Getting the Science Right: Teaching Climate Change in the Classroom
Posted: Monday, December 3rd, 2012
by Minda Berbeco
As the newest Programs and Policy Director here at the National Center for Science Education, I am constantly asked where educators can find good lesson plans and classroom activities to teach about climate change.
- Is there something for 2nd graders?
- Can it involve water resources?
- How about a chemistry focus?
- Will it fit into already established statewide science standards?
- Can it involve students in the search for practical solutions?
These questions are especially pressing because even though climate change can fit well into almost any science course, whether biology, chemistry, or earth sciences, textbooks often skip over the topic, concerned that it is “controversial” or assuming that it will be covered elsewhere. I can’t answer all such questions here, but there are three sources of lesson plans and classroom activities on climate change that I recommend—not only because they’re useful but also because of the way in which they model good scientific and pedagogical practice.
Bringing climate change education into the classroom
An Internet search for climate change lesson plans comes up with over 2 million results. For a teacher, the options are mind-boggling. How could you even find the time to go through all of those resources? How do you know whether they are based in sound science?
The Climate Literacy & Energy Awareness Network is an ideal place for teachers to start when looking for lesson plans that will fit science standards. CLEAN is an online repository for lesson plans and other educational materials on climate and energy topics. All of the materials go through a multi-step scientific review from researchers with topic-specific expertise, as well as a teacher review to ensure good pedagogical practices. The searchable database allows educators to filter the material by age group, literacy principles, topics and more. It is a great resource for those looking for simple lesson plans to implement in an already full classroom.
Bring students together to create change
Teachers don’t have to become instant experts on climate change to engage students in the science. Many have started bringing in outside organizations to engage students in climate and energy literacy.
One such program is provided by the Alliance for Climate Education (ACE), which works nationally to educate high school students on climate change in a positive and solution-focused manner. ACE starts engaging students though a school-wide assembly, and then builds an action-focused community of students. In the past, students have focused on decreasing their energy usage, saving schools money and reducing their carbon footprint substantially. This year, students are attempting to reduce the amount of waste being generated by the school. Engaging students in action plans, while educating them about the science and consequences of climate change, ensures that students do not become disillusioned when learning about this topic. Solutions are the focus, and this gets students engaged.
Students as agents of community change
The consequences of climate change can seem dire to students, resulting in disillusionment and disregard for the science. Somehow, it can be easier to ignore or dispute the science if students find the implications disturbing.
One way to address this challenge is to empower students to engage in solutions outside of school. The ECO2School in Sonoma County has started working with local schools to empower students to change their carbon footprints. Students develop their own science-based solutions to address climate change in their community, while being trained in organizing and leadership skills. Groups form a team with a math and science teacher as facilitators to encourage a strong basis in the STEM fields. Through encouraging biking, carpooling, and even walking, they generate their own school-wide initiative to evaluate and then reduce the carbon footprint of their community’s commute.
Students will need to have a good understanding of the science of climate change in order to make educated and thoughtful policy decisions about the consequences of climate change in the future. Unfortunately, many teachers avoid the subject, because they feel poorly prepared to address the many questions that can arise or are concerned about bringing controversy into their classroom. In addition, the resources are not yet in place at the state level to encourage them to present the science accurately and effectively. With lessons and programs such as the ones described here, though, it is becoming easier for teachers to integrate climate change into their science teaching.
Please note CSTA’s disclaimer regarding links to outside source: http://www.classroomscience.org/disclaimer.
Posted: Monday, November 21st, 2016
CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2017 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. For more information regarding proposals, and to submit one today, follow the links below.
Short Course Proposal Deadline: February 6, 2017
Posted: Friday, November 18th, 2016
Do you want to have a voice in health education in California public schools? Consider applying to serve on the Health Education Curriculum Framework and Evaluation Criteria Committee (CFCC), which will work closely with the framework writing team to create a new framework for health education. The new framework will be based on the state-adopted health education content standards and reflect both current research and new state laws.
Applicants must be submitted by 3 p.m. on December 15, 2016. More information about the Health Education Framework revision and the CFCC application is available on the CDE Health Education Curriculum Frameworks Web page at: http://www.cde.ca.gov/ci/he/cf/. Learn More…
Posted: Thursday, November 17th, 2016
by Jessica Sawko
Last month, more than 2,100 science educators convened at the Palm Springs Convention Center for three days of professional learning and networking. The halls buzzed with excitement, the exhibit hall traffic ebbed and flowed like the tides of an ocean, and workshop rooms often filled to capacity with standing room only. CSTA thanks the many volunteers, presenters, exhibitors, and sponsors who helped make this year’s conference a success.
Two of the most popular presentations at the conference included presentations on the new Science Curriculum Framework (which ended up being presented twice due to an error in printing in the program book!) and the Science Assessment Update workshop presented by CDE and ETS. Handouts for both of these presentations are available via the conference app. Learn More…
Posted: Wednesday, November 16th, 2016
by Marian Murphy-Shaw
As a county office Educational Services Director I get to work with many districts, teachers and site leaders on a variety topics, including science. I have the good fortune to be embarking on a new project as part of a team formed by the California State University, Chico – Project ESTEEM.
CSU Chico recruited teams of elementary teachers and their principals to participate in Project ESTEEM, Elementary Science Teachers, Educating, Elevating, and Meliorating; a two-year professional learning grant secured last winter by the University. Learn More…
Posted: Wednesday, November 16th, 2016
by Karal S. Blankenship and Claudia Mitchell
Science in Kindergarten is no different than teaching science in other grades. Students come to us full of wonder, resulting in endless questions. We strive to provide opportunities for our students to become active listeners, use critical thinking skills, to observe, and to make sense of the work around them. This provides our students the chance to develop a deep appreciation for science. This is nuts and bolts of the Next Generation Science Standards (NGSS). Learn More…