promoting scientific literacy, and making science accessible to students of all backgrounds. No experience is required to play any of the games that we will be presenting. Presenters will teach the games as we go. Participants will be provided access to templates and planning tools for immediate classroom use. No gaming experience required.

TAKEAWAYS:
Attendees will learn how to boost student engagement and sensemaking by integrating board games into their science curriculum. This hands-on session offers practical strategies for collaborative learning and provides templates and planning tools ready for immediate classroom use.

SPEAKERS:
Sarah Nern