How we respond to climate change varies with every individual. The good news is, it’s never too late to start. This series is for those who want to respond to climate change, but don’t know where to begin. Listen and read our stories online and ask your questions about climate change.
Read With Us! KQED Climate Book Club Starts Its Summer Read
Stanford AI Predicts a Scorching Future — Even If Greenhouse Gas Goals Are Met
How Climate Education Based on Action Can Help Youth Be Part of the Progress
Should Schools Teach Climate Activism?
The Climate Change Lesson Plans Teachers Need and Don’t Have
Why Schoolyards Are a Critical Space for Teaching About — and Fighting — Extreme Heat and Climate Change
Is AC the new ABC? As the country gets hotter, schools need upgrades
Why Social Emotional Learning Is Critical for Teaching Climate Justice
Want teachers to teach climate change? You’ve got to train them
What does it look like when higher ed takes climate change seriously?
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"content": "\u003cp>\u003cem>This column about \u003c/em>\u003ca href=\"https://hechingerreport.org/column-education-that-convinces-kids-the-world-isnt-doomed/\">\u003cem>climate literacy\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/climate-change/\">\u003cem>Hechinger climate change and education newsletter\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>Until she was nine years old, Aisha O’Neil grew up in Zion National Park, where her father was a ranger. “That place raised me just as much as my family,” she said. Her love of the park’s sandstone cliffs and caverns became the bedrock of her passion for the environment, and for securing a future where her own children could enjoy the same experiences that she did.\u003c/p>\n\u003cp>But O’Neil never learned much about climate change in school. What she did learn came from the news, and it was “dramatically horrifying,” she said. “I started seeing articles every day — this city’s on fire, these people were evacuated.”\u003c/p>\n\u003cp>As a senior in high school last year, in rural Durango, Colorado, O’Neil started a statewide climate action group called Good Trouble. She and fellow students campaigned for state legislation to create a “seal of climate literacy” that high school graduates across Colorado could earn.\u003c/p>\n\u003cp>Thanks in part to their lobbying, \u003ca href=\"https://leg.colorado.gov/bills/sb24-014\">the \u003c/a>\u003ca href=\"https://leg.colorado.gov/bills/sb24-014\">bill\u003c/a> passed with bipartisan support, and O’Neil became part of the first group of students to earn the seal on her diploma this spring. “An education without referencing climate change is not complete,” she said. “You can’t say you’re educating kids about our future without telling them what that future will look like.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But just what is “climate literacy”? What are the ABCs, the grammar and vocabulary, of climate change?\u003c/p>\n\u003cp>The U.N. and other leading global organizations have identified education at all levels and across disciplines as a key strategy for fighting the climate crisis. The world is going through a historically rapid transition to clean energy and sustainable infrastructure, and the \u003ca href=\"https://hechingerreport.org/column-new-climate-legislation-could-create-9-million-jobs-who-will-fill-them/\">workforce is thirsty for people with the skills to do the necessary climate mitigation and adaptation work\u003c/a>. Communities also need empowered citizens to push back against fossil fuel interests. But as of now, few states have comprehensive climate education, and most of the lessons that exist are confined to science classes — lacking in areas like justice and solutions.\u003c/p>\n\u003cp>Colorado’s seal of climate literacy, which high school graduates can earn through a combination of coursework and out-of-school projects, is one attempt to build support for more comprehensive climate education. Another attempt was on display in late September. The U.S. Global Change Research Program, with input from agencies including the State Department, NASA and the Department of Transportation, released a document called \u003ca href=\"https://downloads.globalchange.gov/Literacy/Climate-Literacy-Guide-2024.pdf\">“Climate Literacy: Essential Principles for Understanding and Addressing Climate Change.” \u003c/a>\u003c/p>\n\u003cp>The definition of climate literacy its authors arrived at, after 21 months of work, includes eight essential principles that I’m summarizing here:\u003c/p>\n\u003col>\n\u003cli>How we know: climate science, interdisciplinary observations and modeling\u003c/li>\n\u003cli>Climate change: greenhouse gases shape Earth’s climate\u003c/li>\n\u003cli>Causes: burning fossil fuels and other human activities\u003c/li>\n\u003cli>Impacts: threats to human life and ecological systems\u003c/li>\n\u003cli>Equity: climate justice\u003c/li>\n\u003cli>Adaptation: social, built, natural environments\u003c/li>\n\u003cli>Mitigation: reducing emissions, net zero by 2050\u003c/li>\n\u003cli>Hope and urgency: “A livable and sustainable future for all is possible with rapid, just, and transformational climate action.”\u003c/li>\n\u003c/ol>\n\u003cp>During Climate Week NYC, dozens of educators crowded into a basement room beneath the grand marble Museum of the American Indian, in downtown Manhattan, to hear about the new guide. Standing at the front of the room was Frank Niepold, of the National Oceanic and Atmospheric Administration. He has been engaged in climate education within the federal government for 30 years, and he’s been as involved as anyone in helping this effort see the light of day. “This is a guide for educators, communicators and decision makers,” he said. “We’re not just talking to classroom teachers.”\u003c/p>\n\u003cp>This guide is technically a third edition. The first one appeared in 2008, during the George W. Bush administration; it was rapidly updated in 2009 when President Barack Obama took office. Then came the Trump administration, and, in Niepold’s words, the thinking was, “Don’t try to do this really complicated thing at that time.” Efforts restarted after Joe Biden was elected president, many new staffers who came in as part of the Inflation Reduction Act provided input to the new guide— and now here we are.\u003c/p>\n\u003cp>Niepold said that since the 2000s, there’s been a lot of evolution in our collective understanding of both the problem and the solutions. “Before, the document was called ‘essential principles of climate science literacy,’” he said. “We knew that was too narrow. We wanted something that gets you into an action, not just an understanding orientation.”\u003c/p>\n\u003cp>Still, earlier editions of the document were influential: They informed the Next Generation Science Standards, some version of which is now in use in 48 states. The previous guide was also incorporated into K-12 and college curricula and into museum and park exhibits.\u003c/p>\n\u003cp>With the new edition, Niepold hopes to see even more impact. The guide is unusually clear and accessible for a government report. The pages are laid out like a textbook, featuring artwork that depicts some of the core themes of climate literacy — as defined in the report – like climate justice and traditional and Indigenous knowledges (the plural s is intentional).\u003c/p>\n\u003cp>“Success means it would activate all forms of education, all stages, across all disciplines,” and outside the United States as well as within it, Niepold said. He wants to see more prominent NGOs taking on climate education as part of their purview — such as Planet Ed at the Aspen Institute, where, disclosure, I’m an advisor.\u003c/p>\n\u003cp>Niepold would like to see community-based climate efforts take public communication and workforce development seriously, and to see media coverage promote a fuller picture of climate literacy as well. “Success is: People, regardless of where they’re coming from, understand [climate change] and address it.”\u003c/p>\n\u003cp>His concern is similar to that of Aisha O’Neil in Colorado: that young people are currently learning about climate change primarily through the media, in a way that’s not solution-oriented, emotionally supportive, or trauma-informed. “That opportunity to be blindsided is high,” Niepold said. That’s why the guideline’s eighth principle unites urgency with hope. Said O’Neil:\u003c/p>\n\u003cp>“Being taught about issues in a way that emphasizes solutions is telling our youth that they can be part of progress and that the world isn’t doomed.”\u003c/p>\n\u003cp>Upgrading lessons to meet the moment is taking time. Even in New Jersey, \u003ca href=\"https://hechingerreport.org/one-state-mandates-teaching-climate-change-in-almost-all-subjects-even-pe/\">known as a national leader for its comprehensive state-level climate education standards\u003c/a>, teachers have shared concern about a lack of resources for implementation and training. Mary Seawell, whose organization Lyra campaigned for the climate literacy seal in Colorado, said her group wanted to take a grassroots, student-led approach. “We want to show demand. What the seal really is doing is creating an opportunity for youth to direct their own learning.”\u003c/p>\n\u003cp>In order to earn the seal of climate literacy, Colorado students have to take at least one science class in high school — which currently is not a general graduation requirement — and at least one other class that satisfies principles of climate literacy. They also have to engage in some kind of out-of-school learning or action. “This is opt-in,” said Colorado state Sen. Chris Hansen, who co-sponsored the legislation. “The state can’t tell districts what classes to offer. This is for districts that want to have something that is easily recognizable across the state and beyond.”\u003c/p>\n\u003cp>O’Neil, now a freshman at University of Colorado Boulder, said it’s a good start. Her student group at the college is campaigning for new state curriculum standards. “This is the only logical next move. “ she said. Although the climate seal of literacy encourages climate learning, “we need everyone to be educated, not just the ones who go out of their way.”\u003c/p>\n\u003cp>O’Neil thinks students could especially use tutelage on taking climate action, something she has had to figure out on her own, with some mentorship from her debate coach and from a state legislator. Planet Ed, for one, has just released a\u003ca href=\"https://www.thisisplaneted.org/img/YCAT.pdf\"> Youth Climate Action Guide \u003c/a>with the Nature Conservancy that engages many areas of climate literacy, from mitigation to adaptation to justice.\u003c/p>\n\u003cp>“I feel like in an ideal world we would learn how climate impacts every element of our lives,” O’Neil said. “Not just the science, but social justice. Policy positions that have created it, and policies that can get us out. My goal right now would be to have students get to a place where they feel like they aren’t terrified by the climate crisis, but empowered by it.”\u003c/p>\n\u003cp>\u003cem>Contact the editor of this story, Caroline Preston, at 212-870-8965 or \u003c/em>\u003ca href=\"mailto:preston@hechingerreport.org\">\u003cem>preston@hechingerreport.org\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This column about \u003c/em>\u003ca href=\"https://hechingerreport.org/column-education-that-convinces-kids-the-world-isnt-doomed/\">\u003cem>climate literacy\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/climate-change/\">\u003cem>Hechinger climate change and education newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This column about \u003c/em>\u003ca href=\"https://hechingerreport.org/column-education-that-convinces-kids-the-world-isnt-doomed/\">\u003cem>climate literacy\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/climate-change/\">\u003cem>Hechinger climate change and education newsletter\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>Until she was nine years old, Aisha O’Neil grew up in Zion National Park, where her father was a ranger. “That place raised me just as much as my family,” she said. Her love of the park’s sandstone cliffs and caverns became the bedrock of her passion for the environment, and for securing a future where her own children could enjoy the same experiences that she did.\u003c/p>\n\u003cp>But O’Neil never learned much about climate change in school. What she did learn came from the news, and it was “dramatically horrifying,” she said. “I started seeing articles every day — this city’s on fire, these people were evacuated.”\u003c/p>\n\u003cp>As a senior in high school last year, in rural Durango, Colorado, O’Neil started a statewide climate action group called Good Trouble. She and fellow students campaigned for state legislation to create a “seal of climate literacy” that high school graduates across Colorado could earn.\u003c/p>\n\u003cp>Thanks in part to their lobbying, \u003ca href=\"https://leg.colorado.gov/bills/sb24-014\">the \u003c/a>\u003ca href=\"https://leg.colorado.gov/bills/sb24-014\">bill\u003c/a> passed with bipartisan support, and O’Neil became part of the first group of students to earn the seal on her diploma this spring. “An education without referencing climate change is not complete,” she said. “You can’t say you’re educating kids about our future without telling them what that future will look like.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But just what is “climate literacy”? What are the ABCs, the grammar and vocabulary, of climate change?\u003c/p>\n\u003cp>The U.N. and other leading global organizations have identified education at all levels and across disciplines as a key strategy for fighting the climate crisis. The world is going through a historically rapid transition to clean energy and sustainable infrastructure, and the \u003ca href=\"https://hechingerreport.org/column-new-climate-legislation-could-create-9-million-jobs-who-will-fill-them/\">workforce is thirsty for people with the skills to do the necessary climate mitigation and adaptation work\u003c/a>. Communities also need empowered citizens to push back against fossil fuel interests. But as of now, few states have comprehensive climate education, and most of the lessons that exist are confined to science classes — lacking in areas like justice and solutions.\u003c/p>\n\u003cp>Colorado’s seal of climate literacy, which high school graduates can earn through a combination of coursework and out-of-school projects, is one attempt to build support for more comprehensive climate education. Another attempt was on display in late September. The U.S. Global Change Research Program, with input from agencies including the State Department, NASA and the Department of Transportation, released a document called \u003ca href=\"https://downloads.globalchange.gov/Literacy/Climate-Literacy-Guide-2024.pdf\">“Climate Literacy: Essential Principles for Understanding and Addressing Climate Change.” \u003c/a>\u003c/p>\n\u003cp>The definition of climate literacy its authors arrived at, after 21 months of work, includes eight essential principles that I’m summarizing here:\u003c/p>\n\u003col>\n\u003cli>How we know: climate science, interdisciplinary observations and modeling\u003c/li>\n\u003cli>Climate change: greenhouse gases shape Earth’s climate\u003c/li>\n\u003cli>Causes: burning fossil fuels and other human activities\u003c/li>\n\u003cli>Impacts: threats to human life and ecological systems\u003c/li>\n\u003cli>Equity: climate justice\u003c/li>\n\u003cli>Adaptation: social, built, natural environments\u003c/li>\n\u003cli>Mitigation: reducing emissions, net zero by 2050\u003c/li>\n\u003cli>Hope and urgency: “A livable and sustainable future for all is possible with rapid, just, and transformational climate action.”\u003c/li>\n\u003c/ol>\n\u003cp>During Climate Week NYC, dozens of educators crowded into a basement room beneath the grand marble Museum of the American Indian, in downtown Manhattan, to hear about the new guide. Standing at the front of the room was Frank Niepold, of the National Oceanic and Atmospheric Administration. He has been engaged in climate education within the federal government for 30 years, and he’s been as involved as anyone in helping this effort see the light of day. “This is a guide for educators, communicators and decision makers,” he said. “We’re not just talking to classroom teachers.”\u003c/p>\n\u003cp>This guide is technically a third edition. The first one appeared in 2008, during the George W. Bush administration; it was rapidly updated in 2009 when President Barack Obama took office. Then came the Trump administration, and, in Niepold’s words, the thinking was, “Don’t try to do this really complicated thing at that time.” Efforts restarted after Joe Biden was elected president, many new staffers who came in as part of the Inflation Reduction Act provided input to the new guide— and now here we are.\u003c/p>\n\u003cp>Niepold said that since the 2000s, there’s been a lot of evolution in our collective understanding of both the problem and the solutions. “Before, the document was called ‘essential principles of climate science literacy,’” he said. “We knew that was too narrow. We wanted something that gets you into an action, not just an understanding orientation.”\u003c/p>\n\u003cp>Still, earlier editions of the document were influential: They informed the Next Generation Science Standards, some version of which is now in use in 48 states. The previous guide was also incorporated into K-12 and college curricula and into museum and park exhibits.\u003c/p>\n\u003cp>With the new edition, Niepold hopes to see even more impact. The guide is unusually clear and accessible for a government report. The pages are laid out like a textbook, featuring artwork that depicts some of the core themes of climate literacy — as defined in the report – like climate justice and traditional and Indigenous knowledges (the plural s is intentional).\u003c/p>\n\u003cp>“Success means it would activate all forms of education, all stages, across all disciplines,” and outside the United States as well as within it, Niepold said. He wants to see more prominent NGOs taking on climate education as part of their purview — such as Planet Ed at the Aspen Institute, where, disclosure, I’m an advisor.\u003c/p>\n\u003cp>Niepold would like to see community-based climate efforts take public communication and workforce development seriously, and to see media coverage promote a fuller picture of climate literacy as well. “Success is: People, regardless of where they’re coming from, understand [climate change] and address it.”\u003c/p>\n\u003cp>His concern is similar to that of Aisha O’Neil in Colorado: that young people are currently learning about climate change primarily through the media, in a way that’s not solution-oriented, emotionally supportive, or trauma-informed. “That opportunity to be blindsided is high,” Niepold said. That’s why the guideline’s eighth principle unites urgency with hope. Said O’Neil:\u003c/p>\n\u003cp>“Being taught about issues in a way that emphasizes solutions is telling our youth that they can be part of progress and that the world isn’t doomed.”\u003c/p>\n\u003cp>Upgrading lessons to meet the moment is taking time. Even in New Jersey, \u003ca href=\"https://hechingerreport.org/one-state-mandates-teaching-climate-change-in-almost-all-subjects-even-pe/\">known as a national leader for its comprehensive state-level climate education standards\u003c/a>, teachers have shared concern about a lack of resources for implementation and training. Mary Seawell, whose organization Lyra campaigned for the climate literacy seal in Colorado, said her group wanted to take a grassroots, student-led approach. “We want to show demand. What the seal really is doing is creating an opportunity for youth to direct their own learning.”\u003c/p>\n\u003cp>In order to earn the seal of climate literacy, Colorado students have to take at least one science class in high school — which currently is not a general graduation requirement — and at least one other class that satisfies principles of climate literacy. They also have to engage in some kind of out-of-school learning or action. “This is opt-in,” said Colorado state Sen. Chris Hansen, who co-sponsored the legislation. “The state can’t tell districts what classes to offer. This is for districts that want to have something that is easily recognizable across the state and beyond.”\u003c/p>\n\u003cp>O’Neil, now a freshman at University of Colorado Boulder, said it’s a good start. Her student group at the college is campaigning for new state curriculum standards. “This is the only logical next move. “ she said. Although the climate seal of literacy encourages climate learning, “we need everyone to be educated, not just the ones who go out of their way.”\u003c/p>\n\u003cp>O’Neil thinks students could especially use tutelage on taking climate action, something she has had to figure out on her own, with some mentorship from her debate coach and from a state legislator. Planet Ed, for one, has just released a\u003ca href=\"https://www.thisisplaneted.org/img/YCAT.pdf\"> Youth Climate Action Guide \u003c/a>with the Nature Conservancy that engages many areas of climate literacy, from mitigation to adaptation to justice.\u003c/p>\n\u003cp>“I feel like in an ideal world we would learn how climate impacts every element of our lives,” O’Neil said. “Not just the science, but social justice. Policy positions that have created it, and policies that can get us out. My goal right now would be to have students get to a place where they feel like they aren’t terrified by the climate crisis, but empowered by it.”\u003c/p>\n\u003cp>\u003cem>Contact the editor of this story, Caroline Preston, at 212-870-8965 or \u003c/em>\u003ca href=\"mailto:preston@hechingerreport.org\">\u003cem>preston@hechingerreport.org\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yancy Sanes teaches a \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">unit on the climate crisis\u003c/a> at Fannie Lou Hamer High School in the Bronx – not climate change, but the climate\u003c/span> \u003cspan style=\"font-weight: 400\">crisis. He is unequivocal that he wants his high school students to be climate activists.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach from a mindset and lens that I want to make sure my students are becoming activists, and it’s not enough just talking about it,” the science and math teacher said.\u003c/span>\u003cb> “\u003c/b>\u003cspan style=\"font-weight: 400\">I need to take my students outside and have them actually do the work of protesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school partners with local environmental justice organizations to advocate for a greener Bronx. Sanes recently took some students to a rally that called for shutting down the jail on Rikers Island and replacing it with a solar energy farm, wastewater treatment plant and battery storage facility.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes gets a lot of support for this approach from his administration. Social justice is a core value of Fannie Lou Hamer Freedom High School, and the school also belongs to a \u003c/span>\u003ca href=\"https://www.performanceassessment.org/\">\u003cspan style=\"font-weight: 400\">special assessment consortium\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving it more freedom in what is taught than a typical New York City public high school.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Sanes, who grew up in the neighborhood and graduated from Fannie Lou Hamer himself, getting his \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">students involved in activism\u003c/a> is a key way to give them agency and \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">protect their mental health\u003c/a> as they learn what’s happening to the planet. “This is a topic that is very depressing. I don’t want to just end this unit with ‘things are really bad,’ but ‘what can we do, how are we fighting back’.” Indeed, climate anxiety is \u003c/span>\u003ca href=\"https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00278-3/fulltext\">\u003cspan style=\"font-weight: 400\">widespread\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among young people, and collective action has been identified as one way to \u003c/span>\u003ca href=\"https://ysph.yale.edu/news-article/collective-action-helps-young-adults-deal-with-climate-change-anxiety/\">\u003cspan style=\"font-weight: 400\">ameliorate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> it. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63324\" class=\"wp-caption aligncenter\" style=\"max-width: 589px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63324\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg\" alt=\"\" width=\"589\" height=\"438\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg 589w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02-160x119.jpeg 160w\" sizes=\"(max-width: 589px) 100vw, 589px\">\u003cfigcaption class=\"wp-caption-text\">Yancy Sanes (front left, with green sign) brings his students to rallies to advocate for a greener Bronx.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes is at the far end of the teaching spectrum when it comes to promoting climate activism, not to mention discussing controversial issues of any kind in his classroom. Conservative activists have already begun branding even basic instruction about climate change as \u003c/span>\u003ca href=\"https://www.eenews.net/articles/no-left-wing-indoctrination-climate-science-under-attack-in-classrooms/#:~:text=Conservative%20activists%20and%20politicians%20in,gender%20identity%20and%20the%20environment\">\u003cspan style=\"font-weight: 400\">“left-wing indoctrination.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The think tank Rand \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-10.html\">\u003cspan style=\"font-weight: 400\">recently reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in its\u003c/span> \u003cspan style=\"font-weight: 400\">2023 State of the American Teacher survey that two-thirds of teachers nationally said they were limiting discussions about political and social issues in class. The authors of the report observed that there seemed to be a spillover effect from states that have passed new laws restricting topics like race and gender, to states where no such laws are on the books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The current level of political polarization is \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">having a chilling effect\u003c/a>, making civics education into a third rail, according to \u003c/span>\u003cspan style=\"font-weight: 400\">Holly Korbey, an education reporter and the author of a 2019 book on civics education, \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens: A New Civics Education for All\u003c/em>. “\u003c/span>\u003cspan style=\"font-weight: 400\">We are living in this time where there’s increased scrutiny on what schools are telling kids,” she said.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said that, as a mom living in deep-red Tennessee, she wouldn’t be happy to have a teacher bringing her kids to protests. “I really don’t want schools to tell my kids to be activists. I think about how I personally feel about issues and flip that around. Would I be okay with teachers doing that? And the answer is no.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even Sanes has a line he won’t cross. He taught his students about Greta Thunberg and her school strikes, but he stopped short of encouraging his students to do the same. “\u003c/span>\u003cspan style=\"font-weight: 400\">I specifically cannot tell students, you gotta walk out of school,” he said. “That goes against my union.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, there is a broad bipartisan consensus that schools have an obligation to prepare citizens to participate in a democracy. And, emerging best practices in civics education include something called “\u003c/span>\u003ca href=\"https://hechingerreport.org/teaching-action-civics-engages-kids-and-ignites-controversy/\">\u003cspan style=\"font-weight: 400\">action civics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” in which teachers in civics and government classes guide kids to take action locally on issues they choose. Nonprofits like Generation Citizen and the Mikva Challenge, Korbey said, cite internal research that these kinds of activist-ish activities improve knowledge, civic skills, and motivation to remain involved in politics or their local community. Others have argued that without a robust understanding of the workings of government, “action civics” \u003c/span>\u003ca href=\"https://www.aei.org/multimedia/what-would-you-do-taking-the-action-out-of-civics/\">\u003cspan style=\"font-weight: 400\">provides a “sugar rush”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> without enough substance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even at the college level, it’s rare for students to study climate activism in particular, or political activism more generally. And this leads to a broader lack of knowledge about how power works in society, say some experts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Having visited many, many departments in many schools over the years, I’m shocked at how few places, particularly policy schools, teach social movements,” said sociologist Dana Fisher. \u003c/span>\u003cspan style=\"font-weight: 400\">Fisher is currently teaching a graduate course called “\u003c/span>\u003cspan style=\"font-weight: 400\">Global Environmental Politics: Activism and the Environment,” and she also has a new book out about climate activism,\u003c/span> \u003cem>\u003cspan style=\"font-weight: 400\">Saving Ourselves: From Climate Shocks to Climate Action\u003c/span>\u003c/em>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">She’s taught about social movements for two decades at American University in Washington, D.C., and the University of Maryland-College Park.