The climate change lesson plans teachers need and don’t have
22 Interactive Lessons to Bring Earth Day to Life
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inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>“Mom, are there any more Earths?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Angelique Hammack, a teacher in California, creates lesson plans about climate change for the website \u003c/span>\u003ca href=\"https://subjecttoclimate.org/\">\u003cspan style=\"font-weight: 400\">SubjectToClimate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She often starts from a question posed by one of her four children.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her 7-year-old, who has autism, has been really interested in space lately. “He was asking me questions about the solar system and about black holes, and I started pulling out all these books I had on outer space,” she said. “He’s got a telescope for his birthday, he’s been looking at the moon.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When he asked the question about whether there were more Earths, Hammack saw the opening to create a climate-related lesson that explains how Earth is a “Goldilocks planet,” with \u003ca href=\"https://video.kqed.org/video/pbs-space-time-exoplanets/\">just-right conditions\u003c/a> for life to thrive. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New York state is currently considering several climate education bills. If the proposed policies become law, the state will join California and \u003ca href=\"https://www.kqed.org/mindshift/62261/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going\">New Jersey\u003c/a> in mandating that climate topics be introduced across grade levels and subjects, not just confined to science class. A wide range of science and environmental groups such as the National Wildlife Federation and \u003c/span>\u003ca href=\"http://earthday.org\">\u003cspan style=\"font-weight: 400\">Earthday.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> back this interdisciplinary approach to climate education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the movement for teaching climate grows, thanks to new standards and \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">increasing student curiosity\u003c/a>, teachers are on the hunt for \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">materials and lessons they can rely on\u003c/a>. “I think there’s a big disconnect,” said \u003ca href=\"https://twitter.com/EnvSusTCNJ\">Lauren Madden,\u003c/a> professor of elementary science education at The College of New Jersey. “Teachers really need materials that they can use\u003c/span> \u003cspan style=\"font-weight: 400\">tomorrow\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the last few years, Madden has been researching the experiences of teachers who are tackling this topic. She shared some of her results with The Hechinger Report. SubjectToClimate, a large free repository of climate change lessons, also shared some data on its most popular lessons and materials. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Madden said that what teachers need most are \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">clear strategies that allow them to plug climate lessons into existing curricula\u003c/a>, so that climate can be interwoven with existing requirements, rather than wedged into an already-packed schedule. “Teachers want and need straightforward starting points in terms of instructional materials,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yen-Yen Chiu, director of content creation for SubjectToClimate, agreed. In response to demand, she said, the organization is beginning to create teacher pacing guides, like a middle school math pacing guide that maps specific climate resources from their database to math standards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an overview of more key findings from Madden, and from Hammack and Chiu at SubjectToClimate. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Younger learners have big questions:\u003c/b>\u003cspan style=\"font-weight: 400\"> At SubjectToClimate, the most-searched lessons are \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">for grades K-5\u003c/a>; and there is unmet demand for grades 3-5. Hammack said it can be tough to find materials that are simple enough for the youngest students. “I created a unit on energy — I intended it for K-2 but we ended up changing it to 3-4,” she said. “Energy is so abstract for a K-2nd audience.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Energy, extreme weather and humanities: \u003c/b>\u003cspan style=\"font-weight: 400\">Energy is the most popular topic on SubjectToClimate. There’s also growing interest in lessons related to extreme weather, and lessons that relate to non-science subjects, such as writing and public speaking. One art lesson related to energy is among the top 10 most popular on the site. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Facts and evidence: \u003c/b>\u003cspan style=\"font-weight: 400\">Madden finds teachers (especially new ones) want to gain familiarity with facts they might not have learned in a general education curriculum. They also need to be able to clearly and simply attribute scientific findings to specific data: i.e., how we know that atmospheric carbon is rising or that storms are getting bigger. This presents a bigger challenge, requiring the development of scientific literacy, Madden said: “I think it’s important that we explain what counts as evidence.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Debate, but not doubt:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the United States, climate change is still a highly politicized topic. Teachers need help to present debates in an evolving field of research without losing sight of the overwhelming scientific consensus. This also includes lessons that directly combat misinformation or disinformation that students might bring in from outside the classroom. “Teachers want to know where scientific debate is appropriate. For example, wind vs. solar is a topic that can yield productive discussion, while whether climate change is exacerbated by human activity is not,” said Madden. The New York Times recently \u003c/span>\u003ca href=\"https://www.nytimes.com/2024/01/22/nyregion/nyc-climate-change-education.html\">\u003cspan style=\"font-weight: 400\">reported\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">that a Republican state representative wants to \u003c/span>\u003ca href=\"https://www.cga.ct.gov/2023/TOB/H/PDF/2023HB-05063-R00-HB.PDF\">\u003cspan style=\"font-weight: 400\">amend standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Connecticut in a way that would obscure that consensus in the name of open debate. