Centering learning around local phenomena can foster sustainable futures when learning is framed in larger global systems thinking and principles. The SDGs provide a framework of 17 central goals that help to foster thriving and sustainable communities. The SDGs are used across many different nations to raise awareness, engage people in action around critical needs for fostering thriving communities, and innovate solutions for our shared futures. This session will explore the SDG framework and its connections to potential local phenomena that connect to learning standards. Participants will be supported to consider examples of how this framework can be used for teaching students about sustainability, climate solutions, and green economy transitions that are critical to our shared future. We will draw on resources and experiences from partner organizations across the nation and the world.

TAKEAWAYS:
After learning about the SDGs, participants will explore the interrelationships between the SDG Framework and local phenomena for use in their own teaching.

SPEAKERS:
Deb Morrison (University of Washington), Brian Mandell (Smithsonian Science Education Center: Washington, DC), John Olson (Metropolitan State University: Saint Paul, MN)

The National Oceanic and Atmospheric Administration (NOAA) collects hundreds of terabytes of data daily from satellites, buoys, weather stations, animal tags, and more. Though that may sound intimidating, much of this data is readily available to teachers and can be used in the classroom to teach about our natural world. Using scientific data in the classroom can be a great way for teachers to motivate students and for students to learn inquiry-based methods using real-world data. This presentation will highlight many of NOAA’s standards-supported resources, how to access them, and strategies for using them in the classroom. NOAA data spans Earth, life, and physical sciences, and comes in a variety of formats ranging from raw unprocessed real-time measurements and satellite images to processed visualizations, graphs, charts, and animations. Many resources are ready-to-go so you can bring data into your classroom tomorrow!

TAKEAWAYS:
What types of data are available from NOAA and how to find and use NOAA data in your classroom.

SPEAKERS:
Kayla Smith (National Oceanic and Atmospheric Administration: Silver Spring, MD)

This session will focus on sharing instructional modules that have been developed to facilitate relationships between herbaria and high school students to highlight the importance of plants and preserving botanical specimens. Many times plants are overlooked or considered less significant than animals. This research-backed perspective is known as Plant Awareness Disparity. These free, research-based modules allow students to investigate their own botanical history by connecting with plants that are important to them and their families, then experience the entire process of collecting, mounting, cataloging, and digitizing their specimen. There are 10 modules that are aligned with the NRC K-12 Framework and heavily rely upon student-centered and place-based learning. All participants will be given access to the modules and encouraged to interact with the module developers as they implement the activities.

TAKEAWAYS:
Many times, plants are overlooked and considered less significant than animals. This is known as Plant Awareness Disparity. Participants in this session will learn about free instructional modules that will help high school students connect with plants through exploring their own botanical history.

SPEAKERS:
Kelly Moore (Tennessee Tech: Cookeville, TN)

An important and exciting focus of climate science addresses tipping points, which are non-linear reinforcing feedbacks within the climate system. Current climate research has identified at least a dozen different important climate tipping points that could possibly be triggered in the near future, with significant implications for human society; these include changes to glaciers, permafrost, ocean circulation, surface albedo, ocean acidity, and the biomass storage of carbon. This presentation will address what these tipping points are, why they are potentially dangerous, and how best to teach about them. The topic of climate tipping points aligns with several of the NGSS Earth and space science performance expectations and also strongly aligns with the NGSS CCC on the Stability and Change of systems. Ideas will be presented for phenomena and storylines addressing climate tipping points, which can be used in a chemistry, Earth science, environmental science, or physical science course.

TAKEAWAYS:
The subject of climate system tipping points is societally timely and important, and is an engaging topic for addressing NGSS several performance expectations in Earth and space science, and helping students understand the NGSS crosscutting concept of Stability and Change.