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s crazy to me that, given that the civil society sector is such a huge part of democracy, there would not be a focus on that,” she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through empirical research, Fisher’s work counters stereotypes and misconceptions about climate activism. For example, she’s found that disruptive forms of protest like blocking a road or throwing soup on a masterpiece are effective even when they’re unpopular. ”It doesn’t draw support for the disruption. It draws support for more moderate parts of the movement,” she said. “And so it helps to expand the base.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an illustration of the ignorance about disruptive action and civil disobedience in particular, Fisher noted that K-12 students rarely hear about the topic unless studying the 1960s era and “a very sanitized version. They don’t remember that the Civil Rights Movement was really unpopular and had a very active radical flank that was \u003ca href=\"https://www.kqed.org/mindshift/63266/a-half-century-later-students-at-the-university-of-mississippi-reckon-with-the-past\">doing sit-ins and marches\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 12 years of public school in Shreveport, Louisiana, for example, Jada Walden learned very little about activism, including environmental activism. She learned a bit in school about the Civil Rights Movement, although most of what she remembers about it are “the things your grandmother teaches you.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walden didn’t hear much about climate change either until she got to Southern University and A&M College, in Baton Rouge. “When I got to college, there’s activism everywhere for all types of stuff,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63325\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-63325\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg\" alt=\"\" width=\"640\" height=\"853\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540.jpeg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">When she got to college, Jayda Walden discovered urban forestry and climate activism. “I am a tree girl,” she said. “The impact that they have is very important.” \u003ccite>(Image provided by Jada Walden)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’d enrolled with the intention of becoming a veterinarian. “When I first got there. I just wanted to hit my books, get my degree,” she recalled. “But my advisors, they pushed for so much more.” She became passionate about climate justice and the human impact on the environment and ended up majoring in urban forestry. She was a student member of This Is Planet Ed’s Higher Education Climate Action Task Force (where, full disclosure, I’m an advisor).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If it were up to her, Walden would require all college students to study the climate crisis and do independent research to learn how it will affect them personally. “Make it personal for them. Help them connect. It will make a world of difference.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Korbey, the \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens\u003c/em> author,\u003c/span>\u003cspan style=\"font-weight: 400\"> would agree with that approach. “\u003c/span>\u003cspan style=\"font-weight: 400\">Schools exist to give students knowledge, not to create activists,” she said. “The thing we’re doing very poorly is give kids the knowledge they need to become good citizens.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yancy Sanes teaches a \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">unit on the climate crisis\u003c/a> at Fannie Lou Hamer High School in the Bronx – not climate change, but the climate\u003c/span> \u003cspan style=\"font-weight: 400\">crisis. He is unequivocal that he wants his high school students to be climate activists.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach from a mindset and lens that I want to make sure my students are becoming activists, and it’s not enough just talking about it,” the science and math teacher said.\u003c/span>\u003cb> “\u003c/b>\u003cspan style=\"font-weight: 400\">I need to take my students outside and have them actually do the work of protesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school partners with local environmental justice organizations to advocate for a greener Bronx. Sanes recently took some students to a rally that called for shutting down the jail on Rikers Island and replacing it with a solar energy farm, wastewater treatment plant and battery storage facility.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes gets a lot of support for this approach from his administration. Social justice is a core value of Fannie Lou Hamer Freedom High School, and the school also belongs to a \u003c/span>\u003ca href=\"https://www.performanceassessment.org/\">\u003cspan style=\"font-weight: 400\">special assessment consortium\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving it more freedom in what is taught than a typical New York City public high school.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Sanes, who grew up in the neighborhood and graduated from Fannie Lou Hamer himself, getting his \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">students involved in activism\u003c/a> is a key way to give them agency and \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">protect their mental health\u003c/a> as they learn what’s happening to the planet. “This is a topic that is very depressing. I don’t want to just end this unit with ‘things are really bad,’ but ‘what can we do, how are we fighting back’.” Indeed, climate anxiety is \u003c/span>\u003ca href=\"https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00278-3/fulltext\">\u003cspan style=\"font-weight: 400\">widespread\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among young people, and collective action has been identified as one way to \u003c/span>\u003ca href=\"https://ysph.yale.edu/news-article/collective-action-helps-young-adults-deal-with-climate-change-anxiety/\">\u003cspan style=\"font-weight: 400\">ameliorate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> it. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63324\" class=\"wp-caption aligncenter\" style=\"max-width: 589px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63324\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg\" alt=\"\" width=\"589\" height=\"438\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg 589w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02-160x119.jpeg 160w\" sizes=\"(max-width: 589px) 100vw, 589px\">\u003cfigcaption class=\"wp-caption-text\">Yancy Sanes (front left, with green sign) brings his students to rallies to advocate for a greener Bronx.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes is at the far end of the teaching spectrum when it comes to promoting climate activism, not to mention discussing controversial issues of any kind in his classroom. Conservative activists have already begun branding even basic instruction about climate change as \u003c/span>\u003ca href=\"https://www.eenews.net/articles/no-left-wing-indoctrination-climate-science-under-attack-in-classrooms/#:~:text=Conservative%20activists%20and%20politicians%20in,gender%20identity%20and%20the%20environment\">\u003cspan style=\"font-weight: 400\">“left-wing indoctrination.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The think tank Rand \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-10.html\">\u003cspan style=\"font-weight: 400\">recently reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in its\u003c/span> \u003cspan style=\"font-weight: 400\">2023 State of the American Teacher survey that two-thirds of teachers nationally said they were limiting discussions about political and social issues in class. The authors of the report observed that there seemed to be a spillover effect from states that have passed new laws restricting topics like race and gender, to states where no such laws are on the books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The current level of political polarization is \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">having a chilling effect\u003c/a>, making civics education into a third rail, according to \u003c/span>\u003cspan style=\"font-weight: 400\">Holly Korbey, an education reporter and the author of a 2019 book on civics education, \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens: A New Civics Education for All\u003c/em>. “\u003c/span>\u003cspan style=\"font-weight: 400\">We are living in this time where there’s increased scrutiny on what schools are telling kids,” she said.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said that, as a mom living in deep-red Tennessee, she wouldn’t be happy to have a teacher bringing her kids to protests. “I really don’t want schools to tell my kids to be activists. I think about how I personally feel about issues and flip that around. Would I be okay with teachers doing that? And the answer is no.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even Sanes has a line he won’t cross. He taught his students about Greta Thunberg and her school strikes, but he stopped short of encouraging his students to do the same. “\u003c/span>\u003cspan style=\"font-weight: 400\">I specifically cannot tell students, you gotta walk out of school,” he said. “That goes against my union.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, there is a broad bipartisan consensus that schools have an obligation to prepare citizens to participate in a democracy. And, emerging best practices in civics education include something called “\u003c/span>\u003ca href=\"https://hechingerreport.org/teaching-action-civics-engages-kids-and-ignites-controversy/\">\u003cspan style=\"font-weight: 400\">action civics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” in which teachers in civics and government classes guide kids to take action locally on issues they choose. Nonprofits like Generation Citizen and the Mikva Challenge, Korbey said, cite internal research that these kinds of activist-ish activities improve knowledge, civic skills, and motivation to remain involved in politics or their local community. Others have argued that without a robust understanding of the workings of government, “action civics” \u003c/span>\u003ca href=\"https://www.aei.org/multimedia/what-would-you-do-taking-the-action-out-of-civics/\">\u003cspan style=\"font-weight: 400\">provides a “sugar rush”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> without enough substance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even at the college level, it’s rare for students to study climate activism in particular, or political activism more generally. And this leads to a broader lack of knowledge about how power works in society, say some experts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Having visited many, many departments in many schools over the years, I’m shocked at how few places, particularly policy schools, teach social movements,” said sociologist Dana Fisher. \u003c/span>\u003cspan style=\"font-weight: 400\">Fisher is currently teaching a graduate course called “\u003c/span>\u003cspan style=\"font-weight: 400\">Global Environmental Politics: Activism and the Environment,” and she also has a new book out about climate activism,\u003c/span> \u003cem>\u003cspan style=\"font-weight: 400\">Saving Ourselves: From Climate Shocks to Climate Action\u003c/span>\u003c/em>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">She’s taught about social movements for two decades at American University in Washington, D.C., and the University of Maryland-College Park.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s crazy to me that, given that the civil society sector is such a huge part of democracy, there would not be a focus on that,” she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through empirical research, Fisher’s work counters stereotypes and misconceptions about climate activism. For example, she’s found that disruptive forms of protest like blocking a road or throwing soup on a masterpiece are effective even when they’re unpopular. ”It doesn’t draw support for the disruption. It draws support for more moderate parts of the movement,” she said. “And so it helps to expand the base.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an illustration of the ignorance about disruptive action and civil disobedience in particular, Fisher noted that K-12 students rarely hear about the topic unless studying the 1960s era and “a very sanitized version. They don’t remember that the Civil Rights Movement was really unpopular and had a very active radical flank that was \u003ca href=\"https://www.kqed.org/mindshift/63266/a-half-century-later-students-at-the-university-of-mississippi-reckon-with-the-past\">doing sit-ins and marches\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 12 years of public school in Shreveport, Louisiana, for example, Jada Walden learned very little about activism, including environmental activism. She learned a bit in school about the Civil Rights Movement, although most of what she remembers about it are “the things your grandmother teaches you.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walden didn’t hear much about climate change either until she got to Southern University and A&M College, in Baton Rouge. “When I got to college, there’s activism everywhere for all types of stuff,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63325\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-63325\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg\" alt=\"\" width=\"640\" height=\"853\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540.jpeg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">When she got to college, Jayda Walden discovered urban forestry and climate activism. “I am a tree girl,” she said. “The impact that they have is very important.” \u003ccite>(Image provided by Jada Walden)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’d enrolled with the intention of becoming a veterinarian. “When I first got there. I just wanted to hit my books, get my degree,” she recalled. “But my advisors, they pushed for so much more.” She became passionate about climate justice and the human impact on the environment and ended up majoring in urban forestry. She was a student member of This Is Planet Ed’s Higher Education Climate Action Task Force (where, full disclosure, I’m an advisor).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If it were up to her, Walden would require all college students to study the climate crisis and do independent research to learn how it will affect them personally. “Make it personal for them. Help them connect. It will make a world of difference.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Korbey, the \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens\u003c/em> author,\u003c/span>\u003cspan style=\"font-weight: 400\"> would agree with that approach. “\u003c/span>\u003cspan style=\"font-weight: 400\">Schools exist to give students knowledge, not to create activists,” she said. “The thing we’re doing very poorly is give kids the knowledge they need to become good citizens.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>“Mom, are there any more Earths?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Angelique Hammack, a teacher in California, creates lesson plans about climate change for the website \u003c/span>\u003ca href=\"https://subjecttoclimate.org/\">\u003cspan style=\"font-weight: 400\">SubjectToClimate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She often starts from a question posed by one of her four children.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her 7-year-old, who has autism, has been really interested in space lately. “He was asking me questions about the solar system and about black holes, and I started pulling out all these books I had on outer space,” she said. “He’s got a telescope for his birthday, he’s been looking at the moon.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When he asked the question about whether there were more Earths, Hammack saw the opening to create a climate-related lesson that explains how Earth is a “Goldilocks planet,” with \u003ca href=\"https://video.kqed.org/video/pbs-space-time-exoplanets/\">just-right conditions\u003c/a> for life to thrive. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New York state is currently considering several climate education bills. If the proposed policies become law, the state will join California and \u003ca href=\"https://www.kqed.org/mindshift/62261/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going\">New Jersey\u003c/a> in mandating that climate topics be introduced across grade levels and subjects, not just confined to science class. A wide range of science and environmental groups such as the National Wildlife Federation and \u003c/span>\u003ca href=\"http://earthday.org\">\u003cspan style=\"font-weight: 400\">Earthday.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> back this interdisciplinary approach to climate education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the movement for teaching climate grows, thanks to new standards and \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">increasing student curiosity\u003c/a>, teachers are on the hunt for \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">materials and lessons they can rely on\u003c/a>. “I think there’s a big disconnect,” said \u003ca href=\"https://twitter.com/EnvSusTCNJ\">Lauren Madden,\u003c/a> professor of elementary science education at The College of New Jersey. “Teachers really need materials that they can use\u003c/span> \u003cspan style=\"font-weight: 400\">tomorrow\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the last few years, Madden has been researching the experiences of teachers who are tackling this topic. She shared some of her results with The Hechinger Report. SubjectToClimate, a large free repository of climate change lessons, also shared some data on its most popular lessons and materials. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Madden said that what teachers need most are \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">clear strategies that allow them to plug climate lessons into existing curricula\u003c/a>, so that climate can be interwoven with existing requirements, rather than wedged into an already-packed schedule. “Teachers want and need straightforward starting points in terms of instructional materials,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yen-Yen Chiu, director of content creation for SubjectToClimate, agreed. In response to demand, she said, the organization is beginning to create teacher pacing guides, like a middle school math pacing guide that maps specific climate resources from their database to math standards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an overview of more key findings from Madden, and from Hammack and Chiu at SubjectToClimate. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Younger learners have big questions:\u003c/b>\u003cspan style=\"font-weight: 400\"> At SubjectToClimate, the most-searched lessons are \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">for grades K-5\u003c/a>; and there is unmet demand for grades 3-5. Hammack said it can be tough to find materials that are simple enough for the youngest students. “I created a unit on energy — I intended it for K-2 but we ended up changing it to 3-4,” she said. “Energy is so abstract for a K-2nd audience.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Energy, extreme weather and humanities: \u003c/b>\u003cspan style=\"font-weight: 400\">Energy is the most popular topic on SubjectToClimate. There’s also growing interest in lessons related to extreme weather, and lessons that relate to non-science subjects, such as writing and public speaking. One art lesson related to energy is among the top 10 most popular on the site. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Facts and evidence: \u003c/b>\u003cspan style=\"font-weight: 400\">Madden finds teachers (especially new ones) want to gain familiarity with facts they might not have learned in a general education curriculum. They also need to be able to clearly and simply attribute scientific findings to specific data: i.e., how we know that atmospheric carbon is rising or that storms are getting bigger. This presents a bigger challenge, requiring the development of scientific literacy, Madden said: “I think it’s important that we explain what counts as evidence.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Debate, but not doubt:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the United States, climate change is still a highly politicized topic. Teachers need help to present debates in an evolving field of research without losing sight of the overwhelming scientific consensus. This also includes lessons that directly combat misinformation or disinformation that students might bring in from outside the classroom. “Teachers want to know where scientific debate is appropriate. For example, wind vs. solar is a topic that can yield productive discussion, while whether climate change is exacerbated by human activity is not,” said Madden. The New York Times recently \u003c/span>\u003ca href=\"https://www.nytimes.com/2024/01/22/nyregion/nyc-climate-change-education.html\">\u003cspan style=\"font-weight: 400\">reported\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">that a Republican state representative wants to \u003c/span>\u003ca href=\"https://www.cga.ct.gov/2023/TOB/H/PDF/2023HB-05063-R00-HB.PDF\">\u003cspan style=\"font-weight: 400\">amend standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Connecticut in a way that would obscure that consensus in the name of open debate. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Climate brings up feelings: \u003c/b>\u003cspan style=\"font-weight: 400\">While a lot of \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">introduction of climate topics\u003c/a> is happening in response to new state standards, Madden said students are also bringing up the topic, for example, in response to extreme or unseasonable weather. And that’s making some teachers nervous. “Teachers worry that they are not knowledgeable enough about the science of climate change to answer students’ questions appropriately,” she said. “There is also concern about inciting dread and anxiety in children, especially at the lower grade levels.” Hammack said that she finds herself wondering how deep to go: “Some of the videos I’ve been watching are scaring me and I’m 44!” And Madden said those climate emotions are, if anything, stronger among kids in higher grades. “In my experience, it’s preteens and teenagers who have that sense of understanding the scope of these problems,” she said. “They are very concerned.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>English Language Learners: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s a gap in resources for these learners. Madden points out that in Spanish, “clima” is the word for both “weather” and “climate,” which can at times cause confusion. SubjectToClimate lists 93 resources suitable for Spanish speakers and/or Spanish classes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on solutions:\u003c/b>\u003cspan style=\"font-weight: 400\"> Related to \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">concerns about climate anxiety\u003c/a> is a clear desire for lessons that deal with solutions. Among the SubjectToClimate top 10 most-trafficked lesson plans are two that deal with renewable energy, one about conservation, one about reducing, reusing and recycling, and one about green transportation. Underscoring the demand, This Is Planet Ed (where, full disclosure, I’m an advisor) and The Nature Conservancy are\u003c/span>\u003ca href=\"https://www.thisisplaneted.org/initiatives/planet-media\">\u003cspan style=\"font-weight: 400\"> currently collaborating on an initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create more short-form content for children focused on \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">hope and solutions\u003c/a>. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have to say that the message that comes across loud and clear to me has been — telling the truth is really important, and focusing on areas for solutions and optimism,” said Madden. “There are really great things happening at the edges of what humans are capable of right now.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teacher-recommended climate change resources:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.teacherspayteachers.com/\">Teachers Pay Teachers\u003c/a> has several thousand climate-related resources \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://climatekids.nasa.gov/\">NASA Climate Kids\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://kids.nationalgeographic.com/\">\u003cspan style=\"font-weight: 400\">National Geographic Kids\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.getepic.com/\">Epic\u003c/a> is a paid platform for digital children’s books that are sorted by topic and age group \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/channel/UCRFIPG2u1DxKLNuE3y2SjHA\">SciShow Kids\u003c/a> channel on YouTube\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>“Mom, are there any more Earths?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Angelique Hammack, a teacher in California, creates lesson plans about climate change for the website \u003c/span>\u003ca href=\"https://subjecttoclimate.org/\">\u003cspan style=\"font-weight: 400\">SubjectToClimate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She often starts from a question posed by one of her four children.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her 7-year-old, who has autism, has been really interested in space lately. “He was asking me questions about the solar system and about black holes, and I started pulling out all these books I had on outer space,” she said. “He’s got a telescope for his birthday, he’s been looking at the moon.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When he asked the question about whether there were more Earths, Hammack saw the opening to create a climate-related lesson that explains how Earth is a “Goldilocks planet,” with \u003ca href=\"https://video.kqed.org/video/pbs-space-time-exoplanets/\">just-right conditions\u003c/a> for life to thrive. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New York state is currently considering several climate education bills. If the proposed policies become law, the state will join California and \u003ca href=\"https://www.kqed.org/mindshift/62261/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going\">New Jersey\u003c/a> in mandating that climate topics be introduced across grade levels and subjects, not just confined to science class. A wide range of science and environmental groups such as the National Wildlife Federation and \u003c/span>\u003ca href=\"http://earthday.org\">\u003cspan style=\"font-weight: 400\">Earthday.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> back this interdisciplinary approach to climate education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the movement for teaching climate grows, thanks to new standards and \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">increasing student curiosity\u003c/a>, teachers are on the hunt for \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">materials and lessons they can rely on\u003c/a>. “I think there’s a big disconnect,” said \u003ca href=\"https://twitter.com/EnvSusTCNJ\">Lauren Madden,\u003c/a> professor of elementary science education at The College of New Jersey. “Teachers really need materials that they can use\u003c/span> \u003cspan style=\"font-weight: 400\">tomorrow\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the last few years, Madden has been researching the experiences of teachers who are tackling this topic. She shared some of her results with The Hechinger Report. SubjectToClimate, a large free repository of climate change lessons, also shared some data on its most popular lessons and materials. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Madden said that what teachers need most are \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">clear strategies that allow them to plug climate lessons into existing curricula\u003c/a>, so that climate can be interwoven with existing requirements, rather than wedged into an already-packed schedule. “Teachers want and need straightforward starting points in terms of instructional materials,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yen-Yen Chiu, director of content creation for SubjectToClimate, agreed. In response to demand, she said, the organization is beginning to create teacher pacing guides, like a middle school math pacing guide that maps specific climate resources from their database to math standards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an overview of more key findings from Madden, and from Hammack and Chiu at SubjectToClimate. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Younger learners have big questions:\u003c/b>\u003cspan style=\"font-weight: 400\"> At SubjectToClimate, the most-searched lessons are \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">for grades K-5\u003c/a>; and there is unmet demand for grades 3-5. Hammack said it can be tough to find materials that are simple enough for the youngest students. “I created a unit on energy — I intended it for K-2 but we ended up changing it to 3-4,” she said. “Energy is so abstract for a K-2nd audience.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Energy, extreme weather and humanities: \u003c/b>\u003cspan style=\"font-weight: 400\">Energy is the most popular topic on SubjectToClimate. There’s also growing interest in lessons related to extreme weather, and lessons that relate to non-science subjects, such as writing and public speaking. One art lesson related to energy is among the top 10 most popular on the site. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Facts and evidence: \u003c/b>\u003cspan style=\"font-weight: 400\">Madden finds teachers (especially new ones) want to gain familiarity with facts they might not have learned in a general education curriculum. They also need to be able to clearly and simply attribute scientific findings to specific data: i.e., how we know that atmospheric carbon is rising or that storms are getting bigger. This presents a bigger challenge, requiring the development of scientific literacy, Madden said: “I think it’s important that we explain what counts as evidence.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Debate, but not doubt:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the United States, climate change is still a highly politicized topic. Teachers need help to present debates in an evolving field of research without losing sight of the overwhelming scientific consensus. This also includes lessons that directly combat misinformation or disinformation that students might bring in from outside the classroom. “Teachers want to know where scientific debate is appropriate. For example, wind vs. solar is a topic that can yield productive discussion, while whether climate change is exacerbated by human activity is not,” said Madden. The New York Times recently \u003c/span>\u003ca href=\"https://www.nytimes.com/2024/01/22/nyregion/nyc-climate-change-education.html\">\u003cspan style=\"font-weight: 400\">reported\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">that a Republican state representative wants to \u003c/span>\u003ca href=\"https://www.cga.ct.gov/2023/TOB/H/PDF/2023HB-05063-R00-HB.PDF\">\u003cspan style=\"font-weight: 400\">amend standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Connecticut in a way that would obscure that consensus in the name of open debate. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Climate brings up feelings: \u003c/b>\u003cspan style=\"font-weight: 400\">While a lot of \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">introduction of climate topics\u003c/a> is happening in response to new state standards, Madden said students are also bringing up the topic, for example, in response to extreme or unseasonable weather. And that’s making some teachers nervous. “Teachers worry that they are not knowledgeable enough about the science of climate change to answer students’ questions appropriately,” she said. “There is also concern about inciting dread and anxiety in children, especially at the lower grade levels.” Hammack said that she finds herself wondering how deep to go: “Some of the videos I’ve been watching are scaring me and I’m 44!” And Madden said those climate emotions are, if anything, stronger among kids in higher grades. “In my experience, it’s preteens and teenagers who have that sense of understanding the scope of these problems,” she said. “They are very concerned.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>English Language Learners: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s a gap in resources for these learners. Madden points out that in Spanish, “clima” is the word for both “weather” and “climate,” which can at times cause confusion. SubjectToClimate lists 93 resources suitable for Spanish speakers and/or Spanish classes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on solutions:\u003c/b>\u003cspan style=\"font-weight: 400\"> Related to \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">concerns about climate anxiety\u003c/a> is a clear desire for lessons that deal with solutions. Among the SubjectToClimate top 10 most-trafficked lesson plans are two that deal with renewable energy, one about conservation, one about reducing, reusing and recycling, and one about green transportation. Underscoring the demand, This Is Planet Ed (where, full disclosure, I’m an advisor) and The Nature Conservancy are\u003c/span>\u003ca href=\"https://www.thisisplaneted.org/initiatives/planet-media\">\u003cspan style=\"font-weight: 400\"> currently collaborating on an initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create more short-form content for children focused on \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">hope and solutions\u003c/a>. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have to say that the message that comes across loud and clear to me has been — telling the truth is really important, and focusing on areas for solutions and optimism,” said Madden. “There are really great things happening at the edges of what humans are capable of right now.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teacher-recommended climate change resources:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.teacherspayteachers.com/\">Teachers Pay Teachers\u003c/a> has several thousand climate-related resources \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://climatekids.nasa.gov/\">NASA Climate Kids\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://kids.nationalgeographic.com/\">\u003cspan style=\"font-weight: 400\">National Geographic Kids\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.getepic.com/\">Epic\u003c/a> is a paid platform for digital children’s books that are sorted by topic and age group \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/channel/UCRFIPG2u1DxKLNuE3y2SjHA\">SciShow Kids\u003c/a> channel on YouTube\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change",
"title": "Why Schoolyards Are a Critical Space for Teaching About — and Fighting — Extreme Heat and Climate Change",
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"headTitle": "Why Schoolyards Are a Critical Space for Teaching About — and Fighting — Extreme Heat and Climate Change | KQED",
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"content": "\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On hot days, fourth-grader Adriana Salas has observed that when the sun beats down on the pavement in her schoolyard it “turns foggy.” There are also days where the slide burns the back of her legs if she is wearing shorts or the monkey bars are too hot to touch. Salas, who attends Roosevelt Elementary School in San Leandro, California, is not alone in feeling the effects of heat on her schoolyard. Across the country, climbing temperatures have led schools to \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/nation/2023/08/24/heat-weather-school-closings-air-conditioning/70656924007/\">\u003cspan style=\"font-weight: 400\">cancel classes and outdoor activities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to protect students from the harmful effects of the heat.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/jennyseydel?lang=en\">\u003cspan style=\"font-weight: 400\">Jenny Seydel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an environmental educator and founder of \u003c/span>\u003ca href=\"https://greenschoolsnationalnetwork.org/\">\u003cspan style=\"font-weight: 400\">Green Schools National Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, encourages teachers to leverage students’ observations about their schools to make learning come alive. According to Seydel, when teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">use the school grounds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a way to learn about social issues, they’re using their school as a \u003c/span>\u003ca href=\"https://catalyst.greenschoolsnationalnetwork.org/gscatalyst/march_2019/MobilePagedReplica.action?pm=2&folio=10#pg10\">\u003cspan style=\"font-weight: 400\">three-dimensional textbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, schools’ energy and water conservation, architecture and lunches are rich with potential for project-based learning. “We can learn from a textbook. We can memorize concepts. We can use formulas, but we don’t incorporate that learning until it is real,” said Seydel.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Against the backdrop of climate change, Roosevelt Elementary School teachers turned to their schoolyards as a way to apply lessons about rising temperatures to the real world. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">\u003cspan style=\"font-weight: 400\">these issues can seem overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to young students, exploring them within the context of their school can not only make lessons stick, but also encourage students’ sense of civic agency. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>A schoolyard becomes a learning arena\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armed with infrared thermometers and a map of their school, fourth graders at Roosevelt embarked on the \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/how-cool\">\u003cspan style=\"font-weight: 400\">“How cool is your school?” project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/mission\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to transform asphalt-laden schoolyards into greener spaces. The guiding questions for the fourth graders were:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_62351\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62351\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Fourth grade teacher Nicole Lamm prepares students for a temperature mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro, California. (Beth LaBerge/ KQED) \u003ccite>(Beth LaBerge/ KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In groups of three, students of Dorie Heinz and Nicole Lamm classes measured and recorded the ground temperature at 25 locations around their school. As students gathered data from places like the tetherball courts, lunch area, and parking lot, a pattern emerged: materials matter. For example, one group found that the ground temperature they recorded at the main playground, which was made of rubber safety material, was almost 50 degrees hotter than the temperature they measured at their school’s grass playing field. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62354\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62354\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jake Council (from left), Arlo Jones and Adrianna Salas participate in a temperature-mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro on June 1, 2023. Students used an infrared thermometer to record temperatures in locations around the playground and yard, including asphalt and green spaces, as an opportunity to learn about climate change, sustainability and other academic topics through hands-on experience. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our school districts are one of the largest land managers,” Lamm explained to students. “Most schools are covered in asphalt and other materials that heat up in the sun, and schools generally have a lack of shade.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to preliminary research by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/schoolyard-forest-rationale\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, over two million students in California attend schools with less than 5% tree canopy. Less tree coverage contributes to \u003c/span>\u003ca href=\"https://www.epa.gov/heatislands\">\u003cspan style=\"font-weight: 400\">urban heat island effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is when heat-absorbing materials like asphalt or tar result in higher temperatures in a community. Students’ firsthand observations provided a tangible link between their immediate surroundings and issues outside of their school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing curiosity and critical thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students returned from gathering data, they shared their findings as a class. When students presented the temperatures they measured, Lamm recorded it on a poster-sized map of the school with color coded stickers. Blue stickers represented the lowest temperatures, which were below 70 degrees fahrenheit, while red stickers represented temperatures above 100 degrees fahrenheit. Shades of yellow and orange stickers indicated temperatures in between. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62355\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62355\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student sits with a map of their school in preparation for the temperature-mapping activity. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking at the map, students pointed out the greater volume of red stickers, compared with blue ones. “It’s mostly hot where we’re playing,” said Adriana. The two lonely blue stickers were in areas with a large tree and a shade structure, respectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamm and Heinz prompted students to brainstorm how to make the playground cooler. “We want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures,” said Heinz. One student offered an idea to protect their schools’ youngest students. “There’s this little concrete box. I was thinking maybe we could plant a tree because sometimes I would notice kindergartners eating a snack there,” he said. By the end of the activity, the map was covered in colored dots. Triangle and square-shaped stickers – students’ proposals for shade – were next to some of the hottest areas. The teachers posted the map with all of its stickers in front of the school to show their findings to parents and community members. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62356\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62356 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Dorie Heinz places stickers on the schoolyard map as students brainstorm how to make the playground cooler. By the end of the activity, the map was covered in colored dots. (Ki Sung/KQED)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>The power and potential for green schoolyards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling larger issues at the school level can nurture problem-solving skills that extend beyond academic subjects and prepare students for the complexities of the larger world. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s really depressing for a lot of kids to read about all the negative things that climate change has created in the world,” said \u003c/span>\u003ca href=\"https://twitter.com/sdanks?lang=en\">\u003cspan style=\"font-weight: 400\">Sharon Danks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CEO and founder of Green Schoolyards America — the organization that created the “How Cool is Your School” activity. In offering this hands-on STEM lesson plan to schools, Danks and her team hope that administrators implement students’ suggestions and create green schoolyards. “It gives kids a chance to learn about climate change, but also learn about being positive forces for change for the better,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards can vary widely because they reflect the surrounding ecosystem and climate, they may include features such as edible gardens, stormwater capture features or walking trails. Danks described a green schoolyard as “an ecologically rich park and a place that has all kinds of things happening and all types of different social niches for people to be doing different activities in different places and in a natural environment filled with plants and living things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Green schoolyards offer protection against the heat and provide a unique setting for interdisciplinary learning experiences, according to Priya Cook from \u003c/span>\u003ca href=\"https://www.childrenandnature.org/about/\">\u003cspan style=\"font-weight: 400\">Children & Nature Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to ensure kids have equitable access to green spaces. She adds that benefits associated with outdoor learning, such as \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/outdoor-learning-influences-teacher-attitudes-as-well-as-student-behavior-and-engagement-with-learning/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">improved behavioral control and increased student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “impact the way a kid can thrive in the classroom.” When students have access to a green schoolyard, their \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/greenspace-promotes-both-physical-activity-and-emotional-well-being/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increases, and studies have shown that being in natural spaces improves mental\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0885412215595441\">\u003cspan style=\"font-weight: 400\"> health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13504620701843426\">\u003cspan style=\"font-weight: 400\">boast a lot of benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, not every school can easily make the transformation. Danks cited \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billStatusClient.xhtml?bill_id=202120220AB2566\">\u003cspan style=\"font-weight: 400\">failures to pass bills supporting greening projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a shortage of funds as the most significant obstacles. Removing asphalt is costly. And because green space is inequitably distributed, schools with the most asphalt are also likely to be schools with the least financial resources. However, \u003c/span>\u003ca href=\"https://www.npr.org/2023/08/26/1196170854/climate-change-is-making-schoolyard-play-dangerously-hot-california-has-a-soluti\">\u003cspan style=\"font-weight: 400\">California has allocated $150 million for green schoolyards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.heinrich.senate.gov/newsroom/press-releases/heinrich-introduces-legislation-to-help-schools-re-envision-build-outdoor-learning-spaces\">\u003cspan style=\"font-weight: 400\">other states\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may follow suit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As one of the most heavily trafficked public spaces, green schoolyards could have an outsized effect. “There’s a reframing that needs to happen in our budget, in our mindset, that says this is a crucial space for children,” said Danks.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5981055431&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And I’m Nimah Gobir. \u003c/span>\u003cspan style=\"font-weight: 400\">Educators are always striving to create hands-on lessons to engage students. These types of learning approaches improve learning retention and promote a deeper understanding of concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Some teachers rely on project based learning, where they have students solve real problems in their community. Others might opt for experiential learning, which can involve field trips and role-playing. There’s also collaborative learning where students work with peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Luckily, teachers don’t have to go far if they want to implement hands-on approaches. According to educator Jenny Seydel, the school building and school grounds are incredible resources for this type of learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel: \u003c/strong> For children up through middle school, that is the place that they spend most time. \u003c/span>\u003cspan style=\"font-weight: 400\"> By the time a child graduates from high school, they’ve spent more than 15,000 hours in a school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Jenny is an expert in environmental education and the founder of Green Schools National Network. She invites educators to think of schools as 3-dimensional textbooks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel:\u003c/strong> Any phenomenon, even historical phenomenon, can be taught through the history of that particular school — the social issues and social problems that are happening in the world — are oftentimes happening in a school. \u003c/span>\u003cspan style=\"font-weight: 400\"> That’s the place where we can bring anything to life that we are teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So Jenny is saying we can use schools to bridge the gap between theoretical knowledge and real-world application?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s exactly right. When you use your school as a 3D textbook, you can look at all kinds of things – like your school’s water system or architecture, even school lunches. Today we’ll zero in on schoolyards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you think about it. Schoolyards are incredible because they entertain kids over many years and developmental stages. \u003c/span>\u003cspan style=\"font-weight: 400\"> And unless a kid is part of a family that is big on gardening, hiking or camping, then it’s likely that schoolyards are where they spend the most of their outside time. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> My name is Sharon Danks, and I’m an environmental city planner.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I talked to Sharon to learn more about schoolyards – how they’re used and their untapped potential.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> Many things they would like to study can be done outdoors in a schoolyard. These days, it’s particularly well-suited to studying climate change and how the materials that people put into the environment shift the temperatures of our urban locations. In California, we have 130,000 acres of public land at our K-12 schools. And they have close to 6 million people on them every day. And that’s more public land visitation than, say, Yosemite has in an entire year.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But unlike Yosemite and other national parks the majority of schoolyards are not very green!\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Asphalt, plastic, grass and rubber, which are a lot of the go to traditional materials in the United States.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I’ve seen asphalt and blacktop at many schools. It’s usually where kids play four-square and skin their knees playing tag!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s everywhere. In fact, millions of kids go to schools where fewer than five percent of the grounds have trees.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Even in communities that have a lot of trees, if you look at the aerial photos, they’re not at the schools.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If a school has trees or green space it is usually around the edges of a school. Like next to the school sign or by the parking lots. It’s not to shade kids in sunny weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> And these days kids need all the shade they can get. Triple digit temperatures have forced schools all around the country to cancel classes and even delay the first day of school. Here’s what 4th grader Adriana Salas is noticing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s mostly hot where we’re playing at. And sometimes when it’s too hot, sometimes when you look like, just on the top of anything it turns like foggy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She’s talking about when it gets so hot out that the ground looks kind of wavy. She’s seen that happen on her school’s playground. We’ll hear more from Adriana later.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of communities struggling with urban heat island effect and really extreme temperatures that make it unsafe for kids to be outside.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Priya Cook from the Children & Nature Network organization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I heard Priya say “urban heat island effect.” What is that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s when asphalt and pavement actually increase the temperature in a community.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of materials that are used in playgrounds that we use in parking lots and roads that really absorb heat and reflect that heat back.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Places that have a lot of urban heat islands are likely to be lower income parts of the city because they usually have fewer plants and more pavement. Often these hotter areas are populated by folks of color.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a difference in some cases of ten degrees between a place that has trees planted and a site that does not. And so that’s in many cases, that’s a big enough difference to, dictate whether or not kids are going to go outside that day, which has all kinds of health and learning impacts.\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The good news is that schools aren’t standing idly by while their schoolyards heat up. We’ll hear from one school in San Leandro, California about how they turned to their schoolyards as a way to learn more about these environmental changes firsthand. That’s coming up after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>Welcome, everybody.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s a beautiful day at Roosevelt Elementary School in San Leandro, California. Today it’s 67 degrees fahrenheit, but temperatures here can get into the triple digits. Ms. Heinz and Ms. Lamm’s 4th grade classes have come together to start a project that uses their schoolyard as a 3D textbook.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nicole Lamm:\u003c/strong> Today is our first day of doing our “How Cool is Your School?” project.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> Ms. Lam is speaking to students using a headset. This project is the brainchild of Green Schoolyards America — Sharon Danks, who we spoke to earlier is the founder of that organization. Ms. Lamm teed up students for the “How Cool is Your School?” project with two guiding questions…\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cstrong>Nicole Lamm: \u003c/strong>\u003c/b>\u003ci>I\u003c/i>\u003cspan style=\"font-weight: 400\">s our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change?\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students are put into groups of three and each group is given a map of the school\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">We have our classrooms right here. We have the basketball court, the cafeteria, our other building over there and the kindergarten rooms…\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Different locations on the map are numbered from one to 25\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>T\u003cspan style=\"font-weight: 400\">hose numbers are there for a reason. You are going to get five places that you have to measure.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>So you have to figure out exactly where that number is and find that spot in the school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Each group also gets an infrared thermometer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz\u003ci>: \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">You’re going to point the thermometer at the ground. W\u003c/span>\u003cspan style=\"font-weight: 400\">hen you pull the trigger, the temperature stops and records it. That’s where you and your team are going to record your temperature.\u003c/span>\u003cspan style=\"font-weight: 400\"> So, at one location you’ll be doing three readings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is the crux of the project, so I’ll reiterate what Ms Lamm says: Each group takes three temperature readings of the same point on the ground in their assigned location. This is to get an accurate reading of the ground surface. Then, they record the average of the three readings on a worksheet.