Kids Don't Know Enough About Climate Solutions. Children's Media Could Help.
Should Schools Teach Climate Activism?
The climate change lesson plans teachers need and don’t have
How to inspire climate hope in kids? Get their hands dirty
How incorporating Indigenous knowledge can deepen outdoor education
Little kids need outdoor play — but not when it’s 110 degrees
How kids are making sense of climate change and extreme weather
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
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Children's Media Could Help.","publishDate":1713780305,"format":"standard","headTitle":"Kids Don’t Know Enough About Climate Solutions. Children’s Media Could Help. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Ignorance and apathy are not a winning combination when facing down an existential threat. But that’s exactly what Susie Jaramillo, of Encantos Media, found when her team was conducting focus groups with tweens. They were working on their just-released educational video series on climate change, “This Is Cooler.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s misconceptions around what is actually causing climate change,” she said. “There are so many false narratives: Kids think it’s litter, pollution or a hole in the ozone layer. Zero knowledge in terms of \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">solutions\u003c/a> and zero awareness in terms of the \u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\">jobs that are available\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only two of sixteen 10- to 12-year-olds interviewed could \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">explain the basic facts of climate change\u003c/a>; one had done a fifth-grade research project and the other had visited the Climate Museum, a temporary exhibit in New York City.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On top of not knowing the facts, kids this age expressed \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">some pretty dark feelings\u003c/a>. Jaramillo said she heard “a lot of lizard brain negativity; doom and gloom. There’s a lot of cynicism, sarcasm — adults dropped the ball. There’s a fatalist mentality — ‘there’s nothing we can do, so oh, well.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, teachers \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\">report a confidence gap\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in teaching about climate change. Many say that they feel \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">ill-equipped to tackle it\u003c/a>, even as \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">most agree it’s important to teach\u003c/a>, and that their students are bringing up the topic and are concerned about it.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63639\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63639\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-800x800.jpg\" alt=\"\" width=\"800\" height=\"800\" data-wp-editing=\"1\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1536x1536.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-2048x2048.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1920x1920.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Planet Media supported the creation of Encantos Media’s just-released “This is Cooler” video series, which is aimed at tweens. \u003ccite>(Image provided by Encantos)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One potential ally that could help: educational media. In \u003c/span>\u003cspan style=\"font-weight: 400\">a 2021 \u003c/span>\u003ca href=\"https://corp.kaltura.com/resources/industry-reports/state-of-video-education-2022/\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of education professionals by the company Kaltura, 94% said that video increases student satisfaction and directly contributes to an improvement in student performance.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a report I co-authored with Sara Poirer in 2022 for \u003c/span>\u003cspan style=\"font-weight: 400\">This Is Planet Ed, an initiative at the Aspen Institute (where I’m an adviser), found that children’s media is still largely silent on climate. Zero of the most popular family movies of 2021 referred to climate change or related topics, and even when reviewing educational, nature and wildlife-themed TV shows for kids, we found that only \u003c/span>\u003cspan style=\"font-weight: 400\">nine of 664 episodes, or 1.4%, referred to climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help break the silence, This Is Planet Ed now has a Planet Media initiative, dedicated to encouraging creators to make more scientifically accurate and entertaining media that engages kids on the causes, solutions and even the opportunities to be found in our changing climate.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63640\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63640\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-800x800.jpg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03.jpg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">“This is Cooler” uses a combination of live action and animation, with snappy editing, plenty of humor and positivity, to get across some basic info in terms kids can understand. \u003ccite>(Image provided by Encantos)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Planet Media supported the creation of Encantos Media’s just-released “This is Cooler” video series, which is aimed at tweens. It uses a combination of live action and animation, with snappy editing, plenty of humor and positivity, to get across some \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">basic info in terms kids can understand\u003c/a>. For example, it compares heat-trapping greenhouse gases to a too-thick blanket making the planet warmer. The series also looks at green career opportunities, like solar panel installer or sustainable fashion designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jaramillo said she was inspired by successful YouTube influencers who inform while they entertain. “\u003c/span>\u003cspan style=\"font-weight: 400\">It’s super engaging,” she said. “It’s not your typical climate education video.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just like the tweens she talked to, many children’s media creators also hold the misconception that climate change equals doom and gloom. I’m currently running an informal survey of people in the children’s media industry for a chapter in an upcoming book on climate change education. More than four out of five of our respondents agreed that “\u003c/span>\u003cspan style=\"font-weight: 400\">children’s media should cover climate change, its causes, impacts and solutions in developmentally appropriate ways.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when asked why there isn’t more coverage of the topic to be found already, the top three responses were “creators don’t have the background knowledge,” “too scary” and “too controversial.” One respondent, who works in climate change education, said, “\u003c/span>\u003cspan style=\"font-weight: 400\">My children (ages 6 and 8) no longer want to watch nature documentaries because they always manage to describe how climate change threatens or is killing wildlife and their ecosystems. It’s too scary and they feel helpless.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most successful kids’ science media creators out there says that doesn’t have to be the case. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s important to \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">meet kids where they are\u003c/a>. To care about the planet \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">you first have to love it\u003c/a>,” said Mindy Thomas, co-host of “Wow in the World” from Tinkercast. The kids’ science podcast reaches about 600,000 unique listeners a month. And at least one in five episodes touches on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thomas and her team participated in Planet Media’s recent “pitch fest,” an open call for more content that puts across the core facts of climate change in an age-appropriate way, as well as depicting solutions. “We wanted to use our platform to help elevate this important initiative,” said Meredith \u003c/span>\u003cspan style=\"font-weight: 400\">Halpern-Ranzer, co-founder of Tinkercast. \u003c/span>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.kqed.org/mindshift/63322/should-schools-teach-climate-activism\">Climate activism\u003c/a> is always something we’ve been really passionate about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often, Halpern-Ranzer and her team find their “wow” by focusing on emerging climate solutions, like a plant-based substitute for single-use plastic, or white paint that can cool down a city. Last fall, they launched Tinker Class, a National Science Foundation-funded hub for teachers to use the podcasts in their elementary school classrooms, as the instigators for “podject-based learning” activities (the “Wow in the World” team really likes puns). About 2,000 teachers have participated so far. Similarly, \u003c/span>\u003cspan style=\"font-weight: 400\">This is Planet Ed has created an “educational guide” to reinforce the key messages that Planet Media content is trying to get across.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ashlye Allison teaches fifth grade in a Title I elementary school in South Seattle. She crafts her own curriculum on climate change, following the \u003c/span>\u003ca href=\"https://www.nextgenscience.org/\">\u003cspan style=\"font-weight: 400\">Next Generation Science Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which seek to improve science education using a three-dimensional approach.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want it to be connected to their daily lives and what’s going on in Seattle, and \u003c/span>\u003cspan style=\"font-weight: 400\">about, ‘what can we do about this?’” She showed the “This Is Cooler” video to her students, and said they found it more engaging than other videos she’s used in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just as Jaramillo found, Allison said her students especially liked the video’s reference to solutions like solar power and electric school buses. “\u003c/span>\u003cspan style=\"font-weight: 400\">If it’s just doom and gloom, nothing can happen, and so I don’t care. That’s what my kids took out of it: solutions. That’s what they quoted the most, is how to fix it. And I think they would be interested in more ways people are fixing different problems.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This column about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/column-climate-change-lessons-arrive-in-kids-entertainment/\">\u003ci>\u003cspan style=\"font-weight: 400\">climate change outreach\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> 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","blocks":[],"excerpt":"Kids have a lot of misconceptions about the causes of climate change. And without learning about solutions, they're likely to feel apathy.","status":"publish","parent":0,"modified":1713662378,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1262},"headData":{"title":"Kids Don't Know Enough About Climate Solutions. Children's Media Could Help. | KQED","description":"Kids have a lot of misconceptions about the causes of climate change. And without learning about solutions, they're likely to feel apathy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Kids have a lot of misconceptions about the causes of climate change. And without learning about solutions, they're likely to feel apathy.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Kids Don't Know Enough About Climate Solutions. Children's Media Could Help.","datePublished":"2024-04-22T10:05:05.000Z","dateModified":"2024-04-21T01:19:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Anya Kamenetz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63636/childrens-content-creators-take-on-climate-solutions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ignorance and apathy are not a winning combination when facing down an existential threat. But that’s exactly what Susie Jaramillo, of Encantos Media, found when her team was conducting focus groups with tweens. They were working on their just-released educational video series on climate change, “This Is Cooler.