Participants will:

-Deepen their knowledge of the New York State Science Learning Standards

-Have a hands-on experience with the Lab Investigations

-Collaborate on strategies for successful implementation in the classroom

There will be a one hour lunch on your own.

*Note: Each district may send 2 participants to this session until all interested districts have had a chance to register. There will be additional summer and fall sessions offered at the TST, CO, CiTi and OCM BOCES locations.

Participants will:

-Deepen their knowledge of the New York State Science Learning Standards

-Have a hands-on experience with the Lab Investigations

-Collaborate on strategies for successful implementation in the classroom

There will be a one hour lunch on your own.

*Note: Each district may send 2 participants to this session until all interested districts have had a chance to register. There will be additional summer and fall sessions offered at the TST, CO, CiTi and OCM BOCES locations.

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet once over the summer and will continue by meeting 4 times in the 24-25 school year.

Part of this Community of Practice will be to:

-Check in on incorporating "Building Thinking Classrooms in Mathematics" by Peter Liljedahl best practices into your classroom for the new school year.

-Looking at the questions from the June 2024 regents.

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students

One hour lunch on your own.

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet once over the summer and will continue by meeting 4 times in the 24-25 school year.

Part of this Community of Practice will be to:

-Check in on incorporating "Building Thinking Classrooms in Mathematics" by Peter Liljedahl best practices into your classroom for the new school year.

-Looking at the questions from the June 2024 regents.

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students

One hour lunch on your own.

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet once over the summer and will continue by meeting 4 times in the 24-25 school year.

Part of this Community of Practice will be to:

-Check in on incorporating "Building Thinking Classrooms in Mathematics" by Peter Liljedahl best practices into your classroom for the new school year.

-Looking at the questions from the June 2024 regents.

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students

One hour lunch on your own.

How Can We Use the Sky to Navigate? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 5 standards. It has a focus on earth and space science with a secondary focus on physical science and engineering.

In this module, students:

* Develop and use models to support an argument that gravity is directed toward the center of a spherical Earth

* Use evidence of the Sun and stars' daily pattern of motion to support a claim that Earth rotates on an axis

* Use a model to predict the annual pattern of daylight at the school's location

* Carry out an investigation to determine which of the two solutions is better for measuring the altitude of Polaris

* Engage in argument about the plausibility of sailing long distances without instruments by using evidence that the patterns of the Sun and stars can be used to navigate

One hour lunch on your own.

How Can We Identify Materials Based on Their Properties? is part of Smithsonian Science for the Classroom, a brand-new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 5 standards. It has a focus on physical science with a secondary focus on life science.

In this module, students:

* Compare six solids using just senses and argue from evidence that sugar and cornstarch are made by plants

*Draw models to show that the dissolving of sugar in water and the evaporation of a sugar solution can be explained by very small particles

*Obtain information from a text to explain that salt is added to roads in the winter to lower the freezing point of water

*Carry out an investigation to show that mixing solids with vinegar and iodine can result in something new being formed

*Graph weight before and after mixing to show that in any change the weight remains the same

*Argue from evidence that four unknown solids can be identified based on their properties

One hour lunch on your own.

How Can We Provide Freshwater to Those in Need? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 5 standards. It has a focus on engineering design, with a secondary focus on Earth and space science.

In this module, students:

* Define the problem of human's need for freshwater and the limited amount of freshwater available

* Develop a model to show how human activities interact with components of the Earth's system to cause groundwater pollution

* Design, test, and evaluate different solutions for treating contaminated water

* Use a digital simulation to design and test a solution to the problem of water scarcity

* Communicate two perspectives on the causes and effects of an environmental crisis

* Design, test, and evaluate a solution to pump, treat, and allocate water in a particular town

One hour lunch on your own.

How Can We Predict Change in Ecosystems? is part of Smithsonian Science for the Classroom, a brand-new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 5 standards. It has a focus on life science with a secondary focus on physical science.

In this module, students:

* Carry out investigations to provide evidence that plants get most of their matter from air and water.

* Analyze data showing that animals get both matter and energy by consuming food.

