New Science Standards Bring Climate to the Classroom

California Leads the Way in Integrating Climate Education into Curriculum

In most US high school classes, biology, chemistry, and physics are required subjects, while earth and space science are often neglected. However, California stands out as an example of curriculum integration, where earth and space science are built into the three core courses. This approach engages students by asking thought-provoking questions such as “How old is your body?” which leads to discussions about the formation of hydrogen atoms in the Big Bang and the study of carbon isotopes. In fact, California is even considering legally mandating the teaching of climate science in schools, further emphasizing the importance of integrating sustainability education into the curriculum.

Support from Parents and Educators

Judi Nelson, a California resident, mother, and regenerative farmer, strongly believes that climate change should be taught in schools. She argues that since future generations will have to deal with the consequences of extractive manufacturing, fossil fuel pollution, and industrial agriculture, they should be equipped with the necessary scientific and technological skills to address these challenges. Nelson also emphasizes the importance of addressing the psychological aspects of climate change at an age-appropriate level and providing support to help children cope with their fears about its impact on their futures. She suggests that solutions like regenerative farming, renewable energy, and composting can empower children to confront these challenges.

Radhika Iyengar, the director of the education sector at Columbia Climate School’s Center for Sustainable Development and a parent herself, believes that integrative education is crucial for well-rounded students. She argues that there is no room for beliefs or disbelief when it comes to climate change and sustainability; only facts matter. Iyengar emphasizes the need for teacher support and curriculum design to effectively integrate sustainability into various subjects such as art, poetry, music, and English. She also supports the idea of starting climate education in kindergarten to foster a sense of agency and connectedness to nature from an early age, reducing negative feelings like eco-anxiety as students grow older.

Challenges and Solutions

A global study conducted by UNESCO revealed that 95 percent of teachers surveyed believed that teaching the severity of climate change was important. However, less than 40 percent felt confident about teaching it. Iyengar warns that if climate change is not officially taught in schools, children may turn to unreliable sources like YouTube for information, which can be damaging. She emphasizes the need for funding training programs to equip teachers with the necessary tools and knowledge. Institutions like the Columbia Climate School offer professional development courses in climate change, many of which are free of charge.

Parents also play a crucial role in advocating for climate education in schools. By communicating with teachers, lawmakers, and administrators, parents can push for curriculum changes and prevent students from relying solely on self-study through the internet and social media. Iyengar believes that it is our responsibility to include climate education in the curriculum to ensure that students are prepared for an uncertain future.

The Importance of Climate and Health Literacy

Micah Hahn, an associate professor of environmental health at the University of Alaska Anchorage, emphasizes the importance of climate and health literacy for all individuals, whether in school or not. Hahn argues that regardless of one’s profession, climate change will have some impact, and understanding it can make individuals better at their jobs. For example, when building houses, considering weather events such as wildfires in California or rising temperatures in Alaska becomes crucial. Hahn believes that climate education should start early, even as young as when children are learning to read.

Policy Changes and Funding

While some states have not yet considered legislation regarding climate education, they may still have to comply with the Next Generation Science Standards (NGSS) or have made minimal changes to their standards. This is because earth science questions will now appear on standardized tests, making it essential for these concepts to be taught in classrooms. However, the trend of integrating climate education faces challenges. Some states, teachers, and parents have been slow to accept the necessity of climate change studies. Additionally, many teachers feel ill-equipped to teach the subject. Policy changes and funding are crucial to ensure that all students have access to comprehensive and integrative climate education.

“Climate is the study of the connection of all Earth’s surface systems,” says Wysession, emphasizing the importance of incorporating more climate science into the curriculum. While there is still a long way to go, it is remarkable to see states taking steps towards change.

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 13: Climate Action
• SDG 15: Life on Land

The article discusses the importance of integrating climate change and sustainability education into the curriculum, which aligns with SDG 4’s focus on quality education. It also highlights the need for education and awareness-raising on climate change and its impacts, connecting to SDG 13’s target of improving education and capacity on climate change. Additionally, the article mentions the importance of protecting and preventing the extinction of threatened species, which relates to SDG 15’s target of halting biodiversity loss.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development
• Target 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning
• Target 15.5: Take urgent and significant action to reduce degradation of natural habitats, halt the loss of biodiversity, and protect and prevent the extinction of threatened species

The article emphasizes the need for learners to acquire knowledge and skills related to sustainable development, aligning with Target 4.7 under SDG 4. It also highlights the importance of improving education and awareness on climate change mitigation, adaptation, and impact reduction, which corresponds to Target 13.3 under SDG 13. Furthermore, the mention of protecting and preventing the extinction of threatened species relates to Target 15.5 under SDG 15.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

There are no specific indicators mentioned or implied in the article that can be used to measure progress towards the identified targets.

The article focuses more on the importance of integrating climate education into the curriculum and the challenges faced in doing so, rather than providing specific indicators for measuring progress.

4. Table: SDGs, Targets, and Indicators

The table summarizes the findings from analyzing the article. It lists the three relevant SDGs, their corresponding targets, and indicates that no specific indicators were mentioned in the article for measuring progress towards those targets.

Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.

Source: earthisland.org

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