We use data to do science; data literacy is its own set of skills. Young learners benefit when we integrate data, literacy, and science together.

TAKEAWAYS:
1. Identify how data literacy is a critical aspect of literacy and science literacy in the 21st century; 2. Explore strategies and resources to use to authentically integrate data into K–5 science instruction; and 3. Develop a plan for next steps to elevate data as an aspect of meaningful connections between literacy and science.

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC: Santa Cruz, CA)

Discover Switch Classroom, a free, online, objective curriculum about energy use and nonrenewable and renewable resources centered on AP Environmental Science and NGSS Energy standards.

TAKEAWAYS:
1. Explore Switch Energy Alliance resources, including Switch Classroom, energy videos, and full-length documentaries. The Switch Classroom curriculum covers six units of comprehensive lessons detailing renewable and nonrenewable energy sources, energy production fundamentals, and how energy decisions are made; 2. Learn how to set up your own class using Switch Classroom, creating a customized energy unit for your students that includes video and your choice of activities that include multiple-choice quizzes, critical-thinking writing and diagramming, and lab and math-based calculation activities; and 3. Increase your students' ability and skills to explain concepts, analyze visual representations, and propose solutions to complex energy decisions in a nonpartisan and objective manner.

SPEAKERS:
Leslie Horne (New Market Junior/Senior High School: Newmarket, NH), James Corboy (Long Beach Unified School District: Newport Beach, CA)

Learn how to create engaging lessons, connecting to student interests and to the science and natural phenomena that surround us. Pick up strategies to engage K–6 students in explorations, helping them recognize and understand real-world science while creating a lifelong love of science. Handouts!

TAKEAWAYS:
Attendees will learn: 1. innovative strategies to help children identify, explore, and understand a variety of interesting, real-life science that surrounds them in their everyday world; 2. how to design lessons that emphasize exploration, and give students the opportunity to test variables and analyze their effects; and 3. effective questioning strategies to engage students and increase the depth of student thinking, also helping to make student thinking visible; and to help teachers use effective questioning strategies to help students clarify and articulate their understanding of essential science phenomena and concepts.

SPEAKERS:
Donna Knoell (self: Shawnee Mission, KS)

Discussion centers on tools to properly analyze Black students’ scientific work to determine if the misconceptions and misunderstandings are a learning issue or language issue. This workshop focuses on the use of language to reduce the ethnic achievement gap in science.

TAKEAWAYS:
1. Analyzing students’ work from a linguistic lens; 2. Recognizing biases when it comes to student language; and 3. Pushing Black students academically forward without making them feel torn between two language worlds.

SPEAKERS:
Jonte' Lee (Whittier Elementary: Washington, DC)

Choose which of these free resources for equitable science instruction are most relevant to your work. Then read, discuss, and plan!

TAKEAWAYS:
1. Science learning is culturally rooted, and strong instruction should take an asset-based approach to young peoples’ ways of thinking and knowing; 2. Developing more inclusive classrooms is a constant process. There are always steps educators can take to support equity, no matter where they are in their journey; and 3. These resources offer tangible next steps educators can take toward equity in their classroom, from identifying meaningful anchor phenomena (stemteachingtools.org/brief/42) to teaching biology in more gender-inclusive ways (stemteachingtools.org/brief/76) to fostering more student talk (stemteachingtools.org/brief/35).

SPEAKERS:
Deb Morrison (University of Washington: Salt Spring Island, BC), Abby Rhinehart (University of Washington: Seattle, WA)

Want to create high-quality, NGSS-focused field trip experiences? Come learn how we brought together classroom teachers and informal educators to accomplish this goal with amazing outcomes!

TAKEAWAYS:
Attendees will: 1. learn the steps we took to create a collaborative environment for teacher leaders to support informal educators in learning more about NGSS and the EP&Cs; 2. learn the value of bringing the expertise of informal educators and the knowledge of formal educators together in order to create high-quality, NGSS-focused field trip experiences; and 3. be given access to the agendas, handouts, and templates we used in our training/planning sessions.

SPEAKERS:
Lesley Gates (Fresno County Office of Education: Reedley, CA)

Make the conceptual leap from 2D to 3D and make teaching topography, topographic maps, and topographic profiles a concrete, engaging hands-on learning experience.

TAKEAWAYS:
1. Modeling is a key process within the NGSS, participants will walk away with multiple engaging hands-on activities that will allow their students to model and visualize 2D topographic maps and profiles as 3D representations; 2. Using topography that is unique to the community (Mt. Saint Helens for example), participants will be able to understand the environmental and topographic impacts of geological processes; and 3. Making the abstract concrete using simple and inexpensive materials makes the learning accessible and impactful to more diverse learners.

