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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about green jobs was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"blank\" rel=\"noopener\">\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 their \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\" target=\"blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">higher education newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>In Tuesday’s State of the Union address, President Joe Biden touted the Inflation Reduction Act (IRA) as “ the most significant investment ever in climate change. Ever. Lowering utility bills, creating American jobs, leading the world to a clean energy future.”\u003c/p>\n\u003cp>But he didn’t mention any new investment in education to help people fill all those jobs.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The nearly $400 billion in new spending in the IRA, the climate and health bill signed into law by President Biden in August, will create 537,000 jobs annually for the next decade, according to \u003c/span>\u003ca href=\"https://tmsnrt.rs/3inuFJL\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">an analysis by BW Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> commissioned by the Nature Conservancy. \u003c/span>\u003cspan style=\"font-weight: 400\">And that doesn’t include jobs created by private investment, likely to be stimulated by the tax incentives in the bill. Adding in the jobs created by private investment likely to be stimulated by the tax incentives in the bill, the University of Massachusetts Amherst found that the Inflation Reduction Act will produce more than\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ca href=\"https://www.bluegreenalliance.org/site/9-million-good-jobs-from-climate-action-the-inflation-reduction-act/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">9 million new jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over the next decade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Green jobs were trending up even before the IRA passed last fall. \u003c/span>\u003cspan style=\"font-weight: 400\">LinkedIn \u003c/span>\u003ca href=\"https://economicgraph.linkedin.com/content/dam/me/economicgraph/en-us/global-green-skills-report/global-green-skills-report-pdf/li-green-economy-report-2022.pdf\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2022 that in the previous five years, U.S. jobs in renewable energy and the environment posted to its platform grew by 237 percent, while oil and gas jobs grew just 19 percent. Renewables and environment jobs on LinkedIn are on pace to outnumber oil and gas jobs later this year. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">LinkedIn is also tracking “green skills” that are increasingly being listed for industries not traditionally thought of as related to the climate at all, like sustainable sourcing and waste reduction in fashion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This new economy will need to be powered by people. People with skills that, today, they largely don’t have, ready for opportunities they may not know about yet, don’t know how to train for or don’t see themselves in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The hard truth is that right now we are nowhere close to having sufficient green talent, green skills or green jobs to deliver the green transition,” the LinkedIn report states. “Based on the current trajectory of green skills growth in the labour market, we are not going to have sufficient human capital to meet our climate targets.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I spoke to education and workforce leaders about what we need to do to fill the gap. Here’s what they said. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>1. Invest in green job pathways \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although huge amounts of public and private investment are thundering toward these greener pastures, education and workforce experts say very little of it is dedicated toward building up the human capital that will be needed to do the work. Union apprenticeship programs often have waiting lists, high school career and technical programs have been neglected for decades in favor of the college track, and \u003c/span>\u003ca href=\"https://www.insidehighered.com/news/2021/03/23/state-funding-two-year-colleges-declined-year-while-four-year-colleges-saw-small-dip\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">many community colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are facing budget cuts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If we could expand our programs by 80 percent tomorrow, we would fill every single one of our seats,” said Pedro Rivera, the president of Thaddeus Stevens College of Technology, a public technical college in Lancaster, Pennsylvania, which currently enrolls roughly 1,300 students and expects 1,500 next school year. Among the skills students can learn in its programs are how to monitor water quality, repair electric vehicles and install hyperefficient electric heating and cooling systems. But this kind of hands-on learning is expensive. “The only thing keeping us at the 1,500 number is the cost of building labs and materials and the supply chain itself,” Rivera said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the immediate needs for jobs in a greening economy are in the trades — \u003c/span>\u003ca href=\"https://www.bls.gov/ooh/fastest-growing.htm\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">fast-growing jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> like wind turbine technician and solar panel installer, and traditional trades like electrician and construction worker. These are areas the United States has long neglected, said green entrepreneur Sam Steyer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a huge shortage across the trades and there’s going to be even more,” he said. His startup, Greenwork, is trying to fill the gap by helping climate-focused companies contract with existing skilled laborers, and provide these experienced workers some help preparing for green-energy jobs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The country needs a lot more investment to both support and entice people to enter the trades, Steyer said. “We need to make the trades great jobs and invest more nonprofit money in supporting people through apprenticeship. It’s a financial and emotional gantlet when they’re trying to get through and stick with it.” \u003c/span>\u003c/p>\n\u003ch3>\u003cb>2. Reduce stigma\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of pulling more people into “great jobs,” said Steyer, is increasing respect for the trades. This includes targeting idealistic young people who care about the climate but may not have considered working with their hands. His own team of software engineers and startup types volunteer with a Bay Area nonprofit, SunWork, doing rooftop solar and solar heat pump installations on some weekends. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s frustrating being the best-kept secret,” said Rivera of Thaddeus Stevens, especially when that secret could benefit others: The school he leads has a job placement rate in the high 90s, and the jobs have livable wages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We struggle with the old trades stigma from a lifetime ago,” Rivera said. Although these attitudes might be \u003c/span>\u003ca href=\"https://www.the74million.org/poll-nearly-half-of-parents-rethinking-value-of-four-year-college-want-alternatives-for-children/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">starting to change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 2020 poll found 54 percent of parents would ideally have their child attend a four-year college, and only 16 percent would want them to enter a hands-on field such as automotive repair. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>3. Increase outreach\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Julia Hatton is with Rising Sun Opportunity, a nonprofit in Oakland, California. The group’s Opportunity Build program helps formerly incarcerated and other adults underrepresented in the trades, especially women, enter trade apprenticeships. It offers participants a year of support pre- and post-apprenticeship. Their Climate Careers program. which has been around since 2000, employs 15- through 22-year-olds to help improve energy efficiency in homes in low-income communities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hatton said people need help to even understand what opportunities are out there. “In our region there are 28 building trades union affiliates. Each has their own entry requirements and specializations. How would you possibly know which one is for you?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The City University of New York is trying a novel approach to pull more students into climate-related jobs: It enlists students to educate their peers. “We’ve had fantastic students, and what you really hear from them is a desire to do good, to make a contribution,” said Mindy Engle-Friedman at Baruch College, director of CUNY’s Climate Scholars program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program chooses students from four different colleges in the CUNY system, across different disciplines, from finance to journalism to waste management, to participate in a yearlong fellowship. These scholars do research in CUNY labs, complete an internship and learn about climate impacts and decarbonizing the economy from experts across sectors and even from other countries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then they share their findings, including climate job opportunities, in presentations to some 2,500 first-year Baruch students, as well as to middle and high school students. Along with the facts about jobs, the Climate Scholars are communicating their enthusiasm about the mission of preserving a livable future. It’s a message that needs to be amplified many times over to meet the need. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This column about green jobs was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\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 our \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\" target=\"blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">higher education newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about green jobs was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"blank\" rel=\"noopener\">\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 their \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\" target=\"blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">higher education newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>In Tuesday’s State of the Union address, President Joe Biden touted the Inflation Reduction Act (IRA) as “ the most significant investment ever in climate change. Ever. Lowering utility bills, creating American jobs, leading the world to a clean energy future.”\u003c/p>\n\u003cp>But he didn’t mention any new investment in education to help people fill all those jobs.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The nearly $400 billion in new spending in the IRA, the climate and health bill signed into law by President Biden in August, will create 537,000 jobs annually for the next decade, according to \u003c/span>\u003ca href=\"https://tmsnrt.rs/3inuFJL\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">an analysis by BW Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> commissioned by the Nature Conservancy. \u003c/span>\u003cspan style=\"font-weight: 400\">And that doesn’t include jobs created by private investment, likely to be stimulated by the tax incentives in the bill. Adding in the jobs created by private investment likely to be stimulated by the tax incentives in the bill, the University of Massachusetts Amherst found that the Inflation Reduction Act will produce more than\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ca href=\"https://www.bluegreenalliance.org/site/9-million-good-jobs-from-climate-action-the-inflation-reduction-act/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">9 million new jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over the next decade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Green jobs were trending up even before the IRA passed last fall. \u003c/span>\u003cspan style=\"font-weight: 400\">LinkedIn \u003c/span>\u003ca href=\"https://economicgraph.linkedin.com/content/dam/me/economicgraph/en-us/global-green-skills-report/global-green-skills-report-pdf/li-green-economy-report-2022.pdf\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2022 that in the previous five years, U.S. jobs in renewable energy and the environment posted to its platform grew by 237 percent, while oil and gas jobs grew just 19 percent. Renewables and environment jobs on LinkedIn are on pace to outnumber oil and gas jobs later this year. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">LinkedIn is also tracking “green skills” that are increasingly being listed for industries not traditionally thought of as related to the climate at all, like sustainable sourcing and waste reduction in fashion. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This new economy will need to be powered by people. People with skills that, today, they largely don’t have, ready for opportunities they may not know about yet, don’t know how to train for or don’t see themselves in. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The hard truth is that right now we are nowhere close to having sufficient green talent, green skills or green jobs to deliver the green transition,” the LinkedIn report states. “Based on the current trajectory of green skills growth in the labour market, we are not going to have sufficient human capital to meet our climate targets.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I spoke to education and workforce leaders about what we need to do to fill the gap. Here’s what they said. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>1. Invest in green job pathways \u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although huge amounts of public and private investment are thundering toward these greener pastures, education and workforce experts say very little of it is dedicated toward building up the human capital that will be needed to do the work. Union apprenticeship programs often have waiting lists, high school career and technical programs have been neglected for decades in favor of the college track, and \u003c/span>\u003ca href=\"https://www.insidehighered.com/news/2021/03/23/state-funding-two-year-colleges-declined-year-while-four-year-colleges-saw-small-dip\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">many community colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are facing budget cuts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If we could expand our programs by 80 percent tomorrow, we would fill every single one of our seats,” said Pedro Rivera, the president of Thaddeus Stevens College of Technology, a public technical college in Lancaster, Pennsylvania, which currently enrolls roughly 1,300 students and expects 1,500 next school year. Among the skills students can learn in its programs are how to monitor water quality, repair electric vehicles and install hyperefficient electric heating and cooling systems. But this kind of hands-on learning is expensive. “The only thing keeping us at the 1,500 number is the cost of building labs and materials and the supply chain itself,” Rivera said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many of the immediate needs for jobs in a greening economy are in the trades — \u003c/span>\u003ca href=\"https://www.bls.gov/ooh/fastest-growing.htm\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">fast-growing jobs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> like wind turbine technician and solar panel installer, and traditional trades like electrician and construction worker. These are areas the United States has long neglected, said green entrepreneur Sam Steyer. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a huge shortage across the trades and there’s going to be even more,” he said. His startup, Greenwork, is trying to fill the gap by helping climate-focused companies contract with existing skilled laborers, and provide these experienced workers some help preparing for green-energy jobs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The country needs a lot more investment to both support and entice people to enter the trades, Steyer said. “We need to make the trades great jobs and invest more nonprofit money in supporting people through apprenticeship. It’s a financial and emotional gantlet when they’re trying to get through and stick with it.” \u003c/span>\u003c/p>\n\u003ch3>\u003cb>2. Reduce stigma\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of pulling more people into “great jobs,” said Steyer, is increasing respect for the trades. This includes targeting idealistic young people who care about the climate but may not have considered working with their hands. His own team of software engineers and startup types volunteer with a Bay Area nonprofit, SunWork, doing rooftop solar and solar heat pump installations on some weekends. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s frustrating being the best-kept secret,” said Rivera of Thaddeus Stevens, especially when that secret could benefit others: The school he leads has a job placement rate in the high 90s, and the jobs have livable wages. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We struggle with the old trades stigma from a lifetime ago,” Rivera said. Although these attitudes might be \u003c/span>\u003ca href=\"https://www.the74million.org/poll-nearly-half-of-parents-rethinking-value-of-four-year-college-want-alternatives-for-children/\" target=\"blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">starting to change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a 2020 poll found 54 percent of parents would ideally have their child attend a four-year college, and only 16 percent would want them to enter a hands-on field such as automotive repair. \u003c/span>\u003c/p>\n\u003ch3>\u003cb>3. Increase outreach\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Julia Hatton is with Rising Sun Opportunity, a nonprofit in Oakland, California. The group’s Opportunity Build program helps formerly incarcerated and other adults underrepresented in the trades, especially women, enter trade apprenticeships. It offers participants a year of support pre- and post-apprenticeship. Their Climate Careers program. which has been around since 2000, employs 15- through 22-year-olds to help improve energy efficiency in homes in low-income communities. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hatton said people need help to even understand what opportunities are out there. “In our region there are 28 building trades union affiliates. Each has their own entry requirements and specializations. How would you possibly know which one is for you?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The City University of New York is trying a novel approach to pull more students into climate-related jobs: It enlists students to educate their peers. “We’ve had fantastic students, and what you really hear from them is a desire to do good, to make a contribution,” said Mindy Engle-Friedman at Baruch College, director of CUNY’s Climate Scholars program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program chooses students from four different colleges in the CUNY system, across different disciplines, from finance to journalism to waste management, to participate in a yearlong fellowship. These scholars do research in CUNY labs, complete an internship and learn about climate impacts and decarbonizing the economy from experts across sectors and even from other countries. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then they share their findings, including climate job opportunities, in presentations to some 2,500 first-year Baruch students, as well as to middle and high school students. Along with the facts about jobs, the Climate Scholars are communicating their enthusiasm about the mission of preserving a livable future. It’s a message that needs to be amplified many times over to meet the need. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Are you a kid — or do you know a kid — who is learning about climate change?\u003c/p>\n\u003cp>It can be hard to know where to start. So we made a guide about how it's changing the planet and how to deal with the big feelings you might have when you hear about it. Click here to \u003ca href=\"#print\">print a paper version of this comic\u003c/a> at home or in your classroom, and here's more information about \u003ca href=\"#method\">how we made this\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-60848\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic.png\" alt=\"\" width=\"800\" height=\"2057\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-160x411.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-768x1975.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-597x1536.png 597w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-796x2048.png 796w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch3>\u003ca id=\"print\">\u003c/a> Print this comic out at home or in your classroom\u003c/h3>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/1DZhf5i3gaB5PmIiiWcP2K5hW3IWUZRXW/view?usp=share_link\">\u003cstrong>Click here to download\u003c/strong>\u003c/a> and print this comic at home. When you print out the PDF file, select your printer's double-sided option with short-edge binding. Then fold the printed pages in half and organize them according to the page numbers. Feel free to make extra copies to share with your friends or your classmates!\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-60849\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic.png\" alt=\"\" width=\"800\" height=\"642\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic-160x128.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic-768x616.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch3>\u003ca id=\"method\">\u003c/a> Why we made this\u003c/h3>\n\u003cp>Over the years we've created resources for how parents can talk to their kids about climate change. This time we wanted to make something specifically for kids as they're processing their feelings. We also wanted to create a free resource for parents or teachers to use who are looking for ways to help their kids understand how the planet is changing.\u003c/p>\n\u003ch3>Our methodology\u003c/h3>\n\u003cp>We talked with scientists, psychologists and climate researchers to find the best information and proven practices for how to talk to young kids about climate change. We also interviewed several kids who have experienced climate disasters and have taken action in their local communities.\u003c/p>\n\u003ch3>Who this is for\u003c/h3>\n\u003cp>This comic is intended for kids ages 6-12, who are starting to hear about climate change or are starting to experience climate anxiety. But we hope it can be a resource for people of any age.\u003c/p>\n\u003ch3>Additional resources\u003c/h3>\n\u003cp>\u003ca href=\"https://www.npr.org/2022/11/17/1137156134/kids-youth-coping-climate-change\" target=\"_blank\" rel=\"noopener noreferrer\">Coping with climate change: Advice for kids — from kids\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2019/10/22/772266241/how-to-talk-to-your-kids-about-climate-change\" target=\"_blank\" rel=\"noopener noreferrer\">Climate change is here. These 6 tips can help you talk to kids about it\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2019/02/28/698304854/when-kids-ask-really-tough-questions-a-quick-guide\" target=\"_blank\" rel=\"noopener noreferrer\">When Kids Ask (Really) Tough Questions: A Quick Guide\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+kid%27s+guide+to+climate+change+%28plus+a+printable+comic%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "Learning about climate change? Here's a comic for kids about what it is and how it's affecting the planet — as explained by kids who are experiencing it. And find out how to print this comic at home!",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Are you a kid — or do you know a kid — who is learning about climate change?\u003c/p>\n\u003cp>It can be hard to know where to start. So we made a guide about how it's changing the planet and how to deal with the big feelings you might have when you hear about it. Click here to \u003ca href=\"#print\">print a paper version of this comic\u003c/a> at home or in your classroom, and here's more information about \u003ca href=\"#method\">how we made this\u003c/a>.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-60848\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic.png\" alt=\"\" width=\"800\" height=\"2057\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-160x411.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-768x1975.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-597x1536.png 597w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/climate-change-comic-796x2048.png 796w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch3>\u003ca id=\"print\">\u003c/a> Print this comic out at home or in your classroom\u003c/h3>\n\u003cp>\u003ca href=\"https://drive.google.com/file/d/1DZhf5i3gaB5PmIiiWcP2K5hW3IWUZRXW/view?usp=share_link\">\u003cstrong>Click here to download\u003c/strong>\u003c/a> and print this comic at home. When you print out the PDF file, select your printer's double-sided option with short-edge binding. Then fold the printed pages in half and organize them according to the page numbers. Feel free to make extra copies to share with your friends or your classmates!\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-60849\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic.png\" alt=\"\" width=\"800\" height=\"642\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic-160x128.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/printed-comic-768x616.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch3>\u003ca id=\"method\">\u003c/a> Why we made this\u003c/h3>\n\u003cp>Over the years we've created resources for how parents can talk to their kids about climate change. This time we wanted to make something specifically for kids as they're processing their feelings. We also wanted to create a free resource for parents or teachers to use who are looking for ways to help their kids understand how the planet is changing.\u003c/p>\n\u003ch3>Our methodology\u003c/h3>\n\u003cp>We talked with scientists, psychologists and climate researchers to find the best information and proven practices for how to talk to young kids about climate change. We also interviewed several kids who have experienced climate disasters and have taken action in their local communities.\u003c/p>\n\u003ch3>Who this is for\u003c/h3>\n\u003cp>This comic is intended for kids ages 6-12, who are starting to hear about climate change or are starting to experience climate anxiety. But we hope it can be a resource for people of any age.\u003c/p>\n\u003ch3>Additional resources\u003c/h3>\n\u003cp>\u003ca href=\"https://www.npr.org/2022/11/17/1137156134/kids-youth-coping-climate-change\" target=\"_blank\" rel=\"noopener noreferrer\">Coping with climate change: Advice for kids — from kids\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2019/10/22/772266241/how-to-talk-to-your-kids-about-climate-change\" target=\"_blank\" rel=\"noopener noreferrer\">Climate change is here. These 6 tips can help you talk to kids about it\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2019/02/28/698304854/when-kids-ask-really-tough-questions-a-quick-guide\" target=\"_blank\" rel=\"noopener noreferrer\">When Kids Ask (Really) Tough Questions: A Quick Guide\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+kid%27s+guide+to+climate+change+%28plus+a+printable+comic%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Can a middle school class help scientists create a cooler place to play?",