* Develop and use food web models to track matter and energy flows in ecosystems.

* Obtain information about the causes and effects of invasive species.

* Use models to support a prediction about which of two coastal locations is more likely to be invaded by a nonnative sea squirt.

One hour lunch on your own.

What Is Our Evidence That We Live on a Changing Earth? is part of Smithsonian Science for the Classroom, a brand-new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 4 standards. It has a focus on Earth and space science with a secondary focus on engineering.

In this module, students:

* Analyze models of Earth, maps and globes, identifying patterns in the locations of major topographic features and occurrences of earthquakes and volcanoes

* Obtain information about the hazards associated with earthquakes and volcanoes and ways humans monitor such Earth processes

* Explain differences between wind-driven ocean waves and tsunami waves

* Design and test models of earthquake-resistant buildings

* Investigate weathering and erosion processes and explain the roles these processes have in changing the landscape

* Use fossils and structures found in rock layers to explain the appearance of former landscapes

* Propose a Smithsonian exhibit on Our Changing Earth that answers the module question

One hour lunch on your own.

Objectives:

-Explore effective strategies for teaching historical thinking and content.

-Understand how to create a classroom environment that promotes inquiry and analysis.

-Reflect on your teaching practices and identify areas for incorporating new methodologies.

-Engage with a community of educators to discuss and implement the book's concepts.

Note: Participants will be responsible for purchasing their own book. This book study will be worth 20 CTLE hours.

-scaffold instruction, foster creativity, and inspire students to express their ideas effectively enable students to refine their writing skills to effectively express their ideas.

-guide students through the revision process, promoting a culture of continuous improvement. building confidence, resilience, and enthusiasm in students as they tackle diverse writing challenges. -Join us for a unique journey to elevate writing instruction in your secondary classroom. Gain the tools to empower students to express themselves eloquently, creatively, and persuasively.

Let's cultivate a new generation of skilled writers ready to excel in academia and beyond!

How Does Motion Energy Change in a Collision? is part of Smithsonian Science for the Classroom, a brand-new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 4 standards. It has a focus on physical science with a secondary focus on life science and engineering.

In this module, students:

* Collect evidence to show that energy can move from object to object and change into heat, light, and sound

*Construct an explanation that faster objects have more motion energy

*Obtain information from text on how animals move fast in order to survive

*Collect evidence from hands-on activities and text to explain why objects slow down

*Design and build a model of a bicycle helmet using an egg as a model for the brain

*Analyze data to predict how far an object will slide in a collision

One hour lunch on your own.

Participants will:

-Deepen their knowledge of the New York State Science Learning Standards

-Have a hands-on experience with the Lab Investigations

-Collaborate on strategies for successful implementation in the classroom

There will be a one hour lunch on your own.

*Note: Each district may send 2 participants to this session until all interested districts have had a chance to register. There will be additional summer and fall sessions offered at the TST, CO, CiTi and OCM BOCES locations.

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet once over the summer and will continue by meeting 4 times in the 24-25 school year.

Part of this Community of Practice will be to:

-Check in on incorporating "Building Thinking Classrooms in Mathematics" by Peter Liljedahl best practices into your classroom for the new school year.

-Looking at the questions from the June 2024 regents.

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students

One hour lunch on your own.

How Can We Provide Energy to People's Homes? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 4 standards. It has a focus on engineering with a secondary focus on physical science.

In this module, students:

* Observe evidence of energy in systems and explore how that energy moves and changes

* Research how people obtain sources of energy for practical purposes

* Explain that some sources of energy affect the environment more than others

* Investigate how their designs affect the success of a student-built device

* Use their understanding of science and engineering to design and test a model house doorbell system that runs on solar energy

One hour lunch on your own.

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet once over the summer and will continue by meeting 4 times in the 24-25 school year.

Part of this Community of Practice will be to:

-Check in on incorporating "Building Thinking Classrooms in Mathematics" by Peter Liljedahl best practices into your classroom for the new school year.

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students.

One hour lunch on your own.

