Teaching climate change in diverse contexts often means we need to meet communities where they are at and teach through concerns that are central to their lives. The SDGs provide a framework of 17 central goals that help to foster thriving and sustainable communities. The SDGs are a global framework that is used across many different nations to raise awareness and engage people in action around critical needs for fostering thriving communities. This session will explore the SDG framework and its connections to climate literacy principles. 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:
1. Be able to describe the SDGs Framework 2. Explore the interrelationships between the SDG Framework and climate literacy principles 3. Consider connection points with the SDG Framework to your own teaching

SPEAKERS:
Deb Morrison (University of Washington), Brian Mandell (Smithsonian Science Education Center: Washington, DC), Molly Talbot (Louisiana Dept. of Education: Baton Rouge, LA)

In the first part, participants will gain an understanding of how anchor texts are connected to science and engineering practices -- what students do using student work samples and sample anchor texts. First, we will explore the use of concept loading in scientific complex texts through a discussion, examples, and video. We will look at how scientific texts are organized to communicate key ideas through concept loading using text/visual features and text structures such as direct definition context clues through a group discussion. In groups, teachers will dissect a given text to develop a think-aloud to explicitly teach scientific key ideas and concepts using text/visual features. Next, we will compare informational and science fiction text using a model and T-chart for text organization/structure. We will unpack an NGSS standard so participants understand which key concepts and vocabulary must be presented in the given text through a group summary for key takeaways.

TAKEAWAYS:
Teachers as change agents provide the cultural tools through the modeling of science and engineering practices using literacy strategies. Through modeling, teachers can engage students to interact with complex informational texts for increased sensemaking.

SPEAKERS:
Leslie Birdon (Richwood High School: Monroe, LA)

Using research and facts to support decisions is a skill our students need to learn. Problem-based learning allows students to come up with multiple solutions to a problem and then, through the use of research, experimentation, and failure, students learn to scientifically support their thoughts and ideas. Problem-based learning helps students learn science content while also building important 21st century skills and lifelong practices. In a world where content facts are readily available and resources are waiting to me explores, students have the opportunity to see how their learning relates to current careers, as well as the opportunity to share their insights with others. Students get to explore literature while engaging in problem solving and science exploration.

TAKEAWAYS:
Participants will gain a better understanding of how to improve literacy while incorporating problem-based learning into the required units of study through discussion and brainstorming with peers on the use of Problem-Based practices.

SPEAKERS:
Charlsie Prosser (Education Professor and Chair: Baldwin City, KS), Tara Burnham (Assistant Professor of Education)

This presentation will consider the benefits of science fiction use in the science classroom and how SF is deeply tied to ethics. It will also give evidence of the many groundbreaking scientists and inventors who were inspired by science fiction. Classroom SF activities that encourage deep discussions about science and its place in society will be highlighted, as will suggestions for stories, movies, and novels that teach concepts in earth, space, physical, and life sciences. Detailed information about the SF genre and the impact of SF stories on science education and scientific literacy will be discussed. Participants will receive lesson plans and resources along with detailed lists of titles to integrate SF into their specific discipline, as well as history and literature links. Educators will participate in a lesson on biomes using SF as a medium for reviewing concepts and growing student interest in science. Classic authors and ways to integrate their stories will also be shown.

TAKEAWAYS:
Detailed ideas and resources for teaching concepts using science fiction in physical, earth, space, and life sciences, as well as history and literature.

SPEAKERS:
Kimberly Collingwood (Westwind Intermediate School: Phoenix, AZ)

Student engagement is a vital element for effective science instruction (Heddy & Sinatra, 2013). However, students typically become less engaged in science as they advance in school years (Ofsted, 2015). Superheroes have been a mainstay in popular culture and multimedia for decades. Science teachers can harness this widespread interest to enhance lessons, broaden assessments, and increase student engagement. Participants will examine multiple superhero examples, each with applications to specific NGSS performance expectations. They will also consider research content from science journals and organizations (National Geographic, Scientific American, NASA, NOAA, WHO, etc.) to catalyze further exploration and extensions. In addition to specific activities, teachers will practice analyzing popular culture and research for wider engagement. They will also review important copyright parameters and “fair use” in the classroom, with an emphasis on appropriate implementation.

TAKEAWAYS:
Participants in this interactive session will examine a variety of multimedia superhero examples, with a focus on immediate classroom implementation AND legal copyright “fair use.” In addition to specific lessons, teachers will practice analyzing and applying media and research to engage students.

SPEAKERS:
Daniel Bergman (Wichita State University: Wichita, KS)