SPEAKERS:
Richard Jones (University of Hawaii-West Oahu: Kapolei, HI)

Join us as we explore how NSTA’s three-dimensional resources can be utilized to enhance your teaching. Walk away with effective strategies for science teaching and learning and hear from educators as they provide tips for using these resources.

TAKEAWAYS:
1. Hear from classroom teachers about how they are using NSTA Press publications; and 2. Leave with top-notch teaching tips and innovative lesson plan ideas that promote imaginative learning and student engagement.

SPEAKERS:
Tricia Shelton (NSTA: Clarksville, TN), Wendy Binder (Program Director, STEM Professional Learning: Silver Spring, MD)

Participants will learn about how some districts around the country are using an asset approach to post-COVID learning and will collaboratively share ideas with others.

TAKEAWAYS:
1. Some districts around the country are focusing on an acceleration rather than a remediation post-COVID approach to learning; 2. An asset approach to learning and learners supports social and emotional well-being; and 3. The NSELA Learning Center provides resources for continued learning about asset versus deficit approaches to learning.

SPEAKERS:
Larry Plank (University of South Florida: Tampa, FL)

Engage with Research Quest, free, online, NGSS-focused, phenomenon-based investigations using authentic museum objects and research to build students' literacy, critical thinking, collaboration, and communication skills.

TAKEAWAYS:
Teachers will: 1. experience an exemplar set of free resources that successfully integrate NGSS and ELA standards to provide students with meaningful, self-directed learning; 2. recognize that providing students with opportunities to research phenomenon-based problems professional scientists devote their careers to using the collections and data they build new knowledge from can empower students to better understand the enterprise of science, the natural world, and the natural history of our world—while building their literacy and critical-thinking skills; and 3. understand that creating opportunities to make critical thinking visible is an essential scaffold necessary to support student efficacy with problem finding and problem solving.

SPEAKERS:
Madlyn Larson (Natural History Museum of Utah: Lake Forest Park, WA)

We will introduce a collection of units and resources to help teachers engage students in three-dimensional learning through model-based inquiry.

TAKEAWAYS:
1. How to utilize modeling across entire units of instruction; 2. Ways to anchor student learning in authentic phenomena; and 3. How to use public records to keep track of student ideas.

SPEAKERS:
Ron Gray (Northern Arizona University: Flagstaff, AZ)

Dissect the differences between flashy engagers and phenomena to identify essential components of effective phenomenon-based teaching. Critically consider phenomena with personal relevance for your students.

TAKEAWAYS:
1. Build a deeper understanding of the differences between “hooks” and phenomena, 2. Consider and identify the benefits of using contextual, locally inspired phenomena to support all students, and 3. Identify potential local phenomena for their own classrooms to support more inclusive learning

SPEAKERS:
Martha Inouye (University of Wyoming: Laramie, WY), Ana Houseal (University of Wyoming: Laramie, WY)

Explore how to take advantage of NSTA’s vast resources and pathways, including both asynchronous and synchronous options, to create personalized professional learning.

TAKEAWAYS:
1. Discover the value of being a School or District NSTA Partner; 2. Explore how to maximize online professional learning for all teachers; and 3. Discover how to utilize NSTA's online learning resources to support in-person professional learning.

SPEAKERS:
Tricia Shelton (NSTA: Clarksville, TN), Wendy Binder (Program Director, STEM Professional Learning: Silver Spring, MD)

Problem solving? Creativity? Collaboration? Design Challenge? Join in a mini design challenge and develop your own challenge tailored for your class before you leave.

TAKEAWAYS:
Design sprints: 1. support innovation by solving a problem in a quick and creative manner; 2. engage students in 21st-century skills; and 3. incorporate many of the Next Generation Science Standards Science and Engineering Practices.

SPEAKERS:
Liz Martinez (Indepedent: Escondido, CA)

Explore NSTA’s NEWProfessional Learning Units. Discover these bite-sized asynchronous professional learning experiences that support student sensemaking to earn credit to submit to your school or district.

TAKEAWAYS:
1. Discover how NSTA can provide asynchronous and bite-sized continuing education credit options (2 hours per PLU); 2. Explore how each PLU contains reflections or tasks connected to the classroom that are submitted to NSTA for review or feedback; and 3. Explore how we can support professional learning for individuals or schools/districts including the flexible options available for Professional Learning Unit topics, and how these fit into our Professional Learning pathways.