Participants will:

-Deepen their knowledge of the New York State Science Learning Standards

-Have a hands-on experience with the Lab Investigations

-Collaborate on strategies for successful implementation in the classroom

There will be a one hour lunch on your own.

The goal of a Community of Practice is to improve the skills and knowledge of educators through collaborative study, best-practice exchange, professional dialogue, and data analysis. This group will meet once over the summer and will continue by meeting 4 times in the 24-25 school year.

Part of this Community of Practice will be to:

-Check in on incorporating "Building Thinking Classrooms in Mathematics" by Peter Liljedahl best practices into your classroom for the new school year.

-Create and share materials, strategies, and best practices that foster a hands on and active learning for students.

One hour lunch on your own.

How Can Animals Use Their Senses to Communicate? is part of Smithsonian Science for the Classroom, a brand new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 4 standards. It has a focus on life science with a secondary focus on physical science and engineering.

In this module, students:

* Analyze structures that support animals' senses and investigate how light travels when they see an object

* Investigate how information is processed in the brain and analyze data to determine how memories can affect behaviors

* Carry out an investigation into whether fiddler crabs wave more often when there are other crabs present and analyze the system in terms of sender, signal, and receiver

* Design and test a method for sending information about a picture using 1s and 0s and short and long flashes of light

* Construct an argument based on testing with models for which firefly flash patterns are the most effective for communicating to find a mate

One hour lunch on your own.

This is a 5 week asynchronous podcast study. Each week we will listen to a 60 minute podcast episode, reflect on our learning, and discuss key ideas and topics highlighted in the episode.
Description: "We know American public schools do not guarantee each child an equal education. Two decades of school reform initiatives have not changed that. But when Chana Joffe-Walt, a reporter, looked at inequality in education, she saw that most reforms focused on who schools were failing: Black and brown kids. But what about who the schools are serving? In this five-part series, she turns her attention to what is arguably the most powerful force in our schools: White parents."

How Do Weather and Climate Affect Our Lives? is part of Smithsonian Science for the Classroom, a brand new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 3 standards. It has a focus on Earth and space science with a secondary focus on engineering.

In this module, students:

* Carry out an investigation to determine if weather can vary over short distances

*Analyze the function of an anemometer in order to adjust the structure and improve the function

*Represent data on bar graphs to identify annual weather patterns

*Design, build, and test a roof to withstand the effects of a climate with heavy precipitation

*Analyze and interpret patterns in climate data to make a claim about which month would be best to host a soccer tournament in a particular city

One hour lunch on your own.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

How Can We Predict Patterns of Motion? is part of Smithsonian Science for the Classroom, a brand-new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 3 standards. It has a focus on physical science with a secondary focus on engineering.

In this module, students:

* Ask questions about what causes objects to move

* Investigate forces that can act at a distance

* Investigate the properties of permanent magnets and electromagnets

* Design a solution to a problem that can be solved using a magnet

* Ask questions about and investigate how magnets affect a steel pendulum's motion

One hour lunch on your own.

How Can We Protect Animals When Their Habitat Changes? is part of Smithsonian Science for the Classroom, a brand new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 3 standards. It has a focus on engineering design, with a secondary focus on life science.

In this module, students:

* Identify the problem of animal population decline caused by habitat change

*Design a classroom habitat where roly polys can survive

*Use camera trap data to explain why different animals live in different habitats

*Compare fossils to modern organisms to explain that habitats on Earth have changed

*Use a model of a tiger habitat to explain why tiger populations have declined

*Design a salamander tunnel that will reduce the deaths of salamanders on roads

One hour lunch on your own.

What Explains Similarities and Differences Between Organisms? is part of Smithsonian Science for the Classroom, a brand new curriculum series by the Smithsonian Science Education Center. It is aligned to a group of grade 3 standards. It has a focus on life science with a secondary focus on Earth and space science.

