Alicia Keefe - Alicia.Keefe@noaa.govEducation and Outreach Coordinator

West Coast Region

June 27, 2016

Climate Change in Your Classroom

YOUR BACKGROUND

What’s in the news?June 26, 2016

• Climate Change Puts Squeeze on Cuddly Koalas

• Brexit could slow progress on fighting climate change

• Climate change could be even worse for Boston than previously thought

• Climate Change Poses Urgent Threat to Poor

• Food Crop Breeding Programmes are Being Outpaced by Climate Change

What’s in the news?June 26, 2016

• New Coalition Of 7,100 Cities Launched To Tackle More Effectively Climate Change

• Native American tribes learn to fight climate change

• Oslo votes to slash emissions 95% by 2030

• Portland School Board Bans Materials Questioning Human-Caused Climate Change

POWERLESSNESS, TERROR, AND HOPE

What will the world look like in the next 50-100 years (2066-

2116)?

EcophobiaA fear of ecological problems and the natural

world.

Learned Helplessness

PersonalSee themselves as the problem;

internalize the problem.

PervasiveSee the problem affecting all aspects of

life.

PermanentSee the problem as unchangeable

What do you want the world to look like in the

next 50-100 years?

“As educators, despair is not our

business.”- Edmund O’Sullivan, Transformative Learning

Center

POSITIVE CLIMATE CHANGE RESOURCES

Credit: Linh Do, Flickr Credit: Fusionvision, Flickr

Teaching Climatewww.climate.gov/teaching

• Case studies• Experiments• Professional

development• Visuals

National Climate

Assessmentnca2014.globalchange.gov

The National Climate Assessment summarizes the impacts of climate change on the United States, now and in the future.

U.S. Global Change Research

Programwww.globalchange.gov

• Climate change scenarios

• Data• Multimedia resources• Regional climate

impacts• Reports

Yes! Magazinewww.yesmagazine.org

• Writing competition• Curriculum • Student writing lessons• Teacher stories • Email newsletter• Free Teacher

Subscription

Newspapers for Education

nie.seattletimes.com

• Lesson plans• Free subscriptions• Special inserts• Stewardship and

Conservation in Agriculture

• The Science of Climate

• Seafood 101

Story of Stuff

storyofstuff.org

• Movies• Story of Bottled

Water• Story of Cap and

Trade• Story of Change

• Podcasts

• Books

• Curriculum• Buy, Use, Toss?

Climate Voices

climatevoices.org

Speakers voluntarily meet with groups of citizens who would like to understand the science of our climate and engage in discussion about the effects and possible means of adapting to potential changes.

Young Voices for the Planet

youngvoicesonclimatechange.com

Young Voices documents youth who are speaking out and creating solutions.○Books○Curriculum○Movies

Climate Voices

climatevoicespodcast.com

Podcast that features news about and interviews with people who are fighting climate change on the front lines.

Alliance for Climate

Educationacespace.org

Teach climate science in a way that puts teenagers at the center of the story.○Action projects○Assemblies○Lesson plans○Music○Videos

Climate Literacy Awareness Networkcleanet.org

CLEAN hand-picks and rigorously reviews educational resources that are aligned with the Climate Literacy and the Energy Literacy frameworks, and the Next Generation Science Standards.

NOAA curriculum

Reviewed by scientists and teachers.

My Nasa Data

mynasadata.larc.nasa.gov

With the Live Access Server data viewer, you can create a variety of charts, plots, and graphs to explore the Earth system and answer research questions.

Lesson plans are peer-reviewed and aligned with the Climate Literacy Essential Principles or Energy Awareness Principles.

7 Billion Others

www.7billionothers.org

• Exhibitions• Testimonials • Podcasts• Videos• Climate Voices Project○600 interviews○17 countries○7 continents

Facing the Future

www.facingthefuture.org

Lesson plans• NOAA and NASA data• Tested in classrooms

around the US• Interdisciplinary

Professional development

FOUNDATIONAL KNOWLEDGE

Defining Sustainabili

ty

SustainabilityThe principle of meeting current needs without limiting the ability of future generations to meet their needs.

