Come for a quick peek at the fascinating history of science education and reforms as it relates to defining scientific literacy.

TAKEAWAYS:
1. Scientific literacy may mean many things to different people and groups but, in general, a scientifically literate person is one who uses science in everyday decisions and understands the interrelationships between science, technology, and society; 2. Historical events such as Sputnik and the Vietnam war have influenced the focus of science education over time, shifting the emphasis back and forth between more rigorous and more relevant; and 3. A human-centered approach to science teaching and learning is more equitable because it emphasizes student voice and choice, creativity, and self-value.

SPEAKERS:
Becky McDowell (Independent Contractor: Springfield, PA)

When teaching about complex social justice science issues, how do teachers decide what to include while learning about new content and contexts?

TAKEAWAYS:
1. Strategies for deciding what content is “worthwhile” when teaching about complex phenomena; 2. Strategies for deciding how much context is appropriate to include when dealing with social justice issues in science class; and 3. Suggestions for leveraging professional learning communities as sites where we can learn about unfamiliar contexts and contents in order to connect our subject to our communities.

SPEAKERS:
Daniel Morales-Doyle (University of Illinois Chicago: Chicago, IL), Alejandra Frausto Aceves (Northwestern University: Evanston, IL), Adilene Aguilera (George Washington High School: Chicago, IL), Mindy Chappell (North-Grand High School: Chicago, IL), Tiffany Childress Price (Chicago Public Schools: Chicago, IL), Tomasz Rajski (Hubbard High School: Chicago, IL)

Creative writing assignments can better reach students with differing learning styles. The incorporation of creative writing exercises into introductory chemistry courses and their effects on student performance will be described.

TAKEAWAYS:
1. Creative writing is an effective way to cement understanding of chemistry concepts; 2. Engaging in creative writing leads to better exam performance; and 3. Creative writing exercises increase critical-thinking skills.

SPEAKERS:
Donald Carpenetti (Craven Community College: New Bern, NC)

Integrated science? Teach NGSS-focused geology, ecology, biology, engineering, and physical science through real-world problems. Access rubrics, guides, lesson plans, timelines, and other ideas.

TAKEAWAYS:
1. Using a thematic approach to integrated science truly integrates the disciplines rather than the traditional one quarter of each discipline; 2. Integrated science can be highly engaging by giving students real-world applications of the content; and 3. Even though NGSS does not have a set of "integrated science" standards, aligning this kind of course to NGSS is still possible.

SPEAKERS:
Vanessa Ueltzen (Walther Christian Academy: Melrose Park, IL)

We will provide concrete, scaffolded methods for teaching students to effectively and thoroughly understand text, evaluate data, and model design presented in scientific journal articles.

TAKEAWAYS:
Participants will: 1. learn how to instruct students to find journal articles connected to the AP curriculum; 2. participate in the Journal Article Evaluation process as a student; and 3. learn how to facilitate the scaffolded Journal Article Evaluation process in their own classroom.

SPEAKERS:
Christina Palffy (Adlai E. Stevenson High School: ARLINGTON HEIGHTS, IL), Karen O'Connor (Adlai E. Stevenson High School: Lincolnshire, IL)

Explore free hands-on, inquiry-based learning activities using real national and local data and models to explore how to clean, conserve, and manage local water resources.

TAKEAWAYS:
Attendees will: 1. explore geographic, social, political, and environmental concepts and problems related to their watersheds; 2. use maps, models, and simulations of their environment to learn the factors involved in interacting with and protecting water in their surroundings; and 3. investigate a systems approach to problem solving through hands-on, inquiry-based watershed-related activities while incorporating national and local data and geospatial analysis.

SPEAKERS:
Carolyn Staudt (The Concord Consortium: Concord, MA), Jerry Valadez (Fresno State and SAM Academy CSW)

This engaging, evidence-based session answers the question, “How can we get families involved in their child’s education?” Science & Literacy bags provide unique experiences for families.

TAKEAWAYS:
1. Participants learn about the science & literacy bags that encourage all students to describe, explain, and predict natural phenomena integrated with strategic science literacy skills; 2. Using the science & literacy bags, participants experience the science investigations integrated with science literacy skills along with management tips for successful implementation; and 3. Participants walk away with science & literacy bag ideas that promote powerful family, school, and community connections.

SPEAKERS:
Sandy Handrick (Educational Consultant: Leander, TX)

Explore what it means to be scientifically literate and how to develop students who can participate in discussions about scientific issues that affect society.

TAKEAWAYS:
The goals of this session are for participants to gain an understanding of what scientific literacy is, how it can be supported in classrooms, and how the application of science principles and processes will enable students to join society’s science conversations.

SPEAKERS:
Tina Hovance (Katy ISD: Katy, TX), Cathy Harter (Katy ISD: Katy, TX)

Students are going to talk anyway. Learn to make talk productive with student-led talk circles. Use this powerful strategy next week to build students’ scientific literacy!

TAKEAWAYS:
1. How and when to use talk circles; 2. Talk Moves and how to use them; and 3. Materials and resources to take back and use immediately.

SPEAKERS:
Nicole Bay (Charles H. Barrows STEM Academy: North Windham, CT), Patricia McMahon (Charles H. Barrows STEM Academy: North Windham, CT)

Explore modern dilemmas in genetics and biotechnology in a new way! Learn to incorporate bioethics into your curriculum using mock senate hearings and debates.

TAKEAWAYS:
1. Learn about an interdisciplinary approach to teaching bioethics with an interactive curriculum that challenges students to confront their personal biases while formulating and defending a data-based argument; 2. Learn how to frame an argument using the four bioethical principles and apply this technique to three modern issues in bioethics; and 3. Receive three case studies and mock senate hearing debate guidelines for use in your life science classroom.

SPEAKERS:
Jason Ader (Mount Saint Joseph High School: Baltimore, MD), Rebecca Obniski (Mount Saint Joseph High School: Baltimore, MD)

Engage students in the three dimensions of the NGSS by using phenomena. We will help you reimagine the “how” and “why” of everyday occurrences.

TAKEAWAYS:
Attendees will: 1. learn how to tap into students' natural curiosity using the NGSS; 2. use phenomena to engage in inquiry-led discussions; and 3. learn how to find and use the NGSS phenomena for standard-aligned lessons.

SPEAKERS:
Stephanie Wendt (Tennessee Tech: Cookeville, TN), Perihan Fidan (Tennessee Tech: Cookeville, TN)