In this module, students:

* Make observations of variation in traits in Wisconsin Fast Plants and analyze data for patterns of inheritance

* Collaboratively plan, carry, out and analyze the results of fair tests to see the effect of environmental variables on plant traits

* Analyze average temperature and precipitation data for a range of cities to uncover patterns of climate zones

* Develop a model the represents the stages common to all organisms' life cycles

* Analyze data from a study on how bees' preference for certain flower colors gives plants a reproductive advantage

* Construct an explanation for why guppies in some streams are bright orange while others are dull

One hour lunch on your own.

Please do NOT register for the conference on your own. We will provide you with the access pass.

Dates: JULY 31st -AUGUST 2nd

Day One - On your own NOW Kick Off! Wednesday, July 31st 8 p.m. - 10 p.m. EST

Day Two- At OCM BOCES Main Campus Main Event Watch Party! 15 presentations! Thursday, August 1st 11 a.m. - 4p.m. EST

Day Three and Beyond - Use your After Pass to access conference materials at your convenience. Friday, August 2nd Available 24/7/365

Attendees can watch the whole conference on-demand with the After Pass.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

How Can We Predict When the Sky Will Be Dark? is part of Smithsonian Science for the Classroom, a curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 1 earth and space science and physical science standards.

In this module, students:

-Use observations of real and photographed objects as evidence to explain that a girl can see objects outside because light from the Sun is shining on them.

-Use sunrise and sunset data as well as data from text to identify times of the year when the sky will be dark.

-Explain observed phenomena of the Sun and the Moon using observations of the Sun and Moon's position in the sky.

-Use a model Moon to explain that the Moon appears to change shape because we see different amounts of the part with light shining on it.

-Use observations to describe the effect of a light source on the visibility of objects to solve the problem of kids having to walk to school in the dark.

One hour lunch on your own.

Students of all ages have an innate curiosity about our solar system and the broader universe. Space Systems Exploration taps into this curiosity by helping students clarify what they already know about space. Then, starting with the Sun-Earth-Moon system, it challenges them to perform a series of investigations through which they extend and enrich this knowledge. This unit addresses the 3 dimensions of the Next Generation Science Standards (NGSS) for grades 6 through 8.

One hour lunch on your own.

How Can We Light Our Way in the Dark? is part of Smithsonian Science for the Classroom, a curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 1 physical science, life science, and engineering standards.

In this module, students:

-Investigate interactions between a beam of light and transparent, translucent, and opaque materials, including the formation of shadows and reflection of light

-Identify cause-and-effect relationships as they explain their observations

-Obtain information about animal structures that use light to help the animal survive

-Obtain information about the parts of lighthouses that make the buildings stable and send signals to protect humans

-Design stable solutions to visibility problems, including biomimicry in the design

One hour lunch on your own.

It's time to get a move on! Motion is part of our daily lives-riding in a car, playing a sport, even dropping a coin. The Smithsonian Science Education Center presents Energy, Forces, and Motion, an STCMS™ curriculum unit designed from the ground up to align to the Next Generation Science Standards. Science and engineering practices, teachable core ideas, and crosscutting concepts are integrated into every lesson. The unit relates Newtonian physics to objects that roll, fall, and collide. Join us as we plan investigations and design solutions to explore energy, forces, and motion!

One hour lunch on your own.

How Can We Send a Message Using Sound? is part of Smithsonian Science for the Classroom, a curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 1 engineering and physical science standards.

In this module, students:

-Ask questions and use a modeling activity to better understand a problem.

-Use prior experiences and a reading to research ways that people communicate over different distances.

-Conduct investigations to test their ideas about how they can make sound.

-Use evidence from investigations and research to explain what causes sound.

-Design, build, and test sound-making devices to solve two problems.

One hour lunch on your own.

Additionally, participants will develop an understanding of the three dimensions of the NYSSLS and the associated instructional shifts. Teachers will gain access to Carolina Science Online and resources created by OCM BOCES to help with implementation of the Smithsonian Science Curriculum.

Teachers are encouraged to bring a device to access these materials digitally.

One hour lunch on your own.

How Do Living Things Stay Safe and Grow? is part of Smithsonian Science for the Classroom, a new curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 1 life science and engineering standards.

In this module, students:

-Record and use observations of adult plants and animals as evidence that offspring are very similar to, but not exactly like, their parents.