Models of Sustainability

Cred

it: g

reen

mon

day.o

rg

Is it sustainable?• Potential costs • Potential benefits • Are the anticipated effects short- or long-

term?• Are the anticipated effects small- or large-

scale?

CLIMATE CHANGE CURRICULUM

Climate Change: Connections and

Solutions- Equity and poverty- Global connections- Greenhouse effect- Greenhouse gases- Personal solutions- Structural solutions- Regional impacts- Renewable energy- Nonrenewable energy- Temperature trends

- Carbon cycle- Carbon dioxide trends- Carbon footprint- Climate change policy- Ecosystems- Emissions trading- Energy use- Energy conservation- Environmental justice- Environmental regulations

Scope and Sequence

Shopping Heats Up

• Make and explain purchasing/consumption choices

• Compare different purchasing/consumption choices and their impacts on climate change

• Describe how relative affluence and high consumption levels relate to climate change

• Discuss personal choices to reduce the negative environmental and social impacts of consumption

Needs and Wants• List your needs• List your wants

Food (what types, packaging)Clothing, shoes, jewelryHouseCoffee, juice, teaVacation and travelComputer, TV ElectricityClean waterNewspaperCar, bicycle, boatSports equipmentLandscaping equipmentCamping and hiking gear

Pick 1 card without looking.

Get into groups of 3-5 with people who have

the same dollar amounts.

Critical Thinking Questions

• What choices are available to people with relatively little access to wealth/income compared to people with relatively high access?

• What are some environmental and social impacts of each of those choices and decisions? How do these impacts contribute to climate change?

• What personal choices can we make to help reduce our impact on climate change?

ExtensionAssign each group a family from the book, Material World, by Peter Menzel. Have the students analyze what that family owns and brainstorm the relative impact those items might have on climate change. Have them examine and compare the carbon dioxide emissions from each family’s country.

ExtensionHave students research cost-effective ways of reducing greenhouse gas emissions (e.g., compact fluorescent light bulbs, sealing cracks around windows and doors, unplugging appliances when not in use).

Some high-tech solutions are too costly for many people to use; finding cost-effective measures is essential to involve more people in climate change solutions. Give students a “budget” of $50 and challenge them to find the most effective ways to reduce CO2 emissions within that budget

CULMINATING PROJECTS

Deep Space 3000

From Engaging Students Through Global Issues

- Why do we sometimes act as though Earth is not a closed system?

- What are the ultimate consequences of such actions on a closed system?

Bio-PoemFrom Exploring Global Issues

Students create a concept map that illustrates their strengths, interests, and the factors that have encouraged these strengths and gifts. Students then create a bio-poem that describes who they are and the future they desire.

30 Days for Change

From Exploring Global Issues

Students identify a personal action or habit that they can create to lead a more sustainable lifestyle.

The class will then participate in a 30-day Sustainability Challenge in which they try to make this personal action a habit. Each week of the challenge, students will meet with group members for encouragement and accountability.

Creating Our Future

From Exploring Global Issues

How do we create a just and humane world for ourselves and for future generations?

Students identify and plan what they want their future to look like. Using an action planning model, students visualize their desired future, identify objectives, develop a plan to address local and global issues, and implement their vision through action and service learning.

CLIMATE EDUCATION LEGISLATION

Senate Bill 3074Senate Bill 3074, introduced in the U. S. Senate on June 16, 2016, would, if enacted, authorize NOAA to establish a climate change education program. Included is a grant program aimed at improving climate change education at the K-12 level.

"Everyone concerned about equipping students with the knowledge and know how required for them to flourish in a warming world should urge their congressional representative to support these bills." - Ann Reid, Executive Director, National Center for Science Education