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adrianna Salas\u003c/b>\u003cspan style=\"font-weight: 400\">: We are going on the field to 16.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> We followed one group of students as they did their measurements.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Arlo Jones: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Arlo Jones, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jake Decker:\u003c/strong> Jake Decker, fourth grade.\u003c/span>\u003ci> \u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Adriana Salas, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And yes, that is the same Adriana we heard from earlier!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> First up on their list: area 16. It’s located on the field, so it’s a grassy area. They make their way over and get their three readings with the thermometer\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They record their findings. The surface of the field has an average of about 97 degrees. They head to the next spot on their list. Number 17 on the map. It has grass too and it’s close to some classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So the average temperature of the ground surface here is about 95 degrees. They start to make their way to their third location: number 18. It’s a triangular playground area with swings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Arlo Jones:\u003c/strong> I would say it’s like the main playground. The main place where people play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> It’s like the big playground\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They describe it as the school’s main playground so most kids play there. \u003c/span>\u003cspan style=\"font-weight: 400\">The surface is made of that rubber safety material that you see in so many schoolyards now. Especially newer schools…and they predict that it’s going to be hot. They’re right. The three readings they get there average at a steamy 143 degrees\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Adriana shared some reflections on what she’s learned about her schoolyard so far.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s very hot. And sometimes you might get like, a shocking, like, “Wow. Like kids play in the hotness.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> After students are finished visiting all of the locations they’ve been assigned, they come back to the classroom to talk about their findings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm:\u003c/b>\u003cspan style=\"font-weight: 400\"> So when we say a location that you tested, I want you to raise your hand and read out the average that you just found for location one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nimah Gobir: That’s Ms. Lamm again. The other teacher, Miss Heinz, is standing in front of a poster-sized map of the school. She has colored stickers ranging from blue – which represent temperatures in the 70s or below – to deep shades of red, which represents temperatures over 100 degrees. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Location two right over here where the tetherball is. \u003c/span>\u003cspan style=\"font-weight: 400\">115. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about location three? Right on the lake by the four square.\u003c/span>\u003cspan style=\"font-weight: 400\"> 123. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>Four, which is over by where you eat lunch every day? \u003c/span>\u003cspan style=\"font-weight: 400\"> 63. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What do we notice about location four? It’s covered by a shade structure? And can you say that number nice and loud one more time? Sixty-three degrees is a lot cooler when we have a shaded structure. Interesting to notice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Every time they call out a number, a colored sticker representing the temperature is stuck to the corresponding location on the big version of the map.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So students could actually see where the different colored dots were clustered at their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They went all the way through 25 locations. And when they were all done calling out the average temperatures. They were asked to share what they noticed about all the colored dots on the map. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What do you notice about the two places that are blue, though? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> They’re shaded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz: \u003c/b>They’re shaded so they’re way cooler.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> \u003c/span>\u003cspan style=\"font-weight: 400\">What? Shades the blue dot on this side?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> The tree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about the other one? The canopy. The shade structure. So both of those are the coolest locations and we know that they have things that are providing shade: the trees and the shade structure. Really good observation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir\u003c/strong>: Aside from those two blue spots the school is mostly a cluster of red and yellow dots representing ground surface temperatures from 80 degrees to as high as 151 degrees.\u003c/span>\u003cspan style=\"font-weight: 400\"> The really hot temperatures are on the playgrounds and basketball courts. Materials like turf, rubber and blacktop receive temperatures in the triple digits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But the project doesn’t end there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> What else do they do? \u003c/span>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> A big part of using your school as a 3D textbook, especially when dealing with big issues like climate change, is finding solutions and encouraging student agency. So for the last part of the activity, students make a proposal for how they can make the school a bit cooler. So Ms. Lamm directs the students’ attention back to the big map again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>W\u003c/i>\u003cspan style=\"font-weight: 400\">e want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> You can hear that they’re thinking about the schoolyards materials as they decide which places need cooling down.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> So Adriana is saying that not just because of the ground surface material, but because of the playground itself that could benefit from having a shade structure over it. Is that right?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Because the play structure is made out of metal. Metal is really easy to get hot\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> Right. Thinking about that material again. The play structure is made out of hard plastic and metal. Those things get really really hot. So we definitely want to add a shade structure over the playground. I love that idea. I also heard Adriana say that we want to add a tree to the middle of the field similar to how it looks at the front of the school with our big trees.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When they were done, they put the big map with all of its stickers on display in the front of the school for parents and community members to see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Sometimes talking about real-world challenges can lead to anxiety and feelings of helplessness, but it’s great that they were able to share their insights. That’s often the first step towards putting ideas into action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Activities like this can lead to schools developing green schoolyards. Here’s Sharon Danks again to tell us more.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would say that it is most succinctly described as an ecologically rich park. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They vary widely. The plants in a green schoolyard will depend on its ecosystem and climate. A lot of schools are starting to transition to green schoolyards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the need is becoming more clear through weather getting more extreme. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong> Nimah Gobir:\u003c/strong> California is in the second year of a statewide initiative called the California Schoolyard Forest System. The main goal is to increase the number of trees in public schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Green schoolyards don’t just provide shade on hot days. They come with a whole bunch of benefits, including more opportunities for kids to use their schools for learning. When school leaders start dreaming about the potential they can unlock with a green schoolyard, it’s hard to stop. They start saying things like…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I’d like a place for kids to do their curriculum outside. I’d like a place that’s good for physical and mental health for kids and teachers. We’d like a place for nature. We’d like a place for the birds to come, the wildlife, to be able to visit the pollinators andyou want to see the butterflies and you know, things like that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Our school buildings and schoolyards are not just physical spaces but dynamic learning resources waiting to be tapped into.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Learning from textbooks is valuable, but true learning comes alive when we bring education into the real world. School grounds and schoolyards provide the perfect opportunity to do just that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And if a school is able to develop a green schoolyard, you can provide kids with a living laboratory where they engage with nature, explore ecosystems, and understand the impact of their actions on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So teachers, you don’t have to travel far for your next hands-on learning opportunity. Seeing your schoolyards and school buildings in a new light might just empower the next generation of change-makers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas: \u003c/strong>I think I think now I’m going to be really good – an expert!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This episode would not have been possible without Sharon Danks, Jenny Seydel, Priya Cook, Principal Kumamoto, Ms. Lamm, Ms. Heinz, and their 4th graders. A big thank you to Kevin Stark and Laura Klivans for their support with reporting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick and Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan .\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Thank you for listening!\u003c/span>\u003c/p>\n\n",
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"title": "Why Schoolyards Are a Critical Space for Teaching About — and Fighting — Extreme Heat and Climate Change | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On hot days, fourth-grader Adriana Salas has observed that when the sun beats down on the pavement in her schoolyard it “turns foggy.” There are also days where the slide burns the back of her legs if she is wearing shorts or the monkey bars are too hot to touch. Salas, who attends Roosevelt Elementary School in San Leandro, California, is not alone in feeling the effects of heat on her schoolyard. Across the country, climbing temperatures have led schools to \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/nation/2023/08/24/heat-weather-school-closings-air-conditioning/70656924007/\">\u003cspan style=\"font-weight: 400\">cancel classes and outdoor activities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to protect students from the harmful effects of the heat.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/jennyseydel?lang=en\">\u003cspan style=\"font-weight: 400\">Jenny Seydel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an environmental educator and founder of \u003c/span>\u003ca href=\"https://greenschoolsnationalnetwork.org/\">\u003cspan style=\"font-weight: 400\">Green Schools National Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, encourages teachers to leverage students’ observations about their schools to make learning come alive. According to Seydel, when teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">use the school grounds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a way to learn about social issues, they’re using their school as a \u003c/span>\u003ca href=\"https://catalyst.greenschoolsnationalnetwork.org/gscatalyst/march_2019/MobilePagedReplica.action?pm=2&folio=10#pg10\">\u003cspan style=\"font-weight: 400\">three-dimensional textbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, schools’ energy and water conservation, architecture and lunches are rich with potential for project-based learning. “We can learn from a textbook. We can memorize concepts. We can use formulas, but we don’t incorporate that learning until it is real,” said Seydel.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Against the backdrop of climate change, Roosevelt Elementary School teachers turned to their schoolyards as a way to apply lessons about rising temperatures to the real world. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">\u003cspan style=\"font-weight: 400\">these issues can seem overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to young students, exploring them within the context of their school can not only make lessons stick, but also encourage students’ sense of civic agency. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>A schoolyard becomes a learning arena\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armed with infrared thermometers and a map of their school, fourth graders at Roosevelt embarked on the \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/how-cool\">\u003cspan style=\"font-weight: 400\">“How cool is your school?” project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/mission\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to transform asphalt-laden schoolyards into greener spaces. The guiding questions for the fourth graders were:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_62351\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62351\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Fourth grade teacher Nicole Lamm prepares students for a temperature mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro, California. (Beth LaBerge/ KQED) \u003ccite>(Beth LaBerge/ KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In groups of three, students of Dorie Heinz and Nicole Lamm classes measured and recorded the ground temperature at 25 locations around their school. As students gathered data from places like the tetherball courts, lunch area, and parking lot, a pattern emerged: materials matter. For example, one group found that the ground temperature they recorded at the main playground, which was made of rubber safety material, was almost 50 degrees hotter than the temperature they measured at their school’s grass playing field. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62354\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62354\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jake Council (from left), Arlo Jones and Adrianna Salas participate in a temperature-mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro on June 1, 2023. Students used an infrared thermometer to record temperatures in locations around the playground and yard, including asphalt and green spaces, as an opportunity to learn about climate change, sustainability and other academic topics through hands-on experience. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our school districts are one of the largest land managers,” Lamm explained to students. “Most schools are covered in asphalt and other materials that heat up in the sun, and schools generally have a lack of shade.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to preliminary research by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/schoolyard-forest-rationale\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, over two million students in California attend schools with less than 5% tree canopy. Less tree coverage contributes to \u003c/span>\u003ca href=\"https://www.epa.gov/heatislands\">\u003cspan style=\"font-weight: 400\">urban heat island effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is when heat-absorbing materials like asphalt or tar result in higher temperatures in a community. Students’ firsthand observations provided a tangible link between their immediate surroundings and issues outside of their school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing curiosity and critical thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students returned from gathering data, they shared their findings as a class. When students presented the temperatures they measured, Lamm recorded it on a poster-sized map of the school with color coded stickers. Blue stickers represented the lowest temperatures, which were below 70 degrees fahrenheit, while red stickers represented temperatures above 100 degrees fahrenheit. Shades of yellow and orange stickers indicated temperatures in between. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62355\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62355\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student sits with a map of their school in preparation for the temperature-mapping activity. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking at the map, students pointed out the greater volume of red stickers, compared with blue ones. “It’s mostly hot where we’re playing,” said Adriana. The two lonely blue stickers were in areas with a large tree and a shade structure, respectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamm and Heinz prompted students to brainstorm how to make the playground cooler. “We want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures,” said Heinz. One student offered an idea to protect their schools’ youngest students. “There’s this little concrete box. I was thinking maybe we could plant a tree because sometimes I would notice kindergartners eating a snack there,” he said. By the end of the activity, the map was covered in colored dots. Triangle and square-shaped stickers – students’ proposals for shade – were next to some of the hottest areas. The teachers posted the map with all of its stickers in front of the school to show their findings to parents and community members. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62356\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-62356 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/09/IMG_2438-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Dorie Heinz places stickers on the schoolyard map as students brainstorm how to make the playground cooler. By the end of the activity, the map was covered in colored dots. (Ki Sung/KQED)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>The power and potential for green schoolyards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling larger issues at the school level can nurture problem-solving skills that extend beyond academic subjects and prepare students for the complexities of the larger world. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s really depressing for a lot of kids to read about all the negative things that climate change has created in the world,” said \u003c/span>\u003ca href=\"https://twitter.com/sdanks?lang=en\">\u003cspan style=\"font-weight: 400\">Sharon Danks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CEO and founder of Green Schoolyards America — the organization that created the “How Cool is Your School” activity. In offering this hands-on STEM lesson plan to schools, Danks and her team hope that administrators implement students’ suggestions and create green schoolyards. “It gives kids a chance to learn about climate change, but also learn about being positive forces for change for the better,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards can vary widely because they reflect the surrounding ecosystem and climate, they may include features such as edible gardens, stormwater capture features or walking trails. Danks described a green schoolyard as “an ecologically rich park and a place that has all kinds of things happening and all types of different social niches for people to be doing different activities in different places and in a natural environment filled with plants and living things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Green schoolyards offer protection against the heat and provide a unique setting for interdisciplinary learning experiences, according to Priya Cook from \u003c/span>\u003ca href=\"https://www.childrenandnature.org/about/\">\u003cspan style=\"font-weight: 400\">Children & Nature Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to ensure kids have equitable access to green spaces. She adds that benefits associated with outdoor learning, such as \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/outdoor-learning-influences-teacher-attitudes-as-well-as-student-behavior-and-engagement-with-learning/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">improved behavioral control and increased student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “impact the way a kid can thrive in the classroom.” When students have access to a green schoolyard, their \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/greenspace-promotes-both-physical-activity-and-emotional-well-being/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increases, and studies have shown that being in natural spaces improves mental\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0885412215595441\">\u003cspan style=\"font-weight: 400\"> health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13504620701843426\">\u003cspan style=\"font-weight: 400\">boast a lot of benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, not every school can easily make the transformation. Danks cited \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billStatusClient.xhtml?bill_id=202120220AB2566\">\u003cspan style=\"font-weight: 400\">failures to pass bills supporting greening projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a shortage of funds as the most significant obstacles. Removing asphalt is costly. And because green space is inequitably distributed, schools with the most asphalt are also likely to be schools with the least financial resources. However, \u003c/span>\u003ca href=\"https://www.npr.org/2023/08/26/1196170854/climate-change-is-making-schoolyard-play-dangerously-hot-california-has-a-soluti\">\u003cspan style=\"font-weight: 400\">California has allocated $150 million for green schoolyards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.heinrich.senate.gov/newsroom/press-releases/heinrich-introduces-legislation-to-help-schools-re-envision-build-outdoor-learning-spaces\">\u003cspan style=\"font-weight: 400\">other states\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may follow suit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As one of the most heavily trafficked public spaces, green schoolyards could have an outsized effect. “There’s a reframing that needs to happen in our budget, in our mindset, that says this is a crucial space for children,” said Danks.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5981055431&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And I’m Nimah Gobir. \u003c/span>\u003cspan style=\"font-weight: 400\">Educators are always striving to create hands-on lessons to engage students. These types of learning approaches improve learning retention and promote a deeper understanding of concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Some teachers rely on project based learning, where they have students solve real problems in their community. Others might opt for experiential learning, which can involve field trips and role-playing. There’s also collaborative learning where students work with peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Luckily, teachers don’t have to go far if they want to implement hands-on approaches. According to educator Jenny Seydel, the school building and school grounds are incredible resources for this type of learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel: \u003c/strong> For children up through middle school, that is the place that they spend most time. \u003c/span>\u003cspan style=\"font-weight: 400\"> By the time a child graduates from high school, they’ve spent more than 15,000 hours in a school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Jenny is an expert in environmental education and the founder of Green Schools National Network. She invites educators to think of schools as 3-dimensional textbooks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel:\u003c/strong> Any phenomenon, even historical phenomenon, can be taught through the history of that particular school — the social issues and social problems that are happening in the world — are oftentimes happening in a school. \u003c/span>\u003cspan style=\"font-weight: 400\"> That’s the place where we can bring anything to life that we are teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So Jenny is saying we can use schools to bridge the gap between theoretical knowledge and real-world application?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s exactly right. When you use your school as a 3D textbook, you can look at all kinds of things – like your school’s water system or architecture, even school lunches. Today we’ll zero in on schoolyards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you think about it. Schoolyards are incredible because they entertain kids over many years and developmental stages. \u003c/span>\u003cspan style=\"font-weight: 400\"> And unless a kid is part of a family that is big on gardening, hiking or camping, then it’s likely that schoolyards are where they spend the most of their outside time. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> My name is Sharon Danks, and I’m an environmental city planner.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I talked to Sharon to learn more about schoolyards – how they’re used and their untapped potential.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> Many things they would like to study can be done outdoors in a schoolyard. These days, it’s particularly well-suited to studying climate change and how the materials that people put into the environment shift the temperatures of our urban locations. In California, we have 130,000 acres of public land at our K-12 schools. And they have close to 6 million people on them every day. And that’s more public land visitation than, say, Yosemite has in an entire year.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But unlike Yosemite and other national parks the majority of schoolyards are not very green!\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Asphalt, plastic, grass and rubber, which are a lot of the go to traditional materials in the United States.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I’ve seen asphalt and blacktop at many schools. It’s usually where kids play four-square and skin their knees playing tag!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s everywhere. In fact, millions of kids go to schools where fewer than five percent of the grounds have trees.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Even in communities that have a lot of trees, if you look at the aerial photos, they’re not at the schools.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If a school has trees or green space it is usually around the edges of a school. Like next to the school sign or by the parking lots. It’s not to shade kids in sunny weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> And these days kids need all the shade they can get. Triple digit temperatures have forced schools all around the country to cancel classes and even delay the first day of school. Here’s what 4th grader Adriana Salas is noticing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s mostly hot where we’re playing at. And sometimes when it’s too hot, sometimes when you look like, just on the top of anything it turns like foggy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She’s talking about when it gets so hot out that the ground looks kind of wavy. She’s seen that happen on her school’s playground. We’ll hear more from Adriana later.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of communities struggling with urban heat island effect and really extreme temperatures that make it unsafe for kids to be outside.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Priya Cook from the Children & Nature Network organization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I heard Priya say “urban heat island effect.” What is that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s when asphalt and pavement actually increase the temperature in a community.