Climate Change Adaptation: Students Have a Role
Posted: Tuesday, October 7th, 2014
by Phyllis Grifman and Linda Chilton
As leaders of society’s next generation, teachers foster and facilitate learning and help prepare students to engage intellectually as well as socially. Students can learn the principles of stewardship and conservation and they are inspired to become decision makers and problem solvers today and in the future. This is especially important in addressing climate change. The impacts of climate change require both mitigation, reducing our use of fossil fuels and shifting to more conservative use of resources; and adaptation, preparing our communities to be more resilient in responding to the impacts of climate change.
Since the science of climate change and its many applications are still in nascent stages, many educators do not yet have the background understanding to develop what is needed to prepare students for addressing these critical concepts. In the Los Angeles region, the ocean interface with the massive urban development is under increased pressure from the impacts of growing population and climate change. Because the impacts brought by sea level rise are not uniform around the world, they must be examined in a regional context under a lens that accounts for other physical factors such as El Niño/La Niña and the Pacific Decadal Oscillation, and changing storm patterns. Educators need the tools to bring focus to these factors in order to educate the next generation to predict the potential impacts of climate change and urban pressures on the Los Angeles region.
Factors that must be considered when considering vulnerabilities to any hazards, including climate change, include
- exposure, – nature and degree to which a system experiences as stress or hazard
- sensitivity – the degree which exposed assets would be impaired
- adaptive capacity – ability of an asset t make adjustments in response to climate change; and
- consequences – the adverse effects that occur as a result of an asset being impaired.
These must be examined in the context of geographic location, population density, societal characteristics, governance, and local, regional, state and federal political institutions.
The USC Sea Grant Program plays an instrumental role in assessing the state of climate adaptation preparedness throughout California. In the Los Angeles region, the USC Sea Grant Program coordinated a study to assess sea level rise vulnerabilities for the City of Los Angeles. Officials from the City of Los Angeles and regional stakeholders collaborated to provide invaluable input in the process of assessing the City’s vulnerability. This work provides an example of how diverse disciplines must work together to present a holistic picture for the region. The team of experts working on the “AdaptLA” project included:
- a coastal oceanographer/physicist with expertise in coastal processes,
- a geophysical modeler who studies hazard risk,
- a social scientist with expertise in climate change adaptation, social vulnerability, and risk communications,
- a coastal engineer with expertise in coastal hazards and potential adaptation methodologies, municipal officials,
- an economist with expertise in assessing the impacts of natural disasters; and of course,
- the USC Sea Grant climate team.
Using of a template, officials systematically assessed risks to municipal assets and identified several vulnerabilities. At-risk critical coastal infrastructure includes power plants, wastewater treatment plants, roads, and beaches. Beaches provide not only ecosystem services, but contribute millions of tourism dollars to the economy. The protection provided by wide beaches requires regular monitoring and to remain effective as barriers to rising seas. Sea level rise impacts will require an increased effort to stabilize and replenish beaches; south-facing beaches such as San Pedro’s Cabrillo Beach recently saw tremendous impact from the extended effects of offshore hurricanes.
USC Sea Grant Program also partnered with Heal the Bay in an outreach program for the vulnerable communities of Venice/Marina Del Rey and San Pedro/Wilmington/Long Beach. At an inaugural Youth Forum held on the USC campus, students learned about vulnerabilities in their own communities and participated in a survey examining hazard preparedness in their own neighborhoods. The Forum informed participants about local stewardship efforts, engaging residents and decision makers in these communities by sharing the findings from the AdaptLA report and recruiting them to participate in developing adaptation plans. Participants included policy makers, community leaders, students and their teachers.
Students and teachers gain an understanding of the relevance of learning about climate change through classroom activities. Through engagement programs, students put learning into action in their own communities, reaching out to help communities better prepare for flooding in their neighborhoods, and helping to survey community members to ascertain their awareness and understanding of climate change impacts. In the future, student groups will participate in the “King Tides” Initiative, using photography to record extreme high and low tides. This is designed to illustrate potential effects of sea level rise and identify places where planners and residents need to consider how to plan and protect vulnerable structures. Opportunities continue to provide ways for teachers and students to contribute to help their own communities become more resilient in the face of a changing climate.
Phyllis Grifman is Associate Director and Linda Chilton is the Education Coordinator, both with the USC Sea Grant Program. Linda is a member of CSTA.
Posted: Tuesday, March 14th, 2017
The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.
For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.
The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.
Posted: Monday, March 13th, 2017
The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. Learn More…
Posted: Monday, March 13th, 2017
CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: Learn More…
Posted: Monday, March 13th, 2017
by Marian Murphy-Shaw
If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. Learn More…
Posted: Monday, March 13th, 2017
by Joseph Calmer
Probably like you, NGSS has been at the forefront of many department meetings, lunch conversations, and solitary lesson planning sessions. Despite reading the original NRC Framework, the Ca Draft Frameworks, and many CSTA writings, I am still left with the question: “what does it actually mean for my classroom?”
I had an eye-opening experience that helped me with that question. It came out of a conversation that I had with a student teacher. It turns out that I’ve found the secret to learning how to teach with NGSS: I need to engage in dialogue about teaching with novice teachers. I’ve had the pleasure of teaching science in some capacity for 12 years. During that time pedagogy and student learning become sort of a “hidden curriculum.” It is difficult to plan a lesson for the hidden curriculum; the best way is to just have two or more professionals talk and see what emerges. I was surprised it took me so long to realize this epiphany. Learn More…