Understanding data is a key component of environmental literacy, yet many students and teachers still feel uncomfortable working with data. In 2012, the Asombro Institute for Science Education and the Jornada Basin LTER in Las Cruces, New Mexico founded Desert Data Jam as a data-literacy and communication competition for high-school students. The competition introduces students to many NGSS data literacy practices, including developing models, analyzing and interpreting data, and obtaining, evaluating, and communicating information. The Data Jam model engages students with local or regionally collected scientific or community specific datasets and teaches students how to analyze, and communicate the findings of that data in a creative, meaningful way to them(i.e. painting, song, or dance).

Knowledge of biological systems can connect the practical application of designing products, addressing environmental concerns, and demystifying science to spark the imagination of young learners. Technologies inspired by nature (biomimicry) and the design of safer products and processes (green chemistry) provide an avenue to teach STEAM concepts in a dynamic manner.

Attendees participated in a classic "freeze tag" simulation of predator/prey interactions and reviewed how the Kentucky Association for Environmental Education has woven Project WILD activities such as "Quick-Frozen Critters" into their EE Units of Study, which were developed to help educators better meet the Next Generation Science Standards.

Sustainable Classrooms integrates sustainable living into the classroom using standards aligned curriculum, project-based learning, and student home investigations. Sustainability can be used to encourage social emotional learning, career exploration, 3-dimensional learning, and community engagement. Attendees will explore applications of sustainability education that inspire students to become agents of change.

Maine conducted a "state of the state" initiative for environmental education in both formal and informal learning contexts. This poster will share our process for developing a survey and strategy to engage multiple audiences and findings from our state that are helping to inform needs for the field moving forward.

Maine conducted a "state of the state" initiative for environmental education in both formal and informal learning contexts. This session will share findings from our state that are helping to inform needs for the field moving forward and lessons learned for those interested in conducting similar initiatives in their states.

Thinking about resilience in an education context is an emerging practice and one that is critically important for supporting both students and communities as they face challenges resulting from the impacts of climate change and extreme events such as floods and fires, as well as social challenges related to socio-economic conditions and access to educational opportunities. Resilience is a lens through which educators and our audiences can consider both the social-ecological components of a system and use this systems-oriented approach to consider inclusive solutions for current and future challenges. Session participants will be engaged in thinking about, questioning, and discussing ways in which environmental education programming currently connects to resilience and explore opportunities to expand upon these connections. We will describe an inclusive, concrete approach to environmental literacy programming known as the Meaningful Watershed Education Experience.

FAU Pine Jog Environmental Education Center has successfully developed an educational component of the Florida Orchid Restoration program called OrKids. Students engage in learning about the importance of plants in native ecosystems while actively collecting data on orchids they grow in their schools’ botany lab. Lessons learned will be shared.