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of materials that are used in playgrounds that we use in parking lots and roads that really absorb heat and reflect that heat back.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Places that have a lot of urban heat islands are likely to be lower income parts of the city because they usually have fewer plants and more pavement. Often these hotter areas are populated by folks of color.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a difference in some cases of ten degrees between a place that has trees planted and a site that does not. And so that’s in many cases, that’s a big enough difference to, dictate whether or not kids are going to go outside that day, which has all kinds of health and learning impacts.\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The good news is that schools aren’t standing idly by while their schoolyards heat up. We’ll hear from one school in San Leandro, California about how they turned to their schoolyards as a way to learn more about these environmental changes firsthand. That’s coming up after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>Welcome, everybody.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s a beautiful day at Roosevelt Elementary School in San Leandro, California. Today it’s 67 degrees fahrenheit, but temperatures here can get into the triple digits. Ms. Heinz and Ms. Lamm’s 4th grade classes have come together to start a project that uses their schoolyard as a 3D textbook.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nicole Lamm:\u003c/strong> Today is our first day of doing our “How Cool is Your School?” project.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> Ms. Lam is speaking to students using a headset. This project is the brainchild of Green Schoolyards America — Sharon Danks, who we spoke to earlier is the founder of that organization. Ms. Lamm teed up students for the “How Cool is Your School?” project with two guiding questions…\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cstrong>Nicole Lamm: \u003c/strong>\u003c/b>\u003ci>I\u003c/i>\u003cspan style=\"font-weight: 400\">s our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change?\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students are put into groups of three and each group is given a map of the school\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">We have our classrooms right here. We have the basketball court, the cafeteria, our other building over there and the kindergarten rooms…\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Different locations on the map are numbered from one to 25\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>T\u003cspan style=\"font-weight: 400\">hose numbers are there for a reason. You are going to get five places that you have to measure.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>So you have to figure out exactly where that number is and find that spot in the school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Each group also gets an infrared thermometer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz\u003ci>: \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">You’re going to point the thermometer at the ground. W\u003c/span>\u003cspan style=\"font-weight: 400\">hen you pull the trigger, the temperature stops and records it. That’s where you and your team are going to record your temperature.\u003c/span>\u003cspan style=\"font-weight: 400\"> So, at one location you’ll be doing three readings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is the crux of the project, so I’ll reiterate what Ms Lamm says: Each group takes three temperature readings of the same point on the ground in their assigned location. This is to get an accurate reading of the ground surface. Then, they record the average of the three readings on a worksheet.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adrianna Salas\u003c/b>\u003cspan style=\"font-weight: 400\">: We are going on the field to 16.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> We followed one group of students as they did their measurements.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Arlo Jones: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Arlo Jones, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jake Decker:\u003c/strong> Jake Decker, fourth grade.\u003c/span>\u003ci> \u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Adriana Salas, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And yes, that is the same Adriana we heard from earlier!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> First up on their list: area 16. It’s located on the field, so it’s a grassy area. They make their way over and get their three readings with the thermometer\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They record their findings. The surface of the field has an average of about 97 degrees. They head to the next spot on their list. Number 17 on the map. It has grass too and it’s close to some classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So the average temperature of the ground surface here is about 95 degrees. They start to make their way to their third location: number 18. It’s a triangular playground area with swings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Arlo Jones:\u003c/strong> I would say it’s like the main playground. The main place where people play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> It’s like the big playground\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They describe it as the school’s main playground so most kids play there. \u003c/span>\u003cspan style=\"font-weight: 400\">The surface is made of that rubber safety material that you see in so many schoolyards now. Especially newer schools…and they predict that it’s going to be hot. They’re right. The three readings they get there average at a steamy 143 degrees\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Adriana shared some reflections on what she’s learned about her schoolyard so far.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s very hot. And sometimes you might get like, a shocking, like, “Wow. Like kids play in the hotness.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> After students are finished visiting all of the locations they’ve been assigned, they come back to the classroom to talk about their findings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm:\u003c/b>\u003cspan style=\"font-weight: 400\"> So when we say a location that you tested, I want you to raise your hand and read out the average that you just found for location one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nimah Gobir: That’s Ms. Lamm again. The other teacher, Miss Heinz, is standing in front of a poster-sized map of the school. She has colored stickers ranging from blue – which represent temperatures in the 70s or below – to deep shades of red, which represents temperatures over 100 degrees. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Location two right over here where the tetherball is. \u003c/span>\u003cspan style=\"font-weight: 400\">115. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about location three? Right on the lake by the four square.\u003c/span>\u003cspan style=\"font-weight: 400\"> 123. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>Four, which is over by where you eat lunch every day? \u003c/span>\u003cspan style=\"font-weight: 400\"> 63. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What do we notice about location four? It’s covered by a shade structure? And can you say that number nice and loud one more time? Sixty-three degrees is a lot cooler when we have a shaded structure. Interesting to notice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Every time they call out a number, a colored sticker representing the temperature is stuck to the corresponding location on the big version of the map.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So students could actually see where the different colored dots were clustered at their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They went all the way through 25 locations. And when they were all done calling out the average temperatures. They were asked to share what they noticed about all the colored dots on the map. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What do you notice about the two places that are blue, though? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> They’re shaded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz: \u003c/b>They’re shaded so they’re way cooler.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> \u003c/span>\u003cspan style=\"font-weight: 400\">What? Shades the blue dot on this side?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> The tree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about the other one? The canopy. The shade structure. So both of those are the coolest locations and we know that they have things that are providing shade: the trees and the shade structure. Really good observation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir\u003c/strong>: Aside from those two blue spots the school is mostly a cluster of red and yellow dots representing ground surface temperatures from 80 degrees to as high as 151 degrees.\u003c/span>\u003cspan style=\"font-weight: 400\"> The really hot temperatures are on the playgrounds and basketball courts. Materials like turf, rubber and blacktop receive temperatures in the triple digits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But the project doesn’t end there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> What else do they do? \u003c/span>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> A big part of using your school as a 3D textbook, especially when dealing with big issues like climate change, is finding solutions and encouraging student agency. So for the last part of the activity, students make a proposal for how they can make the school a bit cooler. So Ms. Lamm directs the students’ attention back to the big map again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>W\u003c/i>\u003cspan style=\"font-weight: 400\">e want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> You can hear that they’re thinking about the schoolyards materials as they decide which places need cooling down.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> So Adriana is saying that not just because of the ground surface material, but because of the playground itself that could benefit from having a shade structure over it. Is that right?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Because the play structure is made out of metal. Metal is really easy to get hot\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> Right. Thinking about that material again. The play structure is made out of hard plastic and metal. Those things get really really hot. So we definitely want to add a shade structure over the playground. I love that idea. I also heard Adriana say that we want to add a tree to the middle of the field similar to how it looks at the front of the school with our big trees.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When they were done, they put the big map with all of its stickers on display in the front of the school for parents and community members to see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Sometimes talking about real-world challenges can lead to anxiety and feelings of helplessness, but it’s great that they were able to share their insights. That’s often the first step towards putting ideas into action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Activities like this can lead to schools developing green schoolyards. Here’s Sharon Danks again to tell us more.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would say that it is most succinctly described as an ecologically rich park. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They vary widely. The plants in a green schoolyard will depend on its ecosystem and climate. A lot of schools are starting to transition to green schoolyards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the need is becoming more clear through weather getting more extreme. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong> Nimah Gobir:\u003c/strong> California is in the second year of a statewide initiative called the California Schoolyard Forest System. The main goal is to increase the number of trees in public schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Green schoolyards don’t just provide shade on hot days. They come with a whole bunch of benefits, including more opportunities for kids to use their schools for learning. When school leaders start dreaming about the potential they can unlock with a green schoolyard, it’s hard to stop. They start saying things like…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I’d like a place for kids to do their curriculum outside. I’d like a place that’s good for physical and mental health for kids and teachers. We’d like a place for nature. We’d like a place for the birds to come, the wildlife, to be able to visit the pollinators andyou want to see the butterflies and you know, things like that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Our school buildings and schoolyards are not just physical spaces but dynamic learning resources waiting to be tapped into.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Learning from textbooks is valuable, but true learning comes alive when we bring education into the real world. School grounds and schoolyards provide the perfect opportunity to do just that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And if a school is able to develop a green schoolyard, you can provide kids with a living laboratory where they engage with nature, explore ecosystems, and understand the impact of their actions on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So teachers, you don’t have to travel far for your next hands-on learning opportunity. Seeing your schoolyards and school buildings in a new light might just empower the next generation of change-makers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas: \u003c/strong>I think I think now I’m going to be really good – an expert!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This episode would not have been possible without Sharon Danks, Jenny Seydel, Priya Cook, Principal Kumamoto, Ms. Lamm, Ms. Heinz, and their 4th graders. A big thank you to Kevin Stark and Laura Klivans for their support with reporting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick and Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan .\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Thank you for listening!\u003c/span>\u003c/p>\n\n\u003c/div>"
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"title": "Is AC the new ABC? As the country gets hotter, schools need upgrades",
"headTitle": "Is AC the new ABC? As the country gets hotter, schools need upgrades | KQED",
"content": "\u003cp>\u003ci>This \u003ca href=\"https://hechingerreport.org/column-is-a-c-the-new-abc-as-the-country-gets-hotter-schools-need-upgrades/\">opinion column\u003c/a> about climate and design was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s2\">\u003ci>The Hechinger Report\u003c/i>\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp class=\"p1\">Tempers get short. Test scores suffer. On the worst days, schools close, and students lose days of learning while parents’ schedules are disrupted.\u003c/p>\n\u003cp class=\"p1\">Yorkwood Elementary in Baltimore, before it finally got air conditioning last year, was subject to closure by the district on any day the forecast hit 90 degrees by 10 a.m. And the number of those days has been rising over time.\u003c/p>\n\u003cp class=\"p5\">“I remember one year we literally had seven [closure] days before we were able to have a full week of school because of the heat,” said Tonya Redd, the principal.\u003c/p>\n\u003cp class=\"p5\">July 2023 was the world’s hottest month on record. And America’s schools weren’t built for this. According to a 2021 \u003ca href=\"https://coolingcrisis.org/about-the-report\">\u003cspan class=\"s2\">study\u003c/span>\u003c/a> by the Center for Climate Integrity, more than 13,700 public schools that did not need cooling systems in 1970 have installed — or will need to install — HVAC systems by 2025,\u003cb> \u003c/b>based on the increasing number of very hot days during the school year. Total estimated cost: over $40 billion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p5\">The good news is, there are many design and architectural innovations that can keep students, faculty and staff comfortable, while also creating healthier, greener and even more engaging places to learn. And there’s federal funding to pay for it.\u003c/p>\n\u003cp class=\"p5\">But, installing air conditioners without making other renovations, which is often the cheapest and most expedient option, raises a school’s fossil fuel consumption, ultimately making the problem of climate change worse.\u003c/p>\n\u003cp class=\"p1\">Baltimore is an example of a district that’s had to rapidly upgrade for a changing climate. Six years ago, \u003ca href=\"https://www.baltimorecityschools.org/heating-and-cooling#:~:text=As%2520of%2520April%25202023%252C%2520City,to%2520electrical%2520systems%2520and%2520windows\">\u003cspan class=\"s2\">75 out of its 140 school\u003c/span>\u003c/a> buildings, including Yorkwood Elementary, lacked air conditioning.\u003c/p>\n\u003cp class=\"p1\">Now, that number is down to 11, according to Cyndi Smith, the district’s executive director for facilities planning, design and construction. “\u003cspan class=\"s3\">It has been a big challenge,” she said. “We have the oldest average-age buildings [of every district] in the state, going back to the late 1800s.” \u003c/span>\u003c/p>\n\u003cp class=\"p5\">Nationally, classroom heat is an environmental justice issue. This is because Black and Hispanic students are concentrated in urban areas that are subject to the heat island effect, in the South and Southwest, and in school districts with older facilities. In Baltimore, Maryland, just below the Mason-Dixon line, almost three quarters of the district’s students are Black, and another\u003cspan class=\"s4\"> \u003ca href=\"https://www.baltimorecityschools.org/district-overview\">\u003cspan class=\"s2\">17% are Hispanic\u003c/span>\u003c/a>\u003c/span>. A \u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/pol.20180612\">\u003cspan class=\"s2\">2020 paper calculated\u003c/span>\u003c/a> that excess heat might be responsible for as much as 5% of the race-based gap in test scores.\u003c/p>\n\u003cp class=\"p5\">At Yorkwood, 96% of the students are Black. Redd saw the heat affect her students in multiple ways. “The children would be lethargic, due to the heat in the classroom.” Students used to sit for high stakes tests in the spring in sweltering weather. And, until this year, they couldn’t attend summer learning at their home campus; again, too hot.\u003c/p>\n\u003cp class=\"p5\">Having air conditioning last school year “has actually been amazing,” Redd said. Instead of students trudging into the first days of school, resigned to the heat, she said, “There are smiles on the faces of students, teachers and parents.”\u003c/p>\n\u003cp class=\"p1\">The state of Maryland committed a decade ago to universal AC in schools. They have paid for all this with a combination of local, state and federal funds, and not without some partisan \u003ca href=\"https://www.washingtonexaminer.com/politics/hogan-admonishes-baltimore-city-schools-for-lack-of-air-conditioning\">\u003cspan class=\"s2\">back-and-forth.\u003c/span>\u003c/a>\u003c/p>\n\u003cp class=\"p1\">Baltimore is one of the first round of recipients of the Renew America’s Schools grant, a clean-energy program that is part of the bipartisan infrastructure law; \u003ca href=\"https://www.energy.gov/scep/renew-americas-schools-grant#:~:text=The%2520Renew%2520America's%2520Schools%2520grant,prioritizing%2520high%252Dneed%2520school%2520communities\">\u003cspan class=\"s2\">88% of all applications included HVAC upgrades.\u003c/span>\u003c/a>\u003c/p>\n\u003cp class=\"p7\">The Inflation Reduction Act also includes tax credits for geothermal heat pumps, a more efficient option for both heating and cooling. Depending on certain conditions, the tax credit could go up to 50%, according to \u003ca href=\"https://www.thisisplaneted.org/img/K12-InflationReductionAct-Final-Screen.pdf\">\u003cspan class=\"s2\">a guide from the Aspen Institute’s\u003c/span>\u003c/a> This Is Planet Ed (where, full disclosure, I am an advisor). School districts can receive this credit as a cash payment with the new direct pay mechanism in the IRA, but details on how this will work will be forthcoming from the IRS.\u003c/p>\n\u003cp class=\"p1\">Smith said that, ultimately, Baltimore’s education budget hasn’t allowed the district to improve energy efficiency in the ways she would have liked. “We need [new] windows in a lot of our buildings. We did kind of have to cut back and say, OK, even though it would be great for energy savings in the long run, the AC was our priority.”\u003c/p>\n\u003cp class=\"p1\">Monica Goldson, who just joined Maryland’s state board of education, said her priority is to figure out how to “maximize efficiency while also meeting [districts’] climate change action plan recommendations.” This, she said, requires investing not just in HVAC and insulation, but in professional development for building maintenance staff.\u003c/p>\n\u003cfigure id=\"attachment_62329\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62329\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1.jpeg\" alt=\"\" width=\"1600\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1.jpeg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1-800x450.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1-1020x574.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1-160x90.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1-768x432.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1-1536x864.jpeg 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Dan Boggio, the founder of architecture firm PBK, which primarily designs schools and campuses, said he has seen increased interest in what he calls “hardening buildings against heat” over the past decade. \u003ccite>(Image provided by PBK)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p5\">When districts have the money and time, schools can be reimagined from the ground up to cope with extreme weather.\u003c/p>\n\u003cp class=\"p5\">Dan Boggio, the founder of architecture firm \u003ca href=\"https://pbk.com/\">\u003cspan class=\"s2\">PBK\u003c/span>\u003c/a>, which primarily designs schools and campuses, said he has seen increased interest in what he calls “hardening buildings against heat” over the past decade. When schools pull out all the stops for efficiency, he said, “We think we can come very close to saving 20% of the energy that the building uses over the year.”\u003c/p>\n\u003cp class=\"p5\">The Alief Independent School District in southwest Houston, Texas, worked with PBK to create an exemplary early learning center that opened in August 2022.\u003c/p>\n\u003cp class=\"p5\">To start, the district built on a site that was five acres larger than they’d normally choose and left it in its natural state as much as possible. “We’re always looking for sites with trees,” said Boggio. “It’s a heat sink.” Stormwater on the site runs off into ponds and wetlands, reducing flood risk — the more typical stormwater setup is “an ugly concrete pool with chain link fence around it,” said Alief’s Jeff DeLisle, director of maintenance and operations.\u003c/p>\n\u003cp class=\"p5\">With input from the nonprofit The Nature Conservancy, landscapers planted the green space with native plants, grasses, flowering plants, trees and shrubs — a prairie landscape that resembles the Houston of a century ago. The green areas, water features and reduced concrete minimize the urban heat-island effect, and they’re already starting to attract native birds. The whole area is used as an outdoor classroom for the Pre-K students.\u003c/p>\n\u003cp class=\"p5\">The early learning center was also designed with a “front porch” area of large overhangs that give children a shaded place to play. When Boggio gets a chance, he designs buildings with the longest axis east-west. “Believe it or not, it’s easy to shade the sun on the south side; it’s almost impossible on the west,” he said. The angle of the light comes too low for window shades.\u003c/p>\n\u003cp class=\"p5\">Houston area schools have had air-conditioning since the 1960s, but now they need to do more, DeLisle said. “Temperatures are changing; conditions are getting worse. Used to be, our buildings were designed for 95 degrees max. Over the past 5 or 10 years as we’ve built new buildings, as we’ve remodeled buildings, we’ve asked our designs to plan for over 100 degree temperatures.”\u003c/p>\n\u003cp class=\"p5\">This means heavy overhangs on windows, coatings on the glass to reduce UV rays, and white roofs to reflect heat. And then there are the behavioral shifts — like calling the groundskeepers in at 5:30 am, and pushing football practice into the evening.\u003c/p>\n\u003cfigure id=\"attachment_62331\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62331\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3.jpg\" alt=\"\" width=\"1600\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3-1536x864.jpg 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">With input from the nonprofit The Nature Conservancy, the Alief school district has worked with landscapers to plant green space with native plants, grasses, flowering plants, trees and shrubs. \u003ccite>(Image provided by PBK)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p5\">Even when districts are doing everything they can to meet the demands of the moment, the future still feels uncertain. When Anthony Mays, the district superintendent of Alief, is asked what measures he imagines taking in 10 years as Houston’s weather continues to change, he grimaces. “That is an extremely scary thought,” he said.\u003c/p>\n\u003cp class=\"p5\">“You see the strain on the machinery we have now. I don’t know what technology will look like to try to accommodate these extreme temperatures.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p5\">\u003ci>This \u003ca href=\"https://hechingerreport.org/column-is-a-c-the-new-abc-as-the-country-gets-hotter-schools-need-upgrades/\">opinion column\u003c/a> about climate and design was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s2\">\u003ci>The Hechinger Report\u003c/i>\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"excerpt": "Design innovations can keep students comfortable while also creating healthier learning places. Air conditioning may help cool things down, but without other renovations can raise a school’s fossil fuel consumption, ultimately making climate change worse.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>This \u003ca href=\"https://hechingerreport.org/column-is-a-c-the-new-abc-as-the-country-gets-hotter-schools-need-upgrades/\">opinion column\u003c/a> about climate and design was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s2\">\u003ci>The Hechinger Report\u003c/i>\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp class=\"p1\">Tempers get short. Test scores suffer. On the worst days, schools close, and students lose days of learning while parents’ schedules are disrupted.\u003c/p>\n\u003cp class=\"p1\">Yorkwood Elementary in Baltimore, before it finally got air conditioning last year, was subject to closure by the district on any day the forecast hit 90 degrees by 10 a.m. And the number of those days has been rising over time.\u003c/p>\n\u003cp class=\"p5\">“I remember one year we literally had seven [closure] days before we were able to have a full week of school because of the heat,” said Tonya Redd, the principal.\u003c/p>\n\u003cp class=\"p5\">July 2023 was the world’s hottest month on record. And America’s schools weren’t built for this. According to a 2021 \u003ca href=\"https://coolingcrisis.org/about-the-report\">\u003cspan class=\"s2\">study\u003c/span>\u003c/a> by the Center for Climate Integrity, more than 13,700 public schools that did not need cooling systems in 1970 have installed — or will need to install — HVAC systems by 2025,\u003cb> \u003c/b>based on the increasing number of very hot days during the school year. Total estimated cost: over $40 billion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p5\">The good news is, there are many design and architectural innovations that can keep students, faculty and staff comfortable, while also creating healthier, greener and even more engaging places to learn. And there’s federal funding to pay for it.\u003c/p>\n\u003cp class=\"p5\">But, installing air conditioners without making other renovations, which is often the cheapest and most expedient option, raises a school’s fossil fuel consumption, ultimately making the problem of climate change worse.