Experiment with the “sugar-blocking” tea Gymnema sylvestre and model cellular communication pathways in the tongue and the gut before evaluating possible mechanisms of action.

TAKEAWAYS:
Participants will learn: 1. how to model the physiology of sweet taste perception; 2. how the systems that detect sugar can be disrupted; and 3. how to evaluate three proposed mechanisms of action.

SPEAKERS:
Joan Griswold (University of Washington: Seattle, WA)

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)

You’ve used blood glucose regulation to teach homeostasis. Extend those lessons with classroom-ready strategies that address how policy and place contribute to type 2 diabetes.

TAKEAWAYS:
Participants will; 1. become familiar with a research-based storyline that disassociates genetics from health outcomes; 2. l Learn that type 2 diabetes is a complex condition that is heavily influenced by environmental factors such as access to resources, personal choice, product marketing, public policy, socioeconomic status, and stress; and 3. learn that environmental factors can both increase and decrease a person’s risk for type 2 diabetes.

SPEAKERS:
Joan Griswold (University of Washington: Seattle, WA)

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)

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)

We will discuss a model for merging art and science instruction to attract and engage diverse students, develop science communication skills, and increase environmental stewardship.

TAKEAWAYS:
1. Strategies for, and benefits of, implementing interdisciplinary science research into a middle or high school science course; 2. Developing environmental stewardship in students; and 3. How to develop reflection skills, communication skills, and science research skills in students.

SPEAKERS:
Susannah Sandrin (Arizona State University West Campus: Phoenix, AZ)

Different strategies will be shared and discussed that have been used to make science accessible for all high school students.

TAKEAWAYS:
1. Relationship building ideas to help get to know your students; 2. See different formative assessments that work for all; and 3. Learn classroom activities that support learning.

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

Learn how the structure of your inquiry activities can produce roadblocks for emergent bilinguals, and how shifts based on student strengths increase engagement and success.

TAKEAWAYS:
1. Good science modeling uses words and picture to make meaning. Working through multiple representations of phenomena shares similarities to translanguaging among bilinguals, resulting in a resource as opposed to a deficit approach to learning; 2. Student collaborations centered around representations, as opposed to language, are more inclusive and improve understanding for all students; and 3. Generative frameworks through chunking steps and heuristics allow for organization of understanding and context transfer.

SPEAKERS:
Christopher Moore (University of Nebraska Omaha: Omaha, NE)

As an extension of our Type 2 Diabetes curriculum, we developed an online game to learn about blood glucose metabolism and the impact of disease.

TAKEAWAYS:
1. How to use the web-based game Blood Glucose Balance to engage learners in the complex phenomenon of glucose metabolism and diabetes; 2. Blood glucose levels are regulated to stay within a healthy range. Type 2 diabetes is the result of chronic high blood glucose levels over time, as mechanisms for regulation fails; and 3. Type 2 diabetes is a complex condition that is heavily influenced by environmental factors such as access to resources, personal choice, product marketing, public policy, socio-economic status, and stress.

SPEAKERS:
Joan Griswold (University of Washington: Seattle, WA)

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)

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)

Empowering students to make science-based decisions requires acknowledgment and dialogue around the injustices marginalized communities have endured within scientific fields.

TAKEAWAYS:
1. Develop empathy through the exploration of historical events that have accumulated generational mistrust of STEM communities; 2. Create opportunities to acknowledge and validate personal experience even when it might contradict our personal experience or larger data sets; and 3. Explore the impact of the objectivity myth perpetuated within STEM educational spaces.

SPEAKERS:
Justin Betzelberger (UCLA Science Project: Nolensville, TN), Zachary Cue (UCLA STEM+C3 and Science Project: Reseda, 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)