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s misconceptions around what is actually causing climate change,” she said. “There are so many false narratives: Kids think it’s litter, pollution or a hole in the ozone layer. Zero knowledge in terms of \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">solutions\u003c/a> and zero awareness in terms of the \u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\">jobs that are available\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only two of sixteen 10- to 12-year-olds interviewed could \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">explain the basic facts of climate change\u003c/a>; one had done a fifth-grade research project and the other had visited the Climate Museum, a temporary exhibit in New York City.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On top of not knowing the facts, kids this age expressed \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">some pretty dark feelings\u003c/a>. Jaramillo said she heard “a lot of lizard brain negativity; doom and gloom. There’s a lot of cynicism, sarcasm — adults dropped the ball. There’s a fatalist mentality — ‘there’s nothing we can do, so oh, well.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, teachers \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\">report a confidence gap\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in teaching about climate change. Many say that they feel \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">ill-equipped to tackle it\u003c/a>, even as \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">most agree it’s important to teach\u003c/a>, and that their students are bringing up the topic and are concerned about it.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63639\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63639\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-800x800.jpg\" alt=\"\" width=\"800\" height=\"800\" data-wp-editing=\"1\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1536x1536.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-2048x2048.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1920x1920.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Planet Media supported the creation of Encantos Media’s just-released “This is Cooler” video series, which is aimed at tweens. \u003ccite>(Image provided by Encantos)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One potential ally that could help: educational media. In \u003c/span>\u003cspan style=\"font-weight: 400\">a 2021 \u003c/span>\u003ca href=\"https://corp.kaltura.com/resources/industry-reports/state-of-video-education-2022/\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of education professionals by the company Kaltura, 94% said that video increases student satisfaction and directly contributes to an improvement in student performance.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a report I co-authored with Sara Poirer in 2022 for \u003c/span>\u003cspan style=\"font-weight: 400\">This Is Planet Ed, an initiative at the Aspen Institute (where I’m an adviser), found that children’s media is still largely silent on climate. Zero of the most popular family movies of 2021 referred to climate change or related topics, and even when reviewing educational, nature and wildlife-themed TV shows for kids, we found that only \u003c/span>\u003cspan style=\"font-weight: 400\">nine of 664 episodes, or 1.4%, referred to climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help break the silence, This Is Planet Ed now has a Planet Media initiative, dedicated to encouraging creators to make more scientifically accurate and entertaining media that engages kids on the causes, solutions and even the opportunities to be found in our changing climate.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63640\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63640\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-800x800.jpg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03.jpg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">“This is Cooler” uses a combination of live action and animation, with snappy editing, plenty of humor and positivity, to get across some basic info in terms kids can understand. \u003ccite>(Image provided by Encantos)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Planet Media supported the creation of Encantos Media’s just-released “This is Cooler” video series, which is aimed at tweens. It uses a combination of live action and animation, with snappy editing, plenty of humor and positivity, to get across some \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">basic info in terms kids can understand\u003c/a>. For example, it compares heat-trapping greenhouse gases to a too-thick blanket making the planet warmer. The series also looks at green career opportunities, like solar panel installer or sustainable fashion designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jaramillo said she was inspired by successful YouTube influencers who inform while they entertain. “\u003c/span>\u003cspan style=\"font-weight: 400\">It’s super engaging,” she said. “It’s not your typical climate education video.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just like the tweens she talked to, many children’s media creators also hold the misconception that climate change equals doom and gloom. I’m currently running an informal survey of people in the children’s media industry for a chapter in an upcoming book on climate change education. More than four out of five of our respondents agreed that “\u003c/span>\u003cspan style=\"font-weight: 400\">children’s media should cover climate change, its causes, impacts and solutions in developmentally appropriate ways.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when asked why there isn’t more coverage of the topic to be found already, the top three responses were “creators don’t have the background knowledge,” “too scary” and “too controversial.” One respondent, who works in climate change education, said, “\u003c/span>\u003cspan style=\"font-weight: 400\">My children (ages 6 and 8) no longer want to watch nature documentaries because they always manage to describe how climate change threatens or is killing wildlife and their ecosystems. It’s too scary and they feel helpless.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most successful kids’ science media creators out there says that doesn’t have to be the case. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s important to \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">meet kids where they are\u003c/a>. To care about the planet \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">you first have to love it\u003c/a>,” said Mindy Thomas, co-host of “Wow in the World” from Tinkercast. The kids’ science podcast reaches about 600,000 unique listeners a month. And at least one in five episodes touches on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thomas and her team participated in Planet Media’s recent “pitch fest,” an open call for more content that puts across the core facts of climate change in an age-appropriate way, as well as depicting solutions. “We wanted to use our platform to help elevate this important initiative,” said Meredith \u003c/span>\u003cspan style=\"font-weight: 400\">Halpern-Ranzer, co-founder of Tinkercast. \u003c/span>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.kqed.org/mindshift/63322/should-schools-teach-climate-activism\">Climate activism\u003c/a> is always something we’ve been really passionate about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often, Halpern-Ranzer and her team find their “wow” by focusing on emerging climate solutions, like a plant-based substitute for single-use plastic, or white paint that can cool down a city. Last fall, they launched Tinker Class, a National Science Foundation-funded hub for teachers to use the podcasts in their elementary school classrooms, as the instigators for “podject-based learning” activities (the “Wow in the World” team really likes puns). About 2,000 teachers have participated so far. Similarly, \u003c/span>\u003cspan style=\"font-weight: 400\">This is Planet Ed has created an “educational guide” to reinforce the key messages that Planet Media content is trying to get across.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ashlye Allison teaches fifth grade in a Title I elementary school in South Seattle. She crafts her own curriculum on climate change, following the \u003c/span>\u003ca href=\"https://www.nextgenscience.org/\">\u003cspan style=\"font-weight: 400\">Next Generation Science Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which seek to improve science education using a three-dimensional approach.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want it to be connected to their daily lives and what’s going on in Seattle, and \u003c/span>\u003cspan style=\"font-weight: 400\">about, ‘what can we do about this?’” She showed the “This Is Cooler” video to her students, and said they found it more engaging than other videos she’s used in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just as Jaramillo found, Allison said her students especially liked the video’s reference to solutions like solar power and electric school buses. “\u003c/span>\u003cspan style=\"font-weight: 400\">If it’s just doom and gloom, nothing can happen, and so I don’t care. That’s what my kids took out of it: solutions. That’s what they quoted the most, is how to fix it. And I think they would be interested in more ways people are fixing different problems.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This column about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/column-climate-change-lessons-arrive-in-kids-entertainment/\">\u003ci>\u003cspan style=\"font-weight: 400\">climate change outreach\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> 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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63636/childrens-content-creators-take-on-climate-solutions","authors":["byline_mindshift_63636"],"categories":["mindshift_21508"],"tags":["mindshift_21124"],"featImg":"mindshift_63643","label":"mindshift"},"mindshift_63322":{"type":"posts","id":"mindshift_63322","meta":{"index":"posts_1591205157","site":"mindshift","id":"63322","score":null,"sort":[1710324010000]},"guestAuthors":[],"slug":"should-schools-teach-climate-activism","title":"Should Schools Teach Climate Activism?","publishDate":1710324010,"format":"standard","headTitle":"Should Schools Teach Climate Activism? | KQED","labelTerm":{"site":"mindshift"},"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","blocks":[],"excerpt":"When it comes to teaching students about climate activism, educators waver between empowering young citizens and courting controversy.","status":"publish","parent":0,"modified":1713834113,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1421},"headData":{"title":"Should Schools Teach Climate Activism? | KQED","description":"When it comes to teaching students about climate activism, educators waver between empowering young citizens and courting controversy. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When it comes to teaching students about climate activism, educators waver between empowering young citizens and courting controversy. ","schema":{"@context":"http://schema.org","@type":"Article","headline":"Should Schools Teach Climate Activism?","datePublished":"2024-03-13T10:00:10.000Z","dateModified":"2024-04-23T01:01:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Anya Kamenetz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63322/should-schools-teach-climate-activism","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63322/should-schools-teach-climate-activism","authors":["byline_mindshift_63322"],"categories":["mindshift_21508","mindshift_193"],"tags":["mindshift_20533","mindshift_21757","mindshift_21124","mindshift_21592","mindshift_21463","mindshift_21278"],"featImg":"mindshift_63323","label":"mindshift"},"mindshift_63120":{"type":"posts","id":"mindshift_63120","meta":{"index":"posts_1591205157","site":"mindshift","id":"63120","score":null,"sort":[1707908407000]},"guestAuthors":[],"slug":"the-climate-change-lesson-plans-teachers-need-and-dont-have","title":"The climate change lesson plans teachers need and don’t have","publishDate":1707908407,"format":"standard","headTitle":"The climate change lesson plans teachers need and don’t have | KQED","labelTerm":{"site":"mindshift"},"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","blocks":[],"excerpt":"New research shows teachers need help combating climate misinformation as well as presenting solutions.","status":"publish","parent":0,"modified":1707918308,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1277},"headData":{"title":"The climate change lesson plans teachers need and don’t have | KQED","description":"New research shows teachers need help combating climate misinformation as well as presenting solutions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"New research shows teachers need help combating climate misinformation as well as presenting solutions.","schema":{"@context":"http://schema.org","@type":"Article","headline":"The climate change lesson plans teachers need and don’t have","datePublished":"2024-02-14T11:00:07.000Z","dateModified":"2024-02-14T13:45:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Anya Kamenetz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have","authors":["byline_mindshift_63120"],"categories":["mindshift_21508"],"tags":["mindshift_21897","mindshift_21124","mindshift_21592","mindshift_21463","mindshift_21403","mindshift_20664","mindshift_21059","mindshift_551"],"featImg":"mindshift_62351","label":"mindshift"},"mindshift_62894":{"type":"posts","id":"mindshift_62894","meta":{"index":"posts_1591205157","site":"mindshift","id":"62894","score":null,"sort":[1703621621000]},"guestAuthors":[],"slug":"how-to-inspire-climate-hope-in-kids-get-their-hands-dirty","title":"How to inspire climate hope in kids? Get their hands dirty","publishDate":1703621621,"format":"standard","headTitle":"How to inspire climate hope in kids? Get their hands dirty | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>A composting program at \u003ca href=\"https://www.wesleyschool.org/\">The Wesley School\u003c/a> in Los Angeles is helping kindergarten through eighth grade students get hands-on experience with making dirt while also teaching them ways to address human-driven climate change.