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"content": "\u003cp>\"Take a look over your data sheet and make sure you know what all the words mean,\" Sarah Slack tells her class of eighth graders. The students stop talking to each other and turn toward their science teacher, who is standing in front of a digital blackboard holding up a sample data sheet. \"We're going to be not only collecting temperatures in the sun and in the shade, but you're going to choose some words to describe the weather.\"\u003c/p>\n\u003cp>Slack's students do a lot of hands-on science. Inside their Brooklyn, N.Y. junior high school, J.H.S. 223, she's built a lab that is a small ecosystem itself. On one end of the room hydroponic gardens spritz water over patches of arugula, kale, cucumbers, peppers, and tomatoes, the grow lights casting a bright white glow across the room. In a back corner, tiny baby trout swim in a bubbling aquarium, the filter humming quietly. And on Slack's desk common mollies, another small fish, dart around a tank with basil growing out of the top. Each nourishes the other in a symbiotic cycle.\u003c/p>\n\u003cp>But on this early November day, the school playground will serve as the students' lab. \"I think we're ready, everybody,\" Slack says, opening the classroom door. \"You're going to need to bring three things with you – something to write with, your notebook, and you're going to need an infrared surface thermometer.\"\u003c/p>\n\u003cp>The students surround a milk crate at the center of the room to grab handheld thermometers, which they quickly begin testing on everything around them – the desks, the chairs and their bodies – before following their teacher out the door.\u003c/p>\n\u003cfigure id=\"attachment_60854\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60854\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8637_custom-190e43a82b40c22eb911b7d70ec73917e7f2aa8b-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Slack's students use handheld digital thermometers to measure temperatures around their school playground. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While this temperature-taking lesson will provide basic practice in data collection, Slack has a much bigger lesson in mind.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She'll upload the measurements these students collect from playground surfaces to a database made available to climate scientists through NASA. Slack aims to help her eighth graders understand climate change and also how to use science to mitigate the tangible impacts of the warming world. Especially right here at their school and in their neighborhood.\u003c/p>\n\u003ch3>Students measure surface temps in the schoolyard\u003c/h3>\n\u003cp>Slack reminds them what surface temperatures they'll be investigating. \"We're measuring pavement, concrete, dirt and grass. Which one of these is going to be the hardest to find out there?\" she asks.\u003c/p>\n\u003cp>It's an easy question. \"Grass,\" several students mutter at once.\u003c/p>\n\u003cp>The playground they're heading toward is similar to many in New York and other urban areas. It's made of – and surrounded by – asphalt and concrete, materials that heat up quickly but cool off slowly.\u003c/p>\n\u003cp>To get there, the students have to go through a tunnel of metal construction scaffolding that surrounds their school. Some run and skip; others amble slowly, gossiping with friends. They all spill out onto a wide open blacktop. The only plant life here is a handful of spindly trees, leaves brown and falling, spaced out along the playground's perimeter in small dirt plots.\u003c/p>\n\u003cp>Students split up to take surface temperatures of different materials in the yard. Most scurry around the asphalt pavement, pointing their thermometers toward the ground. Others start collecting temperature data from the small dirt patches under the trees, trying to find both sunny and shady spots to measure. A handful of students head for a bright, colorful mural painted on a concrete wall that serves as one of the borders of the playground.\u003c/p>\n\u003cfigure id=\"attachment_60852\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60852\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8690_custom-baadef4a33619f867bd3efd2afd656769e5d9265-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">The temperature data these eighth graders are collecting from various spots around their school playground will be uploaded to a NASA database for climate scientists to use. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One eighth grader, Li Qing, wearing pastel pink sweats and puffy lavender jacket, points her handheld thermometer at part of the large mural. \"It's technically hotter than the dirt,\" she notes. \"I guess the cement absorbs more heat, or something,\" she thinks out loud.\u003c/p>\n\u003cp>She points her thermometer at a flower painted in the mural.\u003c/p>\n\u003cp>\"The white one is only 70 degrees,\" she says, before pivoting to a part of the mural inches away, showing a black bicycle tire.\u003c/p>\n\u003cp>\"Oh my God. 89!\" she says.\u003c/p>\n\u003cp>In short order, most students had measured and recorded temperatures of three of the four surfaces Slack asked them to measure.\u003c/p>\n\u003cp>Just one left to find. Grass.\u003c/p>\n\u003ch3>Urban schools can be neighborhood hot spots\u003c/h3>\n\u003cp>This hard surface playground is tucked between the four-story brick school building on one side and the concrete wall of a New York townhouse – with the mural – on another. Two tall chain link fences edge the rest of the playground. Through the metal links, blacktop streets lined with brick houses stretch as far as the eye can see.\u003c/p>\n\u003cp>City data ranks this neighborhood, Borough Park, high on \u003ca href=\"https://a816-dohbesp.nyc.gov/IndicatorPublic/beta/key-topics/climatehealth/hvi/\">its \"heat vulnerability\" index\u003c/a>, which shows the relative impact of extreme heat events, such as deaths, on different communities. Surface temperatures are one big indicator of risk, and as Slack's students discover, the materials surrounding their school – asphalt and concrete – get hot.\u003c/p>\n\u003cp>When scientists look at a bunch of neighborhoods like Borough Park together, they see what's called an \"urban heat island\" – places where urban centers are significantly warmer than their suburban and rural neighbors. Within cities, different neighborhoods, blocks and even buildings can have different surface temperatures.\u003c/p>\n\u003cp>Historic inequity plays a significant role: neighborhoods that have long been \u003ca href=\"https://www.npr.org/2019/09/03/754044732/as-rising-heat-bakes-u-s-cities-the-poor-often-feel-it-most\">low-income\u003c/a> and \u003ca href=\"https://www.nature.com/articles/d41586-021-01881-4\">majority people of color\u003c/a> often \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0169204618307710\">lack parks, lush green lawns and trees\u003c/a> that can help cool off a neighborhood.\u003c/p>\n\u003cp>\"Formerly redlined neighborhoods are also those that tend to have fewer trees, and also more heat so that those patterns all connect to environmental justice issues,\" Slack says.\u003c/p>\n\u003cp>Borough Park has a \u003ca href=\"https://eportfolios.macaulay.cuny.edu/reelneighborhoods/2017/05/23/from-suburb-to-shtetl-how-borough-park-brooklyn-laid-claim-to-the-largest-population-of-jews-in-america/#:~:text=Borough%20Park%20had%20its%20beginnings,agriculture%20and%20crops%20to%20dwindle.\">long immigrant history\u003c/a> and high rates of \u003ca href=\"https://censusreporter.org/profiles/79500US3604014-nyc-brooklyn-community-district-12-borough-park-kensington-ocean-parkway-puma-ny/\">poverty and renters\u003c/a> compared to the average in New York City. The two parks nearest J.H.S 223 are both a five minute walk from the school. Although they provide some shade and greenery, they are also part of the urban infrastructure, with leafy trees tucked around paved play areas. One park is right next to an elevated train line.\u003c/p>\n\u003cfigure id=\"attachment_60855\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60855\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8709_custom-6db2357a8639f4d27d1e0cf6227637322d49338d-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Science teacher Sarah Slack wants her students to build scientific skills and collect data that could be used to advocate for changes to help cool down their own urban neighborhood. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Slack hopes that teaching her students to think like scientists can be a catalyst for change right in this neighborhood.\u003c/p>\n\u003cp>\"If we had more trees or more grass around us in Brooklyn, then people walking to the store on a hot day would be more protected from those hot temperatures,\" Slack says. \"I think the most important thing that would come out of doing this kind of work is for students to realize that they don't have to fix climate change, but they have the ability to make things better in their own communities.\"\u003c/p>\n\u003cp>The data from their school yard might contribute to doing both.\u003c/p>\n\u003ch3>Students' measurements help fill gaps in global data\u003c/h3>\n\u003cp>The official temperature for Borough Park the fall day Slack's students did this outdoor lab was an unseasonably warm 68 degrees. Around the playground, students clocked temperatures lower and much higher than that.\u003c/p>\n\u003cp>\"53 point 6,\" one student reported to Slack, measuring the pavement in the shade of the school building.\u003c/p>\n\u003cp>\"Hold up, I got 79,\" another student told her group of friends as they stood in a circle in the sun comparing readings. \"I got 81,\" one of her friends responded, pointing her thermometer toward her feet on the hot asphalt.\u003c/p>\n\u003cp>One patch of the playground asphalt pavement isn't black. It's has a grid of six circles, each a different color of the rainbow. Two years ago, Slack and her students painted this, as a way to test what a completely different schoolyard might feel like – a playground that was yellow, or blue, or purple instead of black. \"We measure the temperature there to see what would happen if we painted the whole yard a color,\" Slack says.\u003c/p>\n\u003cfigure id=\"attachment_60856\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60856\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8719_custom-0f5899b892f3b401900b0c6b1f946ec1297ad9a0-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students log heat measurements, then calculate the average temperature of asphalt, concrete, dirt, and grass, in both sunlight and shade. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The circles are faded from two years of sun, sneakers, and bouncing balls. But they're still cooler than the surrounding blacktop.\u003c/p>\n\u003cp>\"Purple was the hottest years ago, but it's so faded now I didn't know if it would still be the hottest one,\" Slack says, reviewing one student's data sheet – which showed that even faded, the purple circle still absorbs the most heat.\u003c/p>\n\u003cp>Later, students will punch numbers from their scribbled sheets into calculators to determine average temperatures for different surfaces. Slack combines data from all her classes and adds it to a national collection via a \u003ca href=\"https://observer.globe.gov/about/get-the-app\">NASA app called GLOBE\u003c/a>.\u003c/p>\n\u003cp>Climate scientists have used a mixture of satellite measurements and on-the-ground temperature recordings to document urban heat islands. While satellites are much more convenient, since they can capture the temperature of a large area very quickly, they do not entirely reflect what people feel on the street.\u003c/p>\n\u003cp>\"We have to remember that [a satellite is] going to pick up what it hits first,\" says Jennifer Vanos, a climate scientist at Arizona State University who studies extreme heat and schools. \"So the top of the tree, the top of the building, the top of some shade canopy, which means it's not going to get what's kind of under that which is valuable information we do miss and if we're thinking about what's at the level of where human is, we might miss some of that surface temperature information.\"\u003c/p>\n\u003cp>Things like the construction scaffolding circling much of J.H.S. 223 and the awnings of nearby bodegas would block satellites from collecting street-level temperatures around the school and neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_60857\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60857\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8793_custom-431b4a9f20610a1b4c627c21fa559f10c2803618-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">After measuring heat levels around their playground, science students at Brooklyn's J.H.S 223, including Fatiha Khan, seen here, calculate the overall average temperatures of four types of surfaces. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Satellites also average temperature data over 30 square meter chunks, which is helpful in studying larger trends between neighborhoods but leaves out a lot of detail, such as how hot one building is compared to another.\u003c/p>\n\u003cp>University of Toledo geographer Kevin Czajkowski is helping \u003ca href=\"https://www.globe.gov/\">NASA coordinate projects\u003c/a> like Slack's with schools across the country.\u003c/p>\n\u003cp>Czajkowski says that efforts to study the urban heat island effect have picked up in the past several years. \"GLOBE is facilitating studying the urban heat island. I think that's helped,\" he says.\u003c/p>\n\u003cp>In addition, this street-level data alongside the satellite readings could help local governments decide where to plant trees, set up cooling centers, or make future schools and playgrounds more resilient to heat – and safer for kids.\u003c/p>\n\u003ch3>Hot playgrounds can be dangerous\u003c/h3>\n\u003cp>Even within a dense city like New York, schools can stick out as hotspots if they lack shade or plants.\u003c/p>\n\u003cp>\"If a school yard is dark asphalt and rubber or artificial turf, or concrete and there's not much shade or vegetation, then yes, you will end up seeing that those pop out on urban [heat] maps,\" says Vanos.\u003c/p>\n\u003cp>She also says heat trapped and amplified by schools and playgrounds can become \u003ca href=\"https://www.nature.com/articles/d41586-021-01881-4\">dangerous\u003c/a> for kids.\u003c/p>\n\u003cfigure id=\"attachment_60863\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-60863\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3.png\" alt=\"\" width=\"800\" height=\"305\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3-160x61.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3-768x293.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Two students measure the temperature of a metal shipping container in the parking lot of their school (L). A thermal camera image (R) of them at work suggests they'll find differences even up and down the container wall. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"If they are starting to experience the signs of heat illness, a lot of times kids may not notice that and just kind of keep playing,\" she says. \"We want them to play and that's the goal of playgrounds for sure, but we want to make sure that the environments that they're provided to play are conducive to play even when it's hot out.\"\u003c/p>\n\u003cp>NASA coordinator Czajkowski knows from experience how detrimental hot playgrounds can be to children. His youngest son came home one day suffering from heat illness after playing outside at school. \"He was really sick,\" Czajkowski says.\u003c/p>\n\u003ch3>Plants can make a playground much cooler\u003c/h3>\n\u003cp>As Slack's students wrap up collecting the temperatures of asphalt, concrete, and dirt, many flock to her. \"Where is the grass?\" they ask. Slack points them outside the playground, through the gate of a chain link fence, across the school parking lot, and out onto the sidewalk.\u003c/p>\n\u003cp>The young scientists crowd around a few meager patches of green rooted under a couple of trees in the street strip. They try to aim their thermometers to catch the temperature of the sparse blades.\u003c/p>\n\u003cp>The grass appears cooler than on the blacktop. \"67, 69.9,\" one student called out numbers from his thermometer to others gathered around the tree.\u003c/p>\n\u003cfigure id=\"attachment_60859\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60859\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8735_custom-ce212165e823a9b64b6d4d221d219943a23331eb-800x519.jpg\" alt=\"\" width=\"800\" height=\"519\">\u003cfigcaption class=\"wp-caption-text\">Students outside Brooklyn's J.H.S. 223 try to measure the surface temperature of dirt and single blades of grass. Schools can become hotspots if, like this one, they have lots of asphalt and little vegetation. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But because this patch of green is so tiny, surrounded by a sea of heat-absorbing city, it can't help cool the area much. \"Just because those two surface temperatures are different does not mean that the air temperature above them is different necessarily,\" Vanos, the climate scientist says. \"When you start to have large areas of asphalt, or large parks, then you can start to see an influence on air temperature.\"\u003c/p>\n\u003cp>Slack hopes this lesson will empower her students to imagine a completely different type of playground, dominated by plants, trees and natural surfaces, that could serve as a safer place to play amid rising temperatures and help cool off the surrounding neighborhood.\u003c/p>\n\u003cp>\"I understand all the challenges of having plants in an area where 200 middle school students go outside for recess,\" Slack says. \"But I see the overwhelming value of providing them with a space that's going to be cooler and that's going to help make their entire neighborhood cooler.\"\u003c/p>\n\u003cfigure id=\"attachment_60860\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60860\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8526_custom-68f89f7f26c3ef2af40634b603f93c299ad677bc-800x533.jpe\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Slack hopes this lesson will inspire her middle school students to advocate for improvements to their outdoor environment, at school and in their wider community.\u003c/figcaption>\u003c/figure>\n\u003cp>Over the next year, Slack hopes to train other teachers in New York schools to do the same sorts of data collection she does with her students, both to add to global warming data and to help paint a picture of temperatures at schools across the city.\u003c/p>\n\u003cp>But most immediately, she hopes that students in this school walk away from her class inspired to help their own community.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"My students are a population that need to hear and understand that they're going to have to talk louder and wave their arms around more to get the attention that their community needs more than many other communities in the city,\" Slack says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Can+a+middle+school+class+help+scientists+create+a+cooler+place+to+play%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\"Take a look over your data sheet and make sure you know what all the words mean,\" Sarah Slack tells her class of eighth graders. The students stop talking to each other and turn toward their science teacher, who is standing in front of a digital blackboard holding up a sample data sheet. \"We're going to be not only collecting temperatures in the sun and in the shade, but you're going to choose some words to describe the weather.\"\u003c/p>\n\u003cp>Slack's students do a lot of hands-on science. Inside their Brooklyn, N.Y. junior high school, J.H.S. 223, she's built a lab that is a small ecosystem itself. On one end of the room hydroponic gardens spritz water over patches of arugula, kale, cucumbers, peppers, and tomatoes, the grow lights casting a bright white glow across the room. In a back corner, tiny baby trout swim in a bubbling aquarium, the filter humming quietly. And on Slack's desk common mollies, another small fish, dart around a tank with basil growing out of the top. Each nourishes the other in a symbiotic cycle.\u003c/p>\n\u003cp>But on this early November day, the school playground will serve as the students' lab. \"I think we're ready, everybody,\" Slack says, opening the classroom door. \"You're going to need to bring three things with you – something to write with, your notebook, and you're going to need an infrared surface thermometer.\"\u003c/p>\n\u003cp>The students surround a milk crate at the center of the room to grab handheld thermometers, which they quickly begin testing on everything around them – the desks, the chairs and their bodies – before following their teacher out the door.\u003c/p>\n\u003cfigure id=\"attachment_60854\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60854\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8637_custom-190e43a82b40c22eb911b7d70ec73917e7f2aa8b-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Slack's students use handheld digital thermometers to measure temperatures around their school playground. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>While this temperature-taking lesson will provide basic practice in data collection, Slack has a much bigger lesson in mind.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She'll upload the measurements these students collect from playground surfaces to a database made available to climate scientists through NASA. Slack aims to help her eighth graders understand climate change and also how to use science to mitigate the tangible impacts of the warming world. Especially right here at their school and in their neighborhood.\u003c/p>\n\u003ch3>Students measure surface temps in the schoolyard\u003c/h3>\n\u003cp>Slack reminds them what surface temperatures they'll be investigating. \"We're measuring pavement, concrete, dirt and grass. Which one of these is going to be the hardest to find out there?\" she asks.\u003c/p>\n\u003cp>It's an easy question. \"Grass,\" several students mutter at once.\u003c/p>\n\u003cp>The playground they're heading toward is similar to many in New York and other urban areas. It's made of – and surrounded by – asphalt and concrete, materials that heat up quickly but cool off slowly.\u003c/p>\n\u003cp>To get there, the students have to go through a tunnel of metal construction scaffolding that surrounds their school. Some run and skip; others amble slowly, gossiping with friends. They all spill out onto a wide open blacktop. The only plant life here is a handful of spindly trees, leaves brown and falling, spaced out along the playground's perimeter in small dirt plots.\u003c/p>\n\u003cp>Students split up to take surface temperatures of different materials in the yard. Most scurry around the asphalt pavement, pointing their thermometers toward the ground. Others start collecting temperature data from the small dirt patches under the trees, trying to find both sunny and shady spots to measure. A handful of students head for a bright, colorful mural painted on a concrete wall that serves as one of the borders of the playground.\u003c/p>\n\u003cfigure id=\"attachment_60852\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60852\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8690_custom-baadef4a33619f867bd3efd2afd656769e5d9265-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">The temperature data these eighth graders are collecting from various spots around their school playground will be uploaded to a NASA database for climate scientists to use. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One eighth grader, Li Qing, wearing pastel pink sweats and puffy lavender jacket, points her handheld thermometer at part of the large mural. \"It's technically hotter than the dirt,\" she notes. \"I guess the cement absorbs more heat, or something,\" she thinks out loud.\u003c/p>\n\u003cp>She points her thermometer at a flower painted in the mural.\u003c/p>\n\u003cp>\"The white one is only 70 degrees,\" she says, before pivoting to a part of the mural inches away, showing a black bicycle tire.\u003c/p>\n\u003cp>\"Oh my God. 89!\" she says.\u003c/p>\n\u003cp>In short order, most students had measured and recorded temperatures of three of the four surfaces Slack asked them to measure.\u003c/p>\n\u003cp>Just one left to find. Grass.\u003c/p>\n\u003ch3>Urban schools can be neighborhood hot spots\u003c/h3>\n\u003cp>This hard surface playground is tucked between the four-story brick school building on one side and the concrete wall of a New York townhouse – with the mural – on another. Two tall chain link fences edge the rest of the playground. Through the metal links, blacktop streets lined with brick houses stretch as far as the eye can see.\u003c/p>\n\u003cp>City data ranks this neighborhood, Borough Park, high on \u003ca href=\"https://a816-dohbesp.nyc.gov/IndicatorPublic/beta/key-topics/climatehealth/hvi/\">its \"heat vulnerability\" index\u003c/a>, which shows the relative impact of extreme heat events, such as deaths, on different communities. Surface temperatures are one big indicator of risk, and as Slack's students discover, the materials surrounding their school – asphalt and concrete – get hot.\u003c/p>\n\u003cp>When scientists look at a bunch of neighborhoods like Borough Park together, they see what's called an \"urban heat island\" – places where urban centers are significantly warmer than their suburban and rural neighbors. Within cities, different neighborhoods, blocks and even buildings can have different surface temperatures.\u003c/p>\n\u003cp>Historic inequity plays a significant role: neighborhoods that have long been \u003ca href=\"https://www.npr.org/2019/09/03/754044732/as-rising-heat-bakes-u-s-cities-the-poor-often-feel-it-most\">low-income\u003c/a> and \u003ca href=\"https://www.nature.com/articles/d41586-021-01881-4\">majority people of color\u003c/a> often \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0169204618307710\">lack parks, lush green lawns and trees\u003c/a> that can help cool off a neighborhood.\u003c/p>\n\u003cp>\"Formerly redlined neighborhoods are also those that tend to have fewer trees, and also more heat so that those patterns all connect to environmental justice issues,\" Slack says.\u003c/p>\n\u003cp>Borough Park has a \u003ca href=\"https://eportfolios.macaulay.cuny.edu/reelneighborhoods/2017/05/23/from-suburb-to-shtetl-how-borough-park-brooklyn-laid-claim-to-the-largest-population-of-jews-in-america/#:~:text=Borough%20Park%20had%20its%20beginnings,agriculture%20and%20crops%20to%20dwindle.\">long immigrant history\u003c/a> and high rates of \u003ca href=\"https://censusreporter.org/profiles/79500US3604014-nyc-brooklyn-community-district-12-borough-park-kensington-ocean-parkway-puma-ny/\">poverty and renters\u003c/a> compared to the average in New York City. The two parks nearest J.H.S 223 are both a five minute walk from the school. Although they provide some shade and greenery, they are also part of the urban infrastructure, with leafy trees tucked around paved play areas. One park is right next to an elevated train line.\u003c/p>\n\u003cfigure id=\"attachment_60855\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60855\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8709_custom-6db2357a8639f4d27d1e0cf6227637322d49338d-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Science teacher Sarah Slack wants her students to build scientific skills and collect data that could be used to advocate for changes to help cool down their own urban neighborhood. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Slack hopes that teaching her students to think like scientists can be a catalyst for change right in this neighborhood.\u003c/p>\n\u003cp>\"If we had more trees or more grass around us in Brooklyn, then people walking to the store on a hot day would be more protected from those hot temperatures,\" Slack says. \"I think the most important thing that would come out of doing this kind of work is for students to realize that they don't have to fix climate change, but they have the ability to make things better in their own communities.\"\u003c/p>\n\u003cp>The data from their school yard might contribute to doing both.\u003c/p>\n\u003ch3>Students' measurements help fill gaps in global data\u003c/h3>\n\u003cp>The official temperature for Borough Park the fall day Slack's students did this outdoor lab was an unseasonably warm 68 degrees. Around the playground, students clocked temperatures lower and much higher than that.\u003c/p>\n\u003cp>\"53 point 6,\" one student reported to Slack, measuring the pavement in the shade of the school building.\u003c/p>\n\u003cp>\"Hold up, I got 79,\" another student told her group of friends as they stood in a circle in the sun comparing readings. \"I got 81,\" one of her friends responded, pointing her thermometer toward her feet on the hot asphalt.\u003c/p>\n\u003cp>One patch of the playground asphalt pavement isn't black. It's has a grid of six circles, each a different color of the rainbow. Two years ago, Slack and her students painted this, as a way to test what a completely different schoolyard might feel like – a playground that was yellow, or blue, or purple instead of black. \"We measure the temperature there to see what would happen if we painted the whole yard a color,\" Slack says.\u003c/p>\n\u003cfigure id=\"attachment_60856\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60856\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8719_custom-0f5899b892f3b401900b0c6b1f946ec1297ad9a0-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Students log heat measurements, then calculate the average temperature of asphalt, concrete, dirt, and grass, in both sunlight and shade. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The circles are faded from two years of sun, sneakers, and bouncing balls. But they're still cooler than the surrounding blacktop.\u003c/p>\n\u003cp>\"Purple was the hottest years ago, but it's so faded now I didn't know if it would still be the hottest one,\" Slack says, reviewing one student's data sheet – which showed that even faded, the purple circle still absorbs the most heat.\u003c/p>\n\u003cp>Later, students will punch numbers from their scribbled sheets into calculators to determine average temperatures for different surfaces. Slack combines data from all her classes and adds it to a national collection via a \u003ca href=\"https://observer.globe.gov/about/get-the-app\">NASA app called GLOBE\u003c/a>.\u003c/p>\n\u003cp>Climate scientists have used a mixture of satellite measurements and on-the-ground temperature recordings to document urban heat islands. While satellites are much more convenient, since they can capture the temperature of a large area very quickly, they do not entirely reflect what people feel on the street.\u003c/p>\n\u003cp>\"We have to remember that [a satellite is] going to pick up what it hits first,\" says Jennifer Vanos, a climate scientist at Arizona State University who studies extreme heat and schools. \"So the top of the tree, the top of the building, the top of some shade canopy, which means it's not going to get what's kind of under that which is valuable information we do miss and if we're thinking about what's at the level of where human is, we might miss some of that surface temperature information.\"\u003c/p>\n\u003cp>Things like the construction scaffolding circling much of J.H.S. 223 and the awnings of nearby bodegas would block satellites from collecting street-level temperatures around the school and neighborhood.\u003c/p>\n\u003cfigure id=\"attachment_60857\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60857\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8793_custom-431b4a9f20610a1b4c627c21fa559f10c2803618-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">After measuring heat levels around their playground, science students at Brooklyn's J.H.S 223, including Fatiha Khan, seen here, calculate the overall average temperatures of four types of surfaces. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Satellites also average temperature data over 30 square meter chunks, which is helpful in studying larger trends between neighborhoods but leaves out a lot of detail, such as how hot one building is compared to another.\u003c/p>\n\u003cp>University of Toledo geographer Kevin Czajkowski is helping \u003ca href=\"https://www.globe.gov/\">NASA coordinate projects\u003c/a> like Slack's with schools across the country.\u003c/p>\n\u003cp>Czajkowski says that efforts to study the urban heat island effect have picked up in the past several years. \"GLOBE is facilitating studying the urban heat island. I think that's helped,\" he says.\u003c/p>\n\u003cp>In addition, this street-level data alongside the satellite readings could help local governments decide where to plant trees, set up cooling centers, or make future schools and playgrounds more resilient to heat – and safer for kids.\u003c/p>\n\u003ch3>Hot playgrounds can be dangerous\u003c/h3>\n\u003cp>Even within a dense city like New York, schools can stick out as hotspots if they lack shade or plants.\u003c/p>\n\u003cp>\"If a school yard is dark asphalt and rubber or artificial turf, or concrete and there's not much shade or vegetation, then yes, you will end up seeing that those pop out on urban [heat] maps,\" says Vanos.\u003c/p>\n\u003cp>She also says heat trapped and amplified by schools and playgrounds can become \u003ca href=\"https://www.nature.com/articles/d41586-021-01881-4\">dangerous\u003c/a> for kids.\u003c/p>\n\u003cfigure id=\"attachment_60863\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-60863\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3.png\" alt=\"\" width=\"800\" height=\"305\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3-160x61.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/01/Picture3-768x293.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Two students measure the temperature of a metal shipping container in the parking lot of their school (L). A thermal camera image (R) of them at work suggests they'll find differences even up and down the container wall. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"If they are starting to experience the signs of heat illness, a lot of times kids may not notice that and just kind of keep playing,\" she says. \"We want them to play and that's the goal of playgrounds for sure, but we want to make sure that the environments that they're provided to play are conducive to play even when it's hot out.\"\u003c/p>\n\u003cp>NASA coordinator Czajkowski knows from experience how detrimental hot playgrounds can be to children. His youngest son came home one day suffering from heat illness after playing outside at school. \"He was really sick,\" Czajkowski says.\u003c/p>\n\u003ch3>Plants can make a playground much cooler\u003c/h3>\n\u003cp>As Slack's students wrap up collecting the temperatures of asphalt, concrete, and dirt, many flock to her. \"Where is the grass?\" they ask. Slack points them outside the playground, through the gate of a chain link fence, across the school parking lot, and out onto the sidewalk.\u003c/p>\n\u003cp>The young scientists crowd around a few meager patches of green rooted under a couple of trees in the street strip. They try to aim their thermometers to catch the temperature of the sparse blades.\u003c/p>\n\u003cp>The grass appears cooler than on the blacktop. \"67, 69.9,\" one student called out numbers from his thermometer to others gathered around the tree.\u003c/p>\n\u003cfigure id=\"attachment_60859\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60859\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8735_custom-ce212165e823a9b64b6d4d221d219943a23331eb-800x519.jpg\" alt=\"\" width=\"800\" height=\"519\">\u003cfigcaption class=\"wp-caption-text\">Students outside Brooklyn's J.H.S. 223 try to measure the surface temperature of dirt and single blades of grass. Schools can become hotspots if, like this one, they have lots of asphalt and little vegetation. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But because this patch of green is so tiny, surrounded by a sea of heat-absorbing city, it can't help cool the area much. \"Just because those two surface temperatures are different does not mean that the air temperature above them is different necessarily,\" Vanos, the climate scientist says. \"When you start to have large areas of asphalt, or large parks, then you can start to see an influence on air temperature.\"\u003c/p>\n\u003cp>Slack hopes this lesson will empower her students to imagine a completely different type of playground, dominated by plants, trees and natural surfaces, that could serve as a safer place to play amid rising temperatures and help cool off the surrounding neighborhood.\u003c/p>\n\u003cp>\"I understand all the challenges of having plants in an area where 200 middle school students go outside for recess,\" Slack says. \"But I see the overwhelming value of providing them with a space that's going to be cooler and that's going to help make their entire neighborhood cooler.\"\u003c/p>\n\u003cfigure id=\"attachment_60860\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60860\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/01/os_8526_custom-68f89f7f26c3ef2af40634b603f93c299ad677bc-800x533.jpe\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Slack hopes this lesson will inspire her middle school students to advocate for improvements to their outdoor environment, at school and in their wider community.\u003c/figcaption>\u003c/figure>\n\u003cp>Over the next year, Slack hopes to train other teachers in New York schools to do the same sorts of data collection she does with her students, both to add to global warming data and to help paint a picture of temperatures at schools across the city.\u003c/p>\n\u003cp>But most immediately, she hopes that students in this school walk away from her class inspired to help their own community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"My students are a population that need to hear and understand that they're going to have to talk louder and wave their arms around more to get the attention that their community needs more than many other communities in the city,\" Slack says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Can+a+middle+school+class+help+scientists+create+a+cooler+place+to+play%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "7 steps schools can take to benefit the climate and save money",