SPEAKERS:
Elizabeth Allan (University of Central Oklahoma: Edmond, OK), Tricia Shelton (NSTA: Clarksville, TN)

Our students are already impacted by climate change. How can we teach about it in ways that help them all thrive on a damaged planet?

TAKEAWAYS:
1. Justice-centered climate science instruction is possible and needed throughout the grade span, and intersects with a variety of other ecological topics; 2. Our young people are already aware of and experiencing the effects of climate change, and educators are in a unique position to help them better understand and process this new reality; and 3. There are many resources already available to support educators in this work, even if it may sound daunting at first.

SPEAKERS:
Deb Morrison (University of Washington: Salt Spring Island, BC), Abby Rhinehart (University of Washington: Seattle, WA)

Climate Science can be a difficult topic, however focusing on hope and action allows students to see they can make a difference. Come see how!

TAKEAWAYS:
1. Gain strategies to support all students, but especially English Learners (using OCDE, Orange County Department of Education, Project GLAD® strategies); 2. Learn the content and the relevant issues that are impacting climate change; and 3. How to focus on the importance of maintaining hope. We do this by showing students how their actions will make a difference.

SPEAKERS:
Kate Lindholm (North Central Educational Service District: Wenatchee, WA)

Learning science means engaging in DCIs, SEPs, and CCCs. Come explore how to generate authentic prompts that integrate all three dimensions to drive student learning.

TAKEAWAYS:
1. Practice creating 3-D prompts that explicitly promote the three dimensions and drive more integrated student learning and assessment; 2. Learn how to adapt your own questions and prompts to better target specific dimensions; and 3. Consider how framing of activities, through questions and prompts, can support specific DCIs, SEPs, and CCCs.

SPEAKERS:
Ana Houseal (University of Wyoming: Laramie, WY), Martha Inouye (University of Wyoming: Laramie, WY), Jessica Stephens (Rock Springs Junior High School: Rock Springs, WY)

Come discover a multidisciplinary, open-ended investigation that incorporates absolute and relative dating, anomalies, historical context, volcanoes, solar proton events, energy cycles, Earth systems, terrestrial events, and supernovas.

TAKEAWAYS:
1. Students will have a better understanding of the process of constructing knowledge; 2. Students will have to analyze and defend their results; and 3. Sometimes there is no answer key, only possible solutions from constructing and analyzing data from several sources that cross traditional disciplines.

SPEAKERS:
Donna Young (NSO/NASA: Laughlin, NV)

Do you impact your school and community with STEM? If you teach K–12, then come learn how to apply to win one of eight Shell-supported awards, and a teacher competition.

TAKEAWAYS:
1. Share your passion and practice by applying for one of eight awards, and a teacher competition; 2. Learn from past Shell awardees, finalists, and judging panel members’ important tips to apply for this award; and 3. Learn how to win a trip to the 2022 NSTA Houston National Conference, March 31–April 3, 2022.

SPEAKERS:
Amanda Upton (NSTA: Fresno, TX), Ruth Ruud (Cleveland State University: Venice, FL)

Experience how the discussion diamond protocol can help support students’ argumentation skills and Claim-Evidence-Reasoning writing through peer discourse.

TAKEAWAYS:
1. Student discourse can be used to support the development of students’ argumentation skills; 2. The discussion diamond protocol provides students with a structure to build scientific arguments based on evidence and reasoning in collaboration with their peers; and 3. The discussion diamond protocol is a versatile tool that can be adapted for students at different skill levels and in various subjects.

SPEAKERS:
Nicole Ciccarello (Beverly Hills High School: Los Angeles, CA)

Participants will learn about the successful and varied informal and formal science partnerships developed by members of the NSELA leadership community.

TAKEAWAYS:
1. Successful partnerships between formal and informal science institutions increase student and community engagement in STEM education; 2. Success stories include STEM ecosystems; and 3. The NSELA Learning Center provides resources and support for ongoing learning about formal and informal science partnerships.

SPEAKERS:
Larry Plank (University of South Florida: Tampa, FL)

We are awash in assessment data, but often it’s overwhelming to make sense of it. Join us to learn tips and strategies for wrangling data.

TAKEAWAYS:
1. Explore new ways to organize data collection and raw data to aid in exploring the data for stories after it is collected; 2. Acquire skills in tying questions, data types, and data visualizations to enhance your ability to make sense of the assessment data; and 3. Identify next steps to better utilize and leverage your assessment data to help you measure students’ success and know what steps to consider next.