\u003c/p>\n\u003cp>For the past year, all the leftover food waste from the school has gone into composting containers rather than a landfill where it would just decompose and produce planet-warming gasses.\u003c/p>\n\u003cp>\u003ca href=\"https://www.jennisilverstein.com/\">Jennifer Silverstein,\u003c/a> a therapist, a social worker, and part of the \u003ca href=\"https://www.climatepsychology.us/\">Climate Psychology Alliance of North America, \u003c/a>says the school’s composting program checks a lot of the boxes for effective, positive climate education.\u003c/p>\n\u003cp>“Instead of [teaching kids] just, ‘all these horrible things are happening,’ it’s like, ‘all these horrible things are happening, and there’s all these adults out there who are really actively trying to make it better. And here’s ways you can participate,'” Silverstein says.\u003c/p>\n\u003cp>The school’s composting program started in 2022, and in October this year, the school held a celebration to reveal what happened inside a series of five-foot-tall containers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Ok! Want to crack this baby open?” says Steven Wynbrandt, a \u003ca href=\"https://www.wynbrandtfarms.com/\">local farmer\u003c/a> and composting consultant who has helped the school with its program.\u003c/p>\n\u003cp>The “Yeah!” from the dozens of students to his question is deafening.\u003c/p>\n\u003cfigure id=\"attachment_62896\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62896\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten through eighth grade students at The Wesley School celebrate the harvest of the school’s first compost with a banner marking how much food waste has been diverted from landfill. \u003ccite>(Steven Wynbrandt./Steven Wynbrandt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They pepper Wynbrandt with questions as he breaks the ties that hold the container closed: “Is it going to smell?” “What’s it going to look like?” “Is it going to spill out?”\u003c/p>\n\u003cp>Rich black compost spills out from the container.\u003c/p>\n\u003cp>“It doesn’t stink at all!” says one of the kids. “It smells earthy!”\u003c/p>\n\u003cp>The 5,200 pounds of food waste diverted from a landfill is \u003ca href=\"https://www.epa.gov/snep/composting-food-waste-keeping-good-thing-going#:~:text=In%20addition%2C%20composting%20lowers%20greenhouse,in%20the%20presence%20of%20oxygen.\">great news for the climate\u003c/a>. Food that breaks down in a landfill produces \u003ca href=\"https://www.epa.gov/gmi/importance-methane\">methane\u003c/a> – one of the most potent planet-warming gasses. But transforming organic material into compost means there’s less methane going into the atmosphere.\u003c/p>\n\u003cp>The Wesley School staff could have easily tossed the school’s food waste into a city-provided green bin. California law requires municipal food waste to be recycled. But taking it out of sight, which would have been easier, would have missed the point, says science teacher Johnna Hampton-Walker.\u003c/p>\n\u003cp>“When it’s invisible like that, they don’t see it,” she says. “They know, but it doesn’t sink in.”\u003c/p>\n\u003cp>When sixth grader Finn saw the finished compost pile, it sank in.\u003c/p>\n\u003cp>“That’s my orange chicken in there,” he says. “That’s not just like any food. Somewhere in there is \u003cem>my \u003c/em>food.”\u003c/p>\n\u003cp>The school will use the compost on plants around campus. Some will be offered to families that want to use it at home, and whatever is left will be donated.\u003c/p>\n\u003cfigure id=\"attachment_62897\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62897\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The compost predictions graph was one of many compost assignments in Johnna Hampton-Walker’s science class. \u003ccite>(Caleigh Wells/KCRW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fifth grader Kingston was excited to learn his food waste will help grow new food on campus. “It feels good that you’re doing something that helps the planet, instead of just sitting and watching it get destroyed,” he says.\u003c/p>\n\u003cp>That’s the response Wynbrandt wants. He wants to work with more schools like The Wesley School to start these composting programs. “A lot of us, especially kids, feel really overwhelmed and powerless and don’t know what to do,” Wynbrandt says about the climate crisis. “This is quite an existential crisis, and how do we make a difference? How do we make a dent?”\u003c/p>\n\u003cp>Therapist Jennifer Silverstein says part of helping youth understand the gravity of human-caused climate change is to build their tolerance to new – and sometimes devastating – information. She says during those difficult conversations, it helps to allow them to be outside in nature, and participate in collective action.\u003c/p>\n\u003cp>Fifth grader Sloan felt so empowered by the school’s compositing program she decided to take climate action outside of school. Along with several other fifth graders, Sloane says, “We did a lemonade stand at our friend’s house and we made over $200, and we donated it to the \u003ca href=\"https://www.nrdc.org/\">NRDC\u003c/a>,” the Natural Resources Defense Council. They also helped create a petition to replace the plastic forks and spoons in the school cafeteria with compostable ones.\u003c/p>\n\u003cp>Fifth grader Leo says he’s found the composting program helpful.\u003c/p>\n\u003cp>“Knowing I’m a part of something good just helps me sleep at night,” he says. “If we can just work together, it’s all going to be okay and everything’s going to work out fine.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In October it took two hours for the container of compost to be emptied and prepared to receive the next day’s lunch leftovers. The other four containers remain full of food waste that’s in the process of breaking down. Decorated posters on the outside of each container indicate when in the new year they can be opened so that the next generation of plants on campus can benefit from the rich soil.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KCRW. To see more, visit \u003ca href=\"http://www.kcrw.com\">KCRW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+inspire+climate+hope+in+kids%3F+Get+their+hands+dirty&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A school composting program in Los Angeles helps teach students how to take climate action through its composting program.","status":"publish","parent":0,"modified":1712847020,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":936},"headData":{"title":"How to inspire climate hope in kids? Get their hands dirty | KQED","description":"A school composting program in Los Angeles helps teach students how to take climate action through its composting program.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A school composting program in Los Angeles helps teach students how to take climate action through its composting program.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to inspire climate hope in kids? Get their hands dirty","datePublished":"2023-12-26T20:13:41.000Z","dateModified":"2024-04-11T14:50:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprImageCredit":"Steven Wynbrandt","nprByline":"Caleigh Wells","nprImageAgency":"Steven Wynbrandt","nprStoryId":"1221100212","nprApiLink":"http://api.npr.org/query?id=1221100212&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/12/26/1221100212/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty?ft=nprml&f=1221100212","nprRetrievedStory":"1","nprPubDate":"Tue, 26 Dec 2023 12:04:00 -0500","nprStoryDate":"Tue, 26 Dec 2023 05:00:50 -0500","nprLastModifiedDate":"Tue, 26 Dec 2023 12:04:50 -0500","nprAudio":"https://play.podtrac.com/npr-1149128116/ondemand.npr.org/anon.npr-mp3/npr/me/2023/12/20231212_me_kids_in_los_angeled_fight_climate_change_by_tackling_food_waste_at_school.mp3?orgId=55&topicId=1167&d=212&story=1221100212&ft=nprml&f=1221100212","nprAudioM3u":"http://api.npr.org/m3u/11221102714-780c90.m3u?orgId=55&topicId=1167&d=212&story=1221100212&ft=nprml&f=1221100212","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty","audioUrl":"https://play.podtrac.com/npr-1149128116/ondemand.npr.org/anon.npr-mp3/npr/me/2023/12/20231212_me_kids_in_los_angeled_fight_climate_change_by_tackling_food_waste_at_school.mp3?orgId=55&topicId=1167&d=212&story=1221100212&ft=nprml&f=1221100212","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A composting program at \u003ca href=\"https://www.wesleyschool.org/\">The Wesley School\u003c/a> in Los Angeles is helping kindergarten through eighth grade students get hands-on experience with making dirt while also teaching them ways to address human-driven climate change.\u003c/p>\n\u003cp>For the past year, all the leftover food waste from the school has gone into composting containers rather than a landfill where it would just decompose and produce planet-warming gasses.\u003c/p>\n\u003cp>\u003ca href=\"https://www.jennisilverstein.com/\">Jennifer Silverstein,\u003c/a> a therapist, a social worker, and part of the \u003ca href=\"https://www.climatepsychology.us/\">Climate Psychology Alliance of North America, \u003c/a>says the school’s composting program checks a lot of the boxes for effective, positive climate education.\u003c/p>\n\u003cp>“Instead of [teaching kids] just, ‘all these horrible things are happening,’ it’s like, ‘all these horrible things are happening, and there’s all these adults out there who are really actively trying to make it better. And here’s ways you can participate,'” Silverstein says.\u003c/p>\n\u003cp>The school’s composting program started in 2022, and in October this year, the school held a celebration to reveal what happened inside a series of five-foot-tall containers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Ok! Want to crack this baby open?” says Steven Wynbrandt, a \u003ca href=\"https://www.wynbrandtfarms.com/\">local farmer\u003c/a> and composting consultant who has helped the school with its program.\u003c/p>\n\u003cp>The “Yeah!” from the dozens of students to his question is deafening.\u003c/p>\n\u003cfigure id=\"attachment_62896\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62896\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten through eighth grade students at The Wesley School celebrate the harvest of the school’s first compost with a banner marking how much food waste has been diverted from landfill. \u003ccite>(Steven Wynbrandt./Steven Wynbrandt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They pepper Wynbrandt with questions as he breaks the ties that hold the container closed: “Is it going to smell?” “What’s it going to look like?” “Is it going to spill out?”\u003c/p>\n\u003cp>Rich black compost spills out from the container.\u003c/p>\n\u003cp>“It doesn’t stink at all!” says one of the kids. “It smells earthy!”\u003c/p>\n\u003cp>The 5,200 pounds of food waste diverted from a landfill is \u003ca href=\"https://www.epa.gov/snep/composting-food-waste-keeping-good-thing-going#:~:text=In%20addition%2C%20composting%20lowers%20greenhouse,in%20the%20presence%20of%20oxygen.\">great news for the climate\u003c/a>. Food that breaks down in a landfill produces \u003ca href=\"https://www.epa.gov/gmi/importance-methane\">methane\u003c/a> – one of the most potent planet-warming gasses. But transforming organic material into compost means there’s less methane going into the atmosphere.