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"content": "\u003cp>\u003cstrong>\u003cem>This opinion piece about \u003c/em>\u003ca href=\"https://hechingerreport.org/column-theres-a-lot-of-new-federal-money-for-greening-k-12-education-this-is-how-schools-could-use-it/\">\u003cem>greening schools\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anisa Heming has been working on making schools more sustainable for a decade and a half, now as director of the Center for Green Schools at the U.S. Green Building Council, a Washington nonprofit. And she’s never seen a moment of opportunity quite like this. “It’s an out-of-body experience, honestly,” she said. “Communities are demanding it, federal money is here, and the districts that didn’t do the prep work are scrambling.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since President Joe Biden took office in early 2021, three different giant federal spending packages have passed: the \u003c/span>\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/3684/text\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Infrastructure Investment and Jobs Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/1319/text\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">American Rescue Plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/5376/text\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Inflation Reduction Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Each includes \u003c/span>\u003ca href=\"https://www.thisisplaneted.org/blog/school-climate-provisions-in-the-inflation-reduction-act\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.thisisplaneted.org/blog/education-and-climate-iija\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">tax credits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school districts can use to benefit the climate while also, typically, saving money in energy bills over time. There are billions and billions for boosting \u003c/span>\u003ca href=\"https://www.energy.gov/clean-energy-infrastructure/grants-energy-improvements-public-school-facilities\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">building efficiency\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; replacing boilers, ovens and other appliances with clean-running electric models; solar and battery installations; electric school buses; charging stations; and more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In some cases, districts can make upgrades with no upfront cost at all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The enthusiasm is palpable: \u003c/span>\u003ca href=\"https://www.usgbc.org/articles/1-billion-funds-announced-k-12-clean-energy-projects\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">The Environmental Protection Agency\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> received so many applications for electric school bus funding, it doubled the amount it originally planned to award, to nearly $1 billion the first year. (More money is coming, up to $5 billion for that one program.) \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So if you are a member of a school community — student, parent, teacher or leader — here are seven steps to claim your piece of the clean, green pie. “Don’t wait. Don’t hesitate. Act and figure it out,” urged Bryant Shaw,\u003c/span> \u003cspan style=\"font-weight: 400\">sustainability manager for the Dallas Independent School District.\u003c/span>\u003c/p>\n\u003ch2>1. Set your goals.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">LeeAnn Kittle, the director of sustainability for Denver Public Schools, said the most important step is to develop clear, actionable goals, “and do not deviate.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Denver, students organized for a year and a half and succeeded in getting the school board to adopt a new climate policy in April 2022. (Here’s \u003c/span>\u003ca href=\"https://www.dpsclimateaction.org/toolkit\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">a toolkit they created\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to explain how they did it.) They are pushing for a 90 percent reduction in greenhouse gas emissions from 2010 levels by 2050. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jonathan Klein of \u003c/span>\u003ca href=\"https://www.undauntedk12.org/about\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Undaunted K12\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> added that with these brand-new federal incentives in place, existing climate or environmental initiatives may no longer be ambitious enough — zero-carbon alternatives might even be less expensive up front, as well as cheaper and better in the long run. \u003c/span>\u003c/p>\n\u003ch2>2. Get reputable help.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Denver Public Schools, a large district at 90,000 students, hired \u003c/span>\u003ca href=\"http://www.lotussustainability.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">one Colorado-based firm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create its sustainability plan and \u003c/span>\u003ca href=\"https://group14eng.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">a second\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do the financial impact assessment. The district is also hiring a grant writer to shake loose the new federal dollars. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nonprofits\u003c/b>\u003cspan style=\"font-weight: 400\"> provide information, connect you with other districts that are further along the path, and support school board lobbying efforts. These include \u003c/span>\u003ca href=\"https://generation180.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Generation 180\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the U.S. Green Building Council’s \u003c/span>\u003ca href=\"https://centerforgreenschools.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Center for Green Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.undauntedk12.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Undaunted K12\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Rewiring America’s \u003c/span>\u003ca href=\"https://www.rewiringamerica.org/schools\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Rewiring Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ca href=\"https://electricschoolbusinitiative.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\"> the Electric School Bus Initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the Aspen Institute’s \u003c/span>\u003ca href=\"https://www.thisisplaneted.org/initiatives/k12-climate-action\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">This Is Planet Ed\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(where, full disclosure, I’m an adviser). The federal Department of Energy has a \u003c/span>\u003ca href=\"https://betterbuildingssolutioncenter.energy.gov/search?f%5B0%5D=field_building_type%3A327\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Better Buildings Solution Center\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">with a list of K-12 success stories and lots of other resources. \u003c/span>\u003c/p>\n\u003cp>\u003cb>For-profit companies\u003c/b>\u003cspan style=\"font-weight: 400\"> will actually do the work. An energy service company, or ESCO, can start with an initial building energy audit, often for free, which then can become the basis of your federal grant application. An ESCO may be able to \u003c/span>\u003ca href=\"https://betterbuildingssolutioncenter.energy.gov/sites/default/files/attachments/K-12-ESPC-Primer.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">help with financing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> upgrades through what’s known as a “performance contract” — the district repays the company over time with the money it saves on monthly energy bills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a \u003c/span>\u003ca href=\"https://www.energy.gov/eere/femp/articles/doe-qualified-list-energy-service-companies\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">list of qualified ESCOs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Department of Energy. \u003c/span>\u003c/p>\n\u003ch2>3. Start with efficiency.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Solar panels are shiny, electric buses are smooth and quiet, but the biggest bang for your climate buck in most cases is going to be efficiency. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The opportunity is huge. Energy costs are the \u003c/span>\u003ca href=\"https://centerforgreenschools.org/about/green-school-buildings-better-for-budgets\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">second-largest line item for most school districts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, after salaries, according to the U.S. Green Building Council. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kate Crosby is the energy manager for the \u003c/span>\u003cspan style=\"font-weight: 400\">Acton-Boxborough Regional School District, in Massachusetts. Not many districts have such a position, but in her case it more than pays for itself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’ve saved $500,000 per year in electricity through conservation compared to 2009,” she said. “Our electricity use is down 35 percent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district did this through weatherization and LED lighting, but also through simple, unsexy changes, like powering down the schools’ HVAC systems during vacations. Efficiency upgrades covered by \u003c/span>\u003ca href=\"https://www.energy.gov/clean-energy-infrastructure/grants-energy-improvements-public-school-facilities\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">federal grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can include insulation and upgraded windows, as well as new HVAC systems, which can be covered under\u003c/span>\u003ca href=\"https://oese.ed.gov/files/2021/05/ESSER.GEER_.FAQs_5.26.21_745AM_FINALb0cd6833f6f46e03ba2d97d30aff953260028045f9ef3b18ea602db4b32b1d99.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\"> American Rescue Plan Elementary and Secondary School Emergency Relief (ESSER) \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">funds. \u003c/span>\u003c/p>\n\u003ch2>4. Then look to electrification.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To cut building emissions to the max, gas stoves in the cafeteria and oil-burning boilers need to be replaced with cleaner, safer, lower-maintenance electric versions. Typically this will happen over time, as appliances come to the end of their useful lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You’re going to be hearing a lot about a “heat pump” — an appliance that can be used to heat or cool and is more efficient than a traditional electric heater. The Inflation Reduction Act offers a 30 percent tax credit for ground source heat pumps, also known as geothermal (which take advantage of the relatively constant temperature underground to save even more energy). That credit can be up to 50 percent in certain cases.\u003c/span>\u003c/p>\n\u003ch2>5. Then solar.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now we get to the big, visible stuff: solar panels. They can go on rooftops in urban areas or on the ground if your school has space, or be installed as a canopy over a parking lot or play area. When paired with battery storage, solar can turn schools into resilient emergency shelters in case of a weather event, as happened in the \u003c/span>\u003ca href=\"https://www.cnn.com/2022/10/02/us/solar-babcock-ranch-florida-hurricane-ian-climate/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">sustainable planned community of Babcock Ranch, Florida,\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">after Hurricane Ian. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just under 1 in 10 schools in the country have solar today. Most have opted for a “power purchase agreement.” This is more or less a turnkey option where a solar developer buys, installs and maintains the panels. The district pays less for electricity each month with zero upfront cost. But this arrangement is clearly allowed by law in only 30 states. (\u003c/span>The map is found \u003ca href=\"https://protect-us.mimecast.com/s/PkcgCJ6PLruQAQlEtValaA?domain=generation180.org\" target=\"_blank\" rel=\"noopener noreferrer\">at Generation180's site\u003c/a>\u003cspan style=\"font-weight: 400\">.) The new federal grants and tax credits sweeten the deal for schools to purchase their own solar in states that don’t allow power purchase agreements. The \u003c/span>\u003ca href=\"https://www.seia.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Solar Energy Industries Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is one place to look for a partner. \u003c/span>\u003c/p>\n\u003ch2>6. Then transportation.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennifer Rennicks of the Electric School Bus Initiative at the nonprofit World Resources Institute points out that these buses don’t belch diesel fumes, which are a known carcinogen. Instead of buying new buses, some transportation providers are saving money by retrofitting existing school buses. \u003c/span>\u003c/p>\n\u003ch2>7. Talk about it!\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school leaders I spoke with all said that informing and communicating with the public and their fellow districts, and integrating climate action into the curriculum for students, were key to their continued success. “At the end of the day this is behavioral change,” said LeeAnn Kittle. “You’ve got to engage [people] in the process of what that can look like, vs. dictating it for them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peter Light, superintendent of the Acton-Boxborough district, said: “This wouldn’t have happened without our community’s values. For us, it’s a bit of a rallying cry and something that can excite people. It’s been worked into our buildings as something that can help us educate students. It creates a culture.” It’s a win-win on every level, he said: “It’s not only good from a philosophical perspective, it’s good business, because I would rather spend that money on teachers than gas surcharges.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This story about greening schools was produced by \u003c/span>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Anya Kamenetz is a journalist, the author of “The Stolen Year: How Covid Changed Children's Lives, and Where We Go Now,” and a senior adviser to the Aspen Institute's This Is Planet Ed initiative.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"excerpt": "COLUMN: There’s a lot of new federal money for greening K-12 education. Here’s how schools could use it.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>This opinion piece about \u003c/em>\u003ca href=\"https://hechingerreport.org/column-theres-a-lot-of-new-federal-money-for-greening-k-12-education-this-is-how-schools-could-use-it/\">\u003cem>greening schools\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Anisa Heming has been working on making schools more sustainable for a decade and a half, now as director of the Center for Green Schools at the U.S. Green Building Council, a Washington nonprofit. And she’s never seen a moment of opportunity quite like this. “It’s an out-of-body experience, honestly,” she said. “Communities are demanding it, federal money is here, and the districts that didn’t do the prep work are scrambling.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since President Joe Biden took office in early 2021, three different giant federal spending packages have passed: the \u003c/span>\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/3684/text\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Infrastructure Investment and Jobs Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the \u003c/span>\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/1319/text\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">American Rescue Plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the \u003c/span>\u003ca href=\"https://www.congress.gov/bill/117th-congress/house-bill/5376/text\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Inflation Reduction Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Each includes \u003c/span>\u003ca href=\"https://www.thisisplaneted.org/blog/school-climate-provisions-in-the-inflation-reduction-act\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.thisisplaneted.org/blog/education-and-climate-iija\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">tax credits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> school districts can use to benefit the climate while also, typically, saving money in energy bills over time. There are billions and billions for boosting \u003c/span>\u003ca href=\"https://www.energy.gov/clean-energy-infrastructure/grants-energy-improvements-public-school-facilities\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">building efficiency\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">; replacing boilers, ovens and other appliances with clean-running electric models; solar and battery installations; electric school buses; charging stations; and more. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In some cases, districts can make upgrades with no upfront cost at all. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The enthusiasm is palpable: \u003c/span>\u003ca href=\"https://www.usgbc.org/articles/1-billion-funds-announced-k-12-clean-energy-projects\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">The Environmental Protection Agency\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> received so many applications for electric school bus funding, it doubled the amount it originally planned to award, to nearly $1 billion the first year. (More money is coming, up to $5 billion for that one program.) \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So if you are a member of a school community — student, parent, teacher or leader — here are seven steps to claim your piece of the clean, green pie. “Don’t wait. Don’t hesitate. Act and figure it out,” urged Bryant Shaw,\u003c/span> \u003cspan style=\"font-weight: 400\">sustainability manager for the Dallas Independent School District.\u003c/span>\u003c/p>\n\u003ch2>1. Set your goals.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">LeeAnn Kittle, the director of sustainability for Denver Public Schools, said the most important step is to develop clear, actionable goals, “and do not deviate.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In Denver, students organized for a year and a half and succeeded in getting the school board to adopt a new climate policy in April 2022. (Here’s \u003c/span>\u003ca href=\"https://www.dpsclimateaction.org/toolkit\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">a toolkit they created\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to explain how they did it.) They are pushing for a 90 percent reduction in greenhouse gas emissions from 2010 levels by 2050. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jonathan Klein of \u003c/span>\u003ca href=\"https://www.undauntedk12.org/about\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Undaunted K12\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> added that with these brand-new federal incentives in place, existing climate or environmental initiatives may no longer be ambitious enough — zero-carbon alternatives might even be less expensive up front, as well as cheaper and better in the long run. \u003c/span>\u003c/p>\n\u003ch2>2. Get reputable help.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Denver Public Schools, a large district at 90,000 students, hired \u003c/span>\u003ca href=\"http://www.lotussustainability.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">one Colorado-based firm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create its sustainability plan and \u003c/span>\u003ca href=\"https://group14eng.com/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">a second\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to do the financial impact assessment. The district is also hiring a grant writer to shake loose the new federal dollars. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nonprofits\u003c/b>\u003cspan style=\"font-weight: 400\"> provide information, connect you with other districts that are further along the path, and support school board lobbying efforts. These include \u003c/span>\u003ca href=\"https://generation180.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Generation 180\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the U.S. Green Building Council’s \u003c/span>\u003ca href=\"https://centerforgreenschools.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Center for Green Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.undauntedk12.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Undaunted K12\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Rewiring America’s \u003c/span>\u003ca href=\"https://www.rewiringamerica.org/schools\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Rewiring Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,\u003c/span>\u003ca href=\"https://electricschoolbusinitiative.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\"> the Electric School Bus Initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the Aspen Institute’s \u003c/span>\u003ca href=\"https://www.thisisplaneted.org/initiatives/k12-climate-action\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">This Is Planet Ed\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">(where, full disclosure, I’m an adviser). The federal Department of Energy has a \u003c/span>\u003ca href=\"https://betterbuildingssolutioncenter.energy.gov/search?f%5B0%5D=field_building_type%3A327\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Better Buildings Solution Center\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">with a list of K-12 success stories and lots of other resources. \u003c/span>\u003c/p>\n\u003cp>\u003cb>For-profit companies\u003c/b>\u003cspan style=\"font-weight: 400\"> will actually do the work. An energy service company, or ESCO, can start with an initial building energy audit, often for free, which then can become the basis of your federal grant application. An ESCO may be able to \u003c/span>\u003ca href=\"https://betterbuildingssolutioncenter.energy.gov/sites/default/files/attachments/K-12-ESPC-Primer.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">help with financing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> upgrades through what’s known as a “performance contract” — the district repays the company over time with the money it saves on monthly energy bills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a \u003c/span>\u003ca href=\"https://www.energy.gov/eere/femp/articles/doe-qualified-list-energy-service-companies\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">list of qualified ESCOs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Department of Energy. \u003c/span>\u003c/p>\n\u003ch2>3. Start with efficiency.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Solar panels are shiny, electric buses are smooth and quiet, but the biggest bang for your climate buck in most cases is going to be efficiency. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The opportunity is huge. Energy costs are the \u003c/span>\u003ca href=\"https://centerforgreenschools.org/about/green-school-buildings-better-for-budgets\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">second-largest line item for most school districts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, after salaries, according to the U.S. Green Building Council. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kate Crosby is the energy manager for the \u003c/span>\u003cspan style=\"font-weight: 400\">Acton-Boxborough Regional School District, in Massachusetts. Not many districts have such a position, but in her case it more than pays for itself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We’ve saved $500,000 per year in electricity through conservation compared to 2009,” she said. “Our electricity use is down 35 percent.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The district did this through weatherization and LED lighting, but also through simple, unsexy changes, like powering down the schools’ HVAC systems during vacations. Efficiency upgrades covered by \u003c/span>\u003ca href=\"https://www.energy.gov/clean-energy-infrastructure/grants-energy-improvements-public-school-facilities\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">federal grants\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can include insulation and upgraded windows, as well as new HVAC systems, which can be covered under\u003c/span>\u003ca href=\"https://oese.ed.gov/files/2021/05/ESSER.GEER_.FAQs_5.26.21_745AM_FINALb0cd6833f6f46e03ba2d97d30aff953260028045f9ef3b18ea602db4b32b1d99.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\"> American Rescue Plan Elementary and Secondary School Emergency Relief (ESSER) \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">funds. \u003c/span>\u003c/p>\n\u003ch2>4. Then look to electrification.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To cut building emissions to the max, gas stoves in the cafeteria and oil-burning boilers need to be replaced with cleaner, safer, lower-maintenance electric versions. Typically this will happen over time, as appliances come to the end of their useful lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You’re going to be hearing a lot about a “heat pump” — an appliance that can be used to heat or cool and is more efficient than a traditional electric heater. The Inflation Reduction Act offers a 30 percent tax credit for ground source heat pumps, also known as geothermal (which take advantage of the relatively constant temperature underground to save even more energy). That credit can be up to 50 percent in certain cases.\u003c/span>\u003c/p>\n\u003ch2>5. Then solar.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Now we get to the big, visible stuff: solar panels. They can go on rooftops in urban areas or on the ground if your school has space, or be installed as a canopy over a parking lot or play area. When paired with battery storage, solar can turn schools into resilient emergency shelters in case of a weather event, as happened in the \u003c/span>\u003ca href=\"https://www.cnn.com/2022/10/02/us/solar-babcock-ranch-florida-hurricane-ian-climate/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">sustainable planned community of Babcock Ranch, Florida,\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">after Hurricane Ian. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just under 1 in 10 schools in the country have solar today. Most have opted for a “power purchase agreement.” This is more or less a turnkey option where a solar developer buys, installs and maintains the panels. The district pays less for electricity each month with zero upfront cost. But this arrangement is clearly allowed by law in only 30 states. (\u003c/span>The map is found \u003ca href=\"https://protect-us.mimecast.com/s/PkcgCJ6PLruQAQlEtValaA?domain=generation180.org\" target=\"_blank\" rel=\"noopener noreferrer\">at Generation180's site\u003c/a>\u003cspan style=\"font-weight: 400\">.) The new federal grants and tax credits sweeten the deal for schools to purchase their own solar in states that don’t allow power purchase agreements. The \u003c/span>\u003ca href=\"https://www.seia.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Solar Energy Industries Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is one place to look for a partner. \u003c/span>\u003c/p>\n\u003ch2>6. Then transportation.\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennifer Rennicks of the Electric School Bus Initiative at the nonprofit World Resources Institute points out that these buses don’t belch diesel fumes, which are a known carcinogen. Instead of buying new buses, some transportation providers are saving money by retrofitting existing school buses. \u003c/span>\u003c/p>\n\u003ch2>7. Talk about it!\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school leaders I spoke with all said that informing and communicating with the public and their fellow districts, and integrating climate action into the curriculum for students, were key to their continued success. “At the end of the day this is behavioral change,” said LeeAnn Kittle. “You’ve got to engage [people] in the process of what that can look like, vs. dictating it for them.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Peter Light, superintendent of the Acton-Boxborough district, said: “This wouldn’t have happened without our community’s values. For us, it’s a bit of a rallying cry and something that can excite people. It’s been worked into our buildings as something that can help us educate students. It creates a culture.” It’s a win-win on every level, he said: “It’s not only good from a philosophical perspective, it’s good business, because I would rather spend that money on teachers than gas surcharges.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This story about greening schools was produced by \u003c/span>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Schools are not only threatened by climate change, they’re a key part of the solution",
