Science is a social endeavor! Gain strategies to transform your classroom into a community of learners in which students and teachers actively try to make sense of the natural and built worlds.

TAKEAWAYS:
Leave this session with strategies for developing classroom norms in collaboration with your students.

SPEAKERS:
Kate Soriano (NSTA: Jersey City, NJ)

In this interactive lesson, participants become health advocates, analyzing and interpreting scientific research to propose effective solutions for barriers to prenatal care access.

TAKEAWAYS:
In this interactive session, participants will use scientific research to uncover how socioeconomic factors and policies impact healthcare while developing a deeper appreciation for the intersection of science and society and the role of scientific knowledge in addressing societal needs.

SPEAKERS:
Ashley Burkart (Estrella Mountain Community College: Avondale, AZ)

Far too often, equity efforts are relegated to the sidelines instead of being embedded in core curriculum leadership tasks. Join us to consider how anchoring science leadership in equity principles can remove barriers to science teaching and learning through curriculum implementation efforts.

TAKEAWAYS:
The implementation of HQIM can lead to more equitable systems when barriers to equity are confronted and removed. The process of confronting barriers includes collaborating for justice, taking small actions to learn, and continual reflection and revision of implementation plans based on data.

SPEAKERS:
Susan Gomez Zwiep (BSCS Science Learning: Long Beach, CA), Jenine Cotton-Proby (BSCS Science Learning: Waldorf, MD), Janna Mahfoud (BSCS Science Learning: Laveen, AZ)

Racism is prevalent in our society. Participants will examine resources for engaging students in respectful and productive activity that contrast the social construct of race with scientific understandings of genetics. Examples of how science education can be a form of social justice will be shared.

TAKEAWAYS:
Anti-racism work in science education is difficult. Resources to support teachers in engaging in controversial topics will be examined and used by participants to rehearse effective pedagogical moves in engaging in classroom discussions of racism and science. Curricular resources will be shared.

SPEAKERS:
Jeanne Chowning (Fred Hutchinson Cancer Center: Seattle, WA), Michal Robinson (Alabama State Department of Education: Hoover, AL), Deb Morrison (University of Washington: Salt Spring Island, BC), Kelsie Fowler (University of Washington: Seattle, WA)

Take a deep dive into the practice of developing and using models! We’ll explore how creating and using models help students build science ideas and can support students’ in developing and writing explanations. Experience the power of building science ideas together as part of a learning community.

TAKEAWAYS:
Developing models individually, in groups and as a class makes all students essential members of the knowledge-building community.

SPEAKERS:
Kristin Rademaker (NSTA: Freeport, IL)

Restorative circles as a cornerstone of classroom culture builds safe, equitable spaces for students to thrive. After a short introduction we will participate in several circles and see how easy it can be to make this a part of your pedagogy.

TAKEAWAYS:
Restorative circles as a cornerstone of classroom culture builds safe, equitable spaces for students to thrive. Atendees will particpate in circles and leave with a list of prompts to use in their classrooms.

SPEAKERS:
Heather Mallory (North Carolina School of Science and Mathematics: Durham, NC)

Learn how to engage your students with the rich phenomena of a runner that fails to maintain homeostasis, using an open-source NGSS-driven unit.

TAKEAWAYS:
Attendees will deepen their understanding of how to use phenomena-driven three-dimensional instruction to attend to student interest and relevance, develop a clear vision for how to use modeling to teach homeostasis, and will learn how to access, use, and a use, and adapt a free EQuIP-reviewed unit.

SPEAKERS:
Devin Foschi (New Visions for Public Schools: New York, NY), Joy Otibu (Mott Hall Bronx High School: Bronx, NY)

Explore how leaders can use the new BSCS Anchored Inquiry Learning (AIL) instructional model to support teachers in creating learning experiences that motivate students with significant, real world phenomena and problems! Learn how AIL cycles of inquiry and sensemaking culminate in student agency!

TAKEAWAYS:
The research-based BSCS Anchored Inquiry Learning instructional model succeeds the 5Es and forms the basis for high-quality instructional materials. Leaders can leverage this model to support teachers in creating a student centered classroom that provides effective teaching and learning for all.

SPEAKERS:
Cynthia Gay (BSCS Science Learning: Steamboat Springs, CO)

We will explore expansive ways we can notice students’ sensemaking assets and use those ideas to engage students in deeper learning. This session supports educators who are exploring modification or creation of instructional materials to better serve all students.

TAKEAWAYS:
Explore the expanded ways of communicating and negotiating meaning children use as they engage in sensemaking at all ages. Work with us as we share ways to becoming more attuned to the multiple ways children engage in meaning making

SPEAKERS:
Mary Starr (Michigan Mathematics and Science Leadership Network: Plymouth, MI), Miranda Fitzgerald (University of North Carolina Charlotte: Mint Hill, NC)

We show how instructional materials can be adapted for local contexts—and how to elevate issues of climate justice and ethical responses to the climate crisis. Participants will learn about how a high school physics unit from OpenSciEd was adapted to attend to Indigenous land rights and sovereignty.