\u003c/p>\n\u003cp>The Wesley School staff could have easily tossed the school’s food waste into a city-provided green bin. California law requires municipal food waste to be recycled. But taking it out of sight, which would have been easier, would have missed the point, says science teacher Johnna Hampton-Walker.\u003c/p>\n\u003cp>“When it’s invisible like that, they don’t see it,” she says. “They know, but it doesn’t sink in.”\u003c/p>\n\u003cp>When sixth grader Finn saw the finished compost pile, it sank in.\u003c/p>\n\u003cp>“That’s my orange chicken in there,” he says. “That’s not just like any food. Somewhere in there is \u003cem>my \u003c/em>food.”\u003c/p>\n\u003cp>The school will use the compost on plants around campus. Some will be offered to families that want to use it at home, and whatever is left will be donated.\u003c/p>\n\u003cfigure id=\"attachment_62897\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62897\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The compost predictions graph was one of many compost assignments in Johnna Hampton-Walker’s science class. \u003ccite>(Caleigh Wells/KCRW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fifth grader Kingston was excited to learn his food waste will help grow new food on campus. “It feels good that you’re doing something that helps the planet, instead of just sitting and watching it get destroyed,” he says.\u003c/p>\n\u003cp>That’s the response Wynbrandt wants. He wants to work with more schools like The Wesley School to start these composting programs. “A lot of us, especially kids, feel really overwhelmed and powerless and don’t know what to do,” Wynbrandt says about the climate crisis. “This is quite an existential crisis, and how do we make a difference? How do we make a dent?”\u003c/p>\n\u003cp>Therapist Jennifer Silverstein says part of helping youth understand the gravity of human-caused climate change is to build their tolerance to new – and sometimes devastating – information. She says during those difficult conversations, it helps to allow them to be outside in nature, and participate in collective action.\u003c/p>\n\u003cp>Fifth grader Sloan felt so empowered by the school’s compositing program she decided to take climate action outside of school. Along with several other fifth graders, Sloane says, “We did a lemonade stand at our friend’s house and we made over $200, and we donated it to the \u003ca href=\"https://www.nrdc.org/\">NRDC\u003c/a>,” the Natural Resources Defense Council. They also helped create a petition to replace the plastic forks and spoons in the school cafeteria with compostable ones.\u003c/p>\n\u003cp>Fifth grader Leo says he’s found the composting program helpful.\u003c/p>\n\u003cp>“Knowing I’m a part of something good just helps me sleep at night,” he says. “If we can just work together, it’s all going to be okay and everything’s going to work out fine.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In October it took two hours for the container of compost to be emptied and prepared to receive the next day’s lunch leftovers. The other four containers remain full of food waste that’s in the process of breaking down. Decorated posters on the outside of each container indicate when in the new year they can be opened so that the next generation of plants on campus can benefit from the rich soil.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KCRW. To see more, visit \u003ca href=\"http://www.kcrw.com\">KCRW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+inspire+climate+hope+in+kids%3F+Get+their+hands+dirty&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty","authors":["byline_mindshift_62894"],"categories":["mindshift_21508"],"tags":["mindshift_21757","mindshift_21124","mindshift_21059","mindshift_21117"],"featImg":"mindshift_62895","label":"mindshift"},"mindshift_62784":{"type":"posts","id":"mindshift_62784","meta":{"index":"posts_1591205157","site":"mindshift","id":"62784","score":null,"sort":[1701446453000]},"guestAuthors":[],"slug":"how-incorporating-indigenous-knowledge-can-deepen-outdoor-education","title":"How incorporating Indigenous knowledge can deepen outdoor education","publishDate":1701446453,"format":"standard","headTitle":"How incorporating Indigenous knowledge can deepen outdoor education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003ci>This opinion column about outdoor learning was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s1\">The Hechinger Report\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://hechingerreport.org/newsletters/\">\u003cspan class=\"s1\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp class=\"p1\">As part of a new program, every third grader in Albuquerque Public Schools spends a day at the Los Padillas Wildlife Sanctuary just outside the city. There, a wide variety of local landscapes are packed into five acres: a meadow, pi\u003cspan class=\"s3\">ñ\u003c/span>on, juniper and cottonwood trees, an arroyo and even a pond — a rarity in the desert.\u003c/p>\n\u003cp class=\"p1\">“All the way into October they can fish in the pond with a net,” said Monie Corona, an environmental education resource teacher for the district. “There’s cattails, dragonflies. For the kids to feel like they’re playing, but they’re actually learning — that to me is the key thing.”\u003c/p>\n\u003cp class=\"p1\">The sanctuary borders the black mesas to the west and to the east and the Rio Grande bosque — a term for a forest near a river bank. To the south is the Pueblo of Isleta, one of New Mexico’s many Native American communities: There are 19 different sovereign Pueblos, plus Apache and Navajo communities, across the state.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s2\">\u003ca href=\"https://eric.ed.gov/?id=EJ1167782\">Research\u003c/a>\u003c/span> on the physical, psychological and \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan class=\"s2\">academic\u003c/span>\u003c/a> benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/outdoor-education\">\u003cspan class=\"s2\">outdoor learning\u003c/span>\u003c/a> for kids is \u003ca href=\"https://hechingerreport.org/for-preschoolers-after-the-pandemic-more-states-say-learn-outdoors/\">well-established\u003c/a>, and is now informing the development of climate education. What’s also becoming well-known is the essential role of traditional and Indigenous ecological knowledge in the effort to cope with the climate crisis. Authorities as disparate as \u003ca href=\"https://www.unesco.org/en/links/climate-change#:~:text=Local%2520and%2520Indigenous%2520knowledge%2520systems%2520contribute%2520to%2520the%2520achievement%2520of,contributing%2520to%2520global%2520mitigation%2520efforts\">\u003cspan class=\"s4\">UNESCO\u003c/span>\u003c/a> and the\u003ca href=\"https://www.fs.usda.gov/Internet/FSE_DOCUMENTS/fseprd1057516.pdf\">\u003cspan class=\"s4\"> U.S. Forest Service \u003c/span>\u003c/a>have underlined the value, not only of specific place-based and historical knowledge of flora and fauna, but of \u003ca href=\"https://hechingerreport.org/column-want-teachers-to-teach-climate-change-youve-got-to-train-them/\">\u003cspan class=\"s2\">traditional ways of relating to\u003c/span>\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">understanding humans’ place\u003c/a> in the natural world as we seek to adapt to and mitigate climate change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">And, as recently noted in a \u003ca href=\"https://www.thisisplaneted.org/img/PlanetED-EducationUncapped-Screen-1.pdf\">\u003cspan class=\"s2\">review\u003c/span>\u003c/a> of the potential impact the education sector can have on U.S. cities’ climate plans by This Is Planet Ed (where, full disclosure, I’m a senior advisor), Albuquerque Public Schools is among those pioneering the attempt to connect outdoor learning with local and Indigenous knowledge.\u003c/p>\n\u003cp class=\"p1\">During Los Padillas field trips, the children spend time with Indigenous educators like Jered Lee, whose ancestral roots are in the Naschitti Region of the Navajo reservation in the northwest corner of the state.\u003c/p>\n\u003cp class=\"p4\">\u003cb>“\u003c/b>What they learn in the classroom is very important, yes. But what they learn through their own healthy exploration of their senses, that’s also important,” he said. “Even though I don’t live in a dirt floor hogan like our ancestors, their values can still be applied to my livelihood today.”\u003c/p>\n\u003cp class=\"p1\">Perhaps surprisingly, Lee doesn’t much care for the term “climate change”; he finds it too political. “We hear that we live in unprecedented times; well, when was it ever precedented? As far as I have understood, as far as our traditional stories, the world has always been changing\u003ci>,” \u003c/i>he said.\u003ci> \u003c/i>What he seeks to instill in his brief time with the children is a sense of gratitude for being alive, and connection to other living things.\u003c/p>\n\u003cp class=\"p1\">“They sit on the grass, and I sit on the earth with them, and try to see things from their eyes … I ask them to name their five senses, which they all know, and then I say, ‘Who taught you how to use them?’ And they might say ‘My mom,’ and then they think about it … and it’s almost like they refer to a divine source. They didn’t have to be instructed, and it’s in line with other growth processes in the natural world.”\u003c/p>\n\u003cp class=\"p1\">Lee shares with the children a version of the Navajo creation story, and another one about horses, but he won’t tell them to a reporter on tape: They are part of an oral tradition passed down to him from his elders. He will say that he talks to the children about the rhythms of nature, and humans’ place in the world.\u003c/p>\n\u003cfigure id=\"attachment_62788\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62788\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/kamenetz-outdoored02-160x213.jpg\" alt=\"Children crouched and seated near a shallow pond with tall grasses\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Students fish in the pond at Los Padillas Wildlife Sanctuary. \u003ccite>(Steven Henley/Albuquerque Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p4\">“The movement of nature, the rising of the dawn, the daytime sky, the evening light and the darkness of night, and how that process regenerates itself and the elongation of that process creates the spring, summer, fall, winter, and creates our being, our livelihood … for many it’s like we’re separate from that, we’re above that and we’re more intelligent than that. But the most intelligent people I know adhere to nature and know there isn’t a knowledge that surpasses that. It’s a humbling realization for people but it’s also good.”\u003c/p>\n\u003cp class=\"p1\">Some 80% of the students enrolled in Albuquerque Public Schools are people of color. Around 5.3% are American Indian and are served by the district’s Indian Education Department.\u003c/p>\n\u003cp class=\"p1\">Monie Corona works within that department in a newly created position, supporting Los Padillas and other outdoor programming. Her watchwords are “cultural humility, cultural relevance and the cultural landscape.” She said this collaboration, bringing Indigenous learning to all students in an outdoor setting, “has been a long time coming, let’s put it that way. As a [white] teacher coming in 30 years ago, I was not prepared for working with Native American students and their culture. There’s a lot of things we have to understand and be able to respect as well.”\u003c/p>\n\u003cp class=\"p1\">She said her focus and that of her colleagues sharpened in 2018, after a state court’s decision in \u003ca href=\"https://www.kunm.org/show/lets-talk-new-mexico/2023-03-10/lets-talk-yazzie-martinez-update\">Yazzie/Martinez v. State of New Mexico\u003c/a> found that the state wasn’t doing enough to meet its obligation to help all students become college and career ready, especially low-income students, Native Americans, English language learners and students with disabilities. New Mexico’s high school graduation rate is consistently among the lowest in the nation; Albuquerque’s is even lower, at 69% in 2022.\u003c/p>\n\u003cp class=\"p1\">Corona hopes that the Los Padillas program, as well as aligned efforts to bring Indigenous traditions into the school garden program and into outdoor learning opportunities at all grade levels, will enhance student engagement, particularly for those with Native heritage.\u003c/p>\n\u003cp class=\"p4\">“Making sure the kids know their culture — it’s not easy,” she said. \u003cb>“\u003c/b>We want to build up their self esteem, their motivation to be at school.” \u003cb> \u003c/b>\u003c/p>\n\u003cp class=\"p4\">Lee said that just about every time he speaks to a class, one or two children will raise their hand and say, “I’m Navajo, too!” or name another tribe. But his aim is to share his culture and language and find commonalities with students, no matter their background. “Here in Albuquerque there’s different cultures. And I’ve realized this about many cultures around the world, the more you talk to them, our language, our customs may be different but the root of our cultural values are very similar.