"title": "Schools are not only threatened by climate change, they’re a key part of the solution",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cstrong>\u003cem>This opinion piece about \u003c/em>\u003ca href=\"https://hechingerreport.org/column-the-world-is-waking-up-to-educations-essential-role-in-climate-solutions/\">\u003cem>COP 27\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Earlier this year \u003ca href=\"https://www.npr.org/2022/03/21/1084912552/climate-change-schools\">I visited an empty school\u003c/a> in an affluent part of New Jersey. During Hurricane Ida in the summer of 2021, floodwaters had poured into vents set inches above ground level. The water turned the auditorium into “an aquarium,” in the words of one teacher, and destroyed the heating and cooling systems, along with millions of dollars’ worth of computers and audiovisual equipment. The building was still unusable seven months later, with Covid-weary students having passed yet another year attending only part-time in person, in spaces borrowed from local churches.\u003c/p>\n\u003cp>The struggles of that one school community are being repeated right now on a massive scale \u003ca href=\"https://www.unicef.org/press-releases/schools-more-2-million-children-pakistan-remain-inaccessible-due-devastating-floods\">in developing countries like Pakistan,\u003c/a> where schools serving more than 2 million children have been destroyed this year by catastrophic flooding.\u003c/p>\n\u003cp>Schools clearly aren’t ready for the changes to the climate that are already here. And it’s time they got ready, because our schools aren’t just threatened by climate — they’re also a key part of the solution. This month’s \u003ca href=\"https://www.un.org/climatechange\">Conference of the Parties\u003c/a>, or COP 27, in Sharm el-Sheikh, Egypt, the United Nations’ annual “let’s not burn the planet” gathering, has a brand-new focus on education. The goal: making pre-K through higher education all around the world climate-ready — the buildings, yes, but also the curricula, the teachers and, of course, the students.\u003c/p>\n\u003cp>For the first time, this COP, which runs through Nov. 18, is holding in-person and virtual events at a \u003ca href=\"https://www.earthday.org/climateeducationhub/\">“Climate Education Hub.”\u003c/a> “We need to equip people with the knowledge and attitudes and values to solve the climate crisis, and the best way to do that is through education spaces,” said Matthew Aruch, the global education director of the organization EarthDay.org, which is hosting the Climate Education Hub. He spoke with me via Zoom from Egypt.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, we can’t achieve the world’s climate goals without education, Aruch said:\u003c/p>\n\u003cp>“None of these implementations that are being discussed [at COP] are attainable without making investments in providing high-quality education opportunities for learning all throughout the life span.”\u003c/p>\n\u003cp>Furthermore, at COP 27, UNESCO, the U.N.’s educational, scientific and cultural arm, is unveiling something called the \u003ca href=\"https://www.unesco.org/en/education/sustainable-development/greening-future\">Greening Education Partnership\u003c/a>. The organization is asking countries to set goals by 2030 and to monitor progress in four target areas:\u003c/p>\n\u003cul>\n\u003cli>Making schools’ physical infrastructure more sustainable (Hello, New Jersey);\u003c/li>\n\u003cli>Updating curricula;\u003c/li>\n\u003cli>Building capacity by getting teachers and school leaders up to speed;\u003c/li>\n\u003cli>Bringing climate education into the community, to ensure that working adult and lifelong learners also get the information they need to be resilient to climate effects and ready for emerging climate jobs.\u003c/li>\n\u003c/ul>\n\u003cp>(Disclosure: I’m an adviser to \u003ca href=\"https://www.thisisplaneted.org/initiatives\">This Is Planet Ed, \u003c/a>an initiative of the Aspen Institute that promotes a similar agenda across U.S. education.)\u003c/p>\n\u003cp>UNESCO cites some recent findings to underscore the urgency of this mission:\u003c/p>\n\u003cul>\n\u003cli>Around \u003cstrong>half of 100 countries\u003c/strong> the organization reviewed had no mention of climate change in their national curriculum. (The United States, of course, has no national curriculum. \u003ca href=\"https://hechingerreport.org/one-state-mandates-teaching-climate-change-in-almost-all-subjects-even-pe/\">Only 20 states have adopted the Next Generation Science Standards,\u003c/a> meaning coverage of climate in classrooms is limited and inconsistent.)\u003c/li>\n\u003cli>While\u003cstrong> 95 percent \u003c/strong>of 58,000 primary and secondary teachers in 2021 felt that teaching climate change is important, just 32 percent felt they can explain climate change in their local context.\u003c/li>\n\u003cli>Climate ignorance is widespread among youth. Among 17,000 11- to 19-year-olds surveyed globally, 70 percent say that they cannot explain climate change, can only explain its broad principles, or do not know anything about it.\u003c/li>\n\u003cli>\u003cstrong>75 percent\u003c/strong> of youth in that same survey say that they are frightened about their future because of climate change.\u003c/li>\n\u003c/ul>\n\u003cp>That last point is crucial. The fact that we’re having this conversation about climate education in the first place is thanks to young people, Aruch said. For the past few years, global youth activists have heroically pushed climate onto the international agenda, making it unignorable. But members of Gen Z are also suffering from severe eco-anxiety, and they want to be armed with information that helps them cope and be part of the solution.\u003c/p>\n\u003cfigure id=\"attachment_60333\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60333\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1169603120-800x515.jpg\" alt=\"\" width=\"800\" height=\"515\">\u003cfigcaption class=\"wp-caption-text\">HOUSTON, TX - SEPTEMBER 19: A school bus makes its way on the flooded Hopper Rd. on September 19, 2019 in Houston, Texas. Gov. Greg Abbott has declared much of Southeast Texas disaster areas after heavy rain and flooding from the remnants of Tropical Depression Imelda dumped more than two feet of water across some areas. \u003ccite>(Thomas B. Shea/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You see the energy that people in my generation have. It gives a bit of hope. But that’s only if they have a chance to be at the table,” said Elizabeth Machache. She is a biodiversity master’s student in Zimbabwe and is officially representing children and youth at COP 27. She sees the importance of climate education both at the basic level of survival — teaching local subsistence farmers to adopt drought-resistant crops, for example — and at the level of what you might call ethics. “To make good choices people need to be educated and aware. We need people who are aware of what is currently happening, to make the right decisions for future generations.”\u003c/p>\n\u003cp>Aruch agreed: “Students and educators might need to be equipped with the technical skills of understanding the climate science, which is really important. But just as important are general social-emotional skills and awareness: The resources to break down how you’re feeling, and feeling like you have some agency in an issue that can often be an overwhelming topic.”\u003c/p>\n\u003cp>As a case in point, I recently interviewed Danny Cage, a high school student and organizer for the \u003ca href=\"https://www.sunrisemovement.org/\">Sunrise Movement\u003c/a> in Portland, Oregon. This spring, he and fellow student leaders helped get Portland Public Schools to adopt one of the most \u003ca href=\"https://www.oregonlive.com/opinion/2022/03/opinion-pps-climate-policy-a-student-driven-path-to-the-future.html\">ambitious climate policies\u003c/a> in the nation. It aims for net-zero buildings and electric buses; it also includes a high school elective course in \u003ca href=\"https://greenschoolsnationalnetwork.org/climate-justice-curriculum-takes-root-in-portland-public-schools/\">“climate justice,”\u003c/a> which combines climate science with what you might call “climate social studies” — understanding the disproportionate impact on frontline communities around the world, often those that are marginalized by race and/or class. Cage was open with me about his own struggles with eco-anxiety, and the need for schools to incorporate more mental health resources to help students cope with the realities of the world they’ll inherit.\u003c/p>\n\u003cp>Aruch outlines a broad group of mindsets and competencies that ideally are part of high-quality climate education: civic and political engagement; social and environmental justice; innovation and entrepreneurship; networks and communication — telling stories and building alliances; and systems thinking, understanding how all of this is connected.\u003c/p>\n\u003cp>Integrating all of these elements into our classrooms may sound like a tall order, especially when you think about the strains that the pandemic has already put on students and teachers around the world. Not to mention the strain of climate change itself on schools, as felt from Pakistan to New Jersey.\u003c/p>\n\u003cp>On the other hand, the urgency is indisputable. And climate education can also be a force that creates its own positive momentum once the ball is rolling. One of the organizations getting the spotlight at the COP27 Climate Education Hub is CAMFED International. The nonprofit organization supports the education of girls in the African countries of Ghana, Malawi, Tanzania, Zambia and Zimbabwe\u003cem>.\u003c/em> It then hires some of its own graduates to be climate educators in their own communities. Local women farmers, who usually tend to small plots of land, are dealing with inconsistent rainfall and higher temperatures; CAMFED “guides” teach techniques for climate-smart agriculture, such as drip irrigation and intercropping.\u003c/p>\n\u003cp>Not only can these women now grow more food for their families, they can be empowered, inspired and ready for the changes to come, Esnath Divasoni told me in an interview. She was educated with the help of CAMFED and now works in turn with the program in Zimbabwe. “In communities where women are actually educated, they are at less risk of being affected by weather-related extremes,” she said, citing\u003ca href=\"https://camfed.org/us/why-girls-education/climate-action/\"> research\u003c/a>. “When one is educated, you are more able to make decisions on your own. You have more critical thinking skills.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Anya Kamenetz is a journalist, the author of “\u003c/em>\u003cem>The Stolen Year: How Covid Changed Children's Lives, and Where We Go Now,” \u003c/em>\u003cem>and a senior adviser to the Aspen Institute's This Is Planet Ed initiative. \u003c/em>\u003c/p>\n\n",
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"excerpt": "This month’s Conference of the Parties, or COP 27, in Sharm el-Sheikh, Egypt, the United Nations’ official annual “let’s not burn the planet” gathering, has a brand-new focus on education. The goal: making pre-K through higher education all around the world climate-ready — the buildings, yes, but also the curricula, the teachers and, of course, the students. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>This opinion piece about \u003c/em>\u003ca href=\"https://hechingerreport.org/column-the-world-is-waking-up-to-educations-essential-role-in-climate-solutions/\">\u003cem>COP 27\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Earlier this year \u003ca href=\"https://www.npr.org/2022/03/21/1084912552/climate-change-schools\">I visited an empty school\u003c/a> in an affluent part of New Jersey. During Hurricane Ida in the summer of 2021, floodwaters had poured into vents set inches above ground level. The water turned the auditorium into “an aquarium,” in the words of one teacher, and destroyed the heating and cooling systems, along with millions of dollars’ worth of computers and audiovisual equipment. The building was still unusable seven months later, with Covid-weary students having passed yet another year attending only part-time in person, in spaces borrowed from local churches.\u003c/p>\n\u003cp>The struggles of that one school community are being repeated right now on a massive scale \u003ca href=\"https://www.unicef.org/press-releases/schools-more-2-million-children-pakistan-remain-inaccessible-due-devastating-floods\">in developing countries like Pakistan,\u003c/a> where schools serving more than 2 million children have been destroyed this year by catastrophic flooding.\u003c/p>\n\u003cp>Schools clearly aren’t ready for the changes to the climate that are already here. And it’s time they got ready, because our schools aren’t just threatened by climate — they’re also a key part of the solution. This month’s \u003ca href=\"https://www.un.org/climatechange\">Conference of the Parties\u003c/a>, or COP 27, in Sharm el-Sheikh, Egypt, the United Nations’ annual “let’s not burn the planet” gathering, has a brand-new focus on education. The goal: making pre-K through higher education all around the world climate-ready — the buildings, yes, but also the curricula, the teachers and, of course, the students.\u003c/p>\n\u003cp>For the first time, this COP, which runs through Nov. 18, is holding in-person and virtual events at a \u003ca href=\"https://www.earthday.org/climateeducationhub/\">“Climate Education Hub.”\u003c/a> “We need to equip people with the knowledge and attitudes and values to solve the climate crisis, and the best way to do that is through education spaces,” said Matthew Aruch, the global education director of the organization EarthDay.org, which is hosting the Climate Education Hub. He spoke with me via Zoom from Egypt.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In fact, we can’t achieve the world’s climate goals without education, Aruch said:\u003c/p>\n\u003cp>“None of these implementations that are being discussed [at COP] are attainable without making investments in providing high-quality education opportunities for learning all throughout the life span.”\u003c/p>\n\u003cp>Furthermore, at COP 27, UNESCO, the U.N.’s educational, scientific and cultural arm, is unveiling something called the \u003ca href=\"https://www.unesco.org/en/education/sustainable-development/greening-future\">Greening Education Partnership\u003c/a>. The organization is asking countries to set goals by 2030 and to monitor progress in four target areas:\u003c/p>\n\u003cul>\n\u003cli>Making schools’ physical infrastructure more sustainable (Hello, New Jersey);\u003c/li>\n\u003cli>Updating curricula;\u003c/li>\n\u003cli>Building capacity by getting teachers and school leaders up to speed;\u003c/li>\n\u003cli>Bringing climate education into the community, to ensure that working adult and lifelong learners also get the information they need to be resilient to climate effects and ready for emerging climate jobs.\u003c/li>\n\u003c/ul>\n\u003cp>(Disclosure: I’m an adviser to \u003ca href=\"https://www.thisisplaneted.org/initiatives\">This Is Planet Ed, \u003c/a>an initiative of the Aspen Institute that promotes a similar agenda across U.S. education.)\u003c/p>\n\u003cp>UNESCO cites some recent findings to underscore the urgency of this mission:\u003c/p>\n\u003cul>\n\u003cli>Around \u003cstrong>half of 100 countries\u003c/strong> the organization reviewed had no mention of climate change in their national curriculum. (The United States, of course, has no national curriculum. \u003ca href=\"https://hechingerreport.org/one-state-mandates-teaching-climate-change-in-almost-all-subjects-even-pe/\">Only 20 states have adopted the Next Generation Science Standards,\u003c/a> meaning coverage of climate in classrooms is limited and inconsistent.)\u003c/li>\n\u003cli>While\u003cstrong> 95 percent \u003c/strong>of 58,000 primary and secondary teachers in 2021 felt that teaching climate change is important, just 32 percent felt they can explain climate change in their local context.\u003c/li>\n\u003cli>Climate ignorance is widespread among youth. Among 17,000 11- to 19-year-olds surveyed globally, 70 percent say that they cannot explain climate change, can only explain its broad principles, or do not know anything about it.\u003c/li>\n\u003cli>\u003cstrong>75 percent\u003c/strong> of youth in that same survey say that they are frightened about their future because of climate change.\u003c/li>\n\u003c/ul>\n\u003cp>That last point is crucial. The fact that we’re having this conversation about climate education in the first place is thanks to young people, Aruch said. For the past few years, global youth activists have heroically pushed climate onto the international agenda, making it unignorable. But members of Gen Z are also suffering from severe eco-anxiety, and they want to be armed with information that helps them cope and be part of the solution.\u003c/p>\n\u003cfigure id=\"attachment_60333\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60333\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1169603120-800x515.jpg\" alt=\"\" width=\"800\" height=\"515\">\u003cfigcaption class=\"wp-caption-text\">HOUSTON, TX - SEPTEMBER 19: A school bus makes its way on the flooded Hopper Rd. on September 19, 2019 in Houston, Texas. Gov. Greg Abbott has declared much of Southeast Texas disaster areas after heavy rain and flooding from the remnants of Tropical Depression Imelda dumped more than two feet of water across some areas. \u003ccite>(Thomas B. Shea/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You see the energy that people in my generation have. It gives a bit of hope. But that’s only if they have a chance to be at the table,” said Elizabeth Machache. She is a biodiversity master’s student in Zimbabwe and is officially representing children and youth at COP 27. She sees the importance of climate education both at the basic level of survival — teaching local subsistence farmers to adopt drought-resistant crops, for example — and at the level of what you might call ethics. “To make good choices people need to be educated and aware. We need people who are aware of what is currently happening, to make the right decisions for future generations.”\u003c/p>\n\u003cp>Aruch agreed: “Students and educators might need to be equipped with the technical skills of understanding the climate science, which is really important. But just as important are general social-emotional skills and awareness: The resources to break down how you’re feeling, and feeling like you have some agency in an issue that can often be an overwhelming topic.”\u003c/p>\n\u003cp>As a case in point, I recently interviewed Danny Cage, a high school student and organizer for the \u003ca href=\"https://www.sunrisemovement.org/\">Sunrise Movement\u003c/a> in Portland, Oregon. This spring, he and fellow student leaders helped get Portland Public Schools to adopt one of the most \u003ca href=\"https://www.oregonlive.com/opinion/2022/03/opinion-pps-climate-policy-a-student-driven-path-to-the-future.html\">ambitious climate policies\u003c/a> in the nation. It aims for net-zero buildings and electric buses; it also includes a high school elective course in \u003ca href=\"https://greenschoolsnationalnetwork.org/climate-justice-curriculum-takes-root-in-portland-public-schools/\">“climate justice,”\u003c/a> which combines climate science with what you might call “climate social studies” — understanding the disproportionate impact on frontline communities around the world, often those that are marginalized by race and/or class. Cage was open with me about his own struggles with eco-anxiety, and the need for schools to incorporate more mental health resources to help students cope with the realities of the world they’ll inherit.\u003c/p>\n\u003cp>Aruch outlines a broad group of mindsets and competencies that ideally are part of high-quality climate education: civic and political engagement; social and environmental justice; innovation and entrepreneurship; networks and communication — telling stories and building alliances; and systems thinking, understanding how all of this is connected.\u003c/p>\n\u003cp>Integrating all of these elements into our classrooms may sound like a tall order, especially when you think about the strains that the pandemic has already put on students and teachers around the world. Not to mention the strain of climate change itself on schools, as felt from Pakistan to New Jersey.\u003c/p>\n\u003cp>On the other hand, the urgency is indisputable. And climate education can also be a force that creates its own positive momentum once the ball is rolling. One of the organizations getting the spotlight at the COP27 Climate Education Hub is CAMFED International. The nonprofit organization supports the education of girls in the African countries of Ghana, Malawi, Tanzania, Zambia and Zimbabwe\u003cem>.\u003c/em> It then hires some of its own graduates to be climate educators in their own communities. Local women farmers, who usually tend to small plots of land, are dealing with inconsistent rainfall and higher temperatures; CAMFED “guides” teach techniques for climate-smart agriculture, such as drip irrigation and intercropping.\u003c/p>\n\u003cp>Not only can these women now grow more food for their families, they can be empowered, inspired and ready for the changes to come, Esnath Divasoni told me in an interview. She was educated with the help of CAMFED and now works in turn with the program in Zimbabwe. “In communities where women are actually educated, they are at less risk of being affected by weather-related extremes,” she said, citing\u003ca href=\"https://camfed.org/us/why-girls-education/climate-action/\"> research\u003c/a>. “When one is educated, you are more able to make decisions on your own. You have more critical thinking skills.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Anya Kamenetz is a journalist, the author of “\u003c/em>\u003cem>The Stolen Year: How Covid Changed Children's Lives, and Where We Go Now,” \u003c/em>\u003cem>and a senior adviser to the Aspen Institute's This Is Planet Ed initiative. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "This school wasn't built for the new climate reality. Yours may not be either",
"title": "This school wasn't built for the new climate reality. Yours may not be either",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cem>This story first appeared in NPR's education newsletter. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/ed\">\u003cem>Sign up\u003c/em>\u003c/a>\u003cem> to get early access to exclusive stories like this.\u003c/em>\u003c/p>\n\u003cp>No one was expecting more than a few flooded cars in the parking lot.\u003c/p>\n\u003cp>It was Sept. 1, 2021, the second-to-last day of summer band camp at Cresskill Middle/High School in Bergen County, N.J.\u003c/p>\n\u003cp>After a year and a half of remote and hybrid learning, the school's 1,000-odd students were about to head triumphantly back to school in person.\u003c/p>\n\u003cp>To celebrate, band director Joe Verderese created a set list for the fall marching band with the theme of \"overcoming,\" with songs like \"Don't Stop (Thinking About Tomorrow),\" \"Lean On Me\" and \"I'm Still Standing.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As practice was ending, Verderese heard a huge crack of thunder. \"The custodian yelled to me down the hall, 'Joe, did you hear that?' And I was like, 'We gotta get out of here.' \"\u003c/p>\n\u003cp>Seven inches of rain from the remains of Hurricane Ida hammered down in just a couple of hours. The water poured through the school's vents – vents set just a few inches above the ground. It turned the auditorium into \"an aquarium,\" says math teacher Michael Mirkovic. It flooded classrooms, the office, the boiler room.\u003c/p>\n\u003cfigure id=\"attachment_59200\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59200\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9622_slide-ceba9f54a42225eeab7ae2f7f0a57bd52a1e68df-scaled-e1647931533198.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Tenakill Brook is one of the creeks that surround Cresskill on three sides. During the storm, the creeks overflowed, sending water in the school's direction. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Giuseppe Martino, the custodian who had called out to Verderese, ended up trapped in the gym overnight by rising water.\u003c/p>\n\u003cp>Now, about seven months later, this school – a modest one-story rectangle built in 1962 – is still sitting unusable by students. Repairs have barely begun.\u003c/p>\n\u003cp>\"What the inspectors have told me is, 'Mike, you don't have a school. This is now a building,' \" says Superintendent Michael Burke.\u003c/p>\n\u003ch3>Many schools weren't built for our new climate reality\u003c/h3>\n\u003cp>Almost 1 in 5 U.S. students attended schools in districts that were affected by federally-declared natural disasters from 2017 through 2019. That's according to the \u003ca href=\"https://www.gao.gov/assets/gao-22-104606.pdf\">latest available analysis\u003c/a> from the U.S. Government Accountability Office.\u003c/p>\n\u003cp>Hurricanes in Florida and Texas, wildfires in California and Colorado, floods in North Carolina and Arizona. Across the country, climate change has been driving more severe weather.\u003c/p>\n\u003cp>As a result, weather and climate disasters are becoming ever more common and more expensive, with 2021 setting a record that was beaten only by 2020, \u003ca href=\"https://www.climate.gov/news-features/blogs/beyond-data/2021-us-billion-dollar-weather-and-climate-disasters-historical\">according to\u003c/a> the National Oceanic and Atmospheric Administration.\u003c/p>\n\u003cp>The most common, and the most costly, of these disasters are floods. The cost to communities has increased by about $100 billion each decade since the 1980s, according to researcher Laura Lightbody, who authored a \u003ca href=\"https://www.pewtrusts.org/en/research-and-analysis/issue-briefs/2017/08/flooding-threatens-public-schools-across-the-country\">national report on flooding and schools\u003c/a> for the Pew Charitable Trusts.\u003c/p>\n\u003cp>And that reality is slamming into another reality: aging school buildings that were designed and built in a time of less intense weather.\u003c/p>\n\u003cp>Cresskill is a notably affluent school district, where only 1% of the students receive free or reduced-price school meals. A district like this is struggling to fix a single, 60-year-old building – and lower-income communities are even worse off.\u003c/p>\n\u003ch3>What it takes to rebuild one flooded school\u003c/h3>\n\u003cp>After he learned the extent of the flood damage, Mirkovic, the math teacher, recalls the pang of realizing that all his supplies were ruined, including the new TI-86 graphing calculator he had left in his desk. \"I'm like 'Oh, man, my stash! Why did I leave it in the bottom drawer?' \"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/03/07/auditorium-triptych_custom-5389d5e9c81d7c7f782fb4825aec30b39359ffd2-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"1102\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Mirkovic says the flood turned the school's auditorium and theater into \"an aquarium.\" (Mohamed Sadek for NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>Inspectors estimated the projected cost to repair the school building and replace what was destroyed – from Bunsen burners to sousaphones – was $21.6 million. That's more than two-thirds of the district's entire annual budget, most of which was already committed to things like salaries, Burke says. The district had purchased private flood insurance five years before, but because the school was located in a flood zone, the insurer limited their potential payout to $2 million. That barely covered the initial cleanup and assessment\u003c/p>\n\u003cp>Families move to Cresskill for the schools. It's got a small-town feel. Many students used to walk to school; juniors and seniors would go to Ray's Pizza off Piermont Road for lunch.\u003c/p>\n\u003cp>When the reality of the damage set in, Cresskill parents – an exceptionally educated, resourceful group – banded together to lobby everyone they could think of for help.\u003c/p>\n\u003cp>\"We met in the basement of one of the parents' homes,\" recalls Stephanie Cropper, the mother of an eighth grader. \"And we just started to say, 'What can we do?...We can either kick and scream and cry, you know, 'boo hoo,' or we can really get our local politicians engaged and figure out what we need to do to help.\"\u003c/p>\n\u003cp>The Board of Education hired a private recovery consultant. \"We contacted everyone in the state of New Jersey, from the county, to state officials, the governor,\" says Superintendent Michael Burke.\u003c/p>\n\u003cp>Of course, they weren't the only people needing recovery help. Of the 91 people Ida killed across the country, 32 were in New Jersey, showing just how dangerous flooding can be. By January 2022, the Federal Emergency Management Agency, or FEMA, had provided more than $711.7 million to help the state recover from the storm. But none of it had gone to Cresskill.\u003c/p>\n\u003cfigure id=\"attachment_59202\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59202\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9385-1_slide-bc1c5846c80ecfbc747843e59971afec97d919ce-scaled-e1647931679569.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Cresskill Superintendent Michael Burke (right) and administrator Dawn Delasandro (left) show FEMA specialist Paully Onyirimba around the damaged boiler room. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To rebuild, Burke's district would first have to pay for the repairs, and then be reimbursed up to 75% of costs by FEMA.\u003c/p>\n\u003cp>But his district was prohibited by a state statute from borrowing any money without approval by voters. They couldn't even sign a purchasing order for new boilers to replace those damaged from the flood.\u003c/p>\n\u003cp>Ultimately, it came down to one problem: No one at any level of government was writing them a check.\u003c/p>\n\u003cp>\"If you don't have the money, you can't spend it,\" Burke says. \"No one is going to do this kind of work without a guarantee for payment.\"\u003c/p>\n\u003ch3>The flood damage forced a return to remote learning\u003c/h3>\n\u003cp>With no usable building, the fall 2021 school year started remotely. No one knew for how long, and students struggled with the indefinite return to Zoom.\u003c/p>\n\u003cp>Mirkovic works with special education students. He says they were supposed to keep their cameras on during class, but they would disengage by slowly tilting up their laptop screens, until all he could see was the ceiling fans – the digital-era version of slouching in your seat.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/03/07/damage-triptych_custom-79c55cd7aad8ba844226c529619d8b870006fc94-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"1100\">\u003cfigcaption class=\"wp-caption-text\">After the flood, damaged areas of the school had to be quickly cleaned or stripped to avoid mold growth, and undamaged furniture and materials had to be cleaned and stored. The district's private flood insurance barely covered that initial cleanup and assessment. (Mohamed Sadek for NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>Starting In November, Cresskill was able to borrow space for classes at a local church, but it was small. Grades took turns; students could only go in person one or two days a week. Band practice was mostly on Zoom. Students played along to Verderese's recordings. They stayed on mute, so he couldn't hear how they sounded.\u003c/p>\n\u003cp>George Koprowski had been looking forward to coming back to Cresskill in person for ninth grade. As a member of the color guard, he was at band camp the day of the storm. The next day, he saw the photo everyone was sending around social media: \u003ca href=\"https://abc7ny.com/cresskill-high-school-middle-hurricane-ida-damage/11079926/\">water filling the auditorium, covering the seats\u003c/a>.\u003c/p>\n\u003cp>\"I just like, couldn't believe it,\" he says.\u003c/p>\n\u003cp>\"Seeing that – that really left me in shock. I couldn't believe that would happen to our school.\"\u003c/p>\n\u003cp>\"It was very disappointing,\" adds Tiko Tvauri, a sophomore, who plays volleyball. Ida flooded her own basement.\u003c/p>\n\u003cfigure id=\"attachment_59204\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-59204\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9554_custom-1cb709afc262269f15cff1b606c45791066dcdb0.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9554_custom-1cb709afc262269f15cff1b606c45791066dcdb0.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9554_custom-1cb709afc262269f15cff1b606c45791066dcdb0-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Cresskill parent Stephanie Cropper went door-to-door to lobby for the referendum to fix the school. She tears up when asked how her daughter's been doing since the school closed. \"I think all of them have had a hard time with relationships.\" \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We were all eager to go back, and seeing everyone else around us go back to neighboring schools, it was disheartening.\"\u003c/p>\n\u003cp>Some students transferred to nearby private schools, but those schools quickly grew waiting lists. Tvauri and Koprowski decided to stay, to be with their friends.\u003c/p>\n\u003cp>Parent Stephanie Cropper tears up when asked how her daughter's been doing. \"I think all of them have had a hard time with relationships.\"\u003c/p>\n\u003cp>With no one else to turn to, Cropper and her fellow parents realized that their only help would have to come from the local community itself. On Jan. 25 the borough of Cresskill, population just over 9,000, voted in a referendum to approve a $21.6 million bond to rebuild the school and replace what was lost. It was the only way to get around the state statute and raise the money up front.\u003c/p>\n\u003cp>Once the money is spent on repairs, the district expects FEMA to reimburse 75% of the cost, and the state of New Jersey to cover another chunk. So the ultimate estimated price tag will be just $83 a year for the median homeowner in the borough of Cresskill. The intention is to have the school building ready for fall 2022.\u003c/p>\n\u003ch3>What it looks like to plan for future disasters\u003c/h3>\n\u003cp>Laura Lightbody, the Pew researcher, says nothing about Cresskill's saga to rebuild is surprising to her. She says this is a national pattern: Schools often sit awaiting repairs for months or even years after disasters.\u003c/p>\n\u003cp>\"I can think of West Virginia, for example, where schools are still working on rebuilding and repair following 2016 floods.\"\u003c/p>\n\u003cp>Or take Louisiana, where Calcasieu Parish schools suffered an estimated $400 million in \u003ca href=\"https://www.wwno.org/education/2021-09-09/how-long-will-it-take-louisiana-schools-to-recover-from-ida-just-ask-calcasieu-parish\">hurricane damage to its buildings\u003c/a> from Hurricanes Laura and Delta in 2020. In contrast to affluent Cresskill, about half of Calcasieu's students come from low-income families. A year after the storms, the district had received only $116,000 in FEMA relief; \u003ca href=\"https://www.npr.org/sections/back-to-school-live-updates/2021/09/08/1035224836/because-of-ida-at-least-45-000-louisiana-students-may-be-out-of-school-until-oct\">classes were being held\u003c/a> in buildings with bare concrete floors and roof leaks.