TAKEAWAYS:
In relation to science and engineering projects in society (e.g., associated with the energy transition, ecological restoration, urban development), teachers will learn how to engage students in exploring moral and ethical dimensions of trade-offs in project approaches.

SPEAKERS:
Kelsie Fowler (University of Washington: Seattle, WA), Philip Bell (University of Washington: Seattle, WA)

Looking to spice up your STEM classes and help the material come alive? Check out the contributions of historical and current rebel women of STEM to infuse new connections into your units. Align their ideas to your content standards and elevate the ways women shape the world of STEM.

TAKEAWAYS:
From this session participants will learn about important historical and current women of STEM and the impact of their contributions along with engaging ways to infuse this information alongside their content standards.

SPEAKERS:
Rachelle Haroldson (University of Wisconsin-River Falls: Edina, MN)

This immersive and engaging workshop is designed to empower and cultivate teacher leaders in science education. It will provide participants with the knowledge and skills necessary to become effective leaders in their schools and communities, driving positive change in science education.

TAKEAWAYS:
One key takeaway related to leadership in science is the importance of raising awareness of implicit bias in science education. Implicit bias refers to the unconscious attitudes and stereotypes that influence our perceptions and actions, often leading to inequities in educational settings.

SPEAKERS:
Dr. Kay Williams (KEDE Educational Business, LLC: Woodstock, GA)

Wondering how to customize your curriculum to be more relevant for your students? Using examples from OpenSciEd as a context, we’ll share tools and strategies for customizing curriculum to increase relevance. Come ready to work! 90 minute session

TAKEAWAYS:
If curriculum enactment pairs great materials with support for teachers to make those materials even better, amazing things can happen. Customizing the use of phenomena in quality materials to support relevance for students is a great way to increase engagement.

SPEAKERS:
Erika Palys (OpenSciEd: Palatine, IL), Austin Moore (Boston College: Watertown, MA), Renee Affolter (OpenSciEd: Montpelier, VT), Matt Krehbiel (OpenSciEd: Derwood, MD)

STEM4Real aims to reduce absenteeism by involving students in solving real-world environmental issues through multidisciplinary projects that elevate high school senior's passion projects with the community and align their vision to service learning and environmental issues that drive the learning.

TAKEAWAYS:
Understanding that integrating service learning with environmental issues can significantly enhance student engagement and reduce absenteeism. By involving high school seniors in real-world projects that require civic engagement, educators can make learning more relevant and impactful.

SPEAKERS:
Neotha Williams (STEM4Real: Addis, LA), Jennifer Munoz (STEM4Real: Carlsbad, CA)

In this workshop teachers will get a hands-on experience using Harvard's Project Zero Thinking Routines, which are routines designed to guide students as they explore and organize their thoughts about a new topic. Teachers will leave with routines and activities they can start implementing ASAP!

TAKEAWAYS:
Attendees will gain familiarity with and learn how to embed Harvard's Project Zero Thinking Routines into their curriculum, which help them to successfully have all students explore and organize their thoughts around a topic while participating in academic lessons.

SPEAKERS:
Dani Maloney (Mamaroneck High School: Stamford, CT)

Join us to master the art of leading interactive and impactful workshops with facilitation checklists and planning templates.

TAKEAWAYS:
Participants will use a facilitation checklist and planning template to plan, deliver, and receive feedback on a mock professional learning activity for disseminating best practices for NGSS instruction.

SPEAKERS:
Kayla Cherry (Loyola University Chicago: Chicago, IL), Sarah Stults (Loyola University Chicago: Chicago, IL)

Learn how to weave in the stories of cancer survivors, local public health data, and health care experts into the OpenSciEd HS biology cancer unit. Discuss social emotional learning strategies that support students and teachers while learning about cancer as a phenomena.

TAKEAWAYS:
The stories of cancer survivors and local public health data can help students identify health disparities in their community and empower students to think critically about the role they can play to improve the health of themselves, their family and their community.

SPEAKERS:
William Baur (Washougal High School: Battle Ground, WA)

Immerse yourself in a captivating learning experience as you critically analyze the environmental and social issues surrounding a coal ash landfill located in a small, rural town in Alabama. Join others as you explore how to help students analyze and solve community issues through Design Thinking.

TAKEAWAYS:
Science educators will learn how to create and implement Design Thinking lessons centered around local community issues.

SPEAKERS:
Malysa Chandler (Clinical Instructor/Doc Student: Marion, AL)