-Obtain information from text, images, video, and a simulation to determine how patterns of behavior help offspring survive.

-Explore how external parts of plants and animals help them survive, grow, and meet their needs. Mimic external parts of plants and animals in designing a solution to a human problem.

-Apply their skills and knowledge using data as evidence to construct an argument and participate in argumentation with peers.

-Apply their knowledge and skills of animal behaviors and plant and animal external parts to design solutions to real-world human problems.

One hour lunch on your own.

How Can We Change Solids and Liquids? is part of Smithsonian Science for the Classroom, a curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 2 engineering and physical science standards.

In this module, students:

-Construct an explanation for how an artist made a sculpture from marine debris.

-Use observations to describe patterns of behavior in solids and liquids.

-Construct an explanation about what happens to crayon wax when heated and cooled.

-Design a solution for changing melted crayons into crayons they can use.

-Compare a variety of materials to make a prediction about which ones will make the best filling for a boo-boo pack.

-Analyze data from tests of their selected boo-boo pack materials to determine if they work as intended after being frozen.

One hour lunch on your own.

How Can We Stop Land from Washing Away? is part of Smithsonian Science for the Classroom, a curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 2 engineering and earth and space science standards.

In this module, students:

-Gather information to better understand a land-change situation and define a problem to solve

-Make observations to provide evidence to explain if wind and water can change the shape of the land

-Obtain additional evidence from a construction site and from a nonfiction text to support their explanation of land change over different time scales

-Test and compare models of four methods used to prevent or reduce erosion

-Apply their understanding of wind- and water-induced erosion to a new engineering problem related to land change at a beach setting

One hour lunch on your own.

How Can We Find the Best Place for a Plant to Grow? is part of Smithsonian Science for the Classroom, a curriculum series by the Smithsonian Science Education Center. It is designed to address a bundle of grade 2 life science and engineering standards.

In this module, students:

-Figure out why a radish seed sprouted inside a backpack.

-Define the problem that a tomato plant needs to be pollinated to produce tomatoes.

-Design a tool that can be used to pollinate tomato plants.

-Figure out how an acorn was planted in a pot on a third-floor balcony.

-Find the best place to plant plants in a schoolyard.

One hour lunch on your own.

-scaffold instruction, foster creativity, and inspire students to express their ideas effectively enable students to refine their writing skills to effectively express their ideas.

-guide students through the revision process, promoting a culture of continuous improvement. building confidence, resilience, and enthusiasm in students as they tackle diverse writing challenges. -Join us for a unique journey to elevate writing instruction in your secondary classroom. Gain the tools to empower students to express themselves eloquently, creatively, and persuasively.

Let's cultivate a new generation of skilled writers ready to excel in academia and beyond!

All instructional materials (for both teachers and students) will be provided. During implementation, teachers will work with the development team to provide feedback on the instructional unit. Teacher feedback will serve as the cornerstone for reining and revising the unit, thus fortifying the instructional experience to ensure that all students, especially English Language Learners, are successful in "doing science, using language.”

The overarching objective of this initiative is to refine these exemplary units, ensuring their suitability for use across New York State, thereby enhancing the educational experience for all students.

One hour lunch on your own.

Teachers will learn the importance of monitoring biological, physical and chemical parameters of aquatic ecosystems, learn about invasive species that could be present in the stream or riparian corridor, be trained in sampling protocols at a local stream, and gain practice entering and retrieving data from the stream monitoring database.

Teachers receive:
• 6 hours CTLE credits
• Stream monitoring manual
• Field ID guide for benthic macroinvertebrates
• Lesson plans and activity guides
• Login access to the FLRSMN database
• Access to a lending library of stream monitoring classroom supplies

Workshop is free and open to teachers for grades 6-12 in Central and Western NY (including beyond the OCM BOCES service area).

Proudly co-sponsored by the Finger Lakes Institute at Hobart and William Smith Colleges, Upstate Freshwater Institute, Onondaga Environmental Institute and OCM BOCES.

One hour lunch on your own.