\u003c/p>\n\u003cp>And an even more pressing issue is that simply rebuilding and repair aren't good enough. Because this is unlikely to be the last storm or flood in Northern New Jersey – and certainly not in the nation.\u003c/p>\n\u003cp>\"Climate change being what it is, and the way the current weather patterns are, you know, this most likely will happen again,\" says Cropper, who went door-to-door to lobby her neighbors to vote for the money to fix Cresskill.\u003c/p>\n\u003cp>She says a lot of the people who voted against the referendum cited, \"the fact that they didn't want to see, you know, money go into the school repairs for it to just flood again\" without upgrades to make it more secure.\u003c/p>\n\u003cp>A FEMA spokesperson told NPR that preparing for the next disaster is part of their mission. One of their specialists will be working with Cresskill's engineers \"to determine the best feasible solutions to mitigate the source of the flooding, and not just repair back to pre-disaster conditions.\"\u003c/p>\n\u003cfigure id=\"attachment_59205\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59205\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9311_slide-ceb030cdd9e0d0c07ae6c8ebe28c9357322955b2-scaled-e1647932123399.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">A Cresskill classroom sits awaiting repair. The day after the storm, Superintendent Burke surveyed the damage: The auditorium, classrooms, office and boiler room had all been flooded. The school's custodian, Giuseppe Martino, was trapped in the gym overnight because it was the only room above water. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In particular, FEMA mentioned elevating the boilers.\u003c/p>\n\u003cp>The U.S. Army Corps of Engineers also came out to take a look in December 2021, to see if they might help protect this school from the creeks that surround it on three sides. To keep water away from buildings, the Corps does things like build levees, restore wetlands to improve drainage, and dredge creeks to prevent backups.\u003c/p>\n\u003cp>A spokesperson told NPR they are still early in the process, \"exploring\" a \"potential study\" to reduce flood risk in the area.\u003c/p>\n\u003cp>But that's all long term. Superintendent Burke wants to open his school next fall. He says the most obvious flood prevention move for the school building itself – raising the vents the water came in through – would both cost too much and take too long.\u003c/p>\n\u003cp>\"That would add at least another eight months to a year to the project, as per architects. We can't wait that long ... If we weren't coming off of COVID, it would be a different perspective. But we are. The kids have not been in this building on a regular basis since March of 2020. That's a problem. That's the issue.\"\u003c/p>\n\u003cp>The current solution they are eyeing? Getting flood guards – essentially caps for the vents. When heavy rain is in the forecast, Burke says, they'll have to close school early to put the caps on. It's a literal stopgap.\u003c/p>\n\u003ch3>The show must go on\u003c/h3>\n\u003cp>In February, just as the repair funds were starting to come through, Cresskill finally found a more suitable temporary home – the educational campus of nearby Chodae Community Church.\u003c/p>\n\u003cp>All the grades can now meet in person, at least three days a week.\u003c/p>\n\u003cp>It wasn't perfect, but Joe Verderese was thrilled to have the band practicing all in person again. It was crunch time for the spring musical, \u003cem>Seussical\u003c/em>. Tiko Tvauri played a bird. George Koprowski was the Grinch.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>NPR is committed to reporting on issues that matter to you and your community. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/ed\">\u003cem>Sign up\u003c/em>\u003c/a>\u003cem> for the education newsletter to stay up to date and get early access.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=This+school+wasn%27t+built+for+the+new+climate+reality.+Yours+may+not+be+either&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story first appeared in NPR's education newsletter. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/ed\">\u003cem>Sign up\u003c/em>\u003c/a>\u003cem> to get early access to exclusive stories like this.\u003c/em>\u003c/p>\n\u003cp>No one was expecting more than a few flooded cars in the parking lot.\u003c/p>\n\u003cp>It was Sept. 1, 2021, the second-to-last day of summer band camp at Cresskill Middle/High School in Bergen County, N.J.\u003c/p>\n\u003cp>After a year and a half of remote and hybrid learning, the school's 1,000-odd students were about to head triumphantly back to school in person.\u003c/p>\n\u003cp>To celebrate, band director Joe Verderese created a set list for the fall marching band with the theme of \"overcoming,\" with songs like \"Don't Stop (Thinking About Tomorrow),\" \"Lean On Me\" and \"I'm Still Standing.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As practice was ending, Verderese heard a huge crack of thunder. \"The custodian yelled to me down the hall, 'Joe, did you hear that?' And I was like, 'We gotta get out of here.' \"\u003c/p>\n\u003cp>Seven inches of rain from the remains of Hurricane Ida hammered down in just a couple of hours. The water poured through the school's vents – vents set just a few inches above the ground. It turned the auditorium into \"an aquarium,\" says math teacher Michael Mirkovic. It flooded classrooms, the office, the boiler room.\u003c/p>\n\u003cfigure id=\"attachment_59200\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59200\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9622_slide-ceba9f54a42225eeab7ae2f7f0a57bd52a1e68df-scaled-e1647931533198.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Tenakill Brook is one of the creeks that surround Cresskill on three sides. During the storm, the creeks overflowed, sending water in the school's direction. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Giuseppe Martino, the custodian who had called out to Verderese, ended up trapped in the gym overnight by rising water.\u003c/p>\n\u003cp>Now, about seven months later, this school – a modest one-story rectangle built in 1962 – is still sitting unusable by students. Repairs have barely begun.\u003c/p>\n\u003cp>\"What the inspectors have told me is, 'Mike, you don't have a school. This is now a building,' \" says Superintendent Michael Burke.\u003c/p>\n\u003ch3>Many schools weren't built for our new climate reality\u003c/h3>\n\u003cp>Almost 1 in 5 U.S. students attended schools in districts that were affected by federally-declared natural disasters from 2017 through 2019. That's according to the \u003ca href=\"https://www.gao.gov/assets/gao-22-104606.pdf\">latest available analysis\u003c/a> from the U.S. Government Accountability Office.\u003c/p>\n\u003cp>Hurricanes in Florida and Texas, wildfires in California and Colorado, floods in North Carolina and Arizona. Across the country, climate change has been driving more severe weather.\u003c/p>\n\u003cp>As a result, weather and climate disasters are becoming ever more common and more expensive, with 2021 setting a record that was beaten only by 2020, \u003ca href=\"https://www.climate.gov/news-features/blogs/beyond-data/2021-us-billion-dollar-weather-and-climate-disasters-historical\">according to\u003c/a> the National Oceanic and Atmospheric Administration.\u003c/p>\n\u003cp>The most common, and the most costly, of these disasters are floods. The cost to communities has increased by about $100 billion each decade since the 1980s, according to researcher Laura Lightbody, who authored a \u003ca href=\"https://www.pewtrusts.org/en/research-and-analysis/issue-briefs/2017/08/flooding-threatens-public-schools-across-the-country\">national report on flooding and schools\u003c/a> for the Pew Charitable Trusts.\u003c/p>\n\u003cp>And that reality is slamming into another reality: aging school buildings that were designed and built in a time of less intense weather.\u003c/p>\n\u003cp>Cresskill is a notably affluent school district, where only 1% of the students receive free or reduced-price school meals. A district like this is struggling to fix a single, 60-year-old building – and lower-income communities are even worse off.\u003c/p>\n\u003ch3>What it takes to rebuild one flooded school\u003c/h3>\n\u003cp>After he learned the extent of the flood damage, Mirkovic, the math teacher, recalls the pang of realizing that all his supplies were ruined, including the new TI-86 graphing calculator he had left in his desk. \"I'm like 'Oh, man, my stash! Why did I leave it in the bottom drawer?' \"\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/03/07/auditorium-triptych_custom-5389d5e9c81d7c7f782fb4825aec30b39359ffd2-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"1102\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Mirkovic says the flood turned the school's auditorium and theater into \"an aquarium.\" (Mohamed Sadek for NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>Inspectors estimated the projected cost to repair the school building and replace what was destroyed – from Bunsen burners to sousaphones – was $21.6 million. That's more than two-thirds of the district's entire annual budget, most of which was already committed to things like salaries, Burke says. The district had purchased private flood insurance five years before, but because the school was located in a flood zone, the insurer limited their potential payout to $2 million. That barely covered the initial cleanup and assessment\u003c/p>\n\u003cp>Families move to Cresskill for the schools. It's got a small-town feel. Many students used to walk to school; juniors and seniors would go to Ray's Pizza off Piermont Road for lunch.\u003c/p>\n\u003cp>When the reality of the damage set in, Cresskill parents – an exceptionally educated, resourceful group – banded together to lobby everyone they could think of for help.\u003c/p>\n\u003cp>\"We met in the basement of one of the parents' homes,\" recalls Stephanie Cropper, the mother of an eighth grader. \"And we just started to say, 'What can we do?...We can either kick and scream and cry, you know, 'boo hoo,' or we can really get our local politicians engaged and figure out what we need to do to help.\"\u003c/p>\n\u003cp>The Board of Education hired a private recovery consultant. \"We contacted everyone in the state of New Jersey, from the county, to state officials, the governor,\" says Superintendent Michael Burke.\u003c/p>\n\u003cp>Of course, they weren't the only people needing recovery help. Of the 91 people Ida killed across the country, 32 were in New Jersey, showing just how dangerous flooding can be. By January 2022, the Federal Emergency Management Agency, or FEMA, had provided more than $711.7 million to help the state recover from the storm. But none of it had gone to Cresskill.\u003c/p>\n\u003cfigure id=\"attachment_59202\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59202\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9385-1_slide-bc1c5846c80ecfbc747843e59971afec97d919ce-scaled-e1647931679569.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Cresskill Superintendent Michael Burke (right) and administrator Dawn Delasandro (left) show FEMA specialist Paully Onyirimba around the damaged boiler room. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To rebuild, Burke's district would first have to pay for the repairs, and then be reimbursed up to 75% of costs by FEMA.\u003c/p>\n\u003cp>But his district was prohibited by a state statute from borrowing any money without approval by voters. They couldn't even sign a purchasing order for new boilers to replace those damaged from the flood.\u003c/p>\n\u003cp>Ultimately, it came down to one problem: No one at any level of government was writing them a check.\u003c/p>\n\u003cp>\"If you don't have the money, you can't spend it,\" Burke says. \"No one is going to do this kind of work without a guarantee for payment.\"\u003c/p>\n\u003ch3>The flood damage forced a return to remote learning\u003c/h3>\n\u003cp>With no usable building, the fall 2021 school year started remotely. No one knew for how long, and students struggled with the indefinite return to Zoom.\u003c/p>\n\u003cp>Mirkovic works with special education students. He says they were supposed to keep their cameras on during class, but they would disengage by slowly tilting up their laptop screens, until all he could see was the ceiling fans – the digital-era version of slouching in your seat.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/03/07/damage-triptych_custom-79c55cd7aad8ba844226c529619d8b870006fc94-s1100-c50.jpg\" alt=\"\" width=\"1100\" height=\"1100\">\u003cfigcaption class=\"wp-caption-text\">After the flood, damaged areas of the school had to be quickly cleaned or stripped to avoid mold growth, and undamaged furniture and materials had to be cleaned and stored. The district's private flood insurance barely covered that initial cleanup and assessment. (Mohamed Sadek for NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>Starting In November, Cresskill was able to borrow space for classes at a local church, but it was small. Grades took turns; students could only go in person one or two days a week. Band practice was mostly on Zoom. Students played along to Verderese's recordings. They stayed on mute, so he couldn't hear how they sounded.\u003c/p>\n\u003cp>George Koprowski had been looking forward to coming back to Cresskill in person for ninth grade. As a member of the color guard, he was at band camp the day of the storm. The next day, he saw the photo everyone was sending around social media: \u003ca href=\"https://abc7ny.com/cresskill-high-school-middle-hurricane-ida-damage/11079926/\">water filling the auditorium, covering the seats\u003c/a>.\u003c/p>\n\u003cp>\"I just like, couldn't believe it,\" he says.\u003c/p>\n\u003cp>\"Seeing that – that really left me in shock. I couldn't believe that would happen to our school.\"\u003c/p>\n\u003cp>\"It was very disappointing,\" adds Tiko Tvauri, a sophomore, who plays volleyball. Ida flooded her own basement.\u003c/p>\n\u003cfigure id=\"attachment_59204\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-59204\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9554_custom-1cb709afc262269f15cff1b606c45791066dcdb0.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9554_custom-1cb709afc262269f15cff1b606c45791066dcdb0.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9554_custom-1cb709afc262269f15cff1b606c45791066dcdb0-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Cresskill parent Stephanie Cropper went door-to-door to lobby for the referendum to fix the school. She tears up when asked how her daughter's been doing since the school closed. \"I think all of them have had a hard time with relationships.\" \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"We were all eager to go back, and seeing everyone else around us go back to neighboring schools, it was disheartening.\"\u003c/p>\n\u003cp>Some students transferred to nearby private schools, but those schools quickly grew waiting lists. Tvauri and Koprowski decided to stay, to be with their friends.\u003c/p>\n\u003cp>Parent Stephanie Cropper tears up when asked how her daughter's been doing. \"I think all of them have had a hard time with relationships.\"\u003c/p>\n\u003cp>With no one else to turn to, Cropper and her fellow parents realized that their only help would have to come from the local community itself. On Jan. 25 the borough of Cresskill, population just over 9,000, voted in a referendum to approve a $21.6 million bond to rebuild the school and replace what was lost. It was the only way to get around the state statute and raise the money up front.\u003c/p>\n\u003cp>Once the money is spent on repairs, the district expects FEMA to reimburse 75% of the cost, and the state of New Jersey to cover another chunk. So the ultimate estimated price tag will be just $83 a year for the median homeowner in the borough of Cresskill. The intention is to have the school building ready for fall 2022.\u003c/p>\n\u003ch3>What it looks like to plan for future disasters\u003c/h3>\n\u003cp>Laura Lightbody, the Pew researcher, says nothing about Cresskill's saga to rebuild is surprising to her. She says this is a national pattern: Schools often sit awaiting repairs for months or even years after disasters.\u003c/p>\n\u003cp>\"I can think of West Virginia, for example, where schools are still working on rebuilding and repair following 2016 floods.\"\u003c/p>\n\u003cp>Or take Louisiana, where Calcasieu Parish schools suffered an estimated $400 million in \u003ca href=\"https://www.wwno.org/education/2021-09-09/how-long-will-it-take-louisiana-schools-to-recover-from-ida-just-ask-calcasieu-parish\">hurricane damage to its buildings\u003c/a> from Hurricanes Laura and Delta in 2020. In contrast to affluent Cresskill, about half of Calcasieu's students come from low-income families. A year after the storms, the district had received only $116,000 in FEMA relief; \u003ca href=\"https://www.npr.org/sections/back-to-school-live-updates/2021/09/08/1035224836/because-of-ida-at-least-45-000-louisiana-students-may-be-out-of-school-until-oct\">classes were being held\u003c/a> in buildings with bare concrete floors and roof leaks.\u003c/p>\n\u003cp>And an even more pressing issue is that simply rebuilding and repair aren't good enough. Because this is unlikely to be the last storm or flood in Northern New Jersey – and certainly not in the nation.\u003c/p>\n\u003cp>\"Climate change being what it is, and the way the current weather patterns are, you know, this most likely will happen again,\" says Cropper, who went door-to-door to lobby her neighbors to vote for the money to fix Cresskill.\u003c/p>\n\u003cp>She says a lot of the people who voted against the referendum cited, \"the fact that they didn't want to see, you know, money go into the school repairs for it to just flood again\" without upgrades to make it more secure.\u003c/p>\n\u003cp>A FEMA spokesperson told NPR that preparing for the next disaster is part of their mission. One of their specialists will be working with Cresskill's engineers \"to determine the best feasible solutions to mitigate the source of the flooding, and not just repair back to pre-disaster conditions.\"\u003c/p>\n\u003cfigure id=\"attachment_59205\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59205\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/os_9311_slide-ceb030cdd9e0d0c07ae6c8ebe28c9357322955b2-scaled-e1647932123399.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">A Cresskill classroom sits awaiting repair. The day after the storm, Superintendent Burke surveyed the damage: The auditorium, classrooms, office and boiler room had all been flooded. The school's custodian, Giuseppe Martino, was trapped in the gym overnight because it was the only room above water. \u003ccite>(Mohamed Sadek for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In particular, FEMA mentioned elevating the boilers.\u003c/p>\n\u003cp>The U.S. Army Corps of Engineers also came out to take a look in December 2021, to see if they might help protect this school from the creeks that surround it on three sides. To keep water away from buildings, the Corps does things like build levees, restore wetlands to improve drainage, and dredge creeks to prevent backups.\u003c/p>\n\u003cp>A spokesperson told NPR they are still early in the process, \"exploring\" a \"potential study\" to reduce flood risk in the area.\u003c/p>\n\u003cp>But that's all long term. Superintendent Burke wants to open his school next fall. He says the most obvious flood prevention move for the school building itself – raising the vents the water came in through – would both cost too much and take too long.\u003c/p>\n\u003cp>\"That would add at least another eight months to a year to the project, as per architects. We can't wait that long ... If we weren't coming off of COVID, it would be a different perspective. But we are. The kids have not been in this building on a regular basis since March of 2020. That's a problem. That's the issue.\"\u003c/p>\n\u003cp>The current solution they are eyeing? Getting flood guards – essentially caps for the vents. When heavy rain is in the forecast, Burke says, they'll have to close school early to put the caps on. It's a literal stopgap.\u003c/p>\n\u003ch3>The show must go on\u003c/h3>\n\u003cp>In February, just as the repair funds were starting to come through, Cresskill finally found a more suitable temporary home – the educational campus of nearby Chodae Community Church.\u003c/p>\n\u003cp>All the grades can now meet in person, at least three days a week.\u003c/p>\n\u003cp>It wasn't perfect, but Joe Verderese was thrilled to have the band practicing all in person again. It was crunch time for the spring musical, \u003cem>Seussical\u003c/em>. Tiko Tvauri played a bird. George Koprowski was the Grinch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>NPR is committed to reporting on issues that matter to you and your community. \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/ed\">\u003cem>Sign up\u003c/em>\u003c/a>\u003cem> for the education newsletter to stay up to date and get early access.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=This+school+wasn%27t+built+for+the+new+climate+reality.+Yours+may+not+be+either&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Explaining climate change to young children without sparking fear",
"title": "Explaining climate change to young children without sparking fear",
"headTitle": "MindShift | KQED News",
"content": "\u003cdiv class=\"featured-image-behind\">\n\u003cdiv class=\"wrapper\">\u003c/div>\n\u003c/div>\n\u003cdiv class=\"main-content\">\n\u003csection id=\"custom_html-2\" class=\"widget_text above-content widget widget_custom_html\">\n\u003cdiv class=\"textwidget custom-html-widget\">\n\u003cp class=\"amp-wp-4ddbd91\" data-amp-original-style=\"font-style:italic\">\u003cem>The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for our \u003ca class=\"amp-wp-f6bf23d\" href=\"https://hechingerreport.org/newsletters\" data-amp-original-style=\"text-decoration: underline;\">weekly newsletters\u003c/a> to get stories like this delivered directly to your inbox.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/section>\n\u003carticle id=\"post-83734\" class=\"post-83734 post type-post status-publish format-standard has-post-thumbnail hentry category-early-education tag-climate-change entry\">\n\u003cdiv class=\"entry-content\">\n\u003cp class=\"has-drop-cap\">So far, 2021 has featured an \u003ca href=\"https://www.noaa.gov/news/us-hit-with-18-billion-dollar-disasters-so-far-year\">unprecedented number of weather disasters\u003c/a> in the United States, including \u003ca href=\"https://www.weather.gov/hgx/2021ValentineStorm\">a deep freeze in Texas\u003c/a>, bouts of \u003ca href=\"https://www.climate.gov/news-features/event-tracker/astounding-heat-obliterates-all-time-records-across-pacific-northwest\">scorching temperatures in the normally temperate Pacific Northwest\u003c/a>, a continuation of \u003ca href=\"https://apnews.com/article/fires-environment-and-nature-california-13faa6976260a4a9e10906c70b4ed2d0\">severe wildfires in California\u003c/a>, and \u003ca href=\"https://www.theguardian.com/us-news/2021/sep/02/new-york-flooding-state-of-emergency-ny-city-flash-flood-nyc-hurricane-ida-remnants\">historic flooding in the New York area from Hurricane Ida\u003c/a>.\u003c/p>\n\u003cp>And today’s children are likely to live through more severe weather events. One study estimates children who are currently 6 years old will experience, on average, \u003ca href=\"https://www.washingtonpost.com/climate-environment/2021/09/26/change-disasters-kids-science-study/\">three times the number of climate disasters\u003c/a> as their grandparents over the course of their lifetimes.\u003c/p>\n\u003cp>Experts say it’s important to talk that children understand climate change. But how young should a child be to start that conversation, and how can parents navigate the discussion without frightening them?\u003c/p>\n\u003cp>Jeremy Wortzel, a medical student at the University of Pennsylvania, and Lena Champlin, a doctoral student in environmental science at Drexel University, recently published a children’s book about a young squirrel worried about climate change, produced with the support of the Group for the Advancement of Psychiatry’s Climate Committee. Called “Coco’s Fire: Changing Climate Anxiety Into Climate Action,” the book demonstrates how parents can talk to early elementary-aged children about the topic. Below the book’s authors and experts address common questions parents may have while talking with kids about climate change.\u003c/p>\n\u003ch4>\u003cstrong>Why should parents talk to young children about climate change?\u003c/strong>\u003c/h4>\n\u003cp>Addressing the topic early on can give children some clarity about the scared and anxious emotions they’re feeling when global warming or natural disasters come up, Wortzel said.\u003c/p>\n\u003cp>“This is an issue that impacts their whole lives and will impact the lives of many future generations,” Wortzel said. “It’s important for us to inform younger generations now so that their understanding and their interaction with the scientific community and the climate change community is positive, and so that their relationship with the science and this activism work is rooted in a place of love and empowerment rather than fear.”\u003c/p>\n\u003cp>Children are also likely to hear about climate change at school, on the television or from other kids — another important reason for parents to start the conversation early, according to Dr. Janet Lewis, co-chair of the Group for the Advancement of Psychiatry’s Climate Committee.\u003c/p>\n\u003cp>“There are a lot of young people and a lot of children who really care and know a lot about climate change, even more than the adult population now,” Champlin said. “They know so much and they have so many feelings about it that they are such powerful players in climate change activism.”\u003c/p>\n\u003ch4>\u003cstrong>How young is too young to talk about climate change?\u003c/strong>\u003c/h4>\n\u003cp>There is no age too young for children to start understanding climate change, Wortzel said. “But the way that you approach the topic and the severity and the language that you use has to change as (kids) grow.” It’s equally important, he added, to get young people invested in nature by “getting them outside as early as possible and talking about the beauty and wonder of nature.”\u003c/p>\n\u003cp>The key to talking to young children about a scary prospect such as climate change is using language that informs rather than frightens, Lewis said. When children, and even adults, feel afraid and overwhelmed at the thought of something, Lewis said it can be appealing to turn away from whatever is causing that anxiety. The goal is to be honest in a way that doesn’t cause them to shy from the topic.\u003c/p>\n\u003cp>“That’s what needs to happen with communications about climate change: they get the facts, but also it’s communicated in a way that people can feel hopeful about being able to engage,” Lewis said.\u003c/p>\n\u003ch4>\u003cstrong>What is a good example of how to talk about these issues?\u003c/strong>\u003c/h4>\n\u003cp>It can be as simple as talking to children about why it hasn’t rained in a while, or why there have been more storms than usual. It helps to keep the examples local, Champlin said.\u003c/p>\n\u003cp>“A lot of education about climate change historically has been, ‘This is a global problem,’” Champlin said. “But we’re thinking about trying to communicate climate change in a way that talks about local examples and local environments that we love.”\u003c/p>\n\u003cp>Even the scarier aspects can be talked about with children, as long as it’s done in a way that doesn’t induce stress. It should be similar to how adults talk about other hard topics with children, such as death, according to Dr. Elizabeth Haase, who is also co-chair of the Group for the Advancement of Psychiatry’s Climate Committee. The idea is that children who experience climate anxiety, whether because of lived climate disasters or exposure to the topic, will come away from it with post-traumatic growth.\u003c/p>\n\u003cp>“You go through an experience that is profoundly painful, and often you need to fall apart a little bit, in order to get to the place where you’re most likely to grow,” Haase said.\u003c/p>\n\u003cp>This is modeled in the book, “Coco’s Fire”: the young squirrel reads a letter at the start from his aunt, who reports that she narrowly avoided a forest fire. The short book follows Coco and a “little flame of anxiety in his belly” that eventually turns into a spark of hopefulness and action, with the help of his dad and a scientist owl.\u003c/p>\n\u003cp>The book also mimics simple ways to explain complex topics to younger kids: instead of saying “greenhouse gases,” the scientist owl talks to Coco about it as too many layers of “blankets” covering the Earth.\u003c/p>\n\u003cp>These conversations are going to be imperfect, Lewis said. What’s most important is that the conversation happens.\u003c/p>\n\u003cp>“The child is going to feel contained by the fact that the adult is able to talk about this in a loving and honest way,” Lewis said. “The parent and teacher is with the child in it. And in that way, the child feels like, ‘Oh this must be tolerable. This must be tolerable because look, the adult is tolerating it.’”\u003c/p>\n\u003cp>Ultimately, children should come away with a sense of urgency about the problem but with the understanding that something can be done to address climate change – that the future is not hopeless.\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/explaining-climate-change-to-young-children-without-sparking-fear/\">understanding climate change\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/article>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"featured-image-behind\">\n\u003cdiv class=\"wrapper\">\u003c/div>\n\u003c/div>\n\u003cdiv class=\"main-content\">\n\u003csection id=\"custom_html-2\" class=\"widget_text above-content widget widget_custom_html\">\n\u003cdiv class=\"textwidget custom-html-widget\">\n\u003cp class=\"amp-wp-4ddbd91\" data-amp-original-style=\"font-style:italic\">\u003cem>The Hechinger Report is a national nonprofit newsroom that reports on one topic: education. Sign up for our \u003ca class=\"amp-wp-f6bf23d\" href=\"https://hechingerreport.org/newsletters\" data-amp-original-style=\"text-decoration: underline;\">weekly newsletters\u003c/a> to get stories like this delivered directly to your inbox.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/section>\n\u003carticle id=\"post-83734\" class=\"post-83734 post type-post status-publish format-standard has-post-thumbnail hentry category-early-education tag-climate-change entry\">\n\u003cdiv class=\"entry-content\">\n\u003cp class=\"has-drop-cap\">So far, 2021 has featured an \u003ca href=\"https://www.noaa.gov/news/us-hit-with-18-billion-dollar-disasters-so-far-year\">unprecedented number of weather disasters\u003c/a> in the United States, including \u003ca href=\"https://www.weather.gov/hgx/2021ValentineStorm\">a deep freeze in Texas\u003c/a>, bouts of \u003ca href=\"https://www.climate.gov/news-features/event-tracker/astounding-heat-obliterates-all-time-records-across-pacific-northwest\">scorching temperatures in the normally temperate Pacific Northwest\u003c/a>, a continuation of \u003ca href=\"https://apnews.com/article/fires-environment-and-nature-california-13faa6976260a4a9e10906c70b4ed2d0\">severe wildfires in California\u003c/a>, and \u003ca href=\"https://www.theguardian.com/us-news/2021/sep/02/new-york-flooding-state-of-emergency-ny-city-flash-flood-nyc-hurricane-ida-remnants\">historic flooding in the New York area from Hurricane Ida\u003c/a>.\u003c/p>\n\u003cp>And today’s children are likely to live through more severe weather events. One study estimates children who are currently 6 years old will experience, on average, \u003ca href=\"https://www.washingtonpost.com/climate-environment/2021/09/26/change-disasters-kids-science-study/\">three times the number of climate disasters\u003c/a> as their grandparents over the course of their lifetimes.\u003c/p>\n\u003cp>Experts say it’s important to talk that children understand climate change. But how young should a child be to start that conversation, and how can parents navigate the discussion without frightening them?