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This opinion column about outdoor learning was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s6\">The Hechinger Report\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://hechingerreport.org/newsletters/\">\u003cspan class=\"s6\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Albuquerque Public Schools is among those pioneering the attempt to connect outdoor learning with local and Indigenous knowledge for young students.","status":"publish","parent":0,"modified":1708388493,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1248},"headData":{"title":"How incorporating Indigenous knowledge can deepen outdoor education | KQED","description":"Albuquerque Public Schools is among those pioneering the attempt to connect outdoor learning with local and Indigenous knowledge for young students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Albuquerque Public Schools is among those pioneering the attempt to connect outdoor learning with local and Indigenous knowledge for young students.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How incorporating Indigenous knowledge can deepen outdoor education","datePublished":"2023-12-01T16:00:53.000Z","dateModified":"2024-02-20T00:21:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Anya Kamenetz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003ci>This opinion column about outdoor learning was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s1\">The Hechinger Report\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://hechingerreport.org/newsletters/\">\u003cspan class=\"s1\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp class=\"p1\">As part of a new program, every third grader in Albuquerque Public Schools spends a day at the Los Padillas Wildlife Sanctuary just outside the city. There, a wide variety of local landscapes are packed into five acres: a meadow, pi\u003cspan class=\"s3\">ñ\u003c/span>on, juniper and cottonwood trees, an arroyo and even a pond — a rarity in the desert.\u003c/p>\n\u003cp class=\"p1\">“All the way into October they can fish in the pond with a net,” said Monie Corona, an environmental education resource teacher for the district. “There’s cattails, dragonflies. For the kids to feel like they’re playing, but they’re actually learning — that to me is the key thing.”\u003c/p>\n\u003cp class=\"p1\">The sanctuary borders the black mesas to the west and to the east and the Rio Grande bosque — a term for a forest near a river bank. To the south is the Pueblo of Isleta, one of New Mexico’s many Native American communities: There are 19 different sovereign Pueblos, plus Apache and Navajo communities, across the state.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s2\">\u003ca href=\"https://eric.ed.gov/?id=EJ1167782\">Research\u003c/a>\u003c/span> on the physical, psychological and \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan class=\"s2\">academic\u003c/span>\u003c/a> benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/outdoor-education\">\u003cspan class=\"s2\">outdoor learning\u003c/span>\u003c/a> for kids is \u003ca href=\"https://hechingerreport.org/for-preschoolers-after-the-pandemic-more-states-say-learn-outdoors/\">well-established\u003c/a>, and is now informing the development of climate education. What’s also becoming well-known is the essential role of traditional and Indigenous ecological knowledge in the effort to cope with the climate crisis. Authorities as disparate as \u003ca href=\"https://www.unesco.org/en/links/climate-change#:~:text=Local%2520and%2520Indigenous%2520knowledge%2520systems%2520contribute%2520to%2520the%2520achievement%2520of,contributing%2520to%2520global%2520mitigation%2520efforts\">\u003cspan class=\"s4\">UNESCO\u003c/span>\u003c/a> and the\u003ca href=\"https://www.fs.usda.gov/Internet/FSE_DOCUMENTS/fseprd1057516.pdf\">\u003cspan class=\"s4\"> U.S. Forest Service \u003c/span>\u003c/a>have underlined the value, not only of specific place-based and historical knowledge of flora and fauna, but of \u003ca href=\"https://hechingerreport.org/column-want-teachers-to-teach-climate-change-youve-got-to-train-them/\">\u003cspan class=\"s2\">traditional ways of relating to\u003c/span>\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">understanding humans’ place\u003c/a> in the natural world as we seek to adapt to and mitigate climate change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">And, as recently noted in a \u003ca href=\"https://www.thisisplaneted.org/img/PlanetED-EducationUncapped-Screen-1.pdf\">\u003cspan class=\"s2\">review\u003c/span>\u003c/a> of the potential impact the education sector can have on U.S. cities’ climate plans by This Is Planet Ed (where, full disclosure, I’m a senior advisor), Albuquerque Public Schools is among those pioneering the attempt to connect outdoor learning with local and Indigenous knowledge.\u003c/p>\n\u003cp class=\"p1\">During Los Padillas field trips, the children spend time with Indigenous educators like Jered Lee, whose ancestral roots are in the Naschitti Region of the Navajo reservation in the northwest corner of the state.\u003c/p>\n\u003cp class=\"p4\">\u003cb>“\u003c/b>What they learn in the classroom is very important, yes. But what they learn through their own healthy exploration of their senses, that’s also important,” he said. “Even though I don’t live in a dirt floor hogan like our ancestors, their values can still be applied to my livelihood today.”\u003c/p>\n\u003cp class=\"p1\">Perhaps surprisingly, Lee doesn’t much care for the term “climate change”; he finds it too political. “We hear that we live in unprecedented times; well, when was it ever precedented? As far as I have understood, as far as our traditional stories, the world has always been changing\u003ci>,” \u003c/i>he said.\u003ci> \u003c/i>What he seeks to instill in his brief time with the children is a sense of gratitude for being alive, and connection to other living things.\u003c/p>\n\u003cp class=\"p1\">“They sit on the grass, and I sit on the earth with them, and try to see things from their eyes … I ask them to name their five senses, which they all know, and then I say, ‘Who taught you how to use them?’ And they might say ‘My mom,’ and then they think about it … and it’s almost like they refer to a divine source. They didn’t have to be instructed, and it’s in line with other growth processes in the natural world.”\u003c/p>\n\u003cp class=\"p1\">Lee shares with the children a version of the Navajo creation story, and another one about horses, but he won’t tell them to a reporter on tape: They are part of an oral tradition passed down to him from his elders. He will say that he talks to the children about the rhythms of nature, and humans’ place in the world.\u003c/p>\n\u003cfigure id=\"attachment_62788\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62788\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/kamenetz-outdoored02-160x213.jpg\" alt=\"Children crouched and seated near a shallow pond with tall grasses\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Students fish in the pond at Los Padillas Wildlife Sanctuary. \u003ccite>(Steven Henley/Albuquerque Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p4\">“The movement of nature, the rising of the dawn, the daytime sky, the evening light and the darkness of night, and how that process regenerates itself and the elongation of that process creates the spring, summer, fall, winter, and creates our being, our livelihood … for many it’s like we’re separate from that, we’re above that and we’re more intelligent than that. But the most intelligent people I know adhere to nature and know there isn’t a knowledge that surpasses that. It’s a humbling realization for people but it’s also good.”\u003c/p>\n\u003cp class=\"p1\">Some 80% of the students enrolled in Albuquerque Public Schools are people of color. Around 5.3% are American Indian and are served by the district’s Indian Education Department.\u003c/p>\n\u003cp class=\"p1\">Monie Corona works within that department in a newly created position, supporting Los Padillas and other outdoor programming. Her watchwords are “cultural humility, cultural relevance and the cultural landscape.” She said this collaboration, bringing Indigenous learning to all students in an outdoor setting, “has been a long time coming, let’s put it that way. As a [white] teacher coming in 30 years ago, I was not prepared for working with Native American students and their culture. There’s a lot of things we have to understand and be able to respect as well.”\u003c/p>\n\u003cp class=\"p1\">She said her focus and that of her colleagues sharpened in 2018, after a state court’s decision in \u003ca href=\"https://www.kunm.org/show/lets-talk-new-mexico/2023-03-10/lets-talk-yazzie-martinez-update\">Yazzie/Martinez v. State of New Mexico\u003c/a> found that the state wasn’t doing enough to meet its obligation to help all students become college and career ready, especially low-income students, Native Americans, English language learners and students with disabilities. New Mexico’s high school graduation rate is consistently among the lowest in the nation; Albuquerque’s is even lower, at 69% in 2022.\u003c/p>\n\u003cp class=\"p1\">Corona hopes that the Los Padillas program, as well as aligned efforts to bring Indigenous traditions into the school garden program and into outdoor learning opportunities at all grade levels, will enhance student engagement, particularly for those with Native heritage.\u003c/p>\n\u003cp class=\"p4\">“Making sure the kids know their culture — it’s not easy,” she said. \u003cb>“\u003c/b>We want to build up their self esteem, their motivation to be at school.” \u003cb> \u003c/b>\u003c/p>\n\u003cp class=\"p4\">Lee said that just about every time he speaks to a class, one or two children will raise their hand and say, “I’m Navajo, too!” or name another tribe. But his aim is to share his culture and language and find commonalities with students, no matter their background. “Here in Albuquerque there’s different cultures. And I’ve realized this about many cultures around the world, the more you talk to them, our language, our customs may be different but the root of our cultural values are very similar.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This opinion column about outdoor learning was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s6\">The Hechinger Report\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://hechingerreport.org/newsletters/\">\u003cspan class=\"s6\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education","authors":["byline_mindshift_62784"],"categories":["mindshift_21508"],"tags":["mindshift_21853","mindshift_21124","mindshift_21390","mindshift_21854","mindshift_21025","mindshift_21117","mindshift_21855"],"featImg":"mindshift_62785","label":"mindshift"},"mindshift_62610":{"type":"posts","id":"mindshift_62610","meta":{"index":"posts_1591205157","site":"mindshift","id":"62610","score":null,"sort":[1697623259000]},"guestAuthors":[],"slug":"little-kids-need-outdoor-play-but-not-when-its-110-degrees","title":"Little kids need outdoor play — but not when it’s 110 degrees","publishDate":1697623259,"format":"standard","headTitle":"Little kids need outdoor play — but not when it’s 110 degrees | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-little-kids-need-outdoor-play-but-not-when-its-110-degrees\">outdoor play temperature guidelines\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\">Dora Ramos is a family child care provider in Stamford, Connecticut, where the temperature climbed above 90 degrees for a few days in July. She takes care of children in her home, which has a large backyard, and was able to adapt, still getting the children outside, even on the hottest days.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our parents bring the children at 7:10 a.m., so we bring them outside very early — first thing,” she said. “We have sprinklers; they use the hose to fill up pots with water and ‘cook.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in Dallas, \u003c/span>\u003ca href=\"https://www.extremeweatherwatch.com/cities/dallas/year-2023\">\u003cspan style=\"font-weight: 400\">where the high hit 110 degrees on August 18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it wasn’t safe or possible to play outside for weeks-long stretches this summer, said Cori Berg, the director of Hope Day School, a preschool there. “It was cranky weather for sure,” she said. “What most people don’t really think about is what it’s like for a child in a center. They’re cooped up in one room for hours and hours and hours.