\u003c/p>\n\u003cp class=\"p1\">Baltimore is an example of a district that’s had to rapidly upgrade for a changing climate. Six years ago, \u003ca href=\"https://www.baltimorecityschools.org/heating-and-cooling#:~:text=As%2520of%2520April%25202023%252C%2520City,to%2520electrical%2520systems%2520and%2520windows\">\u003cspan class=\"s2\">75 out of its 140 school\u003c/span>\u003c/a> buildings, including Yorkwood Elementary, lacked air conditioning.\u003c/p>\n\u003cp class=\"p1\">Now, that number is down to 11, according to Cyndi Smith, the district’s executive director for facilities planning, design and construction. “\u003cspan class=\"s3\">It has been a big challenge,” she said. “We have the oldest average-age buildings [of every district] in the state, going back to the late 1800s.” \u003c/span>\u003c/p>\n\u003cp class=\"p5\">Nationally, classroom heat is an environmental justice issue. This is because Black and Hispanic students are concentrated in urban areas that are subject to the heat island effect, in the South and Southwest, and in school districts with older facilities. In Baltimore, Maryland, just below the Mason-Dixon line, almost three quarters of the district’s students are Black, and another\u003cspan class=\"s4\"> \u003ca href=\"https://www.baltimorecityschools.org/district-overview\">\u003cspan class=\"s2\">17% are Hispanic\u003c/span>\u003c/a>\u003c/span>. A \u003ca href=\"https://www.aeaweb.org/articles?id=10.1257/pol.20180612\">\u003cspan class=\"s2\">2020 paper calculated\u003c/span>\u003c/a> that excess heat might be responsible for as much as 5% of the race-based gap in test scores.\u003c/p>\n\u003cp class=\"p5\">At Yorkwood, 96% of the students are Black. Redd saw the heat affect her students in multiple ways. “The children would be lethargic, due to the heat in the classroom.” Students used to sit for high stakes tests in the spring in sweltering weather. And, until this year, they couldn’t attend summer learning at their home campus; again, too hot.\u003c/p>\n\u003cp class=\"p5\">Having air conditioning last school year “has actually been amazing,” Redd said. Instead of students trudging into the first days of school, resigned to the heat, she said, “There are smiles on the faces of students, teachers and parents.”\u003c/p>\n\u003cp class=\"p1\">The state of Maryland committed a decade ago to universal AC in schools. They have paid for all this with a combination of local, state and federal funds, and not without some partisan \u003ca href=\"https://www.washingtonexaminer.com/politics/hogan-admonishes-baltimore-city-schools-for-lack-of-air-conditioning\">\u003cspan class=\"s2\">back-and-forth.\u003c/span>\u003c/a>\u003c/p>\n\u003cp class=\"p1\">Baltimore is one of the first round of recipients of the Renew America’s Schools grant, a clean-energy program that is part of the bipartisan infrastructure law; \u003ca href=\"https://www.energy.gov/scep/renew-americas-schools-grant#:~:text=The%2520Renew%2520America's%2520Schools%2520grant,prioritizing%2520high%252Dneed%2520school%2520communities\">\u003cspan class=\"s2\">88% of all applications included HVAC upgrades.\u003c/span>\u003c/a>\u003c/p>\n\u003cp class=\"p7\">The Inflation Reduction Act also includes tax credits for geothermal heat pumps, a more efficient option for both heating and cooling. Depending on certain conditions, the tax credit could go up to 50%, according to \u003ca href=\"https://www.thisisplaneted.org/img/K12-InflationReductionAct-Final-Screen.pdf\">\u003cspan class=\"s2\">a guide from the Aspen Institute’s\u003c/span>\u003c/a> This Is Planet Ed (where, full disclosure, I am an advisor). School districts can receive this credit as a cash payment with the new direct pay mechanism in the IRA, but details on how this will work will be forthcoming from the IRS.\u003c/p>\n\u003cp class=\"p1\">Smith said that, ultimately, Baltimore’s education budget hasn’t allowed the district to improve energy efficiency in the ways she would have liked. “We need [new] windows in a lot of our buildings. We did kind of have to cut back and say, OK, even though it would be great for energy savings in the long run, the AC was our priority.”\u003c/p>\n\u003cp class=\"p1\">Monica Goldson, who just joined Maryland’s state board of education, said her priority is to figure out how to “maximize efficiency while also meeting [districts’] climate change action plan recommendations.” This, she said, requires investing not just in HVAC and insulation, but in professional development for building maintenance staff.\u003c/p>\n\u003cfigure id=\"attachment_62329\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62329\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1.jpeg\" alt=\"\" width=\"1600\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1.jpeg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1-800x450.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1-1020x574.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1-160x90.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1-768x432.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat1-1536x864.jpeg 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Dan Boggio, the founder of architecture firm PBK, which primarily designs schools and campuses, said he has seen increased interest in what he calls “hardening buildings against heat” over the past decade. \u003ccite>(Image provided by PBK)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p5\">When districts have the money and time, schools can be reimagined from the ground up to cope with extreme weather.\u003c/p>\n\u003cp class=\"p5\">Dan Boggio, the founder of architecture firm \u003ca href=\"https://pbk.com/\">\u003cspan class=\"s2\">PBK\u003c/span>\u003c/a>, which primarily designs schools and campuses, said he has seen increased interest in what he calls “hardening buildings against heat” over the past decade. When schools pull out all the stops for efficiency, he said, “We think we can come very close to saving 20% of the energy that the building uses over the year.”\u003c/p>\n\u003cp class=\"p5\">The Alief Independent School District in southwest Houston, Texas, worked with PBK to create an exemplary early learning center that opened in August 2022.\u003c/p>\n\u003cp class=\"p5\">To start, the district built on a site that was five acres larger than they’d normally choose and left it in its natural state as much as possible. “We’re always looking for sites with trees,” said Boggio. “It’s a heat sink.” Stormwater on the site runs off into ponds and wetlands, reducing flood risk — the more typical stormwater setup is “an ugly concrete pool with chain link fence around it,” said Alief’s Jeff DeLisle, director of maintenance and operations.\u003c/p>\n\u003cp class=\"p5\">With input from the nonprofit The Nature Conservancy, landscapers planted the green space with native plants, grasses, flowering plants, trees and shrubs — a prairie landscape that resembles the Houston of a century ago. The green areas, water features and reduced concrete minimize the urban heat-island effect, and they’re already starting to attract native birds. The whole area is used as an outdoor classroom for the Pre-K students.\u003c/p>\n\u003cp class=\"p5\">The early learning center was also designed with a “front porch” area of large overhangs that give children a shaded place to play. When Boggio gets a chance, he designs buildings with the longest axis east-west. “Believe it or not, it’s easy to shade the sun on the south side; it’s almost impossible on the west,” he said. The angle of the light comes too low for window shades.\u003c/p>\n\u003cp class=\"p5\">Houston area schools have had air-conditioning since the 1960s, but now they need to do more, DeLisle said. “Temperatures are changing; conditions are getting worse. Used to be, our buildings were designed for 95 degrees max. Over the past 5 or 10 years as we’ve built new buildings, as we’ve remodeled buildings, we’ve asked our designs to plan for over 100 degree temperatures.”\u003c/p>\n\u003cp class=\"p5\">This means heavy overhangs on windows, coatings on the glass to reduce UV rays, and white roofs to reflect heat. And then there are the behavioral shifts — like calling the groundskeepers in at 5:30 am, and pushing football practice into the evening.\u003c/p>\n\u003cfigure id=\"attachment_62331\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62331\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3.jpg\" alt=\"\" width=\"1600\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3.jpg 1600w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/Kamenetz-heat3-1536x864.jpg 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">With input from the nonprofit The Nature Conservancy, the Alief school district has worked with landscapers to plant green space with native plants, grasses, flowering plants, trees and shrubs. \u003ccite>(Image provided by PBK)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p5\">Even when districts are doing everything they can to meet the demands of the moment, the future still feels uncertain. When Anthony Mays, the district superintendent of Alief, is asked what measures he imagines taking in 10 years as Houston’s weather continues to change, he grimaces. “That is an extremely scary thought,” he said.\u003c/p>\n\u003cp class=\"p5\">“You see the strain on the machinery we have now. I don’t know what technology will look like to try to accommodate these extreme temperatures.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Adapted with permission from Roderick, T. (2023). \u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/teach-for-climate-justice\">Teach for Climate Justice: A Vision for Transforming Education\u003c/a>, (pp. 13–20). Harvard Education Press.\u003c/em>\u003c/p>\n\u003cp>For the culminating project of their multidisciplinary course on climate justice, seniors at the Washington Heights Expeditionary Learning School in New York City (known as WHEELS) worked in groups of four to choose a climate justice issue and create a seven-minute video. One student, introducing his group’s video, said that the students had disagreed over which issue to focus on. One favored pollution; another, garbage and littering; and a third, drug addiction. “Through good listening and negotiation,” he stated proudly, “we were able to solve our conflict with a win-win-win agreement.” They decided to address all three — a decision that forced them to explore connections among these three major problems in the neighborhood.\u003c/p>\n\u003cp>Their neighborhood in the Washington Heights section of Manhattan is surrounded by highways that pollute the air and lead to high rates of asthma. A large neighborhood park is full of trees, but it’s strewn with garbage, including needles from drug users. As a result, people don’t use the park to enjoy its potential beauty and clean-air benefits. Because the park is underused, it’s unsafe as well. The student-created video called for the school community to join volunteer efforts to clean up the park and to support neighborhood demands that the city improve park maintenance.\u003c/p>\n\u003cp>The students not only produced a call-to-action video for the school\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62185 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final.jpg\" alt=\"\" width=\"160\" height=\"241\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/Roderick_cover_final.jpg 432w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/Roderick_cover_final-160x240.jpg 160w\" sizes=\"(max-width: 160px) 100vw, 160px\"> and wider community; by sharing the role that listening and negotiation played in their accomplishment, they demonstrated the power of SEL as an essential body of knowledge and skill for climate justice activists.\u003c/p>\n\u003cp>For 36 years I served as executive director of Morningside Center for Teaching Social Responsibility, which was founded in 1982 by educators concerned about the danger of nuclear war. Throughout my time there, we partnered with schools to develop high-quality, research-backed programs in SEL, restorative practices and racial equity. The skills we taught to serve those goals are as follows:\u003c/p>\n\u003cul>\n\u003cli>create a vision of the community we hope for in our classroom and school\u003c/li>\n\u003cli>understand and manage feelings\u003c/li>\n\u003cli>listen actively\u003c/li>\n\u003cli>be assertive (strong, but not mean)\u003c/li>\n\u003cli>solve problems creatively and nonviolently\u003c/li>\n\u003cli>stand up for justice\u003c/li>\n\u003cli>make a difference\u003c/li>\n\u003c/ul>\n\u003cp>These skills are essential for young people to learn as they grapple with climate change — and the dislocation, anxiety and conflict it generates. SEL builds our capacity both to weather the emotional challenges created by the crisis and to work together effectively to respond to it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Whether we call it SEL, peacemaking, justice-seeking or conflict resolution, this is a body of knowledge, ideas and skills that needs to be learned, practiced and applied in an ongoing process of growth. This is not to imply that students and adults come to SEL as blank slates. From the time we’re born, we’re taking in messages about how to handle feelings, relate to others and deal with conflict. The fields of peacemaking, conflict resolution and SEL seek to assemble and share wisdom and know-how, gleaned over many years from many sources, and share it so that people can use it to build on their strengths and, in some cases, change behaviors and ways of thinking that are not serving themselves or others well.\u003c/p>\n\u003cp>We foster these values, skills and ways of thinking in our students through instruction in a research-validated curriculum. Best practice in SEL instruction for students can be summed up in the acronym RISE (regular, interactive, skills-based and explicit): regular, because it takes practice to learn these skills; interactive, because to learn how to relate well to others, you have to interact with them; skills-based, because skills are as critical for social and emotional competence as they are for learning to read or play basketball; and explicit, because this work is so important that you need to give it focus by naming it and making it a priority.\u003c/p>\n\u003cp>Although the skill areas are consistent across the grades from preK to 12, the sophistication of the skills and the situations they address are tailored to the developmental needs and capabilities of the students. Each skill can support us as we navigate the climate crisis and work for climate justice.\u003c/p>\n\u003ch2>\u003cstrong>Create a vision of the community we hope for\u003c/strong>\u003c/h2>\n\u003cp>In this skill area, students and teacher reflect on what they value in their relationships with other people and share their hopes for their classroom or circle group: How do I want to be treated? How will I treat others? Together, students and teacher make community agreements. Instead of taking their classroom for granted as a place where the teacher alone lays down the rules, they identify what they hope for and begin to make it a reality, with everyone taking responsibility. This is a first step in enabling students and teacher to create a supportive community and envision together the future they would like to see. It’s an exercise in active hope.\u003c/p>\n\u003ch2>\u003cstrong>Understand and manage feelings\u003c/strong>\u003c/h2>\n\u003cp>Students learn that we all have feelings, and they expand their feelings vocabularies. They notice that feelings come and go and learn ways to take charge so that their feelings work for them rather than against them. For example, they learn that they can have feelings without acting on them in the heat of the moment. They can share a feeling with a friend or an adult, write about it in a journal, or shift their attention to something they’re grateful for. They can take deep breaths or take a walk around the block to cool down when angry, enabling them to think more clearly about how to deal with the anger trigger. Teachers find these techniques extremely useful as well. Social activists throughout history have channeled their anger into constructive action for justice. As we cope with the climate crisis, and as we educate and fight for climate justice, we will face plenty of occasions for anger and disappointment. We must also cherish and celebrate moments of triumph and connection. Skills in managing this roller coaster of feelings are critical tools that we need as we and our students offer our gifts of active hope and sustain them for the long haul.\u003c/p>\n\u003ch2>\u003cstrong>Listen actively\u003c/strong>\u003c/h2>\n\u003cp>To listen actively is to listen in a way that encourages the other person to talk. Students and teachers learn the importance of body language to send the message that they care about the speaker and are interested in what they have to say. They practice skills in paraphrasing to check their understanding of what the speaker is trying to communicate, in acknowledging and reflecting feelings the speaker is expressing, and in gentle questioning to show interest without prying. They get plenty of practice in their SEL classes as they listen to each other in pair-shares and go-rounds. Good listening is the foundation for building friendships and work relationships, for racial and cultural understanding, and for good leadership. Good listening is especially critical for climate justice because it is key in building the trusting relationships we need in challenging times. For adults, good listening is essential in building supportive relationships with students and in being fully present when students share feelings and concerns.\u003c/p>\n\u003ch2>\u003cstrong>Be assertive\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn that when they find themselves in a situation that is unfair, annoying, or not meeting their needs, they have several options: they can give in; they can be aggressive (mean); or they can be assertive, which is being strong while acting with respect for the other person. Of course, at times, it’s smartest to give in, and at other times, you may have to be aggressive. The aim is to expand students’ and adults’ assertive options. For instance, students or adults can work in pairs to practice natural assertive messages (saying clearly and firmly what they want). They can practice creating and using “I-feel messages” in conflicts with friends or family members—rather than using “you messages” that judge and blame the other person. This skill enhances one’s comfort and effectiveness in standing up to unfair treatment of oneself and others.\u003c/p>\n\u003ch2>\u003cstrong>Solve problems creatively and nonviolently \u003c/strong>\u003c/h2>\n\u003cp>Problem-solving skills can be used to address classroom problems and problems among friends. In Morningside Center’s curricula, students explore the concept of conflict, learning that conflict is part of life. Conflict can lead to violence, but it doesn’t have to, especially if people are skilled in conflict resolution. Students learn about conflict escalation—how to avoid it and how to jump off the escalator if they find themselves on it. They learn to see conflict not as a crisis or a failure but as a problem to be solved. They learn and practice skills in negotiation and mediation. Like the WHEELS students working on their climate justice video, they learn that conflicts can sometimes be solved so that everybody wins. They also learn and practice the ABCDE problem-solving method: Ask, what is the problem? Brainstorm solutions. Choose one. Do it. Evaluate how it works.\u003c/p>\n\u003ch2>\u003cstrong>Stand up for justice\u003c/strong>\u003c/h2>\n\u003cp>Students share their cultural backgrounds: What has been great about being who they are? What has been challenging? They learn to identify prejudice, stereotypes, discrimination (defined as action based on prejudice) and oppression (systemic mistreatment of people based on their group identity). They learn the terms for the forms that discrimination and oppression take, including racism, sexism, classism, anti-Semitism, Islamophobia, anti-LGBTQ oppression and adultism. Through role-plays, skits and activities, students and teachers learn and practice assertive strategies to stand up for fair treatment of all people—within their school and in the wide world. The relevance for climate justice is clear. When students reflect on their racial, gender and cultural identities and listen to their classmates share theirs, those concepts are no longer abstract, but rather become concrete and personal. The imperative to identify mistreatment and stand up to it lays the groundwork for understanding how oppression has played out on the global stage in the history, economics and politics of fossil-fuel extraction and burning. These school-based activities across the grades foster the values of understanding, respect and fairness on a personal level and establish an age-appropriate foundation for understanding oppression on societal and global levels in the higher grades.\u003c/p>\n\u003cp>Supporting teachers to teach these skills lays a foundation for culturally responsive teaching and other antiracist policies and practices and is a critical step in building the “beloved community.” In the training, educators share their cultural backgrounds, acknowledge and explore the realities of discrimination and oppression in our society, and learn strategies to prevent discrimination and oppression from occurring in their classrooms.\u003c/p>\n\u003ch2>\u003cstrong>Make a difference\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn stories of courageous people who are fighting for justice and the environment or who did so in the past. Students identify the strengths of these people, the challenges they faced or are facing and what they have achieved.\u003c/p>\n\u003cp>We invite students and teachers to remember times when they made a difference for others in ways large or small. They identify the qualities they have that enabled them to make a difference. They reflect on other positive qualities they would like to develop and get support for developing those qualities. They envision something they hope for their family, their classroom, their school, their neighborhood, or the world, and they identify a concrete step they can take to make that hope a reality.\u003c/p>\n\u003cp>They also take part in a classroom exercise or project that requires them to cooperate with others to achieve a goal. Reflecting on the experience afterward, they identify skills and behavior that helped or hindered their efforts to work with others to get things done. The climate justice films that WHEELS seniors created are examples of such a project. The students readily acknowledged that to make their films, they had to exercise skills in cooperation, including all of the social and emotional skills discussed thus far.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-62217\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick.jpg\" alt=\"\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick.jpg 1800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-800x826.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-1020x1053.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-768x793.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-1488x1536.jpg 1488w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tom Roderick is an educator, activist and writer based in New York City. He came to education through the civil rights movement in the 1960s and taught in Harlem and East Harlem for ten years, including seven years as teacher-director of a storefront school led by parents. For 36 years he served as founding executive director of Morningside Center for Teaching Social Responsibility, started in 1982 by educators concerned about the danger of nuclear war. Over the years he led Morningside Center to become a national leader in partnering with schools to implement high-quality, research-based programs in social and emotional learning, restorative practices and racial equity. In May 2018, the Collaborative for Academic, Social, and Emotional Learning (CASEL) awarded Roderick its Mary Utne O’Brien Award for Excellence in Expanding Evidence-Based Practice of Social and Emotional Learning.\u003c/em>\u003c/p>\n\n",
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"excerpt": "In \"Teach for Climate Justice,\" Tom Roderick outlines the social and emotional skills that can empower students and school staff to understand the climate crisis and take climate action.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted with permission from Roderick, T. (2023). \u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/teach-for-climate-justice\">Teach for Climate Justice: A Vision for Transforming Education\u003c/a>, (pp. 13–20). Harvard Education Press.\u003c/em>\u003c/p>\n\u003cp>For the culminating project of their multidisciplinary course on climate justice, seniors at the Washington Heights Expeditionary Learning School in New York City (known as WHEELS) worked in groups of four to choose a climate justice issue and create a seven-minute video. One student, introducing his group’s video, said that the students had disagreed over which issue to focus on. One favored pollution; another, garbage and littering; and a third, drug addiction. “Through good listening and negotiation,” he stated proudly, “we were able to solve our conflict with a win-win-win agreement.” They decided to address all three — a decision that forced them to explore connections among these three major problems in the neighborhood.\u003c/p>\n\u003cp>Their neighborhood in the Washington Heights section of Manhattan is surrounded by highways that pollute the air and lead to high rates of asthma. A large neighborhood park is full of trees, but it’s strewn with garbage, including needles from drug users. As a result, people don’t use the park to enjoy its potential beauty and clean-air benefits. Because the park is underused, it’s unsafe as well. The student-created video called for the school community to join volunteer efforts to clean up the park and to support neighborhood demands that the city improve park maintenance.\u003c/p>\n\u003cp>The students not only produced a call-to-action video for the school\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-62185 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/Roderick_cover_final.jpg\" alt=\"\" width=\"160\" height=\"241\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/Roderick_cover_final.jpg 432w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/Roderick_cover_final-160x240.jpg 160w\" sizes=\"(max-width: 160px) 100vw, 160px\"> and wider community; by sharing the role that listening and negotiation played in their accomplishment, they demonstrated the power of SEL as an essential body of knowledge and skill for climate justice activists.\u003c/p>\n\u003cp>For 36 years I served as executive director of Morningside Center for Teaching Social Responsibility, which was founded in 1982 by educators concerned about the danger of nuclear war. Throughout my time there, we partnered with schools to develop high-quality, research-backed programs in SEL, restorative practices and racial equity. The skills we taught to serve those goals are as follows:\u003c/p>\n\u003cul>\n\u003cli>create a vision of the community we hope for in our classroom and school\u003c/li>\n\u003cli>understand and manage feelings\u003c/li>\n\u003cli>listen actively\u003c/li>\n\u003cli>be assertive (strong, but not mean)\u003c/li>\n\u003cli>solve problems creatively and nonviolently\u003c/li>\n\u003cli>stand up for justice\u003c/li>\n\u003cli>make a difference\u003c/li>\n\u003c/ul>\n\u003cp>These skills are essential for young people to learn as they grapple with climate change — and the dislocation, anxiety and conflict it generates. SEL builds our capacity both to weather the emotional challenges created by the crisis and to work together effectively to respond to it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Whether we call it SEL, peacemaking, justice-seeking or conflict resolution, this is a body of knowledge, ideas and skills that needs to be learned, practiced and applied in an ongoing process of growth. This is not to imply that students and adults come to SEL as blank slates. From the time we’re born, we’re taking in messages about how to handle feelings, relate to others and deal with conflict. The fields of peacemaking, conflict resolution and SEL seek to assemble and share wisdom and know-how, gleaned over many years from many sources, and share it so that people can use it to build on their strengths and, in some cases, change behaviors and ways of thinking that are not serving themselves or others well.\u003c/p>\n\u003cp>We foster these values, skills and ways of thinking in our students through instruction in a research-validated curriculum. Best practice in SEL instruction for students can be summed up in the acronym RISE (regular, interactive, skills-based and explicit): regular, because it takes practice to learn these skills; interactive, because to learn how to relate well to others, you have to interact with them; skills-based, because skills are as critical for social and emotional competence as they are for learning to read or play basketball; and explicit, because this work is so important that you need to give it focus by naming it and making it a priority.