Session C
12:00 pm - 12:45 pm EST
Embedded Files
Incorporating Social Justice Standards into 6th Grade Science Curriculum
Incorporating Social Justice Standards into 6th Grade Science Curriculum
Liam Gannon
Newport City Elementary School
Through my own journaling, student work, and student surveys I have observed what happens in my class when I incorporate the Learning for Justice Social Justice Standards into my 6th grade science curriculum.
Orange Room
Facilitators: Life & Jessica
Vermont Identity in Middle School
Natalie Smith & Kathleen Forrestal
Lyndon Town School
This fall, we implemented a Vermont-identity unit in Science and Humanities. Students examined what it means to be a Vermonter. The purpose of this project was to broaden perspectives of what “Vermonter” means, and how Vermonters act, in order to foster acceptance of diverse identities.
Purple Room
Facilitators: Susan & Gayle
Renewable Energy Project-Based Learning in Grades 3-5
Renewable Energy Project-Based Learning in Grades 3-5
Rebecca Jenkins
Sutton Village School
My partner and I created a PBL unit around renewable energy. Through this project students created an informational/argumentative piece of writing; worked collaboratively together to create science projects; worked collaboratively to discuss the pros and cons of the different forms of renewable energy; and presented their findings.
Red Room
Facilitators: Jeanie & Kristie
Pre-Service Teachers Round-Table
Pre-Service Teachers Round-Table
Luke Steele & Wendy Finn
Saint Michael's College
Conducting action research as a pre-service teacher is tricky, especially during the global pandemic. How do you build an equitable learning environment, if you're still learning how to manage a classroom? Join us for a discussion of some of our challenges as new educators.
Brown Room
Facilitators: Maura & Monica
Know and Be Known: Identity, All Year, Everywhere
Know and Be Known: Identity, All Year, Everywhere
Stephanie Zuccarello, Elizabeth Emerson & Melissa Hunkins
Peoples Academy Middle Level
As students and faculty return to the school setting, reconnecting and adjusting is a priority. Developing and implementing a safe and equitable advisory allows students to reconnect, build relationships, support one another, explore their identity, and help create an environment where uncomfortable conversations can be supported. Our research question is: How does creating a safe and equitable advisory support the exploration of identity in 5th and 6th grade students? We share opportunities our students had to explore their identity. Additionally, we share the interactive site that students are using to learn about themselves and reflect.
Blue Room
Facilitators: James & Keith
Love From Kepler 22b
Afro-Futurism ELA
Love From Kepler 22b
Afro-Futurism ELA
Lugene Kennebrew
Global Leadership Academy
Love from Kepler 22B is innovative and so relevant to what middle-grade scholars would enjoy and need to explore. Love from Kepler 22B defines what awaits us in our future within an age that can examine injustices from multiple lenses and perspectives.
Yellow Room
Facilitators: Rachel & Emily
Windows into Other Perspectives: Fostering Empathy Through Literature
Windows into Other Perspectives: Fostering Empathy Through Literature
Katherine Monahan
The Dorset School
Fostering empathy through literature, 6th grade students: 1) Define empathy and understand its importance in today’s world; 2) Read a variety of voices that illustrate the obstacles and beauty found within the human experience; 3) Understand how literature can foster empathy and build connections; and 4) Ask the stories of their community members to help promote empathy and connections beyond the classroom walls.
Facilitators: Don & Meg
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