2021 Portland Area Conference

October 28-30, 2021

All sessions added to My Agenda prior to this notice have been exported to the mobile app and will be visible in your account when the app launches. Any sessions added now, will also have to be added in the app.
Grade Level



Session Type


FILTERS APPLIED:PreK - 5, Presentation, Environmental Science


Rooms and times subject to change.
2 results
Save up to 50 sessions in your agenda.

Connecting NGSS to Student Interests and the Science That Surrounds Us in Real Life

Thursday, October 28 • 9:30 AM - 10:30 AM

Oregon Convention Center - E144

Show Details

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!

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.

Donna Knoell (Educational and Technology Consultant: Prairie Village, KS)

Facilitating Emancipatory and Justice-Centered Environmental and Climate Learning with Elementary Students

Friday, October 29 • 12:30 PM - 1:30 PM

Oregon Convention Center - E144

Show Details

We’ll explore key stances, strategies, and resources for supporting elementary students to learn about and take collective action in response to authentic socio-ecological challenges.

1. Young learners are capable of consequential and justice-centered learning about social, political, environmental, and climate issues. Concerns about “developmental appropriateness” can perpetuate dominant forms of science and invisibilize marginalized students’ lived experiences; 2. Science learning should support students in understanding and engaging with local and global challenges through centering the world views, perspectives, and leadership of BIPOC communities; and 3. The use of project-based approaches can allow young learners to develop their voice and leadership capacity as they solve problems that are real and urgent in their communities.

Rae Han (EarthGen: No City, No State), Pranjali Upadhyay (Educational Service District 112: Vancouver, WA)

Back to Top