SPEAKERS:
Michael Wysession (Washington University in St. Louis: Saint Louis, MO)

This presentation will involve a Google Slide show detailing why some of our beloved labs do not meet the NGSS standards and how we can adjust these labs through phenomena, critical thinking questions, CER, and rubrics to meet those standards. Furthermore, this presentation's primary purpose is to highlight why we struggle with "students today." It is a fact that students have changed; we expect students to change. It's the fact that we as educators have not adapted to the students that are in front of us today. They have changed but have we, as educators? Have our lessons and lab experiences changed with them? This presentation will show how to adapt and adjust old lab experiences (biology, chemistry, environmental science, and physics) to meet the NGSS standards and why newer phenomena-based lessons differ from old recipe labs. If time permits, teachers will work on a lab they want to update.

TAKEAWAYS:
The main takeaway from this presentation will be how we incorporate rubrics, critical thinking questions, and phenomena into our lab experiences to meet the students & standards of today—cultivating an engaging and collaborative experience for the students.

SPEAKERS:
Dennis Dagounis (Berkeley Heights Public Schools: Berkeley Heights, NJ)

As science educators, we often ask our students to make sense of phenomena that have a direct impact on human life such as hurricanes, floods, or wildfires. During this session, participants will explore free online modules which contain uncertainty-infused argumentation sets and interactive models that allow students to explore these events. Students’ work samples will be examined to see how their capacity for developing scientific arguments grows as they learn more about natural hazards. These samples include making claims from evidence, writing explanations that support their claims, and discussing the uncertainty of their explanations. The uncertainty discussions also include students’ evaluations of the models and data presented. This session is designed to introduce you to the modules and demonstrate how using them can strengthen your teaching and deepen student understanding of natural hazards through modeling and argumentation.

TAKEAWAYS:
Participants will explore a series of simulations designed to deepen students’ understanding of natural hazards. They will create a free account to access these simulations and associated curricula. An emphasis on the practices of modeling and argumentation will be used as part of the sensemaking process.

SPEAKERS:
Stephanie Harmon (PIMSER (KY): No City, No State)

Nature, we vacation near it, we immerse ourselves in it, we need it for survival. A student’s natural curiosity about nature and the world around them can drive science learning and outcomes. Investigating natural phenomena within your state and close to your school creates authentic and relevant opportunities for students to research their local ecosystems. Experiences with nature not only promotes learning, but can help close the achievement gap (Liberman, 1998. Closing the Achievement Gap.) Citing studies, we will discuss how spending time in nature is healthy for students, faculty, and staff. Nature can lower blood pressure, calm anxiety, and improve mood. Using Missouri Department of Conservation’s Discover Nature Schools Curriculum as an example, we will discuss how taking learning outside can meet NGSS Ecosystems: Interactions, Energy, and Dynamics and the Earth and Human Activity Strands. We will discuss ways to find and/or create nature experience near you.

TAKEAWAYS:
Nature is everywhere, accessible to everyone; from studying a crack in the sidewalk, where ants and other insects travel, to studying ponds, prairies, and forests. I can find and create nature study opportunities at my school, whether it is urban, suburban, or rural.

SPEAKERS:
Kathi Moore (Conservation Educator: HANNIBAL, MO), Sherri Russell (State Wildlife Veterinarian: Jefferson City, MO)

For Teachers, By Teachers -- A group of 25+ educators from the Midwest are currently developing a series of storyline units for science and agriculture teachers that engage students in developing explanations for agricultural phenomena and solving real-world problems. Students utilize the three dimensions of NGSS in each of the storylines as they learn about food systems, or the production, processing, distribution, and consumption of food products and interactions with the natural environment. During this session, participants will learn about storyline #2 which challenges students to figure out how different soils affect the kinds and quantities of food commodities that can be produced. Topics include: what is soil, effects of soil on plant growth, movement of matter and energy in soil, and how to decrease human impact on soils and biodiversity. Specific emphasis is placed on developing skills related to the Scientific & Engineering Practices and building Crosscutting Concepts.

TAKEAWAYS:
Participants will engage in activities that are part of a new storyline unit on how soil affects the types and quantities of food commodities grown. Topics include what is soil, the effect of soil on plant growth, movement of matter and energy through soils, and how to decrease human impact on soils.

SPEAKERS:
Chris Embry Mohr (Olympia High School: Stanford, IL)