\u003c/p>\n\u003cp>Although the skill areas are consistent across the grades from preK to 12, the sophistication of the skills and the situations they address are tailored to the developmental needs and capabilities of the students. Each skill can support us as we navigate the climate crisis and work for climate justice.\u003c/p>\n\u003ch2>\u003cstrong>Create a vision of the community we hope for\u003c/strong>\u003c/h2>\n\u003cp>In this skill area, students and teacher reflect on what they value in their relationships with other people and share their hopes for their classroom or circle group: How do I want to be treated? How will I treat others? Together, students and teacher make community agreements. Instead of taking their classroom for granted as a place where the teacher alone lays down the rules, they identify what they hope for and begin to make it a reality, with everyone taking responsibility. This is a first step in enabling students and teacher to create a supportive community and envision together the future they would like to see. It’s an exercise in active hope.\u003c/p>\n\u003ch2>\u003cstrong>Understand and manage feelings\u003c/strong>\u003c/h2>\n\u003cp>Students learn that we all have feelings, and they expand their feelings vocabularies. They notice that feelings come and go and learn ways to take charge so that their feelings work for them rather than against them. For example, they learn that they can have feelings without acting on them in the heat of the moment. They can share a feeling with a friend or an adult, write about it in a journal, or shift their attention to something they’re grateful for. They can take deep breaths or take a walk around the block to cool down when angry, enabling them to think more clearly about how to deal with the anger trigger. Teachers find these techniques extremely useful as well. Social activists throughout history have channeled their anger into constructive action for justice. As we cope with the climate crisis, and as we educate and fight for climate justice, we will face plenty of occasions for anger and disappointment. We must also cherish and celebrate moments of triumph and connection. Skills in managing this roller coaster of feelings are critical tools that we need as we and our students offer our gifts of active hope and sustain them for the long haul.\u003c/p>\n\u003ch2>\u003cstrong>Listen actively\u003c/strong>\u003c/h2>\n\u003cp>To listen actively is to listen in a way that encourages the other person to talk. Students and teachers learn the importance of body language to send the message that they care about the speaker and are interested in what they have to say. They practice skills in paraphrasing to check their understanding of what the speaker is trying to communicate, in acknowledging and reflecting feelings the speaker is expressing, and in gentle questioning to show interest without prying. They get plenty of practice in their SEL classes as they listen to each other in pair-shares and go-rounds. Good listening is the foundation for building friendships and work relationships, for racial and cultural understanding, and for good leadership. Good listening is especially critical for climate justice because it is key in building the trusting relationships we need in challenging times. For adults, good listening is essential in building supportive relationships with students and in being fully present when students share feelings and concerns.\u003c/p>\n\u003ch2>\u003cstrong>Be assertive\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn that when they find themselves in a situation that is unfair, annoying, or not meeting their needs, they have several options: they can give in; they can be aggressive (mean); or they can be assertive, which is being strong while acting with respect for the other person. Of course, at times, it’s smartest to give in, and at other times, you may have to be aggressive. The aim is to expand students’ and adults’ assertive options. For instance, students or adults can work in pairs to practice natural assertive messages (saying clearly and firmly what they want). They can practice creating and using “I-feel messages” in conflicts with friends or family members—rather than using “you messages” that judge and blame the other person. This skill enhances one’s comfort and effectiveness in standing up to unfair treatment of oneself and others.\u003c/p>\n\u003ch2>\u003cstrong>Solve problems creatively and nonviolently \u003c/strong>\u003c/h2>\n\u003cp>Problem-solving skills can be used to address classroom problems and problems among friends. In Morningside Center’s curricula, students explore the concept of conflict, learning that conflict is part of life. Conflict can lead to violence, but it doesn’t have to, especially if people are skilled in conflict resolution. Students learn about conflict escalation—how to avoid it and how to jump off the escalator if they find themselves on it. They learn to see conflict not as a crisis or a failure but as a problem to be solved. They learn and practice skills in negotiation and mediation. Like the WHEELS students working on their climate justice video, they learn that conflicts can sometimes be solved so that everybody wins. They also learn and practice the ABCDE problem-solving method: Ask, what is the problem? Brainstorm solutions. Choose one. Do it. Evaluate how it works.\u003c/p>\n\u003ch2>\u003cstrong>Stand up for justice\u003c/strong>\u003c/h2>\n\u003cp>Students share their cultural backgrounds: What has been great about being who they are? What has been challenging? They learn to identify prejudice, stereotypes, discrimination (defined as action based on prejudice) and oppression (systemic mistreatment of people based on their group identity). They learn the terms for the forms that discrimination and oppression take, including racism, sexism, classism, anti-Semitism, Islamophobia, anti-LGBTQ oppression and adultism. Through role-plays, skits and activities, students and teachers learn and practice assertive strategies to stand up for fair treatment of all people—within their school and in the wide world. The relevance for climate justice is clear. When students reflect on their racial, gender and cultural identities and listen to their classmates share theirs, those concepts are no longer abstract, but rather become concrete and personal. The imperative to identify mistreatment and stand up to it lays the groundwork for understanding how oppression has played out on the global stage in the history, economics and politics of fossil-fuel extraction and burning. These school-based activities across the grades foster the values of understanding, respect and fairness on a personal level and establish an age-appropriate foundation for understanding oppression on societal and global levels in the higher grades.\u003c/p>\n\u003cp>Supporting teachers to teach these skills lays a foundation for culturally responsive teaching and other antiracist policies and practices and is a critical step in building the “beloved community.” In the training, educators share their cultural backgrounds, acknowledge and explore the realities of discrimination and oppression in our society, and learn strategies to prevent discrimination and oppression from occurring in their classrooms.\u003c/p>\n\u003ch2>\u003cstrong>Make a difference\u003c/strong>\u003c/h2>\n\u003cp>Students and teachers learn stories of courageous people who are fighting for justice and the environment or who did so in the past. Students identify the strengths of these people, the challenges they faced or are facing and what they have achieved.\u003c/p>\n\u003cp>We invite students and teachers to remember times when they made a difference for others in ways large or small. They identify the qualities they have that enabled them to make a difference. They reflect on other positive qualities they would like to develop and get support for developing those qualities. They envision something they hope for their family, their classroom, their school, their neighborhood, or the world, and they identify a concrete step they can take to make that hope a reality.\u003c/p>\n\u003cp>They also take part in a classroom exercise or project that requires them to cooperate with others to achieve a goal. Reflecting on the experience afterward, they identify skills and behavior that helped or hindered their efforts to work with others to get things done. The climate justice films that WHEELS seniors created are examples of such a project. The students readily acknowledged that to make their films, they had to exercise skills in cooperation, including all of the social and emotional skills discussed thus far.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-62217\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/TomRoderick.jpg\" alt=\"\" width=\"150\" height=\"155\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick.jpg 1800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-800x826.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-1020x1053.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-160x165.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-768x793.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/08/TomRoderick-1488x1536.jpg 1488w\" sizes=\"(max-width: 150px) 100vw, 150px\">Tom Roderick is an educator, activist and writer based in New York City. He came to education through the civil rights movement in the 1960s and taught in Harlem and East Harlem for ten years, including seven years as teacher-director of a storefront school led by parents. For 36 years he served as founding executive director of Morningside Center for Teaching Social Responsibility, started in 1982 by educators concerned about the danger of nuclear war. Over the years he led Morningside Center to become a national leader in partnering with schools to implement high-quality, research-based programs in social and emotional learning, restorative practices and racial equity. In May 2018, the Collaborative for Academic, Social, and Emotional Learning (CASEL) awarded Roderick its Mary Utne O’Brien Award for Excellence in Expanding Evidence-Based Practice of Social and Emotional Learning.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Want teachers to teach climate change? You’ve got to train them",
"headTitle": "Want teachers to teach climate change? You’ve got to train them | KQED",
"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-want-teachers-to-teach-climate-change-youve-got-to-train-them/\">teaching climate change\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometime this fall, in a classroom in New York City, second graders will use pipe cleaners and Post-it notes to build a model of a tree that could cool a city street. They’ll shine a lamp on their mini trees to see what shade patterns they cast. Meanwhile, in Seattle, kindergartners might take a “wondering walk” outside and come up with questions about the worms that show up on the sidewalk after it rains. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, teachers around the country are planning these lessons and more, in professional development programs designed to answer a pressing need: preparing teachers to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60851/can-a-middle-school-class-help-scientists-create-a-cooler-place-to-play\">\u003cspan style=\"font-weight: 400\">teach about the climate crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and empower \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61416/how-student-school-board-members-are-driving-climate-action\">\u003cspan style=\"font-weight: 400\">students to act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I believe that the climate movement is the most interesting movement in education,” said Oren Pizmony-Levy, \u003c/span>\u003cspan style=\"font-weight: 400\">associate professor of International and Comparative Education at Teachers College, Columbia University. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Disclosure: The Hechinger Report, which produced this story, is an independent unit of Teachers College.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">) Schools have to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">\u003cspan style=\"font-weight: 400\">address student climate anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, provide them knowledge and skills, including the ability to recognize misinformation, and empower them to act, while \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60630/7-steps-schools-can-take-to-benefit-the-climate-and-save-money\">\u003cspan style=\"font-weight: 400\">schools also “clean up their act”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by decarbonizing their physical infrastructure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers don’t necessarily feel prepared to lead this work yet, said Pizmony-Levy.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’ve been doing research with New York City Public Schools for the past 6 to 7 years. About a third of teachers say they teach about climate change in a meaningful way. Those who don’t, give the following reasons: 1) It has nothing to do with my subject; 2) I don’t know enough about it; 3) I don’t feel comfortable talking about it; and 4) I don’t have the right materials,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">National polls by \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/if-climate-change-education-matters-why-dont-all-teachers-teach-it/2023/03https://www.edweek.org/teaching-learning/if-climate-change-education-matters-why-dont-all-teachers-teach-it/2023/03\">\u003cspan style=\"font-weight: 400\">Education Week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003ca href=\"https://naaee.org/sites/default/files/2023-02/NAAEE_State%20of%20Climate%20Change%20Education%20Report_SUBMITTED%2012_12_22%5B1%5D.pdf\">\u003cspan style=\"font-weight: 400\">North American Association for Environmental Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> bear these views out. Three-quarters of \u003c/span>\u003cspan style=\"font-weight: 400\">teachers and 80% of principals and district leaders in NAAEE’s poll agreed, “Climate change will have an enormous impact on students’ futures, and it is irresponsible not to address the problem and solutions in school.” Yet only 21% of teachers felt “very informed” on the topic, and only 44% said they had the right resources to teach it most of the time or always. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62110\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62110\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-1020x1360.jpg\" alt=\"\" width=\"400\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-scaled.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">At a summer training session on teaching climate change held by Teachers College Center for Sustainable Futures, teachers from all five boroughs of New York City visited Riverside Park on Manhattan’s Upper West Side. \u003ccite>(Ishwarya Daggubati, Teachers College)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In July, Pizmony-Levy led a first-of-its-kind professional development institute for NYC public elementary school teachers who want to teach climate change in any subject. Teachers who signed up were responding in part to \u003c/span>\u003ca href=\"https://gothamist.com/news/teaching-green-nyc-rolls-out-climate-based-curriculum\">\u003cspan style=\"font-weight: 400\">Mayor Eric Adams’ Earth Day commitment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to soup up green learning. Climate lessons are supposed to be taught next year in every school in the nation’s largest public school system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Forty teachers from every borough gathered in a heavily air-conditioned room that bore the sweet scent of smoke from the barbecue restaurant next door. They heard lectures from climate scientists and talks on related topics like environmental justice. They learned about efforts to reduce the carbon footprint of New York City public schools and how to address common student misconceptions, for example, “If it’s called global warming, why do we have things like the polar vortex?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers can’t give this information if they don’t have it, and our generation of educators, it’s not something we learned in school,” said Alisha Bennett, a school social worker in Boerum Hill, Brooklyn, who participated in the training. She came because of her strong interest in infusing climate justice into her school’s equity work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oré Adelaja, a third grade teacher, said she “just learned about environmental racism,” in the training. Her school is in East New York, a primarily Black and Hispanic neighborhood with \u003c/span>\u003ca href=\"https://a816-dohbesp.nyc.gov/IndicatorPublic/beta/neighborhood-reports/east_new_york/asthma_and_the_environment/\">\u003cspan style=\"font-weight: 400\">high rates of childhood asthma\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She envisions asking her students to document the resources like green space and trash bins available in their community and write letters to their city council representative to get more of what the neighborhood needs. She said, “Let’s give them the data points to critically think and draw conclusions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a session focused on teacher leadership, Adelaja came up with a nature-based metaphor for her work: “A bird who every day came to the nest and fed its young until the young learned to fly — giving my kids the information and knowledge and eventually that agency and self-sufficiency to find their own solutions to their own problems.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The sessions received funding through a \u003c/span>\u003ca href=\"https://www.tc.columbia.edu/articles/2021/october/tc-to-partner-with-columbia-on-climate-change-education-initiatives/\">\u003cspan style=\"font-weight: 400\">$25 million National Science Foundation grant\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to Columbia University. The teachers participating committed to creating lesson plans — like the shade simulation — that will be made available freely for others to use on platforms including the website \u003c/span>\u003ca href=\"https://subjecttoclimate.org/\">\u003cspan style=\"font-weight: 400\">SubjectToClimate.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Megan Bang, a professor of the learning sciences and director of the Center for Native American and Indigenous Research at Northwestern University, is training cohorts of pre-k through fifth grade teachers this summer in \u003c/span>\u003cspan style=\"font-weight: 400\">Washington State, Illinois, Michigan and Louisiana through her project, \u003c/span>\u003ca href=\"http://learninginplaces.org/\">\u003cspan style=\"font-weight: 400\">Learning in Places\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is funded through the National Science Foundation\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">(\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Disclosure: Bang is a member of the K-12 action commission at This Is Planet Ed’, where I’m also an advisor.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">) She said this teacher education is designed to be intellectually demanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We just did an interview with an incoming teacher who told us: ‘In 20 years I’ve never been asked to think like this,’” Bang said. “If we don’t offer educators the opportunity to rethink their intellectual ideas — about climate change, science, inequality — it makes it really difficult to do this work.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62107\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62107 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-1920x1440.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The four-day Teachers College workshop covered the science of climate change, environmental justice and ways to incorporate climate lessons into subjects across the curriculum. \u003ccite>(Ishwarya Daggubati, Teachers College)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bang, who is partly of Ojibwe descent, said she looks at different mental models of the relationship between humans and the natural world — do we see ourselves as apart from nature, or part of nature? Broadly speaking, she said, in indigenous traditions, it’s the latter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing on the tension between the two worldviews, her work presents students with moral dilemmas about nature and opportunities to take civic action on behalf of the wild world. She said that just giving kids facts is not going to be effective.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In \u003c/span>\u003cspan style=\"font-weight: 400\">most of education we think knowledge leads to difference in behavior,” she said. “Social science does not support that. In the 90s and early 2000s we thought if people understood the carbon cycle, they would know why climate change matters.” That didn’t pan out, to say the least.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62108\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-62108\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Teachers used a carbon dioxide detector to assess air quality as part of a training session on using the outdoors as a teaching resource. \u003ccite>(Ishwarya Daggubati, Teachers College)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, in the “Learning in Places” curriculum students are encouraged to ask “should-we” questions — values questions. For example, in the worm inquiry, created by a Seattle teacher, students asked: Should we rescue the worms from the sidewalks so they can burrow back into the wet ground? If we do, it will benefit the worms; if we don’t, it could benefit the birds who eat them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Taking science out of the lab and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">immersing students in the living world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, like parks and gardens, buffers some of the negative views of climate change that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58796/explaining-climate-change-to-young-children-without-sparking-fear\">\u003cspan style=\"font-weight: 400\">even the youngest students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> come to school with, Bang said. According to her research, “Five-year-olds tend to have ‘the earth is scorched and unsavable’ models when they come to school. Kids come in with, ‘Humans harm the earth and the earth is dying,’” she said. “That doesn’t motivate action or change.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about teaching climate change was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-want-teachers-to-teach-climate-change-youve-got-to-train-them/\">teaching climate change\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sometime this fall, in a classroom in New York City, second graders will use pipe cleaners and Post-it notes to build a model of a tree that could cool a city street. They’ll shine a lamp on their mini trees to see what shade patterns they cast. Meanwhile, in Seattle, kindergartners might take a “wondering walk” outside and come up with questions about the worms that show up on the sidewalk after it rains. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, teachers around the country are planning these lessons and more, in professional development programs designed to answer a pressing need: preparing teachers to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60851/can-a-middle-school-class-help-scientists-create-a-cooler-place-to-play\">\u003cspan style=\"font-weight: 400\">teach about the climate crisis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and empower \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61416/how-student-school-board-members-are-driving-climate-action\">\u003cspan style=\"font-weight: 400\">students to act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I believe that the climate movement is the most interesting movement in education,” said Oren Pizmony-Levy, \u003c/span>\u003cspan style=\"font-weight: 400\">associate professor of International and Comparative Education at Teachers College, Columbia University. (\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Disclosure: The Hechinger Report, which produced this story, is an independent unit of Teachers College.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">) Schools have to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">\u003cspan style=\"font-weight: 400\">address student climate anxiety\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, provide them knowledge and skills, including the ability to recognize misinformation, and empower them to act, while \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60630/7-steps-schools-can-take-to-benefit-the-climate-and-save-money\">\u003cspan style=\"font-weight: 400\">schools also “clean up their act”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by decarbonizing their physical infrastructure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers don’t necessarily feel prepared to lead this work yet, said Pizmony-Levy.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’ve been doing research with New York City Public Schools for the past 6 to 7 years. About a third of teachers say they teach about climate change in a meaningful way. Those who don’t, give the following reasons: 1) It has nothing to do with my subject; 2) I don’t know enough about it; 3) I don’t feel comfortable talking about it; and 4) I don’t have the right materials,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">National polls by \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/if-climate-change-education-matters-why-dont-all-teachers-teach-it/2023/03https://www.edweek.org/teaching-learning/if-climate-change-education-matters-why-dont-all-teachers-teach-it/2023/03\">\u003cspan style=\"font-weight: 400\">Education Week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003ca href=\"https://naaee.org/sites/default/files/2023-02/NAAEE_State%20of%20Climate%20Change%20Education%20Report_SUBMITTED%2012_12_22%5B1%5D.pdf\">\u003cspan style=\"font-weight: 400\">North American Association for Environmental Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> bear these views out. Three-quarters of \u003c/span>\u003cspan style=\"font-weight: 400\">teachers and 80% of principals and district leaders in NAAEE’s poll agreed, “Climate change will have an enormous impact on students’ futures, and it is irresponsible not to address the problem and solutions in school.” Yet only 21% of teachers felt “very informed” on the topic, and only 44% said they had the right resources to teach it most of the time or always. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62110\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62110\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-1020x1360.jpg\" alt=\"\" width=\"400\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining01-scaled.jpg 1920w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">At a summer training session on teaching climate change held by Teachers College Center for Sustainable Futures, teachers from all five boroughs of New York City visited Riverside Park on Manhattan’s Upper West Side. \u003ccite>(Ishwarya Daggubati, Teachers College)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In July, Pizmony-Levy led a first-of-its-kind professional development institute for NYC public elementary school teachers who want to teach climate change in any subject. Teachers who signed up were responding in part to \u003c/span>\u003ca href=\"https://gothamist.com/news/teaching-green-nyc-rolls-out-climate-based-curriculum\">\u003cspan style=\"font-weight: 400\">Mayor Eric Adams’ Earth Day commitment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to soup up green learning. Climate lessons are supposed to be taught next year in every school in the nation’s largest public school system.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Forty teachers from every borough gathered in a heavily air-conditioned room that bore the sweet scent of smoke from the barbecue restaurant next door. They heard lectures from climate scientists and talks on related topics like environmental justice. They learned about efforts to reduce the carbon footprint of New York City public schools and how to address common student misconceptions, for example, “If it’s called global warming, why do we have things like the polar vortex?