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC: Santa Cruz, CA)

Reading should not be limited to English courses. Leave with strategies on how to motivate students to explore science through scientific novels. Review three years of qualitative data on how novels increased  literacy, scientific fluency, scientific connectivity, and college preparation in a marine biology course.

TAKEAWAYS:
Teahers will: 1. learn how to use articles to make their content more applicable to the lives of the students; 2. receive strategies on how to get students to read more scientific articles; and 3. receive resources on selecting grade-appropriate scientific articles.

SPEAKERS:
Jonte' Lee (Whittier Elementary: Washington, DC)

Sponsoring Company: AEOP

Come learn about using community-based phenomena as the basis for long-term STEM projects.

TAKEAWAYS:
1. How to intergrade local phenomena into STEM projects; 2. Using eCYBERMISSION in your middle school science classroom; and 3. How to better engage middle school students with local problems.

SPEAKERS:
Sue Whitsett (NSTA: Waupaca, WI)

Sponsoring Company: MiniOne Systems

Develop an understanding of gel electrophoresis and environmental science principles while helping a whale calf identify which whale is her father.

TAKEAWAYS:
1. Learn how the MiniOne Electrophoresis System has made teaching DNA separation labs more teacher and student friendly; 2. See how you can affordably teach genetics labs that allow students to take ownership of every step from prep to analysis; and 3. Learn how hands-on labs can inspire students with real-world inquiry-based science.

SPEAKERS:
Callen Hyland (Embi Tec: San Diego, CA)

Take your students beyond your classroom walls through virtual speakers and field trips with those on the front lines of science, exploration, and conservation.

TAKEAWAYS:
1. Discover the benefits of bringing exciting scientists, explorers, and conservationists live into your classroom through virtual guest speakers and field trips; 2. Explore how easy it is to do with exciting resources like Exploring by the Seat of Your Pants, Explorer Classroom, Google, and more; and 3. What to do before, during, and afterwards so your students get the most from these experiences.

SPEAKERS:
Joe Grabowski (Exploring by the Seat of Your Pants: Elora, ON)

Participants will learn about the key pedagogical model of computational thinking (CT) and see how it can be incorporated into lessons by teachers at all grade levels.

TAKEAWAYS:
1. Conceptual thinking; 2. Coastal erosion phenomenon; and 3. Take a complex problem, deconstruct it, and use data to reason a testable answer.

SPEAKERS:
Jamie Mixon (Louisiana Dept. of Education: Amite, LA), Tana Luther (Louisiana Dept. of Education: Baton Rouge, LA), Molly Talbot (Louisiana Dept. of Education: New Roads, LA), Michelle Lewis (Louisiana Dept. of Education: Baton Rouge, LA)

Model stellar evolution processes using NASA images, plotting H-R diagram transitions, and determining the chemistry and physics of supernovas using NASA STEM image analysis tools.

TAKEAWAYS:
1. Knowledge of the process of how stars form and change over time ending in catastrophic events, providing conditions for the formation of planets; 2. Students will understand that all knowledge of celestial events is determined by analyzing the light from these events and providing possibilities—not definitive answers, as the data can be interpreted differently; and 3. Image analysis software tools allow scientists to gain detailed information of stellar physical and chemical processes and constantly refine our evolving models of stellar evolution.

SPEAKERS:
Donna Young (NSO/NASA: Laughlin, NV)

The Dust Bowl and oil spills and disasters. What do they have in common? Engage in hands-on activities that investigate the interaction of Earth’s four spheres.

TAKEAWAYS:
1. Scientists from various disciplines work together to solve problems; 2. Earth’s atmosphere, biosphere, geosphere, and hydrosphere are constantly interacting with one another; and 3. Human interaction with Earth’s systems may be detrimental with long-term effects.

SPEAKERS:
Liz Martinez (Indepedent: Escondido, CA)

We’ll unpack examples of young people learning across different settings, showing how formal and informal educators can collaborate to support science engagement and community involvement.

TAKEAWAYS:
1. Young people bring their learning across settings, making connections between the practices and activities they do in informal and formal spaces; 2. When educators partner and coordinate experiences across settings, they can better support young peoples’ learning pathways, identity development, and promote community involvement; and 3. This session will offer examples of how young people have brought their learning and made connections across settings, which will highlight opportunities for educators to design better partnerships in the future to support young people in the future.