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much research supports \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\">young children’s need for movement\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/56742/5-tips-for-embracing-outdoor-learning-in-any-setting\">outdoor play\u003c/a> and time in nature. \u003c/span>\u003ca href=\"https://ocfs.ny.gov/programs/childcare/regulations/418-1-DCC.pdf\">\u003cspan style=\"font-weight: 400\">Regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in many places require kids in child care facilities to have access to outdoor play space, \u003c/span>\u003ca href=\"https://www.hhs.texas.gov/sites/default/files/documents/doing-business-with-hhs/provider-portal/protective-services/ccl/min-standards/chapter-746-centers.pdf\">\u003cspan style=\"font-weight: 400\">weather permitting.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But increasingly, the weather does not permit. And leaders in the world of early childhood development are starting to call attention to the imperative to design and upgrade child care centers — and the cities where they are located — for our climate-altered world, with the needs of the youngest in mind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They have the least responsibility for causing the climate crisis but will bear the brunt of it,” said Angie Garling, vice president for early care and education for the Low Income Investment Fund, and a member of the Early Years Climate Action Task Force, which has just issued its first \u003c/span>\u003ca href=\"https://www.thisisplaneted.org/blog/early-years-climate-action-task-force-report\">\u003cspan style=\"font-weight: 400\">set of recommendations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (Full disclosure, I’m an advisor to This Is Planet Ed, which convened the task force in collaboration with the think tank Capita.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the things we have to do is \u003ca href=\"https://www.kqed.org/mindshift/60630/7-steps-schools-can-take-to-benefit-the-climate-and-save-money\">take the climate resources coming through the Inflation Reduction Act\u003c/a>, and make sure that we prioritize young children, both in multifamily housing and early care/education,” said Garling. But while children under 5 have a developmental need to spend time outside, extreme weather — whether heat, wildfire smoke or other air pollution — is particularly dangerous for this age group. Young children breathe twice as much air per pound of body weight, Garling pointed out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ankita Chachra is a designer, architect and new mother working on the issue of climate-resilient cities for children at the think tank Capita. She recently \u003c/span>\u003ca href=\"https://www.capita.org/capita-ideas/2023/09/28/chasing-sunshine-beating-storms\">\u003cspan style=\"font-weight: 400\">blogged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about choices made in cities around the world, from Copenhagen to her native Delhi, that can help preserve outdoor play. These can sometimes be simple adaptations. When it’s very hot, Ramos, for example, takes her children outside first thing in the morning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Copenhagen has parks that do flood with extreme rain,” Chachra said, but permeable surfaces, like grass, allow the water to drain away quickly. “Asphalt, rubber, and metal get extremely heated when you don’t have shade to protect those surfaces. Grass, mulch and wood absorb heat differently. A shaded street or area is 4 degrees Celsius cooler than those that don’t have shade,” she added. And when cities make room for parks over cars, there is more equitable access to safe, cooler outdoor space. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cori Berg, in Dallas, is grateful for her yard’s “two giant pecan trees — those giant shade structures are really expensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When children just can’t go outside, early child care educators said they have to improvise. Jessica Sager, whose network All Our Kin supports in-home family child care providers in 25 states, did an informal survey at The Hechinger Report’s request to ask providers how they are coping with extreme weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I heard a lot of stories about the wildfires in particular,” she said — the smoke from Canadian fires affected at least \u003c/span>\u003ca href=\"https://www.scientificamerican.com/article/americans-have-breathed-more-wildfire-smoke-in-eight-months-than-in-entire-years1/\">\u003cspan style=\"font-weight: 400\">120 million Americans this summer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Our educators had air purifiers — we had gotten them during Covid. Our coaches had already worked with educators about doing indoor gross motor play — obstacle courses, scavenger hunts. Balls, scarves, parachutes. Putting a mattress on the floor and letting kids jump up and down. A lot of song and dance activities. Or putting colored tape on the floor and pretending it’s a balance beam. ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a city-wide level, some have proposed bringing back free or cheap indoor play spaces, such as the McDonald’s ball pit, perhaps repurposing disused shopping malls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite all this creativity, it’s emotionally difficult for both providers and children when children can’t play outside because of severe weather and other hazards — Berg’s “cranky weather.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“During the smoke some kids felt very sad that they couldn’t go outside,” said All Our Kin’s Sager. “And the caregivers had to explain to them what was wrong.” There’s a “real parallel to what caregivers had to do during Covid,” to make a scary reality understandable for little kids, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Garling and other policymakers are conscious that they are bringing up climate threats at a time when the early childhood sector already feels besieged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The United States government spends \u003c/span>\u003ca href=\"https://qz.com/2119811/us-lags-oecd-average-spending-on-early-education-and-child-care\">\u003cspan style=\"font-weight: 400\">much less than the average of its peer countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on early child development in a good year, and supplemental funds provided during the pandemic have \u003c/span>\u003ca href=\"https://tcf.org/content/report/child-care-cliff/\">\u003cspan style=\"font-weight: 400\">just fallen off a cliff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving the sector even more cash starved. Group child care in private homes is often parents’ most affordable solution: The \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=4\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">says 1 in 5 children under 5 spend time in these settings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But these home-based programs\u003c/span>\u003cspan style=\"font-weight: 400\"> pose a major infrastructure challenge. Garling’s organization recently released a\u003c/span> \u003ca href=\"https://storymaps.arcgis.com/stories/55b348cdd1e24a8a895147342d42b6dd\">\u003cspan style=\"font-weight: 400\">new interactive map\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">showing that\u003c/span>\u003cspan style=\"font-weight: 400\"> in New York City, these centers often — \u003c/span>\u003cspan style=\"font-weight: 400\">37.2% of the time — \u003c/span>\u003cspan style=\"font-weight: 400\">include basement space. And \u003c/span>\u003cspan style=\"font-weight: 400\">1,638 centers, serving 22,000 children, are at risk of flooding in storms such as the one that hit the city with more than \u003c/span>\u003ca href=\"https://www.cnn.com/2023/09/29/weather/new-york-city-northeast-rain-flood-forecast-climate-friday/index.html#:~:text=More%20rain%20fell%20in%20a,intense%20rainfall%20rates%20Friday%20morning.\">\u003cspan style=\"font-weight: 400\">8 inches of rain on September 29\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“At times it feels overwhelming. There’s so many things early care and education professionals have to worry about,” Garling said. But on the other hand, she argued, there are federal funds the sector can and should claim for retrofitting and upgrades now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel like there are current opportunities through [the Inflation Reduction Act] that are creating more urgency — in a good way,” she said. “This is not something I was talking about two years ago and now it is 80% of what I talk about all the time. “\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, early childhood educators are working hard to instill a love of nature in the children they care for, in all kinds of weather. Berg has been taking her teachers on nature walks, and introduced a curriculum about Texas’s many state parks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Connecticut child care owner, Ramos, who grew up visiting a farm in her native Peru, sees empathy blooming in her toddlers as they encounter the natural world. “One day a one year old was walking and saw a little slug on the ground,” she recounted. “He points — ‘Oh no, oh no!’ He was so sad. The father immediately went down, picked it up and put it on the grass. It made my day.” \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-little-kids-need-outdoor-play-but-not-when-its-110-degrees\">outdoor play temperature guidelines\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","blocks":[],"excerpt":"Early childhood experts call for resilient design choices to cope with climate change","status":"publish","parent":0,"modified":1697643407,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1382},"headData":{"title":"Little kids need outdoor play — but not when it’s 110 degrees | KQED","description":"Early childhood experts call for resilient design choices to cope with climate change.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Early childhood experts call for resilient design choices to cope with climate change.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Little kids need outdoor play — but not when it’s 110 degrees","datePublished":"2023-10-18T10:00:59.000Z","dateModified":"2023-10-18T15:36:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Anya Kamenetz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62610/little-kids-need-outdoor-play-but-not-when-its-110-degrees","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-little-kids-need-outdoor-play-but-not-when-its-110-degrees\">outdoor play temperature guidelines\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\">Dora Ramos is a family child care provider in Stamford, Connecticut, where the temperature climbed above 90 degrees for a few days in July. She takes care of children in her home, which has a large backyard, and was able to adapt, still getting the children outside, even on the hottest days.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our parents bring the children at 7:10 a.m., so we bring them outside very early — first thing,” she said. “We have sprinklers; they use the hose to fill up pots with water and ‘cook.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in Dallas, \u003c/span>\u003ca href=\"https://www.extremeweatherwatch.com/cities/dallas/year-2023\">\u003cspan style=\"font-weight: 400\">where the high hit 110 degrees on August 18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it wasn’t safe or possible to play outside for weeks-long stretches this summer, said Cori Berg, the director of Hope Day School, a preschool there. “It was cranky weather for sure,” she said. “What most people don’t really think about is what it’s like for a child in a center. They’re cooped up in one room for hours and hours and hours.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much research supports \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\">young children’s need for movement\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/56742/5-tips-for-embracing-outdoor-learning-in-any-setting\">outdoor play\u003c/a> and time in nature. \u003c/span>\u003ca href=\"https://ocfs.ny.gov/programs/childcare/regulations/418-1-DCC.pdf\">\u003cspan style=\"font-weight: 400\">Regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in many places require kids in child care facilities to have access to outdoor play space, \u003c/span>\u003ca href=\"https://www.hhs.texas.gov/sites/default/files/documents/doing-business-with-hhs/provider-portal/protective-services/ccl/min-standards/chapter-746-centers.pdf\">\u003cspan style=\"font-weight: 400\">weather permitting.