\u003c/p>\n\u003cp>Jeremy Wortzel, a medical student at the University of Pennsylvania, and Lena Champlin, a doctoral student in environmental science at Drexel University, recently published a children’s book about a young squirrel worried about climate change, produced with the support of the Group for the Advancement of Psychiatry’s Climate Committee. Called “Coco’s Fire: Changing Climate Anxiety Into Climate Action,” the book demonstrates how parents can talk to early elementary-aged children about the topic. Below the book’s authors and experts address common questions parents may have while talking with kids about climate change.\u003c/p>\n\u003ch4>\u003cstrong>Why should parents talk to young children about climate change?\u003c/strong>\u003c/h4>\n\u003cp>Addressing the topic early on can give children some clarity about the scared and anxious emotions they’re feeling when global warming or natural disasters come up, Wortzel said.\u003c/p>\n\u003cp>“This is an issue that impacts their whole lives and will impact the lives of many future generations,” Wortzel said. “It’s important for us to inform younger generations now so that their understanding and their interaction with the scientific community and the climate change community is positive, and so that their relationship with the science and this activism work is rooted in a place of love and empowerment rather than fear.”\u003c/p>\n\u003cp>Children are also likely to hear about climate change at school, on the television or from other kids — another important reason for parents to start the conversation early, according to Dr. Janet Lewis, co-chair of the Group for the Advancement of Psychiatry’s Climate Committee.\u003c/p>\n\u003cp>“There are a lot of young people and a lot of children who really care and know a lot about climate change, even more than the adult population now,” Champlin said. “They know so much and they have so many feelings about it that they are such powerful players in climate change activism.”\u003c/p>\n\u003ch4>\u003cstrong>How young is too young to talk about climate change?\u003c/strong>\u003c/h4>\n\u003cp>There is no age too young for children to start understanding climate change, Wortzel said. “But the way that you approach the topic and the severity and the language that you use has to change as (kids) grow.” It’s equally important, he added, to get young people invested in nature by “getting them outside as early as possible and talking about the beauty and wonder of nature.”\u003c/p>\n\u003cp>The key to talking to young children about a scary prospect such as climate change is using language that informs rather than frightens, Lewis said. When children, and even adults, feel afraid and overwhelmed at the thought of something, Lewis said it can be appealing to turn away from whatever is causing that anxiety. The goal is to be honest in a way that doesn’t cause them to shy from the topic.\u003c/p>\n\u003cp>“That’s what needs to happen with communications about climate change: they get the facts, but also it’s communicated in a way that people can feel hopeful about being able to engage,” Lewis said.\u003c/p>\n\u003ch4>\u003cstrong>What is a good example of how to talk about these issues?\u003c/strong>\u003c/h4>\n\u003cp>It can be as simple as talking to children about why it hasn’t rained in a while, or why there have been more storms than usual. It helps to keep the examples local, Champlin said.\u003c/p>\n\u003cp>“A lot of education about climate change historically has been, ‘This is a global problem,’” Champlin said. “But we’re thinking about trying to communicate climate change in a way that talks about local examples and local environments that we love.”\u003c/p>\n\u003cp>Even the scarier aspects can be talked about with children, as long as it’s done in a way that doesn’t induce stress. It should be similar to how adults talk about other hard topics with children, such as death, according to Dr. Elizabeth Haase, who is also co-chair of the Group for the Advancement of Psychiatry’s Climate Committee. The idea is that children who experience climate anxiety, whether because of lived climate disasters or exposure to the topic, will come away from it with post-traumatic growth.\u003c/p>\n\u003cp>“You go through an experience that is profoundly painful, and often you need to fall apart a little bit, in order to get to the place where you’re most likely to grow,” Haase said.\u003c/p>\n\u003cp>This is modeled in the book, “Coco’s Fire”: the young squirrel reads a letter at the start from his aunt, who reports that she narrowly avoided a forest fire. The short book follows Coco and a “little flame of anxiety in his belly” that eventually turns into a spark of hopefulness and action, with the help of his dad and a scientist owl.\u003c/p>\n\u003cp>The book also mimics simple ways to explain complex topics to younger kids: instead of saying “greenhouse gases,” the scientist owl talks to Coco about it as too many layers of “blankets” covering the Earth.\u003c/p>\n\u003cp>These conversations are going to be imperfect, Lewis said. What’s most important is that the conversation happens.\u003c/p>\n\u003cp>“The child is going to feel contained by the fact that the adult is able to talk about this in a loving and honest way,” Lewis said. “The parent and teacher is with the child in it. And in that way, the child feels like, ‘Oh this must be tolerable. This must be tolerable because look, the adult is tolerating it.’”\u003c/p>\n\u003cp>Ultimately, children should come away with a sense of urgency about the problem but with the understanding that something can be done to address climate change – that the future is not hopeless.\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/explaining-climate-change-to-young-children-without-sparking-fear/\">understanding climate change\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/article>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985?mt=2\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/?sharedMediaId=750851136:750851138\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>I met Ana Ostrovsky at a \u003ca href=\"https://www.kqed.org/science/1939172/bay-area-students-say-theyre-not-gonna-take-it-anymore-when-it-comes-to-climate-change\">big Climate Strike event\u003c/a> in March of 2019. Thousands of students cut school and gathered in downtown San Francisco to show their solidarity with the young Swedish climate activist\u003ca href=\"https://en.wikipedia.org/wiki/Greta_Thunberg\"> Greta Thunberg\u003c/a>. It was one of 2,300 such strikes held in 130 countries that Friday.\u003c/p>\n\u003cp>At the time, Ana was a senior at Terra Linda High School. She looked like a hippie child, wearing loose striped pants, a yellow crop top and sandals. She was sporting a sign that read: “What I Stand For Is What I Stand On.” Ana is a seasoned climate protester and activist, so much so that she almost decided not to attend that particular climate strike — she was getting a little tired of protesting. But, ultimately, she decided she wanted to be in solidarity with other young people around the globe.\u003c/p>\n\u003cp>“I think it’s a super powerful moment,” Ana said. “Especially because people understand the [climate] science more now … and that’s exciting, because everyone wants a place to live that is clean and healthy.”\u003c/p>\n\u003cp>Ana started her environmental activism younger than most — in first grade. That’s when she learned that polar bears were dying as climate change threatened their habitats. Ever since, she’s believed passionately that her purpose is to save the Earth. That feeling is even more powerful now that Ana is 18, on the cusp of adulthood.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If no one else is going to do it, then we’re going to make the change that we want to see in the world,” she said.\u003c/p>\n\u003cp>In the last few years, young people have been demanding to be heard about the issues that matter most to them. After the school shooting in Parkland, Florida, \u003ca href=\"https://slate.com/news-and-politics/2018/02/the-student-activists-of-marjory-stoneman-douglas-high-demonstrate-the-power-of-a-full-education.html\">students planned and delivered \u003c/a>what some called the largest student protest since the Vietnam War. Crowd estimates ranged from 200,000 to 800,000 at the Washington, D.C., March for Our Lives, and hundreds of thousands more participated in the 800 sister protests held all over the country and the world. Some of the most impactful speeches at the March for Our Lives were from student survivors.\u003c/p>\n\u003cp>“When people try to suppress your vote, and there are people who stand against you because you’re too young, we say: ‘No more!’ ” shouted Parkland survivor David Hogg that day. His message, specifically about changing gun laws, encapsulates the urgency a lot of young people are feeling about a number of issues that affect their lives and their futures.\u003c/p>\n\u003cp>Students are staging school walkouts to protest immigration policies, striking in solidarity with Greta Thunberg, supporting their teachers during their own school strikes for better contracts, and staging Black Lives Matter protests.\u003c/p>\n\u003cp>“These are young people who have been affected by these issues, these are youth who are concerned about their safety, their future,” said Jesica Fernandez, a Santa Clara University professor who studies youth movements. “They present a compelling story because of the lived realities that they are experiencing and live in. That can make it more real and palpable to adults.”\u003c/p>\n\u003cp>There are many moments in history when young people have made their voices heard about the issues that matter to them — the civil rights movement, the anti-war movement and the \u003ca href=\"https://www.kcet.org/shows/departures/east-la-blowouts-walking-out-for-justice-in-the-classrooms\">East L.A. Blowouts\u003c/a>, for example. But technology allows young people living through this moment to be heard by a much larger audience, Fernandez said.\u003c/p>\n\u003cp>Ana and her peers are increasingly using their tech savvy to mobilize protests and inspire older generations in ways that weren’t possible before social media — generations that include people like Ana’s mom, Alice Ostrovsky.\u003c/p>\n\u003cp>Alice Ostrovsky is cynical about how quickly change will happen, but she tries to keep that skepticism to herself because she knows her daughter wants to change the world.\u003c/p>\n\u003cp>“We live in extremely demoralizing times,” she said. “And I think that’s why the youth activism that’s happened in the last couple of years is getting the attention that it is, and is resonating with so many people. Because we are frustrated, tired and depressed. But if serious amounts globally of young people motivate in a connected way, maybe there’s a little bit of a chance.”\u003cbr>\n\u003cstrong>\u003cbr>\nLearning to Make Change At School\u003c/strong>\u003c/p>\n\u003cp>Even though Ana is young, she’s not naive about how difficult and frustrating it can be to create lasting change and see one’s activism pay off, especially as a young person who can’t yet vote. She can thank a magnet program at her public school for that.\u003c/p>\n\u003cp>Ana’s activism motto is “Act locally, think globally,” something she learned in her classes for the \u003ca href=\"https://www.thesel.org/\">Marin School for Environmental Leadership\u003c/a>. It’s a program that taps into the natural adolescent desire to make change and couples it with a curriculum designed to get kids out of the classroom, interacting with the real world.\u003c/p>\n\u003cfigure id=\"attachment_53964\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-53964 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-1020x1530.jpg\" alt=\"Ana Ostrovsky waters chard in her school's garden.\" width=\"640\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-1920x2880.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Ana Ostrovsky waters chard in her school’s garden. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In her freshman year, Ana realized that there were grassroots sustainability efforts happening at many schools in San Rafael, but no top-down goals or leadership to unify those efforts. Nothing bothers her more than when individuals try to “recreate the wheel,” so she worked to start a sustainability committee at the district level that includes students, teachers, parents and district representatives. Their goal is to achieve the \u003ca href=\"https://www2.ed.gov/programs/green-ribbon-schools/index.html\">Green Ribbon School Standards\u003c/a>, a distinction for schools and districts that show excellence in resource efficiency, health and wellness, and environmental and sustainability education.\u003c/p>\n\u003cp>“It’s been very bureaucratic, and so it’s moved very slowly forward,” Ana said. “But in the last year, we have finally made strides.”\u003c/p>\n\u003cp>For the first few years, Ana said the pattern was for students to do research on each sustainability sector where the district needed to make progress, present it to the committee, get a patronizing “pat on the back” from the adults, and then nothing would happen. Ana was frustrated by that.\u003c/p>\n\u003cp>“It’s really demeaning, especially when adult men are looking at me and saying, ‘Why are we doing this again? What is this for?’ And I’m just like, ‘Everything! Have you been listening the past three years?’ ”\u003c/p>\n\u003cp>At the end of four years of advocacy work, Ana is getting used to cumbersome bureaucratic systems. She and her classmates also \u003ca href=\"https://www.marinij.com/2017/01/23/san-rafael-earns-b-on-students-environmental-report-card/\">evaluated the city of San Rafael on its sustainability goals\u003c/a> and presented to the City Council. That presentation led to Ana and her classmates writing and proposing a \u003ca href=\"http://publicrecords.cityofsanrafael.org/WebLink/DocView.aspx?id=18455&dbid=0&repo=CityofSanRafael&cr=1\" target=\"_blank\" rel=\"noopener\">city resolution\u003c/a> that recognizes the importance of youth voices in future sustainability planning. She has also studied historical movements and tactics that guide her leadership.\u003c/p>\n\u003cp>[mindshift-podcast]\u003c/p>\n\u003cp>“I’ve learned about framing and tactics, and that fear tactics are not the answer,” Ana said. “And it’s because of the real-world work that we do. I am able to talk to community members, and I’m able to talk to people who don’t necessarily agree with me.”\u003c/p>\n\u003cp>Ana still gets overwhelmed by the scale of problems like climate change, but when she starts to feel that way, she finds a concrete task that feels like it makes a small difference — like planting a tree or working in the garden.\u003c/p>\n\u003cp>“The little changes that you make in your community that you can see and you can touch and feel — that makes a huge impact, because your community will then be what other communities look to,” Ana said. “You can be a leader and make a ripple effect.”\u003c/p>\n\u003cp>\u003cstrong>A Community of Activists Helps Sustain the Work\u003c/strong>\u003c/p>\n\u003cp>Activism is not easy to sustain, something Ana knows as well as anyone. She says that for herself and her fellow students, participation in protests and other efforts ebbs and flows based on what else is going on in their lives. People are busy; she gets that.\u003c/p>\n\u003cp>When she starts to feel discouraged, Ana finds comfort in a group of other teen environmental activists who meet regularly to share ideas, raise money together, and offer solidarity. At one such meeting I attended at the San Rafael Public Library, Ana and a group of teens were making bookmarks out of paper bags that they planned to give away at a local educational farm.\u003c/p>\n\u003cp>When the conversation turned to the challenge of balancing school obligations with their commitment to activism, this group had a lot to say. Lori Gerstenfeld, then a senior at Redwood High School, was frustrated that her teachers weren’t more understanding about missing a little school for big protests.\u003c/p>\n\u003cp>“[Teachers are] very single-minded,” she said. “‘Here’s what we’re doing every day. If you miss it, there’s no excuses, you still have to make it up’ — which I understand. But, I wish they had more flexibility.”\u003c/p>\n\u003cp>That makes it hard to miss even a day of school, Lori said, because the work starts piling up. And while she understands that getting a good education is important, it can also feel hypocritical. On the one hand, teachers say the point of school is to gain knowledge and skills to impact the world. But when kids want to do just that — impact the world — they’re told to stay in class.\u003c/p>\n\u003cp>Another student activist, Jillian Hickey, said she’s learned a lot of important skills from activism. She listed some of them.\u003c/p>\n\u003cp>“Being organized, which is what school wants you to be. Goal-setting, leadership development and becoming more confident in yourself. Public speaking. All of this is stuff we’re learning on the go, which I think school is trying to teach us, but it’s just so much slower at it.”\u003c/p>\n\u003cp>These students aren’t saying that school is unimportant. It’s just rigid. And the message is always about pursuing their passions later. But by some estimates, the world will be feeling dramatic, irreversible changes due to climate change by 2030. Teens are starting to feel like there’s not that much “later” left.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985?mt=2\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/?sharedMediaId=750851136:750851138\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985?mt=2\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/?sharedMediaId=750851136:750851138\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp> \u003c/p>\n\u003cp>I met Ana Ostrovsky at a \u003ca href=\"https://www.kqed.org/science/1939172/bay-area-students-say-theyre-not-gonna-take-it-anymore-when-it-comes-to-climate-change\">big Climate Strike event\u003c/a> in March of 2019. Thousands of students cut school and gathered in downtown San Francisco to show their solidarity with the young Swedish climate activist\u003ca href=\"https://en.wikipedia.org/wiki/Greta_Thunberg\"> Greta Thunberg\u003c/a>. It was one of 2,300 such strikes held in 130 countries that Friday.\u003c/p>\n\u003cp>At the time, Ana was a senior at Terra Linda High School. She looked like a hippie child, wearing loose striped pants, a yellow crop top and sandals. She was sporting a sign that read: “What I Stand For Is What I Stand On.” Ana is a seasoned climate protester and activist, so much so that she almost decided not to attend that particular climate strike — she was getting a little tired of protesting. But, ultimately, she decided she wanted to be in solidarity with other young people around the globe.\u003c/p>\n\u003cp>“I think it’s a super powerful moment,” Ana said. “Especially because people understand the [climate] science more now … and that’s exciting, because everyone wants a place to live that is clean and healthy.”\u003c/p>\n\u003cp>Ana started her environmental activism younger than most — in first grade. That’s when she learned that polar bears were dying as climate change threatened their habitats. Ever since, she’s believed passionately that her purpose is to save the Earth. That feeling is even more powerful now that Ana is 18, on the cusp of adulthood.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If no one else is going to do it, then we’re going to make the change that we want to see in the world,” she said.\u003c/p>\n\u003cp>In the last few years, young people have been demanding to be heard about the issues that matter most to them. After the school shooting in Parkland, Florida, \u003ca href=\"https://slate.com/news-and-politics/2018/02/the-student-activists-of-marjory-stoneman-douglas-high-demonstrate-the-power-of-a-full-education.html\">students planned and delivered \u003c/a>what some called the largest student protest since the Vietnam War. Crowd estimates ranged from 200,000 to 800,000 at the Washington, D.C., March for Our Lives, and hundreds of thousands more participated in the 800 sister protests held all over the country and the world. Some of the most impactful speeches at the March for Our Lives were from student survivors.\u003c/p>\n\u003cp>“When people try to suppress your vote, and there are people who stand against you because you’re too young, we say: ‘No more!’ ” shouted Parkland survivor David Hogg that day. His message, specifically about changing gun laws, encapsulates the urgency a lot of young people are feeling about a number of issues that affect their lives and their futures.\u003c/p>\n\u003cp>Students are staging school walkouts to protest immigration policies, striking in solidarity with Greta Thunberg, supporting their teachers during their own school strikes for better contracts, and staging Black Lives Matter protests.\u003c/p>\n\u003cp>“These are young people who have been affected by these issues, these are youth who are concerned about their safety, their future,” said Jesica Fernandez, a Santa Clara University professor who studies youth movements. “They present a compelling story because of the lived realities that they are experiencing and live in. That can make it more real and palpable to adults.”\u003c/p>\n\u003cp>There are many moments in history when young people have made their voices heard about the issues that matter to them — the civil rights movement, the anti-war movement and the \u003ca href=\"https://www.kcet.org/shows/departures/east-la-blowouts-walking-out-for-justice-in-the-classrooms\">East L.A. Blowouts\u003c/a>, for example. But technology allows young people living through this moment to be heard by a much larger audience, Fernandez said.\u003c/p>\n\u003cp>Ana and her peers are increasingly using their tech savvy to mobilize protests and inspire older generations in ways that weren’t possible before social media — generations that include people like Ana’s mom, Alice Ostrovsky.\u003c/p>\n\u003cp>Alice Ostrovsky is cynical about how quickly change will happen, but she tries to keep that skepticism to herself because she knows her daughter wants to change the world.\u003c/p>\n\u003cp>“We live in extremely demoralizing times,” she said. “And I think that’s why the youth activism that’s happened in the last couple of years is getting the attention that it is, and is resonating with so many people. Because we are frustrated, tired and depressed. But if serious amounts globally of young people motivate in a connected way, maybe there’s a little bit of a chance.”\u003cbr>\n\u003cstrong>\u003cbr>\nLearning to Make Change At School\u003c/strong>\u003c/p>\n\u003cp>Even though Ana is young, she’s not naive about how difficult and frustrating it can be to create lasting change and see one’s activism pay off, especially as a young person who can’t yet vote. She can thank a magnet program at her public school for that.\u003c/p>\n\u003cp>Ana’s activism motto is “Act locally, think globally,” something she learned in her classes for the \u003ca href=\"https://www.thesel.org/\">Marin School for Environmental Leadership\u003c/a>. It’s a program that taps into the natural adolescent desire to make change and couples it with a curriculum designed to get kids out of the classroom, interacting with the real world.\u003c/p>\n\u003cfigure id=\"attachment_53964\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-53964 size-large\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-1020x1530.jpg\" alt=\"Ana Ostrovsky waters chard in her school's garden.\" width=\"640\" height=\"960\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-1020x1530.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-160x240.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-800x1200.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-768x1152.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2019/07/Ana-Ostrovsky-garden-1920x2880.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Ana Ostrovsky waters chard in her school’s garden. \u003ccite>(Katrina Schwartz/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In her freshman year, Ana realized that there were grassroots sustainability efforts happening at many schools in San Rafael, but no top-down goals or leadership to unify those efforts. Nothing bothers her more than when individuals try to “recreate the wheel,” so she worked to start a sustainability committee at the district level that includes students, teachers, parents and district representatives. Their goal is to achieve the \u003ca href=\"https://www2.ed.gov/programs/green-ribbon-schools/index.html\">Green Ribbon School Standards\u003c/a>, a distinction for schools and districts that show excellence in resource efficiency, health and wellness, and environmental and sustainability education.\u003c/p>\n\u003cp>“It’s been very bureaucratic, and so it’s moved very slowly forward,” Ana said. “But in the last year, we have finally made strides.”\u003c/p>\n\u003cp>For the first few years, Ana said the pattern was for students to do research on each sustainability sector where the district needed to make progress, present it to the committee, get a patronizing “pat on the back” from the adults, and then nothing would happen. Ana was frustrated by that.\u003c/p>\n\u003cp>“It’s really demeaning, especially when adult men are looking at me and saying, ‘Why are we doing this again? What is this for?’ And I’m just like, ‘Everything! Have you been listening the past three years?’ ”\u003c/p>\n\u003cp>At the end of four years of advocacy work, Ana is getting used to cumbersome bureaucratic systems. She and her classmates also \u003ca href=\"https://www.marinij.com/2017/01/23/san-rafael-earns-b-on-students-environmental-report-card/\">evaluated the city of San Rafael on its sustainability goals\u003c/a> and presented to the City Council. That presentation led to Ana and her classmates writing and proposing a \u003ca href=\"http://publicrecords.cityofsanrafael.org/WebLink/DocView.aspx?id=18455&dbid=0&repo=CityofSanRafael&cr=1\" target=\"_blank\" rel=\"noopener\">city resolution\u003c/a> that recognizes the importance of youth voices in future sustainability planning. She has also studied historical movements and tactics that guide her leadership.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__mindshiftPodcastShortcode__mindshift\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/mindshiftLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n \u003ca href=\"/mindshift/category/mindshiftpodcast\">MindShift\u003c/a> has a podcast! Listen on Apple Podcasts, Google Podcasts, NPR One or your favorite podcast app.\n Subscribe on \u003ca href=\"https://podcasts.apple.com/us/podcast/stories-teachers-share-mindshift/id1078765985\" target=\"_blank\" rel=\"noopener noreferrer\">Apple Podcasts\u003c/a>,\n \u003ca href=\"https://play.google.com/music/listen?u=0#/ps/I4hhfs3azg3avjzbuowzeal5sze\" target=\"_blank\" rel=\"noopener noreferrer\">Google Podcasts\u003c/a>,\n \u003ca href=\"https://one.npr.org/?sharedMediaId=669511148:669511150\" target=\"_blank\" rel=\"noopener noreferrer\">NPR One\u003c/a>,\n \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\" target=\"_blank\" rel=\"noopener noreferrer\">Stitcher\u003c/a>,\n \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\" target=\"_blank\" rel=\"noopener noreferrer\">Spotify\u003c/a> or your favorite podcast platform.\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I’ve learned about framing and tactics, and that fear tactics are not the answer,” Ana said. “And it’s because of the real-world work that we do. I am able to talk to community members, and I’m able to talk to people who don’t necessarily agree with me.”\u003c/p>\n\u003cp>Ana still gets overwhelmed by the scale of problems like climate change, but when she starts to feel that way, she finds a concrete task that feels like it makes a small difference — like planting a tree or working in the garden.\u003c/p>\n\u003cp>“The little changes that you make in your community that you can see and you can touch and feel — that makes a huge impact, because your community will then be what other communities look to,” Ana said. “You can be a leader and make a ripple effect.”\u003c/p>\n\u003cp>\u003cstrong>A Community of Activists Helps Sustain the Work\u003c/strong>\u003c/p>\n\u003cp>Activism is not easy to sustain, something Ana knows as well as anyone. She says that for herself and her fellow students, participation in protests and other efforts ebbs and flows based on what else is going on in their lives. People are busy; she gets that.\u003c/p>\n\u003cp>When she starts to feel discouraged, Ana finds comfort in a group of other teen environmental activists who meet regularly to share ideas, raise money together, and offer solidarity. At one such meeting I attended at the San Rafael Public Library, Ana and a group of teens were making bookmarks out of paper bags that they planned to give away at a local educational farm.\u003c/p>\n\u003cp>When the conversation turned to the challenge of balancing school obligations with their commitment to activism, this group had a lot to say. Lori Gerstenfeld, then a senior at Redwood High School, was frustrated that her teachers weren’t more understanding about missing a little school for big protests.\u003c/p>\n\u003cp>“[Teachers are] very single-minded,” she said. “‘Here’s what we’re doing every day. If you miss it, there’s no excuses, you still have to make it up’ — which I understand. But, I wish they had more flexibility.”\u003c/p>\n\u003cp>That makes it hard to miss even a day of school, Lori said, because the work starts piling up. And while she understands that getting a good education is important, it can also feel hypocritical. On the one hand, teachers say the point of school is to gain knowledge and skills to impact the world. But when kids want to do just that — impact the world — they’re told to stay in class.\u003c/p>\n\u003cp>Another student activist, Jillian Hickey, said she’s learned a lot of important skills from activism. She listed some of them.\u003c/p>\n\u003cp>“Being organized, which is what school wants you to be. Goal-setting, leadership development and becoming more confident in yourself. Public speaking. All of this is stuff we’re learning on the go, which I think school is trying to teach us, but it’s just so much slower at it.”\u003c/p>\n\u003cp>These students aren’t saying that school is unimportant. It’s just rigid. And the message is always about pursuing their passions later. But by some estimates, the world will be feeling dramatic, irreversible changes due to climate change by 2030. Teens are starting to feel like there’s not that much “later” left.\u003c/p>\n\u003ch4>Listen and subscribe to our podcast from your mobile device:\u003cbr>\n\u003ca href=\"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985?mt=2\">via Apple Podcasts \u003c/a> | \u003ca href=\"https://www.stitcher.com/podcast/kqed/stories-teachers-share\">via Stitcher\u003c/a> | \u003ca href=\"https://one.npr.org/?sharedMediaId=750851136:750851138\">via NPROne\u003c/a> | \u003ca href=\"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx\"> via Spotify\u003c/a>\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Eight Ways To Teach Climate Change In Almost Any Classroom",