SPEAKERS:
Abby Rhinehart (University of Washington: Seattle, WA)

First steps in engaging students in life that surrounds them by using hands-on activities and community support.

TAKEAWAYS:
1. How to make action steps to incorporate a local topic with hands-on labs into an NGSS-focused curriculum (examples used will be Beekeeping, Fish anatomy and physiology, and astronomy); 2. How to build relationships with informal educators and bring them into the classroom; and 3. How to incorporate local topics and and deepen ties with informal educators into school culture through the creation of extracurricular clubs and student-led learning activities.

SPEAKERS:
Nels Lund (Chelan High School: Chelan, WA)

Discover how to connect your classroom to America’s best idea, our National Parks System. Participants will get access to engaging NGSS-focused science videos and instructional resources to connect classrooms to our public lands.

TAKEAWAYS:
1. Integrate lesson plans with instructional materials that connect students to our national parks; 2. Develop a sense of environmental stewardship and conservation with students; and 3. Make concepts and current environmental impacts on the parks relevant to your students.

SPEAKERS:
Chris Anderson (Hamilton County ESC: Cincinnati, OH)

Sponsoring Company: BIOZONE International Ltd.

Hear about our superb new resources to support AP Biology, AP Environmental science, plus NGSS programs for biology, chemistry, physics, and Earth and space sciences.

TAKEAWAYS:
1. Discover how the new titles have been structured to follow the latest CEDs; 2. Inquiry, case studies, and data analysis are used to develop enduring understanding of key concepts; and 3. Personal Progress Checks prepare students for the AP exam.

SPEAKERS:
Scott Schultz (BIOZONE Corp.: Parker, CO)

Sponsoring Company: Beyond Labz

Built on a platform developed over 20 years, Beyond Labz creates an open-ended environment providing students the opportunity to experiment, practice, fail, discover, and learn.

TAKEAWAYS:
1. Beyond Labz simplifies and reduces the cost and expertise needed to provide crucial laboratory experiences and practice for secondary and higher ed students; 2. Attendees will learn how the labs are used for pre- and post-lab experiences, credit recovery and lab make-up, student engagement in class, and meeting NGSS standards; and 3. Basic onboarding and startup instructions will be provided for drop-in solutions, and instructions for using some of the more sophisticated features will also be described.

SPEAKERS:
Brian Woodfield (Brigham Young University: Provo, UT)

The NSTA High School Committee will share strategies used in their classrooms to help students wonder about science, ask questions, be engaged, and develop ideas.

TAKEAWAYS:
1. Learning and sharing engagement strategies for the high school classroom; 2. Learning about sensemaking at the high school level; and 3. Using NSTA's Daily Do's in the classroom.

SPEAKERS:
Brenda Walsh (Eden Prairie High School: Chanhasssen, MN)

Discover best practices for incorporating ELA and technology—they're easy to implement in your classroom! Grab your device and let's talk all things science…it's LIT fam!

TAKEAWAYS:
1. Examples of activities and assignments will be shared that can be incorporated in a variety of classroom science activities; 2. Attendees will create a foldable that can be used for a variety of topics and see how it was used in the classroom; and 3. Attendees will participate in a digital activity that can be manipulated to fit their content.

SPEAKERS:
Andrea Starks (Houston Middle School: Germantown, TN)

Want to get your students outside enjoying nature and taking an active interest in improving the world around us, but don’t know where to start and how to sustain it? Join in for strategies to encourage critical thinking about environmental issues, methods to help students gain awareness of everyday resources and uses, budgeting and funding procedures, and ways to meet multiple subject areas. Empower your students to become part of the solution!

TAKEAWAYS:
1. Critical thinking about environmental issues methods to help students gain awareness of everyday resources and uses; and 2. Ways to meet multiple subject areas.

SPEAKERS:
Dawn Chehab (Millennia Gardens Elementary School: Kissimmee, FL), John Martinez (Millennia Gardens Elementary School: Orlando, FL)

Join the UCLA Science Project as we explore structures and formats for science leaders looking to engage teachers around social justice in STEM classrooms.

TAKEAWAYS:
1. Co-construct a learning experience centered around inclusion and belonging within school site meetings; 2. Recognize how our identities and lived experiences impact our approaches to science education and leadership; and 3. Establish space and culture that sustains conversations around equity issues.

SPEAKERS:
Leticia Perez (WestEd: WIlsonville, OR), Zachary Cue (UCLA STEM+C3 and Science Project: Reseda, CA)

We will explore how students can use modeling and linked practices to engage with phenomena. Participants will take home a goody bag and lesson plans.