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But increasingly, the weather does not permit. And leaders in the world of early childhood development are starting to call attention to the imperative to design and upgrade child care centers — and the cities where they are located — for our climate-altered world, with the needs of the youngest in mind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They have the least responsibility for causing the climate crisis but will bear the brunt of it,” said Angie Garling, vice president for early care and education for the Low Income Investment Fund, and a member of the Early Years Climate Action Task Force, which has just issued its first \u003c/span>\u003ca href=\"https://www.thisisplaneted.org/blog/early-years-climate-action-task-force-report\">\u003cspan style=\"font-weight: 400\">set of recommendations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (Full disclosure, I’m an advisor to This Is Planet Ed, which convened the task force in collaboration with the think tank Capita.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the things we have to do is \u003ca href=\"https://www.kqed.org/mindshift/60630/7-steps-schools-can-take-to-benefit-the-climate-and-save-money\">take the climate resources coming through the Inflation Reduction Act\u003c/a>, and make sure that we prioritize young children, both in multifamily housing and early care/education,” said Garling. But while children under 5 have a developmental need to spend time outside, extreme weather — whether heat, wildfire smoke or other air pollution — is particularly dangerous for this age group. Young children breathe twice as much air per pound of body weight, Garling pointed out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ankita Chachra is a designer, architect and new mother working on the issue of climate-resilient cities for children at the think tank Capita. She recently \u003c/span>\u003ca href=\"https://www.capita.org/capita-ideas/2023/09/28/chasing-sunshine-beating-storms\">\u003cspan style=\"font-weight: 400\">blogged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about choices made in cities around the world, from Copenhagen to her native Delhi, that can help preserve outdoor play. These can sometimes be simple adaptations. When it’s very hot, Ramos, for example, takes her children outside first thing in the morning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Copenhagen has parks that do flood with extreme rain,” Chachra said, but permeable surfaces, like grass, allow the water to drain away quickly. “Asphalt, rubber, and metal get extremely heated when you don’t have shade to protect those surfaces. Grass, mulch and wood absorb heat differently. A shaded street or area is 4 degrees Celsius cooler than those that don’t have shade,” she added. And when cities make room for parks over cars, there is more equitable access to safe, cooler outdoor space. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cori Berg, in Dallas, is grateful for her yard’s “two giant pecan trees — those giant shade structures are really expensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When children just can’t go outside, early child care educators said they have to improvise. Jessica Sager, whose network All Our Kin supports in-home family child care providers in 25 states, did an informal survey at The Hechinger Report’s request to ask providers how they are coping with extreme weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I heard a lot of stories about the wildfires in particular,” she said — the smoke from Canadian fires affected at least \u003c/span>\u003ca href=\"https://www.scientificamerican.com/article/americans-have-breathed-more-wildfire-smoke-in-eight-months-than-in-entire-years1/\">\u003cspan style=\"font-weight: 400\">120 million Americans this summer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Our educators had air purifiers — we had gotten them during Covid. Our coaches had already worked with educators about doing indoor gross motor play — obstacle courses, scavenger hunts. Balls, scarves, parachutes. Putting a mattress on the floor and letting kids jump up and down. A lot of song and dance activities. Or putting colored tape on the floor and pretending it’s a balance beam. ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a city-wide level, some have proposed bringing back free or cheap indoor play spaces, such as the McDonald’s ball pit, perhaps repurposing disused shopping malls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite all this creativity, it’s emotionally difficult for both providers and children when children can’t play outside because of severe weather and other hazards — Berg’s “cranky weather.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“During the smoke some kids felt very sad that they couldn’t go outside,” said All Our Kin’s Sager. “And the caregivers had to explain to them what was wrong.” There’s a “real parallel to what caregivers had to do during Covid,” to make a scary reality understandable for little kids, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Garling and other policymakers are conscious that they are bringing up climate threats at a time when the early childhood sector already feels besieged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The United States government spends \u003c/span>\u003ca href=\"https://qz.com/2119811/us-lags-oecd-average-spending-on-early-education-and-child-care\">\u003cspan style=\"font-weight: 400\">much less than the average of its peer countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on early child development in a good year, and supplemental funds provided during the pandemic have \u003c/span>\u003ca href=\"https://tcf.org/content/report/child-care-cliff/\">\u003cspan style=\"font-weight: 400\">just fallen off a cliff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving the sector even more cash starved. Group child care in private homes is often parents’ most affordable solution: The \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=4\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">says 1 in 5 children under 5 spend time in these settings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But these home-based programs\u003c/span>\u003cspan style=\"font-weight: 400\"> pose a major infrastructure challenge. Garling’s organization recently released a\u003c/span> \u003ca href=\"https://storymaps.arcgis.com/stories/55b348cdd1e24a8a895147342d42b6dd\">\u003cspan style=\"font-weight: 400\">new interactive map\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">showing that\u003c/span>\u003cspan style=\"font-weight: 400\"> in New York City, these centers often — \u003c/span>\u003cspan style=\"font-weight: 400\">37.2% of the time — \u003c/span>\u003cspan style=\"font-weight: 400\">include basement space. And \u003c/span>\u003cspan style=\"font-weight: 400\">1,638 centers, serving 22,000 children, are at risk of flooding in storms such as the one that hit the city with more than \u003c/span>\u003ca href=\"https://www.cnn.com/2023/09/29/weather/new-york-city-northeast-rain-flood-forecast-climate-friday/index.html#:~:text=More%20rain%20fell%20in%20a,intense%20rainfall%20rates%20Friday%20morning.\">\u003cspan style=\"font-weight: 400\">8 inches of rain on September 29\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“At times it feels overwhelming. There’s so many things early care and education professionals have to worry about,” Garling said. But on the other hand, she argued, there are federal funds the sector can and should claim for retrofitting and upgrades now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel like there are current opportunities through [the Inflation Reduction Act] that are creating more urgency — in a good way,” she said. “This is not something I was talking about two years ago and now it is 80% of what I talk about all the time. “\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, early childhood educators are working hard to instill a love of nature in the children they care for, in all kinds of weather. Berg has been taking her teachers on nature walks, and introduced a curriculum about Texas’s many state parks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Connecticut child care owner, Ramos, who grew up visiting a farm in her native Peru, sees empathy blooming in her toddlers as they encounter the natural world. “One day a one year old was walking and saw a little slug on the ground,” she recounted. “He points — ‘Oh no, oh no!’ He was so sad. The father immediately went down, picked it up and put it on the grass. It made my day.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","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-little-kids-need-outdoor-play-but-not-when-its-110-degrees\">outdoor play temperature guidelines\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>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62610/little-kids-need-outdoor-play-but-not-when-its-110-degrees","authors":["byline_mindshift_62610"],"categories":["mindshift_21508"],"tags":["mindshift_21826","mindshift_21124","mindshift_20720","mindshift_21778","mindshift_21822","mindshift_21820"],"featImg":"mindshift_62612","label":"mindshift"},"mindshift_62566":{"type":"posts","id":"mindshift_62566","meta":{"index":"posts_1591205157","site":"mindshift","id":"62566","score":null,"sort":[1696709877000]},"guestAuthors":[],"slug":"how-kids-are-making-sense-of-climate-change-and-extreme-weather","title":"How kids are making sense of climate change and extreme weather","publishDate":1696709877,"format":"standard","headTitle":"How kids are making sense of climate change and extreme weather | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>When three fifth-graders in Washington state sat down to make a podcast, they didn’t have to look far to find a good topic.\u003c/p>\n\u003cp>“Wildfires are a problem and they’re dangerous,” they say in their podcast from Chautauqua Elementary School, on Vashon Island. “But there’s ways to prevent them, so respect wildfire safety precautions and do your best to prevent these fires.”\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/erin-kealy-546152272/wildfire-set-ablaze?utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">This entry\u003c/a> from Roz Hinds, Jia Khurana and Sadie Pritsky was among more than 100 podcasts this year in \u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\">NPR’s Student Podcast Challenge\u003c/a> that touched on a topic that’s increasingly important to young people: \u003ca href=\"https://www.npr.org/series/1199537689/climate-week\">climate change\u003c/a>. Over and over again, student journalists tried making sense of extreme weather events that are becoming more common or more intense: flash floods, hurricanes, droughts, wildfires.\u003c/p>\n\u003cp>Here are four student podcasts that offer a glimpse into the minds of students and what they have to say about climate-related news in their communities — and what they hope to do about it.\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/andrea-brown-29328181/gt-fire-final?si=138ad790033e4391acc62d2a07d2db01&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">\u003cem>\u003cstrong>Behind the Scenes of the Mosquito Fire\u003c/strong>\u003c/em>\u003c/a>\u003cem>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/em>In a 10-episode series, a sixth-grade class at the Georgetown School of Innovation in Georgetown, Calif., shares stories from the devastating \u003ca href=\"https://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-firehttps://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-fire\">Mosquito\u003c/a> \u003ca href=\"https://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-firehttps://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-fire\">Fire in 2022\u003c/a>. This group of eight students asks two firefighters from the Georgetown Fire Department what it’s like to fight fires and protect loved ones in their hometown.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/erin-kealy-546152272/wildfire-set-ablaze?utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">\u003cem>\u003cstrong>Fires: Set Ablaze\u003c/strong>\u003c/em>\u003c/a>\u003cem>\u003cbr>\n\u003c/em>At Chautauqua Elementary, the Vashon fifth-graders talk about the far-reaching and lasting impact of wildfires and wildfire smoke — and the direct effects on their lives, like waiting for the school bus on a smoky day. The students also interview experts and share their research on wildfire precautions.\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/peak-academy-965420380/newer-flowing-through-time\">\u003cem>\u003cstrong>Flowing Through Time: The Past, Present, and Future of Water\u003c/strong>\u003c/em>\u003c/a>\u003cstrong>\u003cbr>\n\u003c/strong>In this podcast from Peak Academy, a group of eight middle schoolers reports on dealing with water shortages in Bozeman, Montana. They trace the history of their growing hometown’s water supply, which has been dependent on mountain snowmelt. As that source becomes less reliable in a warming world, the students turn to the grown-ups to ask what they can do to conserve water.