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers can’t give this information if they don’t have it, and our generation of educators, it’s not something we learned in school,” said Alisha Bennett, a school social worker in Boerum Hill, Brooklyn, who participated in the training. She came because of her strong interest in infusing climate justice into her school’s equity work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Oré Adelaja, a third grade teacher, said she “just learned about environmental racism,” in the training. Her school is in East New York, a primarily Black and Hispanic neighborhood with \u003c/span>\u003ca href=\"https://a816-dohbesp.nyc.gov/IndicatorPublic/beta/neighborhood-reports/east_new_york/asthma_and_the_environment/\">\u003cspan style=\"font-weight: 400\">high rates of childhood asthma\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She envisions asking her students to document the resources like green space and trash bins available in their community and write letters to their city council representative to get more of what the neighborhood needs. She said, “Let’s give them the data points to critically think and draw conclusions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a session focused on teacher leadership, Adelaja came up with a nature-based metaphor for her work: “A bird who every day came to the nest and fed its young until the young learned to fly — giving my kids the information and knowledge and eventually that agency and self-sufficiency to find their own solutions to their own problems.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The sessions received funding through a \u003c/span>\u003ca href=\"https://www.tc.columbia.edu/articles/2021/october/tc-to-partner-with-columbia-on-climate-change-education-initiatives/\">\u003cspan style=\"font-weight: 400\">$25 million National Science Foundation grant\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to Columbia University. The teachers participating committed to creating lesson plans — like the shade simulation — that will be made available freely for others to use on platforms including the website \u003c/span>\u003ca href=\"https://subjecttoclimate.org/\">\u003cspan style=\"font-weight: 400\">SubjectToClimate.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Megan Bang, a professor of the learning sciences and director of the Center for Native American and Indigenous Research at Northwestern University, is training cohorts of pre-k through fifth grade teachers this summer in \u003c/span>\u003cspan style=\"font-weight: 400\">Washington State, Illinois, Michigan and Louisiana through her project, \u003c/span>\u003ca href=\"http://learninginplaces.org/\">\u003cspan style=\"font-weight: 400\">Learning in Places\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is funded through the National Science Foundation\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">(\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Disclosure: Bang is a member of the K-12 action commission at This Is Planet Ed’, where I’m also an advisor.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">) She said this teacher education is designed to be intellectually demanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We just did an interview with an incoming teacher who told us: ‘In 20 years I’ve never been asked to think like this,’” Bang said. “If we don’t offer educators the opportunity to rethink their intellectual ideas — about climate change, science, inequality — it makes it really difficult to do this work.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62107\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62107 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining03-1920x1440.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">The four-day Teachers College workshop covered the science of climate change, environmental justice and ways to incorporate climate lessons into subjects across the curriculum. \u003ccite>(Ishwarya Daggubati, Teachers College)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bang, who is partly of Ojibwe descent, said she looks at different mental models of the relationship between humans and the natural world — do we see ourselves as apart from nature, or part of nature? Broadly speaking, she said, in indigenous traditions, it’s the latter. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing on the tension between the two worldviews, her work presents students with moral dilemmas about nature and opportunities to take civic action on behalf of the wild world. She said that just giving kids facts is not going to be effective.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In \u003c/span>\u003cspan style=\"font-weight: 400\">most of education we think knowledge leads to difference in behavior,” she said. “Social science does not support that. In the 90s and early 2000s we thought if people understood the carbon cycle, they would know why climate change matters.” That didn’t pan out, to say the least.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62108\" class=\"wp-caption alignleft\" style=\"max-width: 160px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-thumbnail wp-image-62108\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/kamenetz-teachertraining02-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Teachers used a carbon dioxide detector to assess air quality as part of a training session on using the outdoors as a teaching resource. \u003ccite>(Ishwarya Daggubati, Teachers College)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, in the “Learning in Places” curriculum students are encouraged to ask “should-we” questions — values questions. For example, in the worm inquiry, created by a Seattle teacher, students asked: Should we rescue the worms from the sidewalks so they can burrow back into the wet ground? If we do, it will benefit the worms; if we don’t, it could benefit the birds who eat them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Taking science out of the lab and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">immersing students in the living world\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, like parks and gardens, buffers some of the negative views of climate change that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58796/explaining-climate-change-to-young-children-without-sparking-fear\">\u003cspan style=\"font-weight: 400\">even the youngest students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> come to school with, Bang said. According to her research, “Five-year-olds tend to have ‘the earth is scorched and unsavable’ models when they come to school. Kids come in with, ‘Humans harm the earth and the earth is dying,’” she said. “That doesn’t motivate action or change.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about teaching climate change was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "What does it look like when higher ed takes climate change seriously? ",
"headTitle": "What does it look like when higher ed takes climate change seriously? | KQED",
"content": "\u003cp>\u003ci>This opinion column about \u003ca href=\"https://hechingerreport.org/column-what-does-it-look-like-when-higher-ed-actually-takes-climate-change-seriously/\" target=\"_blank\" rel=\"noopener noreferrer\">climate solutions in higher ed\u003c/a> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003c/i>\u003ci>Sign up for the\u003c/i>\u003ci> \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Climate change is here, now, lapping at the walls of higher education — quite literally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nathalie Saladrigas is an undergraduate at Miami Dade College, where her off-campus housing regularly floods. “You can’t even leave your car in the parking lot because it will get flooded — I mean up to your knees flooded,” she told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And 1,400 miles northeast, the campus of the State University of New York at Stony Brook has also flooded, thanks to Hurricane Ida, a \u003c/span>\u003ca href=\"https://www.cnn.com/2021/08/30/weather/hurricane-ida-climate-change-factors/index.html#:~:text=Hurricane%20Ida%20was%20a%20prime,more%20than%201%20million%20residents\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">2021 storm strengthened by climate change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that cut across the continent all the way from the Gulf Coast to the Northeast. Maurie McInnis, president of SUNY-Stony Brook, vividly remembers the stresses of that fall semester’s opening. “A big rainstorm, and all of a sudden we had to find beds for 400 students,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Higher ed is a massive, diverse sector with roughly 20 million students in the U.S. alone and a major physical and carbon footprint in all 50 states. Universities, for decades, have expanded society’s knowledge of \u003ca href=\"https://www.kqed.org/mindshift/tag/climate-change\" target=\"_blank\" rel=\"noopener\">climate impacts and climate solutions\u003c/a>. But some leaders argue it’s time for these institutions to remake themselves wholesale for this rising tide of rapid change. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two announcements last month indicate potential ways forward. SUNY-Stony Brook will anchor \u003c/span>\u003ca href=\"https://www.nyc.gov/content/getstuffdone/pages/climate-exchange\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The New York Climate Exchange\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a brand-new, $700 million campus on Governors Island in New York. And, This Is Planet Ed, an initiative of the Aspen Institute, launched a \u003c/span>\u003ca href=\"https://www.aspeninstitute.org/news/higher-ed-climate-action-launch/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Higher Ed Climate Action Task\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> force, uniting university leaders and other stakeholders like Saladrigas, a climate activist, to make recommendations for action across the sector. (Full disclosure, I’m a senior advisor to This Is Planet Ed.)\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61763\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61763\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-800x479.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-1020x611.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-768x460.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-1536x920.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-2048x1227.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-1920x1150.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">A 3-D rendering of The New York Climate Exchange campus shows planned buildings that are solar-powered and recycle wastewater. \u003ccite>(Photo provided by SOM/Brick Visual)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">John King, the new chancellor of the State University of New York system as well as the co-chair of This Is Planet Ed, just appointed the system’s first-ever chief sustainability officer and executive director of climate action at SUNY. The appointment reflects King’s belief that colleges and universities can’t afford to engage with climate solely on an intellectual level, or as a narrowly focused topic in the sciences; they must also walk the walk, by rapidly decarbonizing their own infrastructure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is my hope that more higher education systems will see SUNY’s efforts and recognize the potential for system-wide climate action, to reduce our emissions, prepare the clean workforce, advance equity and environmental justice, spur innovation, and empower the next generation to lead a sustainable future,” said King, a former secretary of education under President Barack Obama.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s quite a to-do list, but what does that look like on the ground? McInnis of Stony Brook has a vision. The New York Climate Exchange, she said, won’t put shovels to earth until 2025. But its leaders have already established a thriving matrix of partnerships among groups that don’t always naturally speak the same language — from fellow institutions like Georgia Tech, Pace University and Pratt Institute, to corporations like IBM, to environmental justice nonprofits like WE ACT in Harlem, to the New York State Iron Workers. Among other initiatives, the iron workers union will have input into a job-training program affiliated with the campus that will be \u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\" target=\"_blank\" rel=\"noopener\">readying the necessary workers\u003c/a> to rip out thousands and thousands of oil- and natural gas-burning boilers, the better to convert New York City’s buildings to clean energy. In fact, green job trainees will, it’s planned, outnumber traditional students on the campus by 10 to 1. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One day, McInnis said, elementary school students will arrive by electric ferry for field trips, observing “living laboratories” that model “new ways of building, powering, treating coastlines.” Four hundred thousand square feet of buildings will be powered by clean energy with backup battery storage. The campus will capture and reuse gray water, and keep 95% of the trash it generates out of landfills. It will be filled with undergrads, grad students and professors from Stony Brook and partner institutions, some visiting for a “domestic study abroad.” And one day, she said, the campus will welcome leaders from around the world. “With time we hope to host major convenings of groups of other people who want to talk about climate change and how cities need to respond,” McInnis told me. “We want to be a global convener for the important conversations we all need to have on the most critical issue of our time.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61767\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61767\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Stony Brook, N.Y.: The main entrance to the Stony Brook University West Campus is shown on January 5, 2022. \u003ccite>(Photo by John Paraskevas/Newsday RM via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every university president probably dreams of becoming a “global convener” in one way or another, and of winning $150 million in philanthropic funds to do so, as this initiative did. (The city will also contribute, but much of the projected $700 million price tag is still to be raised). But, it might seem a strange time for such boosterism, considering that enrollment in higher education is plummeting nationwide and is \u003c/span>\u003ca href=\"https://www.democratandchronicle.com/story/news/politics/albany/2021/10/19/suny-enrollment-new-york/8500926002/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">down 20 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over the last decade at SUNY colleges and universities, half of which occurred during Covid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bryan Alexander is a higher education futurist whose latest book,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> Universities on Fire\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, is all about colleges’ responses to the climate crisis. He sounds a note of muted optimism around the New York Climate Exchange vision. “On the one hand it’s very exciting to see the state commit so much funding,” he said. Yet, he added, “the idea of starting a new campus from scratch is interesting and also very risky.” Especially in New York State, which, he noted, already has quite a bit of aging higher ed infrastructure, like McInnis’s flood-prone dorms back on Long Island, which date to the 1960s and 1970s. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, he said that universities have historically executed big cultural pivots by establishing greenfield campuses where new norms of collaboration, learning and knowledge production can be set forth. And when it comes to climate change, that’s exactly what’s required: “This is an all-hands-on-deck moment,” Alexander said. “This is a moment of civilizational transformation and we can’t be left out of it. Every aspect of academia gets to play a role.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was a common sentiment at the first \u003c/span>\u003ca href=\"https://www.democratandchronicle.com/story/news/politics/albany/2021/10/19/suny-enrollment-new-york/8500926002/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This Is Planet Ed Higher Ed Task Force listening session\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in early May, presided over by \u003c/span>\u003cspan style=\"font-weight: 400\">Kim Hunter Reed, \u003c/span>\u003cspan style=\"font-weight: 400\">the commissioner of higher education for Louisiana, and Mildred García, the president of the American Association of State Colleges and Universities. Essentially two dueling messages emerged: It’s a really difficult time for higher education to take on a new, major, paradigm shift, what with funding crunches, political headwinds in red states, and post-Covid enrollment syndrome; and, there’s no choice but to act big and fast. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are certainly contributing to that sense of urgency. A great deal of climate action at universities has been driven by student activism. And students today see climate as joined with other urgent struggles for justice. “As a low income person of color, I know a lot of communities like mine are directly impacted by climate change,” said Saladrigas. “It’s a lot of intersectional issues. And learning about climate change is inaccessible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To Saladrigas, the political environment in Florida feels particularly discouraging to climate learning; she plans to transfer out of state as soon as she can. “If you don’t have resources,” she said, “you can’t allow for students to learn more about how to make a change.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This opinion column about \u003ca href=\"https://hechingerreport.org/column-what-does-it-look-like-when-higher-ed-actually-takes-climate-change-seriously/\" target=\"_blank\" rel=\"noopener noreferrer\">climate solutions in higher ed\u003c/a> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003c/i>\u003ci>Sign up for the\u003c/i>\u003ci> \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"excerpt": "A new $700 million ‘climate solutions center’ spearheaded by the State University of New York at Stony Brook offers an example of system-wide climate action in higher education.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>This opinion column about \u003ca href=\"https://hechingerreport.org/column-what-does-it-look-like-when-higher-ed-actually-takes-climate-change-seriously/\" target=\"_blank\" rel=\"noopener noreferrer\">climate solutions in higher ed\u003c/a> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003c/i>\u003ci>Sign up for the\u003c/i>\u003ci> \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Climate change is here, now, lapping at the walls of higher education — quite literally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nathalie Saladrigas is an undergraduate at Miami Dade College, where her off-campus housing regularly floods. “You can’t even leave your car in the parking lot because it will get flooded — I mean up to your knees flooded,” she told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And 1,400 miles northeast, the campus of the State University of New York at Stony Brook has also flooded, thanks to Hurricane Ida, a \u003c/span>\u003ca href=\"https://www.cnn.com/2021/08/30/weather/hurricane-ida-climate-change-factors/index.html#:~:text=Hurricane%20Ida%20was%20a%20prime,more%20than%201%20million%20residents\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">2021 storm strengthened by climate change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that cut across the continent all the way from the Gulf Coast to the Northeast. Maurie McInnis, president of SUNY-Stony Brook, vividly remembers the stresses of that fall semester’s opening. “A big rainstorm, and all of a sudden we had to find beds for 400 students,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Higher ed is a massive, diverse sector with roughly 20 million students in the U.S. alone and a major physical and carbon footprint in all 50 states. Universities, for decades, have expanded society’s knowledge of \u003ca href=\"https://www.kqed.org/mindshift/tag/climate-change\" target=\"_blank\" rel=\"noopener\">climate impacts and climate solutions\u003c/a>. But some leaders argue it’s time for these institutions to remake themselves wholesale for this rising tide of rapid change. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two announcements last month indicate potential ways forward. SUNY-Stony Brook will anchor \u003c/span>\u003ca href=\"https://www.nyc.gov/content/getstuffdone/pages/climate-exchange\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The New York Climate Exchange\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a brand-new, $700 million campus on Governors Island in New York. And, This Is Planet Ed, an initiative of the Aspen Institute, launched a \u003c/span>\u003ca href=\"https://www.aspeninstitute.org/news/higher-ed-climate-action-launch/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Higher Ed Climate Action Task\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> force, uniting university leaders and other stakeholders like Saladrigas, a climate activist, to make recommendations for action across the sector. (Full disclosure, I’m a senior advisor to This Is Planet Ed.)\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61763\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61763\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-800x479.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-1020x611.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-768x460.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-1536x920.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-2048x1227.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-1920x1150.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">A 3-D rendering of The New York Climate Exchange campus shows planned buildings that are solar-powered and recycle wastewater. \u003ccite>(Photo provided by SOM/Brick Visual)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">John King, the new chancellor of the State University of New York system as well as the co-chair of This Is Planet Ed, just appointed the system’s first-ever chief sustainability officer and executive director of climate action at SUNY. The appointment reflects King’s belief that colleges and universities can’t afford to engage with climate solely on an intellectual level, or as a narrowly focused topic in the sciences; they must also walk the walk, by rapidly decarbonizing their own infrastructure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is my hope that more higher education systems will see SUNY’s efforts and recognize the potential for system-wide climate action, to reduce our emissions, prepare the clean workforce, advance equity and environmental justice, spur innovation, and empower the next generation to lead a sustainable future,” said King, a former secretary of education under President Barack Obama.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s quite a to-do list, but what does that look like on the ground? McInnis of Stony Brook has a vision. The New York Climate Exchange, she said, won’t put shovels to earth until 2025. But its leaders have already established a thriving matrix of partnerships among groups that don’t always naturally speak the same language — from fellow institutions like Georgia Tech, Pace University and Pratt Institute, to corporations like IBM, to environmental justice nonprofits like WE ACT in Harlem, to the New York State Iron Workers. Among other initiatives, the iron workers union will have input into a job-training program affiliated with the campus that will be \u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\" target=\"_blank\" rel=\"noopener\">readying the necessary workers\u003c/a> to rip out thousands and thousands of oil- and natural gas-burning boilers, the better to convert New York City’s buildings to clean energy. In fact, green job trainees will, it’s planned, outnumber traditional students on the campus by 10 to 1. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One day, McInnis said, elementary school students will arrive by electric ferry for field trips, observing “living laboratories” that model “new ways of building, powering, treating coastlines.” Four hundred thousand square feet of buildings will be powered by clean energy with backup battery storage. The campus will capture and reuse gray water, and keep 95% of the trash it generates out of landfills. It will be filled with undergrads, grad students and professors from Stony Brook and partner institutions, some visiting for a “domestic study abroad.” And one day, she said, the campus will welcome leaders from around the world. “With time we hope to host major convenings of groups of other people who want to talk about climate change and how cities need to respond,” McInnis told me. “We want to be a global convener for the important conversations we all need to have on the most critical issue of our time.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61767\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61767\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Stony Brook, N.Y.: The main entrance to the Stony Brook University West Campus is shown on January 5, 2022. \u003ccite>(Photo by John Paraskevas/Newsday RM via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every university president probably dreams of becoming a “global convener” in one way or another, and of winning $150 million in philanthropic funds to do so, as this initiative did. (The city will also contribute, but much of the projected $700 million price tag is still to be raised). But, it might seem a strange time for such boosterism, considering that enrollment in higher education is plummeting nationwide and is \u003c/span>\u003ca href=\"https://www.democratandchronicle.com/story/news/politics/albany/2021/10/19/suny-enrollment-new-york/8500926002/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">down 20 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over the last decade at SUNY colleges and universities, half of which occurred during Covid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bryan Alexander is a higher education futurist whose latest book,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> Universities on Fire\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, is all about colleges’ responses to the climate crisis. He sounds a note of muted optimism around the New York Climate Exchange vision. “On the one hand it’s very exciting to see the state commit so much funding,” he said. Yet, he added, “the idea of starting a new campus from scratch is interesting and also very risky.” Especially in New York State, which, he noted, already has quite a bit of aging higher ed infrastructure, like McInnis’s flood-prone dorms back on Long Island, which date to the 1960s and 1970s. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, he said that universities have historically executed big cultural pivots by establishing greenfield campuses where new norms of collaboration, learning and knowledge production can be set forth. And when it comes to climate change, that’s exactly what’s required: “This is an all-hands-on-deck moment,” Alexander said. “This is a moment of civilizational transformation and we can’t be left out of it. Every aspect of academia gets to play a role.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was a common sentiment at the first \u003c/span>\u003ca href=\"https://www.democratandchronicle.com/story/news/politics/albany/2021/10/19/suny-enrollment-new-york/8500926002/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This Is Planet Ed Higher Ed Task Force listening session\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in early May, presided over by \u003c/span>\u003cspan style=\"font-weight: 400\">Kim Hunter Reed, \u003c/span>\u003cspan style=\"font-weight: 400\">the commissioner of higher education for Louisiana, and Mildred García, the president of the American Association of State Colleges and Universities. Essentially two dueling messages emerged: It’s a really difficult time for higher education to take on a new, major, paradigm shift, what with funding crunches, political headwinds in red states, and post-Covid enrollment syndrome; and, there’s no choice but to act big and fast. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are certainly contributing to that sense of urgency. A great deal of climate action at universities has been driven by student activism. And students today see climate as joined with other urgent struggles for justice. “As a low income person of color, I know a lot of communities like mine are directly impacted by climate change,” said Saladrigas. “It’s a lot of intersectional issues. And learning about climate change is inaccessible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To Saladrigas, the political environment in Florida feels particularly discouraging to climate learning; she plans to transfer out of state as soon as she can. “If you don’t have resources,” she said, “you can’t allow for students to learn more about how to make a change.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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