"title": "Eight Ways To Teach Climate Change In Almost Any Classroom",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>NPR/IPSOS did a \u003ca href=\"https://www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did\">national poll\u003c/a> recently and found that more than 8 in 10 teachers — and a similar majority of parents — support teaching kids about climate change.\u003c/p>\n\u003cp>But in reality, it's not always happening: Fewer than half of K-12 teachers told us that they talk about climate change with their children or students. Again, parents were about the same.\u003c/p>\n\u003cp>The top reason that teachers gave in our poll for not covering climate change? 65% said, \"It's not related to the subjects I teach.\"\u003c/p>\n\u003cp>Yet at the same time, we also heard from teachers and education organizations who \u003cem>are \u003c/em>introducing the topic in subjects from social studies to math to English language arts, and at every grade level, from preschool on up.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-53496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png\" alt=\"\" width=\"1251\" height=\"877\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-800x561.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-768x538.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1020x715.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1200x841.png 1200w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Which raises the question: Where does climate change belong in the curriculum, anyway?\u003c/p>\n\u003cp>The \"reality of human-caused climate change\" is mentioned in at least 36 state standards, according to an analysis done for NPR Ed by Glenn Branch, the deputy director at the National Center for Science Education. But, it typically appears only briefly — and most likely just in earth science classes in middle and high school. And, Branch says, that doesn't even mean that every student in those states learns about it: Only two states require students to take earth or environmental science classes to graduate high school.\u003c/p>\n\u003cp>Joseph Henderson teaches in the environmental studies department at Paul Smith's College in upstate New York. He studies how climate change is taught in schools, and believes it needs to be taught across many subjects.\u003c/p>\n\u003cp>\"For so long this has been seen as an issue that is solely within the domain of science,\" he says. \"There needs to be a greater engagement across disciplines, particularly looking at the social dimensions,\" such as the displacement of populations by natural disasters.\u003c/p>\n\u003cp>At the same time, there's a tension in pushing more educators to take this on. \"I worry a lot about asking schools to solve yet another problem that society refuses to deal with.\"\u003c/p>\n\u003cp>As a potential response to this criticism, the nonprofit Ten Strands follows an\u003ca href=\"https://tenstrands.org/incremental-infusion/\"> \"incremental infusion\"\u003c/a> model in California. In other words, environmental literacy becomes part of subjects and activities that are already in the curriculum instead of, the organization says, \"burdening educators\" with another stand-alone and complex area to cover.\u003c/p>\n\u003cp>We also heard from teachers who say they are searching for more ideas and resources to take on the topic of climate change. So, here are some thoughts about how to broach the subject with students, no matter what subject you teach:\u003c/p>\n\u003cp>\u003cstrong>1. Do a lab.\u003c/strong>\u003c/p>\n\u003cp>Lab activities can be one of the most effective ways to show children how global warming works on an accessible scale.\u003c/p>\n\u003cp>Ellie Schaffer is a sixth-grader at Alice Deal Middle School in Washington, D.C. She's done simulations on greenhouse effects in science class, using plastic wrap to trap the sun's heat. And she's used charcoal to see how black carbon from air pollution can speed the melting of ice.\u003c/p>\n\u003cp>These lessons have raised her awareness — and concern. \"We've ignored climate change for a long time and now it's getting to be, like, a real problem, so we've gotta do something.\"\u003c/p>\n\u003cp>Many teachers we talked with mentioned \u003ca href=\"https://climate.nasa.gov/\">NASA \u003c/a>as a resource for labs and activities. The ones in \u003ca href=\"https://pmm.nasa.gov/education/weather-climate\">this outline\u003c/a> can be done with everyday materials like ice, tinfoil, plastic bottles, rubber, light bulbs and a thermometer.\u003c/p>\n\u003cp>On the \u003ca href=\"https://www.earthsciweek.org/classroom-activities/ngss\">Earth Science Week\u003c/a> website, there's a list of activities and lesson plans aligned with the Next Generation Science Standards. They range from simple to elaborate.\u003c/p>\n\u003cp>\u003cstrong>2. Show a movie.\u003c/strong>\u003c/p>\n\u003cp>Susan Fisher, a seventh-grade science teacher at South Woods Middle School in Syosset, N.Y., showed her students the 2016 documentary \u003cem>Before the Flood\u003c/em>, featuring Leonardo diCaprio journeying to five continents and the Arctic to see the effects of climate change. \"It is our intention to make our students engaged citizens,\" Fisher says.\u003c/p>\n\u003cp>\u003cem>Before the Flood\u003c/em> has\u003ca href=\"https://www.beforetheflood.com/act/\"> an action page\u003c/a> and an associated curriculum. Common Sense Media has a list of\u003ca href=\"https://www.commonsensemedia.org/lists/movies-that-teach-kids-about-climate-change\"> climate change-related movies\u003c/a> for all ages.\u003c/p>\n\u003cp>The 2006 film \u003cem>An Inconvenient Truth\u003c/em> and\u003ca href=\"https://www.inconvenientsequeleducation.org/educators/\"> its 2017 sequel,\u003c/a> \u003cem>An Inconvenient Sequel: Truth To Power\u003c/em> have curricular materials created in partnership with the National Wildlife Federation.\u003c/p>\n\u003cp>\u003cstrong>3. Assign a novel.\u003c/strong>\u003c/p>\n\u003cp>Rebecca Meyer is an eighth-grade English language arts teacher at Bronx Park Middle School in New York City.\u003c/p>\n\u003cp>She assigned her students a 2013 novel by Mindy McGinnis called \u003cem>Not a Drop to Drink\u003c/em>.\u003c/p>\n\u003cp>\"As we read the novel, kids made connections between what is happening today and the novel,\" Meyer says. \"At the end of the unit, as a culminating project, students choose groups, researched current solutions for physical and economic water scarcity and created PSA videos using iMovie about the problem and how their solution could help to combat the issue.\"\u003c/p>\n\u003cp>She described the unit as a success. \"They were very engaged, they loved it,\" she explains. \"A lot of them shared this information with their families. When parents came in for parent-teacher conferences they mentioned their kids had been talking to them about conserving water.\"\u003c/p>\n\u003cp>\u003cem>Not A Drop To Drink\u003c/em> belongs to a subgenre of science fiction known as \"\u003ca href=\"http://www.cli-fi.net/\">cli-fi\u003c/a>\" (climate fiction) or sometimes eco-fiction. You can find lists of similar books at websites like \u003ca href=\"https://dragonfly.eco/\">Dragonfly.eco\u003c/a> or at the Chicago Review of Books, which has a monthly\u003ca href=\"https://chireviewofbooks.com/category/burning-worlds/\"> Burning Worlds column\u003c/a> about this kind of literature.\u003c/p>\n\u003cp>Looking for English topics for younger students?\u003ca href=\"https://curriculum.eleducation.org/\"> EL Education\u003c/a> covers environmental topics, including water conservation and the impact of natural disasters, in its K-5 English language arts curriculum.\u003c/p>\n\u003cp>\u003cstrong>4. Do citizen science.\u003c/strong>\u003c/p>\n\u003cp>Terry Reed is the self-proclaimed \"science guru\" for seventh-graders at Prince David Kawananakoa Middle School in Honolulu. He's also spent a year sailing the Caribbean, and on his way, he collected water samples on behalf of a group called\u003ca href=\"https://www.adventurescientists.org/\"> Adventure Scientists\u003c/a>, to be tested for microplastics (spoiler: even on remote, pristine beaches, all the samples had some).\u003c/p>\n\u003cp>He has assigned his students to collect water samples from beaches near their homes to submit for the same project. He also has them take pictures of cloud formations and measure temperatures, to see changes in weather patterns over time. \"One thing I stress to them, that in the next few years, they become the voting public,\" he says. \"They need to be aware of the science.\"\u003c/p>\n\u003cp>\u003cstrong>5. Assign a research project, multimedia presentation or speech.\u003c/strong>\u003c/p>\n\u003cp>Gay Collins teaches public speaking at Waterford High School in Waterford, Conn. She is interested in \"civil discourse\" as a tool for problem-solving, so she encourages her students \"to shape their speeches around critical topics, like the use of plastics, minimalism, and other environmental issues.\u003c/p>\n\u003cp>\u003cstrong>6. Talk about your personal experience.\u003c/strong>\u003c/p>\n\u003cp>Pamela Tarango teaches third grade at the Downtown Elementary School in Bakersfield, Calif.. And she tells her students about how the weather has changed there in her lifetime, getting hotter and drier: \"In our Central Valley California city of Bakersfield, there has been a change in the winter climate. I told them about how, when I was growing up in the 1970's we often had several two and three-hour delays to school starting because of dense tule fog which affected visibility. We really never have those delays in the metropolitan area. It is only the outlying areas which still have two and three-hour dense fog delays, and they are rare even for the rural areas.\"\u003c/p>\n\u003cp>(Although the Central Valley winter has \u003ca href=\"https://www.latimes.com/business/hiltzik/la-fi-hiltzik-climate-agriculture-20180309-story.html\">indeed\u003c/a> become hotter and drier due to climate change, recently a University of California, Berkeley \u003ca href=\"https://nature.berkeley.edu/news/2019/04/falling-levels-air-pollution-drove-decline-california-s-tule-fog\">study\u003c/a> has attributed the reduction in tule fog specifically to declines in air pollution.)\u003c/p>\n\u003cp>\u003cstrong>7. Do a service project.\u003c/strong>\u003c/p>\n\u003cp>\"I teach preschoolers and use the environment and our natural resources to highlight our everyday life,\" says Mercy Peña-Alevizos, who teaches at Holy Trinity Academy in Phoenix. \"I stress the importance of appreciation and eliminating waste. My students understand and have fantastic ideas. We recycle and pick up around our neighborhood.\"\u003c/p>\n\u003cp>Environmental service projects can be simple, elaborate or just for fun. Check out the\u003ca href=\"https://people.com/home/trashtag-challenge-social-media-instagram-twitter-viral/\"> #trashtag challenge\u003c/a> on social media, for example.\u003c/p>\n\u003cp>\u003cstrong>8. Start or work in a school garden.\u003c/strong>\u003c/p>\n\u003cp>Mairs Ryan teaches science at St. Gregory the Great Catholic School in San Diego. \"The sixth-graders oversee the school garden, as well as, our vermin composting bin, christened the 'Worm Hotel'. The garden is their lab and the students 'live and learn' soil carbon sequestration and regenerative agriculture. Our school's compost bin is evidence that alternatives exist to methane-producing landfills. In looking for more solutions to reduce methane, students debate food reuse practices around the world.\"\u003c/p>\n\u003cp>Check out \u003cstrong>ThePermacultureStudent.com\u003c/strong> for resources on building school gardens with rainwater capture and compost systems to regenerate the soil. There are local and regional resources like the \u003ca href=\"http://www.csgn.org/why-school-gardens\">Collective School Garden Network\u003c/a> in California,and \u003ca href=\"https://growing-minds.org/school-gardens/\">Growing Minds\u003c/a> in North Carolina, which offers basic plans for a school garden as well as lesson plans that connect gardening to Common Core standards.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Here are some more resources\u003c/strong>\u003c/p>\n\u003cp>After the publication of our climate poll story on Monday we heard from people all over the country with dozens more resources for climate education.\u003c/p>\n\u003cp>\u003cstrong>Alliance for Climate Education \u003c/strong>has a multimedia resource called \u003ca href=\"https://acespace.org/\">Our Climate Our Future\u003c/a>, plus more resources for educators and several action programs for youth.\u003c/p>\n\u003cp>\u003cstrong>The American Association of Geographers\u003c/strong> has free online \u003ca href=\"http://www.aag.org/cs/teachingclimatechange\">professional development resources\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>American Reading Company\u003c/strong> sells an English Language Arts curriculum called \u003ca href=\"https://www.americanreading.com/products/arc-core/\">ARCCore\u003c/a> that includes climate change themes.\u003c/p>\n\u003cp>\u003cstrong>Biointeractive, \u003c/strong>created by the Howard Hughes Medical Institute, has hundreds of free online education resources, including many on \u003ca href=\"https://www.hhmi.org/biointeractive/earth-and-environment\">education and the environment\u003c/a>, and offers professional development for teachers.\u003c/p>\n\u003cp>\u003cstrong>Climate Generation\u003c/strong> offers professional development for educators nationwide and a \u003ca href=\"https://www.climategen.org/our-core-programs/statewide-youth-network/\">youth network\u003c/a> in Minnesota.\u003c/p>\n\u003cp>\u003cstrong>CLEAN\u003c/strong> (Climate Literacy and Energy Awareness Network) has\u003ca href=\"https://cleanet.org/clean/educational_resources/index.html\"> a collection of resources\u003c/a> organized in part by the Next Generation Science Standard they are aligned with.\u003c/p>\n\u003cp>\u003cstrong>Global Oneness Project\u003c/strong> offers lesson plans that come with films and videos of \u003ca href=\"https://www.globalonenessproject.org/library/collections/climate-change\">climate impacts around the world.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Google\u003c/strong> offers free online \u003ca href=\"https://yourplanyourplanet.sustainability.google/\">environmental sustainability lesson plans\u003c/a> for grades 5-8.\u003c/p>\n\u003cp>\u003cstrong>The Morningside Center for Teaching Social Responsibility\u003c/strong> has\u003ca href=\"https://www.morningsidecenter.org/climate-change\"> a group\u003c/a> of \u003ca href=\"https://www.morningsidecenter.org/sites/default/files/2019-04/EarthDay2019TeachableMomentLessons.pdf\">19 lessons for K-12.\u003c/a>\u003c/p>\n\u003cp>\"We believe that the social and emotional skills we help strengthen in young people and adults are sorely needed to combat the fear and avoidance we and students experience around climate change,\" spokesperson Laura McClure told NPR.\u003c/p>\n\u003cp>\u003cstrong>The National Center for Science Education\u003c/strong> has\u003ca href=\"https://ncse.com/teach\"> free climate change lessons\u003c/a> that focus on combating misinformation. They also have a \u003ca href=\"https://ncse.com/scientistinclassroom\">\"scientist in the classroom\"\u003c/a> program.\u003c/p>\n\u003cp>\u003cstrong>The National Science Teachers Association\u003c/strong> has a \u003ca href=\"https://www.nsta.org/climate/\">comprehensive curriculum\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>The Paleontological Research Institution\u003c/strong> in Ithaca, NY has \u003ca href=\"https://priweb.org/index.php/pubs-special/pubs-spec-5813-detail\">a book called\u003c/a> the Teacher-Friendly Guide to Climate Change.\u003c/p>\n\u003cp>\u003cstrong>Ripple Effect \u003c/strong>\u003ca href=\"http://rippleeffectnola.com/\">\"creates STEM curriculum\" \u003c/a>for K-6 \"about real people and places impacted by climate change,\" starting with New Orleans.\u003c/p>\n\u003cp>\u003cstrong>Ten Strands\u003c/strong> offers\u003ca href=\"https://tenstrands.org/\"> professional learning \u003c/a>to educators in California in partnership with the state's recycling authority and an outdoor-education program, among others.\u003c/p>\n\u003cp>\u003cstrong>Think Earth \u003c/strong>offers 9 \u003ca href=\"https://thinkearth.org/curriculum/\">environmental education units \u003c/a>from preschool through middle school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>The Zinn Education Project\u003c/strong> (based on the work of Howard Zinn, the author of A People's History Of The United States) has launched a \u003ca href=\"https://www.zinnedproject.org/campaigns/teach-climate-justice\">group of 18 lessons \u003c/a>aimed specifically at climate justice. Some are drawn from \u003ca href=\"https://www.rethinkingschools.org/books/title/a-people-s-curriculum-for-the-earth\">this book:\u003c/a> \u003cem>A People's Curriculum For The Earth: Teaching Climate Change And The Environmental Crisis\u003c/em>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Eight+Ways+To+Teach+Climate+Change+In+Almost+Any+Classroom+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "65% of teachers in our poll said the reason they don't talk about climate change is because it's not related to the subjects they teach. Here are some tips that you can use in any classroom.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>NPR/IPSOS did a \u003ca href=\"https://www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did\">national poll\u003c/a> recently and found that more than 8 in 10 teachers — and a similar majority of parents — support teaching kids about climate change.\u003c/p>\n\u003cp>But in reality, it's not always happening: Fewer than half of K-12 teachers told us that they talk about climate change with their children or students. Again, parents were about the same.\u003c/p>\n\u003cp>The top reason that teachers gave in our poll for not covering climate change? 65% said, \"It's not related to the subjects I teach.\"\u003c/p>\n\u003cp>Yet at the same time, we also heard from teachers and education organizations who \u003cem>are \u003c/em>introducing the topic in subjects from social studies to math to English language arts, and at every grade level, from preschool on up.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-53496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png\" alt=\"\" width=\"1251\" height=\"877\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-800x561.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-768x538.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1020x715.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1200x841.png 1200w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Which raises the question: Where does climate change belong in the curriculum, anyway?\u003c/p>\n\u003cp>The \"reality of human-caused climate change\" is mentioned in at least 36 state standards, according to an analysis done for NPR Ed by Glenn Branch, the deputy director at the National Center for Science Education. But, it typically appears only briefly — and most likely just in earth science classes in middle and high school. And, Branch says, that doesn't even mean that every student in those states learns about it: Only two states require students to take earth or environmental science classes to graduate high school.\u003c/p>\n\u003cp>Joseph Henderson teaches in the environmental studies department at Paul Smith's College in upstate New York. He studies how climate change is taught in schools, and believes it needs to be taught across many subjects.\u003c/p>\n\u003cp>\"For so long this has been seen as an issue that is solely within the domain of science,\" he says. \"There needs to be a greater engagement across disciplines, particularly looking at the social dimensions,\" such as the displacement of populations by natural disasters.\u003c/p>\n\u003cp>At the same time, there's a tension in pushing more educators to take this on. \"I worry a lot about asking schools to solve yet another problem that society refuses to deal with.\"\u003c/p>\n\u003cp>As a potential response to this criticism, the nonprofit Ten Strands follows an\u003ca href=\"https://tenstrands.org/incremental-infusion/\"> \"incremental infusion\"\u003c/a> model in California. In other words, environmental literacy becomes part of subjects and activities that are already in the curriculum instead of, the organization says, \"burdening educators\" with another stand-alone and complex area to cover.\u003c/p>\n\u003cp>We also heard from teachers who say they are searching for more ideas and resources to take on the topic of climate change. So, here are some thoughts about how to broach the subject with students, no matter what subject you teach:\u003c/p>\n\u003cp>\u003cstrong>1. Do a lab.\u003c/strong>\u003c/p>\n\u003cp>Lab activities can be one of the most effective ways to show children how global warming works on an accessible scale.\u003c/p>\n\u003cp>Ellie Schaffer is a sixth-grader at Alice Deal Middle School in Washington, D.C. She's done simulations on greenhouse effects in science class, using plastic wrap to trap the sun's heat. And she's used charcoal to see how black carbon from air pollution can speed the melting of ice.\u003c/p>\n\u003cp>These lessons have raised her awareness — and concern. \"We've ignored climate change for a long time and now it's getting to be, like, a real problem, so we've gotta do something.\"\u003c/p>\n\u003cp>Many teachers we talked with mentioned \u003ca href=\"https://climate.nasa.gov/\">NASA \u003c/a>as a resource for labs and activities. The ones in \u003ca href=\"https://pmm.nasa.gov/education/weather-climate\">this outline\u003c/a> can be done with everyday materials like ice, tinfoil, plastic bottles, rubber, light bulbs and a thermometer.\u003c/p>\n\u003cp>On the \u003ca href=\"https://www.earthsciweek.org/classroom-activities/ngss\">Earth Science Week\u003c/a> website, there's a list of activities and lesson plans aligned with the Next Generation Science Standards. They range from simple to elaborate.\u003c/p>\n\u003cp>\u003cstrong>2. Show a movie.\u003c/strong>\u003c/p>\n\u003cp>Susan Fisher, a seventh-grade science teacher at South Woods Middle School in Syosset, N.Y., showed her students the 2016 documentary \u003cem>Before the Flood\u003c/em>, featuring Leonardo diCaprio journeying to five continents and the Arctic to see the effects of climate change. \"It is our intention to make our students engaged citizens,\" Fisher says.\u003c/p>\n\u003cp>\u003cem>Before the Flood\u003c/em> has\u003ca href=\"https://www.beforetheflood.com/act/\"> an action page\u003c/a> and an associated curriculum. Common Sense Media has a list of\u003ca href=\"https://www.commonsensemedia.org/lists/movies-that-teach-kids-about-climate-change\"> climate change-related movies\u003c/a> for all ages.\u003c/p>\n\u003cp>The 2006 film \u003cem>An Inconvenient Truth\u003c/em> and\u003ca href=\"https://www.inconvenientsequeleducation.org/educators/\"> its 2017 sequel,\u003c/a> \u003cem>An Inconvenient Sequel: Truth To Power\u003c/em> have curricular materials created in partnership with the National Wildlife Federation.\u003c/p>\n\u003cp>\u003cstrong>3. Assign a novel.\u003c/strong>\u003c/p>\n\u003cp>Rebecca Meyer is an eighth-grade English language arts teacher at Bronx Park Middle School in New York City.\u003c/p>\n\u003cp>She assigned her students a 2013 novel by Mindy McGinnis called \u003cem>Not a Drop to Drink\u003c/em>.\u003c/p>\n\u003cp>\"As we read the novel, kids made connections between what is happening today and the novel,\" Meyer says. \"At the end of the unit, as a culminating project, students choose groups, researched current solutions for physical and economic water scarcity and created PSA videos using iMovie about the problem and how their solution could help to combat the issue.\"\u003c/p>\n\u003cp>She described the unit as a success. \"They were very engaged, they loved it,\" she explains. \"A lot of them shared this information with their families. When parents came in for parent-teacher conferences they mentioned their kids had been talking to them about conserving water.\"\u003c/p>\n\u003cp>\u003cem>Not A Drop To Drink\u003c/em> belongs to a subgenre of science fiction known as \"\u003ca href=\"http://www.cli-fi.net/\">cli-fi\u003c/a>\" (climate fiction) or sometimes eco-fiction. You can find lists of similar books at websites like \u003ca href=\"https://dragonfly.eco/\">Dragonfly.eco\u003c/a> or at the Chicago Review of Books, which has a monthly\u003ca href=\"https://chireviewofbooks.com/category/burning-worlds/\"> Burning Worlds column\u003c/a> about this kind of literature.\u003c/p>\n\u003cp>Looking for English topics for younger students?\u003ca href=\"https://curriculum.eleducation.org/\"> EL Education\u003c/a> covers environmental topics, including water conservation and the impact of natural disasters, in its K-5 English language arts curriculum.\u003c/p>\n\u003cp>\u003cstrong>4. Do citizen science.\u003c/strong>\u003c/p>\n\u003cp>Terry Reed is the self-proclaimed \"science guru\" for seventh-graders at Prince David Kawananakoa Middle School in Honolulu. He's also spent a year sailing the Caribbean, and on his way, he collected water samples on behalf of a group called\u003ca href=\"https://www.adventurescientists.org/\"> Adventure Scientists\u003c/a>, to be tested for microplastics (spoiler: even on remote, pristine beaches, all the samples had some).\u003c/p>\n\u003cp>He has assigned his students to collect water samples from beaches near their homes to submit for the same project. He also has them take pictures of cloud formations and measure temperatures, to see changes in weather patterns over time. \"One thing I stress to them, that in the next few years, they become the voting public,\" he says. \"They need to be aware of the science.\"\u003c/p>\n\u003cp>\u003cstrong>5. Assign a research project, multimedia presentation or speech.\u003c/strong>\u003c/p>\n\u003cp>Gay Collins teaches public speaking at Waterford High School in Waterford, Conn. She is interested in \"civil discourse\" as a tool for problem-solving, so she encourages her students \"to shape their speeches around critical topics, like the use of plastics, minimalism, and other environmental issues.\u003c/p>\n\u003cp>\u003cstrong>6. Talk about your personal experience.\u003c/strong>\u003c/p>\n\u003cp>Pamela Tarango teaches third grade at the Downtown Elementary School in Bakersfield, Calif.. And she tells her students about how the weather has changed there in her lifetime, getting hotter and drier: \"In our Central Valley California city of Bakersfield, there has been a change in the winter climate. I told them about how, when I was growing up in the 1970's we often had several two and three-hour delays to school starting because of dense tule fog which affected visibility. We really never have those delays in the metropolitan area. It is only the outlying areas which still have two and three-hour dense fog delays, and they are rare even for the rural areas.\"\u003c/p>\n\u003cp>(Although the Central Valley winter has \u003ca href=\"https://www.latimes.com/business/hiltzik/la-fi-hiltzik-climate-agriculture-20180309-story.html\">indeed\u003c/a> become hotter and drier due to climate change, recently a University of California, Berkeley \u003ca href=\"https://nature.berkeley.edu/news/2019/04/falling-levels-air-pollution-drove-decline-california-s-tule-fog\">study\u003c/a> has attributed the reduction in tule fog specifically to declines in air pollution.)\u003c/p>\n\u003cp>\u003cstrong>7. Do a service project.\u003c/strong>\u003c/p>\n\u003cp>\"I teach preschoolers and use the environment and our natural resources to highlight our everyday life,\" says Mercy Peña-Alevizos, who teaches at Holy Trinity Academy in Phoenix. \"I stress the importance of appreciation and eliminating waste. My students understand and have fantastic ideas. We recycle and pick up around our neighborhood.\"\u003c/p>\n\u003cp>Environmental service projects can be simple, elaborate or just for fun. Check out the\u003ca href=\"https://people.com/home/trashtag-challenge-social-media-instagram-twitter-viral/\"> #trashtag challenge\u003c/a> on social media, for example.\u003c/p>\n\u003cp>\u003cstrong>8. Start or work in a school garden.\u003c/strong>\u003c/p>\n\u003cp>Mairs Ryan teaches science at St. Gregory the Great Catholic School in San Diego. \"The sixth-graders oversee the school garden, as well as, our vermin composting bin, christened the 'Worm Hotel'. The garden is their lab and the students 'live and learn' soil carbon sequestration and regenerative agriculture. Our school's compost bin is evidence that alternatives exist to methane-producing landfills. In looking for more solutions to reduce methane, students debate food reuse practices around the world.\"\u003c/p>\n\u003cp>Check out \u003cstrong>ThePermacultureStudent.com\u003c/strong> for resources on building school gardens with rainwater capture and compost systems to regenerate the soil. There are local and regional resources like the \u003ca href=\"http://www.csgn.org/why-school-gardens\">Collective School Garden Network\u003c/a> in California,and \u003ca href=\"https://growing-minds.org/school-gardens/\">Growing Minds\u003c/a> in North Carolina, which offers basic plans for a school garden as well as lesson plans that connect gardening to Common Core standards.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Here are some more resources\u003c/strong>\u003c/p>\n\u003cp>After the publication of our climate poll story on Monday we heard from people all over the country with dozens more resources for climate education.\u003c/p>\n\u003cp>\u003cstrong>Alliance for Climate Education \u003c/strong>has a multimedia resource called \u003ca href=\"https://acespace.org/\">Our Climate Our Future\u003c/a>, plus more resources for educators and several action programs for youth.\u003c/p>\n\u003cp>\u003cstrong>The American Association of Geographers\u003c/strong> has free online \u003ca href=\"http://www.aag.org/cs/teachingclimatechange\">professional development resources\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>American Reading Company\u003c/strong> sells an English Language Arts curriculum called \u003ca href=\"https://www.americanreading.com/products/arc-core/\">ARCCore\u003c/a> that includes climate change themes.\u003c/p>\n\u003cp>\u003cstrong>Biointeractive, \u003c/strong>created by the Howard Hughes Medical Institute, has hundreds of free online education resources, including many on \u003ca href=\"https://www.hhmi.org/biointeractive/earth-and-environment\">education and the environment\u003c/a>, and offers professional development for teachers.\u003c/p>\n\u003cp>\u003cstrong>Climate Generation\u003c/strong> offers professional development for educators nationwide and a \u003ca href=\"https://www.climategen.org/our-core-programs/statewide-youth-network/\">youth network\u003c/a> in Minnesota.\u003c/p>\n\u003cp>\u003cstrong>CLEAN\u003c/strong> (Climate Literacy and Energy Awareness Network) has\u003ca href=\"https://cleanet.org/clean/educational_resources/index.html\"> a collection of resources\u003c/a> organized in part by the Next Generation Science Standard they are aligned with.\u003c/p>\n\u003cp>\u003cstrong>Global Oneness Project\u003c/strong> offers lesson plans that come with films and videos of \u003ca href=\"https://www.globalonenessproject.org/library/collections/climate-change\">climate impacts around the world.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Google\u003c/strong> offers free online \u003ca href=\"https://yourplanyourplanet.sustainability.google/\">environmental sustainability lesson plans\u003c/a> for grades 5-8.\u003c/p>\n\u003cp>\u003cstrong>The Morningside Center for Teaching Social Responsibility\u003c/strong> has\u003ca href=\"https://www.morningsidecenter.org/climate-change\"> a group\u003c/a> of \u003ca href=\"https://www.morningsidecenter.org/sites/default/files/2019-04/EarthDay2019TeachableMomentLessons.pdf\">19 lessons for K-12.\u003c/a>\u003c/p>\n\u003cp>\"We believe that the social and emotional skills we help strengthen in young people and adults are sorely needed to combat the fear and avoidance we and students experience around climate change,\" spokesperson Laura McClure told NPR.\u003c/p>\n\u003cp>\u003cstrong>The National Center for Science Education\u003c/strong> has\u003ca href=\"https://ncse.com/teach\"> free climate change lessons\u003c/a> that focus on combating misinformation. They also have a \u003ca href=\"https://ncse.com/scientistinclassroom\">\"scientist in the classroom\"\u003c/a> program.\u003c/p>\n\u003cp>\u003cstrong>The National Science Teachers Association\u003c/strong> has a \u003ca href=\"https://www.nsta.org/climate/\">comprehensive curriculum\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>The Paleontological Research Institution\u003c/strong> in Ithaca, NY has \u003ca href=\"https://priweb.org/index.php/pubs-special/pubs-spec-5813-detail\">a book called\u003c/a> the Teacher-Friendly Guide to Climate Change.\u003c/p>\n\u003cp>\u003cstrong>Ripple Effect \u003c/strong>\u003ca href=\"http://rippleeffectnola.com/\">\"creates STEM curriculum\" \u003c/a>for K-6 \"about real people and places impacted by climate change,\" starting with New Orleans.\u003c/p>\n\u003cp>\u003cstrong>Ten Strands\u003c/strong> offers\u003ca href=\"https://tenstrands.org/\"> professional learning \u003c/a>to educators in California in partnership with the state's recycling authority and an outdoor-education program, among others.\u003c/p>\n\u003cp>\u003cstrong>Think Earth \u003c/strong>offers 9 \u003ca href=\"https://thinkearth.org/curriculum/\">environmental education units \u003c/a>from preschool through middle school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>The Zinn Education Project\u003c/strong> (based on the work of Howard Zinn, the author of A People's History Of The United States) has launched a \u003ca href=\"https://www.zinnedproject.org/campaigns/teach-climate-justice\">group of 18 lessons \u003c/a>aimed specifically at climate justice. Some are drawn from \u003ca href=\"https://www.rethinkingschools.org/books/title/a-people-s-curriculum-for-the-earth\">this book:\u003c/a> \u003cem>A People's Curriculum For The Earth: Teaching Climate Change And The Environmental Crisis\u003c/em>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Eight+Ways+To+Teach+Climate+Change+In+Almost+Any+Classroom+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Most Teachers Don't Teach Climate Change; 4 In 5 Parents Wish They Did",
"title": "Most Teachers Don't Teach Climate Change; 4 In 5 Parents Wish They Did",