TAKEAWAYS:
1. We will demonstrate how students can use modeling, argumentative writing, and data analysis to explain different scientific phenomena throughout Earth and space sciences, life science, and physical sciences; 2. Participants will have the opportunity to build and revise three different kinds of models during the session as learners, and then reflect on how to use the same strategies with their students; and 3. Everyone will engage with different modeling scaffolds that increase inclusion and link the practice of modeling to others such as arguing from evidence, analyzing and interpreting data, and obtaining, evaluating and communicating information.

SPEAKERS:
James Clark (Director: Pleasanton, CA), Samantha Johnson (Arroyo High School: Oakland, CA)

Sponsoring Company: Savvas Learning Co.

From concrete to abstract—encourage students to revise working models to become “supermodels.” Join us for a hands-on activity and leave with tools for your grade level.

TAKEAWAYS:
1. Gaining a better understanding of various types of models; 2. Using models to create an inclusive environment; and 3. Improving models as a means to authentically assess.

SPEAKERS:
Julia Cook (Savvas Learning Co.: Morgan Hill, CA), Ruperto Gloria (Savvas Learning Co.: Glendale, CA)

Sponsoring Company: Green Ninja

The workshop will introduce and provide examples for a project-based framework that integrates climate science topics and themes with all the science disciplines, including engineering and computer science.

TAKEAWAYS:
Participants will: 1. get the opportunity to reflect on the framework and model presented and share their own experience with other participants; 2. get the opportunity to develop a storyline and sequence of lessons that blend together multiple science NGSS standards using a project-based approach; and 3. get to review and discuss the work of other colleagues during the session.

SPEAKERS:
Eugene Cordero (Green Ninja: Mountain View, CA)

Learn about a STEAM Ecosystem providing hands-on connections between NGSS and STEAM careers. The collaborative includes a large school district and nine community agencies.

TAKEAWAYS:
Each attendee will be provided with Dramatic Results’ STEAM Ecosystem Mapping Tool to take back to their communities to: 1. identify potential collaborators in their community (“community” includes local, regional, national\, and even international) strengths and challenges posed with each potential collaborator; 2. establish shared goals for their STEAM Ecosystem; and 3. learn how to adapt their STEAM Ecosystem to include both in-person and virtual engagement and program delivery.

SPEAKERS:
Tori-Ann Hampton (Dramatic Results: Signal Hill, CA), Christine Pham (Dramatic Results: La Crescenta, CA)

Discover how students may use their mobile devices to document “science in action,” anytime, anywhere, in this unique intersection between socratic questioning and place-based learning.

TAKEAWAYS:
How students may use their mobile devices: 1. to demonstrate their knowledge of scientific concepts in a real-world context; 2. connect this real-world context to crosscutting concepts; and 3. explore how this learning model may be used to support service learning in the science curriculum.

SPEAKERS:
Eric Walters (Marymount School of New York: Staten Island, NY)

STEM classrooms should establish a welcoming environment in which all individuals can use their cultural knowledge and practices to make sense of the world.

TAKEAWAYS:
1. A shared understanding of equity and social justice in science classrooms and STEM communities; 2. Approaches to identify and honor student-lived experiences and cultures; and 3. Challenge conventional notions of what counts as science.

SPEAKERS:
Jon Kovach (UCLA Science Project: Los Angeles, CA)

Start highlighting the practice of mathematics and computational thinking! We’ll utilize resources that allow students to engage in traditional and less traditional ways.

TAKEAWAYS:
1. Participants will engage as learners in different levels of mathematical representations, all of which emphasize how to make the practice more inclusive of all students; 2. Everyone will leave being able to demonstrate at least three different ways to mathematically represent authentic data; and 3. Participants will look critically at how to scaffold different graphical texts for student analysis.

SPEAKERS:
James Clark (Director: Pleasanton, CA), Samantha Johnson (Arroyo High School: Oakland, CA)

The intersections of climate, justice, and science learning offer a multitude of challenges and opportunities. As we look forward to our shared future, there is a growing understanding for the need to accelerate just climate action in mitigation of fossil fuel emissions and climate change adaptation efforts. However, not all of the choices we make will foster justice and not all decision-making practices on how to act are foundationally equitable in nature. To ensure our communities, particularly our youth, are equipped and inspired to engage in just climate action, we need to design learning that crosses historic boundaries, shifts power dynamics, and engages all involved in transformative experiences.

SPEAKERS:
Deb Morrison (University of Washington: Salt Spring Island, BC)