\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/carolina-johnson-176832121/washed-away-1?ref=clipboard&p=i&c=1&si=4547ECA9C74449CE8C5AD8926CA14533&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">\u003cem>\u003cstrong>Washed Away\u003c/strong>\u003c/em>\u003c/a>\u003cem>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/em>The \u003ca href=\"https://www.npr.org/2022/09/13/1122042884/a-month-after-record-flooding-a-crooked-road-lies-ahead-for-eastern-kentucky\">deadly flooding in eastern Kentucky\u003c/a> last year forever changed the lives of high schoolers Ryley Bowman, Carolina Johnson and Hunter Noble. The three classmates at Morgan County High School in West Liberty, Ky., share firsthand accounts of their own and their family’s experiences during the floods.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Audio story produced by Michael Levitt\u003cbr>\nVisual design and development by LA Johnson\u003cbr>\nEdited by Steve Drummond and Rachel Waldholz\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+kids+are+making+sense+of+climate+change+and+extreme+weather&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"For NPR's Student Podcast Challenge, more than 100 students shared how they're thinking about and responding to climate change.","status":"publish","parent":0,"modified":1697142832,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":449},"headData":{"title":"How kids are making sense of climate change and extreme weather | KQED","description":"For NPR's Student Podcast Challenge, more than 100 students shared how they're thinking about and responding to climate change.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"For NPR's Student Podcast Challenge, more than 100 students shared how they're thinking about and responding to climate change.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How kids are making sense of climate change and extreme weather","datePublished":"2023-10-07T20:17:57.000Z","dateModified":"2023-10-12T20:33:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprImageCredit":"Angela Hsieh","nprByline":"Janet W. Lee","nprImageAgency":"NPR","nprStoryId":"1202624475","nprApiLink":"http://api.npr.org/query?id=1202624475&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/10/07/1202624475/kids-climate-change-extreme-weather?ft=nprml&f=1202624475","nprRetrievedStory":"1","nprPubDate":"Sat, 07 Oct 2023 12:00:00 -0400","nprStoryDate":"Sat, 07 Oct 2023 12:00:21 -0400","nprLastModifiedDate":"Sat, 07 Oct 2023 12:00:21 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When three fifth-graders in Washington state sat down to make a podcast, they didn’t have to look far to find a good topic.\u003c/p>\n\u003cp>“Wildfires are a problem and they’re dangerous,” they say in their podcast from Chautauqua Elementary School, on Vashon Island. “But there’s ways to prevent them, so respect wildfire safety precautions and do your best to prevent these fires.”\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/erin-kealy-546152272/wildfire-set-ablaze?utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">This entry\u003c/a> from Roz Hinds, Jia Khurana and Sadie Pritsky was among more than 100 podcasts this year in \u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\">NPR’s Student Podcast Challenge\u003c/a> that touched on a topic that’s increasingly important to young people: \u003ca href=\"https://www.npr.org/series/1199537689/climate-week\">climate change\u003c/a>. Over and over again, student journalists tried making sense of extreme weather events that are becoming more common or more intense: flash floods, hurricanes, droughts, wildfires.\u003c/p>\n\u003cp>Here are four student podcasts that offer a glimpse into the minds of students and what they have to say about climate-related news in their communities — and what they hope to do about it.\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/andrea-brown-29328181/gt-fire-final?si=138ad790033e4391acc62d2a07d2db01&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">\u003cem>\u003cstrong>Behind the Scenes of the Mosquito Fire\u003c/strong>\u003c/em>\u003c/a>\u003cem>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/em>In a 10-episode series, a sixth-grade class at the Georgetown School of Innovation in Georgetown, Calif., shares stories from the devastating \u003ca href=\"https://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-firehttps://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-fire\">Mosquito\u003c/a> \u003ca href=\"https://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-firehttps://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-fire\">Fire in 2022\u003c/a>. This group of eight students asks two firefighters from the Georgetown Fire Department what it’s like to fight fires and protect loved ones in their hometown.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/erin-kealy-546152272/wildfire-set-ablaze?utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">\u003cem>\u003cstrong>Fires: Set Ablaze\u003c/strong>\u003c/em>\u003c/a>\u003cem>\u003cbr>\n\u003c/em>At Chautauqua Elementary, the Vashon fifth-graders talk about the far-reaching and lasting impact of wildfires and wildfire smoke — and the direct effects on their lives, like waiting for the school bus on a smoky day. The students also interview experts and share their research on wildfire precautions.\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/peak-academy-965420380/newer-flowing-through-time\">\u003cem>\u003cstrong>Flowing Through Time: The Past, Present, and Future of Water\u003c/strong>\u003c/em>\u003c/a>\u003cstrong>\u003cbr>\n\u003c/strong>In this podcast from Peak Academy, a group of eight middle schoolers reports on dealing with water shortages in Bozeman, Montana. They trace the history of their growing hometown’s water supply, which has been dependent on mountain snowmelt. As that source becomes less reliable in a warming world, the students turn to the grown-ups to ask what they can do to conserve water.\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/carolina-johnson-176832121/washed-away-1?ref=clipboard&p=i&c=1&si=4547ECA9C74449CE8C5AD8926CA14533&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">\u003cem>\u003cstrong>Washed Away\u003c/strong>\u003c/em>\u003c/a>\u003cem>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/em>The \u003ca href=\"https://www.npr.org/2022/09/13/1122042884/a-month-after-record-flooding-a-crooked-road-lies-ahead-for-eastern-kentucky\">deadly flooding in eastern Kentucky\u003c/a> last year forever changed the lives of high schoolers Ryley Bowman, Carolina Johnson and Hunter Noble. The three classmates at Morgan County High School in West Liberty, Ky., share firsthand accounts of their own and their family’s experiences during the floods.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Audio story produced by Michael Levitt\u003cbr>\nVisual design and development by LA Johnson\u003cbr>\nEdited by Steve Drummond and Rachel Waldholz\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+kids+are+making+sense+of+climate+change+and+extreme+weather&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather","authors":["byline_mindshift_62566"],"categories":["mindshift_21508"],"tags":["mindshift_21124","mindshift_21778","mindshift_21819","mindshift_21822","mindshift_74","mindshift_21685","mindshift_20624","mindshift_21821","mindshift_21820"],"featImg":"mindshift_62567","label":"mindshift"},"mindshift_62349":{"type":"posts","id":"mindshift_62349","meta":{"index":"posts_1591205157","site":"mindshift","id":"62349","score":null,"sort":[1694512854000]},"guestAuthors":[],"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","publishDate":1694512854,"format":"audio","headTitle":"Why schoolyards are a critical space for teaching about — and fighting — extreme heat and climate change | KQED","labelTerm":{"term":21847,"site":"mindshift"},"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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/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)\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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-2048x1536.jpg 2048w, https://ww2.kqed.org/app/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","blocks":[],"excerpt":"Transforming schoolyards into green, shaded spaces fosters STEM learning and empowers students with problem-solving skills to address climate change.","status":"publish","parent":0,"modified":1700528806,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":122,"wordCount":4458},"headData":{"title":"Why schoolyards are a critical space for teaching about — and fighting — extreme heat and climate change | KQED","description":"Transforming schoolyards into green, shaded spaces creates STEM learning opportunities and fosters problem-solving skills.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Transforming schoolyards into green, shaded spaces creates STEM learning opportunities and fosters problem-solving skills.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why schoolyards are a critical space for teaching about — and fighting — extreme heat and climate change","datePublished":"2023-09-12T10:00:54.000Z","dateModified":"2023-11-21T01:06:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC5981055431.mp3?updated=1694476485","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change","audioTrackLength":null,"parsedContent":[{"type":"contentString","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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/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)\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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/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 decoding=\"async\" loading=\"lazy\" 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://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-2048x1536.jpg 2048w, https://ww2.kqed.org/app/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>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\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>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21508","mindshift_21130","mindshift_21848"],"tags":["mindshift_21757","mindshift_21124","mindshift_21592","mindshift_21463","mindshift_21059","mindshift_21565","mindshift_256"],"featImg":"mindshift_62350","label":"mindshift_21847"},"mindshift_62314":{"type":"posts","id":"mindshift_62314","meta":{"index":"posts_1591205157","site":"mindshift","id":"62314","score":null,"sort":[1693994408000]},"guestAuthors":[],"slug":"is-ac-the-new-abc-as-the-country-gets-hotter-schools-need-upgrades","title":"Is AC the new ABC? As the country gets hotter, schools need upgrades","publishDate":1693994408,"format":"standard","headTitle":"Is AC the new ABC? As the country gets hotter, schools need upgrades | KQED","labelTerm":{"site":"mindshift"},"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","blocks":[],"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.","status":"publish","parent":0,"modified":1693601783,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1508},"headData":{"title":"Is AC the new ABC? As the country gets hotter, schools need upgrades | KQED","description":"Air conditioning may help cool things down, but without other renovations it can raise a school’s fossil fuel consumption.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Air conditioning may help cool things down, but without other renovations it can raise a school’s fossil fuel consumption.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is AC the new ABC? As the country gets hotter, schools need upgrades","datePublished":"2023-09-06T10:00:08.000Z","dateModified":"2023-09-01T20:56:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Anya Kamenetz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62314/is-ac-the-new-abc-as-the-country-gets-hotter-schools-need-upgrades","audioTrackLength":null,"parsedContent":[{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","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>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62314/is-ac-the-new-abc-as-the-country-gets-hotter-schools-need-upgrades","authors":["byline_mindshift_62314"],"categories":["mindshift_21508"],"tags":["mindshift_21779","mindshift_21667","mindshift_21124","mindshift_21463"],"featImg":"mindshift_62330","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","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.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. 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