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"content": "\u003cp>More than 80% of parents in the U.S. support the teaching of climate change. And that support crosses political divides, according to the results of an exclusive new NPR/Ipsos poll: Whether they have children or not, two-thirds of Republicans and 9 in 10 Democrats agree that the subject needs to be taught in school.\u003c/p>\n\u003cp>A separate poll of teachers found that they are even more supportive, in theory — 86% agree that climate change should be taught.\u003c/p>\n\u003cp>These polls are among the first to gauge public and teacher opinion on how climate change should be taught to the generation that in the coming years will face its intensifying consequences: children.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-teach-20190418/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53493\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-1.png\" alt=\"\" width=\"720\" height=\"794\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-1.png 720w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-1-160x176.png 160w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003c/a>\u003c/p>\n\u003cp>And yet, as millions of students around the globe participate in Earth Day events on Monday, our poll also found a disconnect. Although most states have classroom standards that at least mention human-caused climate change, most teachers aren't actually talking about climate change in their classrooms. And fewer than half of parents have discussed the issue with their children.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-responsibility-20190419/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53494\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2.png\" alt=\"\" width=\"1095\" height=\"435\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2.png 1095w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-160x64.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-800x318.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-768x305.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-1020x405.png 1020w\" sizes=\"(max-width: 1095px) 100vw, 1095px\">\u003c/a>\u003c/p>\n\u003cp>When it comes to one of the biggest global problems, the default message from older generations to younger ones is silence.\u003c/p>\n\u003cp>\u003cstrong>Parents and the general public\u003c/strong>\u003c/p>\n\u003cp>Laine Fabijanic, a mother of three living in Glenwood Springs, Colo., says her part of the country is feeling the effects of climate change, from an unusually snowless winter last year to scary fires. She and her family recycle and eat organic; they are even installing solar panels on the house.\u003c/p>\n\u003cp>Still, she says she hasn't talked about the big picture of climate change with her young daughters. \"I don't think we've talked much about it at all,\" she said in an interview. \"Probably because it hasn't come up from them.\"\u003c/p>\n\u003cp>About 3 in 4 respondents in our nationally representative survey of 1,007 Americans agreed that the climate is changing. That figure is in line with previous results from Ipsos and other polls.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-real-20190418/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53495\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3.png\" alt=\"\" width=\"1090\" height=\"592\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3.png 1090w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-160x87.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-800x434.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-768x417.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-1020x554.png 1020w\" sizes=\"(max-width: 1090px) 100vw, 1090px\">\u003c/a>\u003c/p>\n\u003cp>Parents are even more likely than the general public to support teaching students thoroughly about climate change, including its effects on our environment, economy and society. Among parents with children under 18, 84% agree that it should be taught in schools.\u003c/p>\n\u003cp>A plurality of all parents support starting those lessons as early as elementary school. And though it may be a controversial subject, 65% of those who thought climate change should be taught didn't think parental permission was necessary. Among Republicans, the corresponding figure was 57%.\u003c/p>\n\u003cp>However, parents like Fabijanic aren't necessarily holding these conversations themselves. Just 45% of parents said they had ever discussed the topic with their own children.\u003c/p>\n\u003cp>\u003cstrong>Teachers support teaching climate change more in theory than in practice\u003c/strong>\u003c/p>\n\u003cp>If they don't hear about it at home, will kids learn about climate change in school? To answer this question, NPR/Ipsos also completed a nationally representative survey of around 500 teachers. These educators were even more likely than the general public to believe in climate change and to support teaching climate change.\u003c/p>\n\u003cp>In fact, 86% of teachers believe climate change should be taught in schools. In theory.\u003c/p>\n\u003cp>But in practice, it's more complicated. More than half — 55% — of teachers we surveyed said they do not cover climate change in their own classrooms or even talk to their students about it.\u003c/p>\n\u003cp>The most common reason given? Nearly two-thirds (65%) said it's outside their subject area.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-why-20190419/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png\" alt=\"\" width=\"1251\" height=\"877\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-800x561.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-768x538.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1020x715.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1200x841.png 1200w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003c/a>\u003c/p>\n\u003cp>Let's not forget that teachers are busy, and often underresourced and overworked. When asked to rank the importance of climate change, it fell to near the bottom of a list of priorities for expanding the curriculum, behind science and math, basic literacy and financial education.\u003c/p>\n\u003cp>\u003cstrong>Parents seen as obstacles to teaching climate\u003c/strong>\u003c/p>\n\u003cp>But there are other factors at work, too, in the decision of whether to cover climate change.\u003c/p>\n\u003cp>For example, almost a third of all teachers say that when it comes to teaching climate change, they worry about parent complaints.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-prepared-20190419/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53497\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5.png\" alt=\"\" width=\"1059\" height=\"862\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5.png 1059w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-160x130.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-800x651.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-768x625.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-1020x830.png 1020w\" sizes=\"(max-width: 1059px) 100vw, 1059px\">\u003c/a>\u003c/p>\n\u003cp>In our poll, teachers who do not teach the subject were allowed to choose more than one reason. They named many obstacles.\u003c/p>\n\u003cul>\n\u003cli>17% say they don't have the materials.\u003c/li>\n\u003cli>17% also say they don't know enough about the subject to teach it.\u003c/li>\n\u003cli>4% say their school does not allow the subject to be taught.\u003c/li>\n\u003c/ul>\n\u003cp>Moreover, there also seems to be a divide in terms of resources, attitudes and support between teachers who cover climate change in their classrooms and those who don't.\u003c/p>\n\u003cp>Mallory Newall of Ipsos said for some teachers, maintaining that it's not their job to teach climate change \"may just be a way to rationalize why they're not talking about it.\"\u003c/p>\n\u003cp>That's because teachers who do talk about climate change are also more likely to say:\u003c/p>\n\u003cul>\n\u003cli>There should be state laws that require teaching it (70% versus 38% of teachers who don't talk about climate change).\u003c/li>\n\u003cli>They have the resources they need to answer students' questions about climate change (77% versus 32%).\u003c/li>\n\u003cli>Their students have brought up climate change in the classroom this year (78% versus 14%).\u003c/li>\n\u003cli>Their school encourages them to discuss climate change (64% versus 18%).\u003c/li>\n\u003c/ul>\n\u003cp>In our \u003ca href=\"https://www.npr.org/newsletter/ed\">NPR Ed newsletter\u003c/a>, we did a callout to teachers to find out more about how they teach climate change. Some teachers we heard from mentioned the divisiveness of the issue and the difficulty in dealing with students whose parents are deniers of climate change.\u003c/p>\n\u003cp>\"There's so much political jargon around climate change that I would either have to dismiss their concerns that they bring up or burn a lot of time talking about something that is outside my content area,\" said Jack Erickson, a science teacher at Cienega High School in Vail, Ariz., in response to our callout.\u003c/p>\n\u003cp>\u003cstrong>Some teachers get creative in teaching climate change\u003c/strong>\u003c/p>\n\u003cp>On the other hand, about 42% of teachers in our survey said they are indeed finding ways to address climate change in the classroom.\u003c/p>\n\u003cp>In our callout, we heard from far more than just science teachers. Preschool, English, public speaking, Spanish, statistics, social studies teachers — even home economics teachers and librarians — all are finding ways to approach the topic.\u003c/p>\n\u003cp>For example, Rebecca Meyer is an eighth-grade English language arts teacher at Bronx Park Middle School in New York City. Meyer's students researched water scarcity and then read a \"cli-fi\" (or climate-fiction) novel by Mindy McGinnis called \u003cem>Not a Drop to Drink. \u003c/em>\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>The main character, Lynn, lives in a version of the U.S. where physical water scarcity is the norm. As we read the novel, kids made connections between what is happening today and the novel,\" she told NPR. \"They were very engaged; they loved it. They learned so much they didn't know.\"\u003c/p>\n\u003cp>Debra Freeman teaches family and consumer science — what used to be called home economics — at McDougle Middle School in Chapel Hill, N.C. Her curriculum includes healthy food choices.\u003c/p>\n\u003cp>\"Harvard's T.H. Chan School of Public Health is directly connecting the overconsumption of animal products to our global warming dilemma,\" she says. \"We also touch on the role of food waste (a huge problem in the U.S.) and its effect on climate change. Students in middle school are at a pivotal age for developing a multifaceted lens for thinking, evaluating and problem-solving. I place great hope in them!\"\u003c/p>\n\u003cp>Erin Royer's mixed-age classroom at Steele Elementary School in Denver comprises fourth- and fifth-graders. Does she cover climate change in elementary school? \"Hell yes!\" she says. \"If you teach from a problem-based learning style, students will repeatedly arrive at climate change as the cause and effect of many problems/issues in their world.\"\u003c/p>\n\u003cp>Whether the topic is animals, energy, or hurricanes and wildfires, \"When they read information, through their research, put out by reliable scientists, they arrive at climate change again and again.\"\u003c/p>\n\u003cp>And Lily Sage teaches \"really little people\" at the Schuylkill Center for Environmental Education's nature-focused preschool in Philadelphia. \"It's a little above their heads, but we talk about Earth changes and ways we can avoid the ones that are causing mass extinctions. Because dinosaurs are accessible to them, that is often the framing for that conversation.\"\u003c/p>\n\u003cp>\u003cstrong>State school policies mostly include climate change \u003c/strong>\u003c/p>\n\u003cp>Since 2013, 19 states and the District of Columbia have adopted the\u003ca href=\"https://www.nextgenscience.org/\"> Next Generation Science Standards\u003c/a>, created by a consortium of states and science authorities to strengthen the teaching of science. The standards instruct teachers to cover the facts of human-caused climate change beginning in middle school. According to an analysis done for NPR Ed by Glenn Branch, deputy director of the National Center for Science Education, 36 states in total currently recognize human-caused climate change somewhere in their state standards. But, he says, \"the fact that human-caused climate change is included in a state's science standards doesn't mean that teachers in that state do teach it,\" and vice versa.\u003c/p>\n\u003cp>Moreover, this year alone, there have been numerous bills and resolutions introduced in statehouses that would restrict the teaching of climate change.\u003c/p>\n\u003cp>In Connecticut, a recent bill would have cut climate change materials from the state's standards. An Iowa bill would have directly repealed the state's use of Next Generation Science Standards.\u003c/p>\n\u003cp>Others — including in Arizona, Maine, South Dakota and Virginia — would prohibit the teaching of any issue included in a state political party platform, on the grounds of anti-indoctrination. Florida's \u003ca href=\"https://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_s0330__.DOCX&DocumentType=Bill&BillNumber=0330&Session=2019\">bill prescribes \u003c/a>\"balanced\" teaching for \"controversial\" science subjects.\u003c/p>\n\u003cp>While most of these bills were tabled or failed to pass (Florida's is still live), Branch sees them as part of a concerted and continuing effort to block the teaching of mainstream science. For example, some of these bills resemble model legislation created\u003ca href=\"https://www.alec.org/model-policy/environmental-literacy-improvement-act/\"> years ago\u003c/a> by the American Legislative Exchange Council, a group that brings businesses together with lawmakers to write bills that are often industry-friendly.\u003c/p>\n\u003cp>\u003cstrong>Students are feeling the effects \u003c/strong>\u003c/p>\n\u003cp>As the political debate continues, more and more students don't have to wait to learn about climate impacts in the classroom. That's because they are experiencing them in their daily lives.\u003c/p>\n\u003cp>NPR Ed found in an analysis that in \u003ca href=\"https://www.npr.org/sections/ed/2017/12/15/564058043/natural-disasters-and-the-implications-of-missing-so-much-school\">just one semester, the fall of 2017\u003c/a>, for example, 9 million U.S. students across nine states and Puerto Rico missed some amount of school owing to natural disasters — which scientists say are becoming \u003ca href=\"https://www.npr.org/2018/09/11/646313648/climate-change-drives-bigger-wetter-storms-storms-like-florence\">more frequent and severe because of climate change\u003c/a>.\u003c/p>\n\u003cp>The Schools for Climate Action Summit in Washington, D.C., in March, was instigated by students in Northern California whose communities were ravaged by wildfires. They also brought together students affected by Hurricane Harvey in Houston and by agricultural droughts on tribal lands in New Mexico to lobby at the Capitol.\u003c/p>\n\u003cfigure id=\"attachment_53490\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-53490\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/dsc5604_vert-989c9dfe0987b418fb0252ab03aed81139da66ab-e1555975759400.jpg\" alt=\"\" width=\"250\" height=\"334\">\u003cfigcaption class=\"wp-caption-text\">High school junior Celeste Palmer holds a burned piece of paper that drifted into her neighborhood during the California Tubbs Fire in 2017. \u003ccite>(Olivia Sun/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Celeste Palmer, a high school junior, came to the summit with scraps of burned paper that had drifted into her Santa Rosa, Calif., neighborhood from the Tubbs Fire in 2017. She calls climate change \"a generational justice issue for my generation in particular ... because it's affecting us now.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Most+Teachers+Don%27t+Teach+Climate+Change%3B+4+In+5+Parents+Wish+They+Did&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "As students around the globe participate in Earth Day, a new NPR/Ipsos poll finds 55% of teachers don't teach or talk about climate change and 46% of parents haven't discussed it with their kids.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>More than 80% of parents in the U.S. support the teaching of climate change. And that support crosses political divides, according to the results of an exclusive new NPR/Ipsos poll: Whether they have children or not, two-thirds of Republicans and 9 in 10 Democrats agree that the subject needs to be taught in school.\u003c/p>\n\u003cp>A separate poll of teachers found that they are even more supportive, in theory — 86% agree that climate change should be taught.\u003c/p>\n\u003cp>These polls are among the first to gauge public and teacher opinion on how climate change should be taught to the generation that in the coming years will face its intensifying consequences: children.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-teach-20190418/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53493\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-1.png\" alt=\"\" width=\"720\" height=\"794\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-1.png 720w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-1-160x176.png 160w\" sizes=\"(max-width: 720px) 100vw, 720px\">\u003c/a>\u003c/p>\n\u003cp>And yet, as millions of students around the globe participate in Earth Day events on Monday, our poll also found a disconnect. Although most states have classroom standards that at least mention human-caused climate change, most teachers aren't actually talking about climate change in their classrooms. And fewer than half of parents have discussed the issue with their children.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-responsibility-20190419/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53494\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2.png\" alt=\"\" width=\"1095\" height=\"435\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2.png 1095w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-160x64.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-800x318.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-768x305.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-2-1020x405.png 1020w\" sizes=\"(max-width: 1095px) 100vw, 1095px\">\u003c/a>\u003c/p>\n\u003cp>When it comes to one of the biggest global problems, the default message from older generations to younger ones is silence.\u003c/p>\n\u003cp>\u003cstrong>Parents and the general public\u003c/strong>\u003c/p>\n\u003cp>Laine Fabijanic, a mother of three living in Glenwood Springs, Colo., says her part of the country is feeling the effects of climate change, from an unusually snowless winter last year to scary fires. She and her family recycle and eat organic; they are even installing solar panels on the house.\u003c/p>\n\u003cp>Still, she says she hasn't talked about the big picture of climate change with her young daughters. \"I don't think we've talked much about it at all,\" she said in an interview. \"Probably because it hasn't come up from them.\"\u003c/p>\n\u003cp>About 3 in 4 respondents in our nationally representative survey of 1,007 Americans agreed that the climate is changing. That figure is in line with previous results from Ipsos and other polls.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-real-20190418/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53495\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3.png\" alt=\"\" width=\"1090\" height=\"592\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3.png 1090w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-160x87.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-800x434.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-768x417.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-3-1020x554.png 1020w\" sizes=\"(max-width: 1090px) 100vw, 1090px\">\u003c/a>\u003c/p>\n\u003cp>Parents are even more likely than the general public to support teaching students thoroughly about climate change, including its effects on our environment, economy and society. Among parents with children under 18, 84% agree that it should be taught in schools.\u003c/p>\n\u003cp>A plurality of all parents support starting those lessons as early as elementary school. And though it may be a controversial subject, 65% of those who thought climate change should be taught didn't think parental permission was necessary. Among Republicans, the corresponding figure was 57%.\u003c/p>\n\u003cp>However, parents like Fabijanic aren't necessarily holding these conversations themselves. Just 45% of parents said they had ever discussed the topic with their own children.\u003c/p>\n\u003cp>\u003cstrong>Teachers support teaching climate change more in theory than in practice\u003c/strong>\u003c/p>\n\u003cp>If they don't hear about it at home, will kids learn about climate change in school? To answer this question, NPR/Ipsos also completed a nationally representative survey of around 500 teachers. These educators were even more likely than the general public to believe in climate change and to support teaching climate change.\u003c/p>\n\u003cp>In fact, 86% of teachers believe climate change should be taught in schools. In theory.\u003c/p>\n\u003cp>But in practice, it's more complicated. More than half — 55% — of teachers we surveyed said they do not cover climate change in their own classrooms or even talk to their students about it.\u003c/p>\n\u003cp>The most common reason given? Nearly two-thirds (65%) said it's outside their subject area.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-why-20190419/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png\" alt=\"\" width=\"1251\" height=\"877\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-800x561.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-768x538.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1020x715.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1200x841.png 1200w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003c/a>\u003c/p>\n\u003cp>Let's not forget that teachers are busy, and often underresourced and overworked. When asked to rank the importance of climate change, it fell to near the bottom of a list of priorities for expanding the curriculum, behind science and math, basic literacy and financial education.\u003c/p>\n\u003cp>\u003cstrong>Parents seen as obstacles to teaching climate\u003c/strong>\u003c/p>\n\u003cp>But there are other factors at work, too, in the decision of whether to cover climate change.\u003c/p>\n\u003cp>For example, almost a third of all teachers say that when it comes to teaching climate change, they worry about parent complaints.\u003c/p>\n\u003cp>\u003ca href=\"https://apps.npr.org/dailygraphics/graphics/ipsos-climate-prepared-20190419/child.html?mode=childlink&utm_source=nprnews&utm_medium=app&utm_campaign=storyredirect\">\u003cimg class=\"alignnone size-full wp-image-53497\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5.png\" alt=\"\" width=\"1059\" height=\"862\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5.png 1059w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-160x130.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-800x651.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-768x625.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-5-1020x830.png 1020w\" sizes=\"(max-width: 1059px) 100vw, 1059px\">\u003c/a>\u003c/p>\n\u003cp>In our poll, teachers who do not teach the subject were allowed to choose more than one reason. They named many obstacles.\u003c/p>\n\u003cul>\n\u003cli>17% say they don't have the materials.\u003c/li>\n\u003cli>17% also say they don't know enough about the subject to teach it.\u003c/li>\n\u003cli>4% say their school does not allow the subject to be taught.\u003c/li>\n\u003c/ul>\n\u003cp>Moreover, there also seems to be a divide in terms of resources, attitudes and support between teachers who cover climate change in their classrooms and those who don't.\u003c/p>\n\u003cp>Mallory Newall of Ipsos said for some teachers, maintaining that it's not their job to teach climate change \"may just be a way to rationalize why they're not talking about it.\"\u003c/p>\n\u003cp>That's because teachers who do talk about climate change are also more likely to say:\u003c/p>\n\u003cul>\n\u003cli>There should be state laws that require teaching it (70% versus 38% of teachers who don't talk about climate change).\u003c/li>\n\u003cli>They have the resources they need to answer students' questions about climate change (77% versus 32%).\u003c/li>\n\u003cli>Their students have brought up climate change in the classroom this year (78% versus 14%).\u003c/li>\n\u003cli>Their school encourages them to discuss climate change (64% versus 18%).\u003c/li>\n\u003c/ul>\n\u003cp>In our \u003ca href=\"https://www.npr.org/newsletter/ed\">NPR Ed newsletter\u003c/a>, we did a callout to teachers to find out more about how they teach climate change. Some teachers we heard from mentioned the divisiveness of the issue and the difficulty in dealing with students whose parents are deniers of climate change.\u003c/p>\n\u003cp>\"There's so much political jargon around climate change that I would either have to dismiss their concerns that they bring up or burn a lot of time talking about something that is outside my content area,\" said Jack Erickson, a science teacher at Cienega High School in Vail, Ariz., in response to our callout.\u003c/p>\n\u003cp>\u003cstrong>Some teachers get creative in teaching climate change\u003c/strong>\u003c/p>\n\u003cp>On the other hand, about 42% of teachers in our survey said they are indeed finding ways to address climate change in the classroom.\u003c/p>\n\u003cp>In our callout, we heard from far more than just science teachers. Preschool, English, public speaking, Spanish, statistics, social studies teachers — even home economics teachers and librarians — all are finding ways to approach the topic.\u003c/p>\n\u003cp>For example, Rebecca Meyer is an eighth-grade English language arts teacher at Bronx Park Middle School in New York City. Meyer's students researched water scarcity and then read a \"cli-fi\" (or climate-fiction) novel by Mindy McGinnis called \u003cem>Not a Drop to Drink. \u003c/em>\u003c/p>\n\u003cp>\u003cem>\"\u003c/em>The main character, Lynn, lives in a version of the U.S. where physical water scarcity is the norm. As we read the novel, kids made connections between what is happening today and the novel,\" she told NPR. \"They were very engaged; they loved it. They learned so much they didn't know.\"\u003c/p>\n\u003cp>Debra Freeman teaches family and consumer science — what used to be called home economics — at McDougle Middle School in Chapel Hill, N.C. Her curriculum includes healthy food choices.\u003c/p>\n\u003cp>\"Harvard's T.H. Chan School of Public Health is directly connecting the overconsumption of animal products to our global warming dilemma,\" she says. \"We also touch on the role of food waste (a huge problem in the U.S.) and its effect on climate change. Students in middle school are at a pivotal age for developing a multifaceted lens for thinking, evaluating and problem-solving. I place great hope in them!\"\u003c/p>\n\u003cp>Erin Royer's mixed-age classroom at Steele Elementary School in Denver comprises fourth- and fifth-graders. Does she cover climate change in elementary school? \"Hell yes!\" she says. \"If you teach from a problem-based learning style, students will repeatedly arrive at climate change as the cause and effect of many problems/issues in their world.\"\u003c/p>\n\u003cp>Whether the topic is animals, energy, or hurricanes and wildfires, \"When they read information, through their research, put out by reliable scientists, they arrive at climate change again and again.\"\u003c/p>\n\u003cp>And Lily Sage teaches \"really little people\" at the Schuylkill Center for Environmental Education's nature-focused preschool in Philadelphia. \"It's a little above their heads, but we talk about Earth changes and ways we can avoid the ones that are causing mass extinctions. Because dinosaurs are accessible to them, that is often the framing for that conversation.\"\u003c/p>\n\u003cp>\u003cstrong>State school policies mostly include climate change \u003c/strong>\u003c/p>\n\u003cp>Since 2013, 19 states and the District of Columbia have adopted the\u003ca href=\"https://www.nextgenscience.org/\"> Next Generation Science Standards\u003c/a>, created by a consortium of states and science authorities to strengthen the teaching of science. The standards instruct teachers to cover the facts of human-caused climate change beginning in middle school. According to an analysis done for NPR Ed by Glenn Branch, deputy director of the National Center for Science Education, 36 states in total currently recognize human-caused climate change somewhere in their state standards. But, he says, \"the fact that human-caused climate change is included in a state's science standards doesn't mean that teachers in that state do teach it,\" and vice versa.\u003c/p>\n\u003cp>Moreover, this year alone, there have been numerous bills and resolutions introduced in statehouses that would restrict the teaching of climate change.\u003c/p>\n\u003cp>In Connecticut, a recent bill would have cut climate change materials from the state's standards. An Iowa bill would have directly repealed the state's use of Next Generation Science Standards.\u003c/p>\n\u003cp>Others — including in Arizona, Maine, South Dakota and Virginia — would prohibit the teaching of any issue included in a state political party platform, on the grounds of anti-indoctrination. Florida's \u003ca href=\"https://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_s0330__.DOCX&DocumentType=Bill&BillNumber=0330&Session=2019\">bill prescribes \u003c/a>\"balanced\" teaching for \"controversial\" science subjects.\u003c/p>\n\u003cp>While most of these bills were tabled or failed to pass (Florida's is still live), Branch sees them as part of a concerted and continuing effort to block the teaching of mainstream science. For example, some of these bills resemble model legislation created\u003ca href=\"https://www.alec.org/model-policy/environmental-literacy-improvement-act/\"> years ago\u003c/a> by the American Legislative Exchange Council, a group that brings businesses together with lawmakers to write bills that are often industry-friendly.\u003c/p>\n\u003cp>\u003cstrong>Students are feeling the effects \u003c/strong>\u003c/p>\n\u003cp>As the political debate continues, more and more students don't have to wait to learn about climate impacts in the classroom. That's because they are experiencing them in their daily lives.\u003c/p>\n\u003cp>NPR Ed found in an analysis that in \u003ca href=\"https://www.npr.org/sections/ed/2017/12/15/564058043/natural-disasters-and-the-implications-of-missing-so-much-school\">just one semester, the fall of 2017\u003c/a>, for example, 9 million U.S. students across nine states and Puerto Rico missed some amount of school owing to natural disasters — which scientists say are becoming \u003ca href=\"https://www.npr.org/2018/09/11/646313648/climate-change-drives-bigger-wetter-storms-storms-like-florence\">more frequent and severe because of climate change\u003c/a>.\u003c/p>\n\u003cp>The Schools for Climate Action Summit in Washington, D.C., in March, was instigated by students in Northern California whose communities were ravaged by wildfires. They also brought together students affected by Hurricane Harvey in Houston and by agricultural droughts on tribal lands in New Mexico to lobby at the Capitol.\u003c/p>\n\u003cfigure id=\"attachment_53490\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"size-full wp-image-53490\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/dsc5604_vert-989c9dfe0987b418fb0252ab03aed81139da66ab-e1555975759400.jpg\" alt=\"\" width=\"250\" height=\"334\">\u003cfigcaption class=\"wp-caption-text\">High school junior Celeste Palmer holds a burned piece of paper that drifted into her neighborhood during the California Tubbs Fire in 2017. \u003ccite>(Olivia Sun/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Celeste Palmer, a high school junior, came to the summit with scraps of burned paper that had drifted into her Santa Rosa, Calif., neighborhood from the Tubbs Fire in 2017. She calls climate change \"a generational justice issue for my generation in particular ... because it's affecting us now.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Most+Teachers+Don%27t+Teach+Climate+Change%3B+4+In+5+Parents+Wish+They+Did&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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