Want to establish a TK–5 classroom culture inclusive of all learners? Come experience how connecting Next Generation Science Standards and Social Justice Standards promotes inclusivity.

TAKEAWAYS:
1. Experience a hands-on NGSS lesson; 2. Opportunity to get to know the Social Justice standards; and 3. Numerous resources to support science and social justice in your learning spaces.

SPEAKERS:
Channon Jackson (Alameda County Office of Education: Hayward, CA), Nancy Wright (Hayward Unified School District: Hayward, CA)

It is a challenge to work with at-risk youth. Our discussion will center on successful strategies for motivating, assessing, and nurturing the science mind of students.

TAKEAWAYS:
1. Strategies for motivating at-risk youth in the science classroom; 2. Examples of adaptations of assignments for at-risk youth; and 3. Aligning building relationships with building a growth mindset with at-risk youth.

SPEAKERS:
Nadene Klein (Daniel C. Oakes High School: Castle Rock, CO)

This presentation will share the design and outcomes of implementing a nature storyline that includes student, family, and community knowledge, along with an indigenous perspective.

TAKEAWAYS:
Attendees will: 1. receive a template and learn how to create storylines that include opportunities for family and community knowledge; 2. see and reflect on an example of how to incorporate indigenous perspectives when learning about nature; and 3. observe video examples and written artifacts and consider how this approach led to rich student discourse, noticing, and wondering.

SPEAKERS:
Lori Zimmerman (Arthur Street Elementary School: Hazleton, PA), Michelle Brown (Penn State: University Park, PA)

In this workshop, participants will experience how NGSS-focused instructional materials can create an equitable classroom that supports all students to design solutions to real-world problems.

TAKEAWAYS:
1. In the Next Generation Science Standards, problems are defined as “situations somebody wants to change,” which is different from construction or design projects, where the ultimate goal is achieving a design or tinkering; 2. Problems that describe real-world situations grounded in compelling contexts that students care about can create intrinsic motivation for all students to learn science and engineering ideas; and 3. The presence of an authentic and compelling problem in instructional materials is not enough; it also needs to be used in instruction in a way that will effectively support students’ learning and motivation.

SPEAKERS:
Jennifer Childress Self (NextGenScience: San Francisco, CA)

During this session, we will discuss instructional tools and resources to leverage students' cultural capital in the science classroom.

TAKEAWAYS:
1. Explore the tenets of Culturally Responsive Pedagogy; 2. Understand how all learning is cultural, especially science, and access to science helps students become change agents; and 3. Explore the components and values of an inclusive science classroom.

SPEAKERS:
Patricia Morgan (Georgia State University: Atlanta, GA)

Hear how to support the development of students' critical consciousness in STEM using COVID-19 to explore social and health disparities.

TAKEAWAYS:
1. Examine beliefs, practices, and policies that uphold and enforce the oppression of marginalized people; 2. Unpack the history of power, prejudice, privilege, and oppression that marginalized people have faced in healthcare; and 3. Explore how to help students evaluate the recent history of diversity and inclusion efforts and offer solutions to create inclusive classrooms, schools, and communities.

SPEAKERS:
Patricia Morgan (Georgia State University: Atlanta, GA), Kadir Demir (Georgia State University: Atlanta, GA)

How can science learning experiences be designed to support reciprocal and caring understandings of the natural world and human-nature relationships? Come find out with us!

TAKEAWAYS:
1. Human-nature relationships are culturally rooted and embedded in approaches to science learning; 2. Shifting away from a view of humans as separate from nature and toward an understanding of humans as part of nature can support learners’ development of caring ecological relationships and practices; 3. Supporting reciprocal and caring human-nature relationships aligns with NGSS science and engineering practices, disciplinary core ideas, and crosscutting concepts.

SPEAKERS:
Maya Garcia (Colorado Dept. of Education: Denver, CO), Deb Morrison (Educator and Learning Scientist: Seattle, WA)

This session will describe how to identify and challenge your advanced science students that are in underrepresented populations.

TAKEAWAYS:
1. Identify the characteristics of underrepresented advanced learners in science classrooms; 2. Explain classroom strategies to help underrepresented gifted/advanced students thrive; and 3. Explore a science lesson that has been differentiated for advanced students.

SPEAKERS:
Justin Pata (Cardiff Junior High School: Katy, TX)

This interactive session explores how having young children intentionally observe, discuss, and edit drafts of drawings is highly effective and equitable to build young children's scientific understanding.

TAKEAWAYS:
Attendees will use the “drawing like a scientist” strategy to: 1. explore the equity issues in using strategies that do not depend on verbal proficiency in a privileged language to support young children in acquiring and representing scientific understanding; 2. identify how using a “draft” approach allows young children beginning in preschool to experience NRC’s strand 4 Participating Productively in Science; and 3. examine how young children need many engaging authentic experiences to develop understanding that science process skills such as observing, representing, and analyzing data are closely interrelated.

SPEAKERS:
Mary Hynes-Berry (Erikson Institute: Chicago, IL)

Explore gendered stereotypes within STEM/science education that influence unconscious biases and strategies to mitigate them, focusing on gaps in female student participation.

TAKEAWAYS:
1. Identify societal cues that can increase implicit biases and the effects they can have on minoritized students in science/STEM education; 2. Learn practical skills to address his/her own implicit biases in the classroom decision-making; and 3. Learn reflective and introspective strategies to mitigate unconscious bias.

SPEAKERS:
Uchenna Emenaha (University of Houston: Houston, TX)