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Climate brings up feelings: \u003c/b>\u003cspan style=\"font-weight: 400\">While a lot of \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">introduction of climate topics\u003c/a> is happening in response to new state standards, Madden said students are also bringing up the topic, for example, in response to extreme or unseasonable weather. And that’s making some teachers nervous. “Teachers worry that they are not knowledgeable enough about the science of climate change to answer students’ questions appropriately,” she said. “There is also concern about inciting dread and anxiety in children, especially at the lower grade levels.” Hammack said that she finds herself wondering how deep to go: “Some of the videos I’ve been watching are scaring me and I’m 44!” And Madden said those climate emotions are, if anything, stronger among kids in higher grades. “In my experience, it’s preteens and teenagers who have that sense of understanding the scope of these problems,” she said. “They are very concerned.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>English Language Learners: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s a gap in resources for these learners. Madden points out that in Spanish, “clima” is the word for both “weather” and “climate,” which can at times cause confusion. SubjectToClimate lists 93 resources suitable for Spanish speakers and/or Spanish classes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on solutions:\u003c/b>\u003cspan style=\"font-weight: 400\"> Related to \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">concerns about climate anxiety\u003c/a> is a clear desire for lessons that deal with solutions. Among the SubjectToClimate top 10 most-trafficked lesson plans are two that deal with renewable energy, one about conservation, one about reducing, reusing and recycling, and one about green transportation. Underscoring the demand, This Is Planet Ed (where, full disclosure, I’m an advisor) and The Nature Conservancy are\u003c/span>\u003ca href=\"https://www.thisisplaneted.org/initiatives/planet-media\">\u003cspan style=\"font-weight: 400\"> currently collaborating on an initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create more short-form content for children focused on \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">hope and solutions\u003c/a>. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have to say that the message that comes across loud and clear to me has been — telling the truth is really important, and focusing on areas for solutions and optimism,” said Madden. “There are really great things happening at the edges of what humans are capable of right now.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teacher-recommended climate change resources:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.teacherspayteachers.com/\">Teachers Pay Teachers\u003c/a> has several thousand climate-related resources \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://climatekids.nasa.gov/\">NASA Climate Kids\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://kids.nationalgeographic.com/\">\u003cspan style=\"font-weight: 400\">National Geographic Kids\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.getepic.com/\">Epic\u003c/a> is a paid platform for digital children’s books that are sorted by topic and age group \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/channel/UCRFIPG2u1DxKLNuE3y2SjHA\">SciShow Kids\u003c/a> channel on YouTube\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"New research shows teachers need help combating climate misinformation as well as presenting solutions.","status":"publish","parent":0,"modified":1707918308,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1277},"headData":{"title":"The climate change lesson plans teachers need and don’t have | KQED","description":"New research shows teachers need help combating climate misinformation as well as presenting solutions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"New research shows teachers need help combating climate misinformation as well as presenting solutions.","schema":{"@context":"http://schema.org","@type":"Article","headline":"The climate change lesson plans teachers need and don’t have","datePublished":"2024-02-14T11:00:07.000Z","dateModified":"2024-02-14T13:45:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Anya Kamenetz, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>“Mom, are there any more Earths?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Angelique Hammack, a teacher in California, creates lesson plans about climate change for the website \u003c/span>\u003ca href=\"https://subjecttoclimate.org/\">\u003cspan style=\"font-weight: 400\">SubjectToClimate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She often starts from a question posed by one of her four children.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her 7-year-old, who has autism, has been really interested in space lately. “He was asking me questions about the solar system and about black holes, and I started pulling out all these books I had on outer space,” she said. “He’s got a telescope for his birthday, he’s been looking at the moon.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When he asked the question about whether there were more Earths, Hammack saw the opening to create a climate-related lesson that explains how Earth is a “Goldilocks planet,” with \u003ca href=\"https://video.kqed.org/video/pbs-space-time-exoplanets/\">just-right conditions\u003c/a> for life to thrive. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New York state is currently considering several climate education bills. If the proposed policies become law, the state will join California and \u003ca href=\"https://www.kqed.org/mindshift/62261/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going\">New Jersey\u003c/a> in mandating that climate topics be introduced across grade levels and subjects, not just confined to science class. A wide range of science and environmental groups such as the National Wildlife Federation and \u003c/span>\u003ca href=\"http://earthday.org\">\u003cspan style=\"font-weight: 400\">Earthday.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> back this interdisciplinary approach to climate education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the movement for teaching climate grows, thanks to new standards and \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">increasing student curiosity\u003c/a>, teachers are on the hunt for \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">materials and lessons they can rely on\u003c/a>. “I think there’s a big disconnect,” said \u003ca href=\"https://twitter.com/EnvSusTCNJ\">Lauren Madden,\u003c/a> professor of elementary science education at The College of New Jersey. “Teachers really need materials that they can use\u003c/span> \u003cspan style=\"font-weight: 400\">tomorrow\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the last few years, Madden has been researching the experiences of teachers who are tackling this topic. She shared some of her results with The Hechinger Report. SubjectToClimate, a large free repository of climate change lessons, also shared some data on its most popular lessons and materials. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Madden said that what teachers need most are \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">clear strategies that allow them to plug climate lessons into existing curricula\u003c/a>, so that climate can be interwoven with existing requirements, rather than wedged into an already-packed schedule. “Teachers want and need straightforward starting points in terms of instructional materials,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yen-Yen Chiu, director of content creation for SubjectToClimate, agreed. In response to demand, she said, the organization is beginning to create teacher pacing guides, like a middle school math pacing guide that maps specific climate resources from their database to math standards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an overview of more key findings from Madden, and from Hammack and Chiu at SubjectToClimate. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Younger learners have big questions:\u003c/b>\u003cspan style=\"font-weight: 400\"> At SubjectToClimate, the most-searched lessons are \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">for grades K-5\u003c/a>; and there is unmet demand for grades 3-5. Hammack said it can be tough to find materials that are simple enough for the youngest students. “I created a unit on energy — I intended it for K-2 but we ended up changing it to 3-4,” she said. “Energy is so abstract for a K-2nd audience.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Energy, extreme weather and humanities: \u003c/b>\u003cspan style=\"font-weight: 400\">Energy is the most popular topic on SubjectToClimate. There’s also growing interest in lessons related to extreme weather, and lessons that relate to non-science subjects, such as writing and public speaking. One art lesson related to energy is among the top 10 most popular on the site. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Facts and evidence: \u003c/b>\u003cspan style=\"font-weight: 400\">Madden finds teachers (especially new ones) want to gain familiarity with facts they might not have learned in a general education curriculum. They also need to be able to clearly and simply attribute scientific findings to specific data: i.e., how we know that atmospheric carbon is rising or that storms are getting bigger. This presents a bigger challenge, requiring the development of scientific literacy, Madden said: “I think it’s important that we explain what counts as evidence.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Debate, but not doubt:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the United States, climate change is still a highly politicized topic. Teachers need help to present debates in an evolving field of research without losing sight of the overwhelming scientific consensus. This also includes lessons that directly combat misinformation or disinformation that students might bring in from outside the classroom. “Teachers want to know where scientific debate is appropriate. For example, wind vs. solar is a topic that can yield productive discussion, while whether climate change is exacerbated by human activity is not,” said Madden. The New York Times recently \u003c/span>\u003ca href=\"https://www.nytimes.com/2024/01/22/nyregion/nyc-climate-change-education.html\">\u003cspan style=\"font-weight: 400\">reported\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">that a Republican state representative wants to \u003c/span>\u003ca href=\"https://www.cga.ct.gov/2023/TOB/H/PDF/2023HB-05063-R00-HB.PDF\">\u003cspan style=\"font-weight: 400\">amend standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Connecticut in a way that would obscure that consensus in the name of open debate. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Climate brings up feelings: \u003c/b>\u003cspan style=\"font-weight: 400\">While a lot of \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">introduction of climate topics\u003c/a> is happening in response to new state standards, Madden said students are also bringing up the topic, for example, in response to extreme or unseasonable weather. And that’s making some teachers nervous. “Teachers worry that they are not knowledgeable enough about the science of climate change to answer students’ questions appropriately,” she said. “There is also concern about inciting dread and anxiety in children, especially at the lower grade levels.” Hammack said that she finds herself wondering how deep to go: “Some of the videos I’ve been watching are scaring me and I’m 44!” And Madden said those climate emotions are, if anything, stronger among kids in higher grades. “In my experience, it’s preteens and teenagers who have that sense of understanding the scope of these problems,” she said. “They are very concerned.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>English Language Learners: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s a gap in resources for these learners. Madden points out that in Spanish, “clima” is the word for both “weather” and “climate,” which can at times cause confusion. SubjectToClimate lists 93 resources suitable for Spanish speakers and/or Spanish classes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on solutions:\u003c/b>\u003cspan style=\"font-weight: 400\"> Related to \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">concerns about climate anxiety\u003c/a> is a clear desire for lessons that deal with solutions. Among the SubjectToClimate top 10 most-trafficked lesson plans are two that deal with renewable energy, one about conservation, one about reducing, reusing and recycling, and one about green transportation. Underscoring the demand, This Is Planet Ed (where, full disclosure, I’m an advisor) and The Nature Conservancy are\u003c/span>\u003ca href=\"https://www.thisisplaneted.org/initiatives/planet-media\">\u003cspan style=\"font-weight: 400\"> currently collaborating on an initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create more short-form content for children focused on \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">hope and solutions\u003c/a>. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have to say that the message that comes across loud and clear to me has been — telling the truth is really important, and focusing on areas for solutions and optimism,” said Madden. “There are really great things happening at the edges of what humans are capable of right now.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teacher-recommended climate change resources:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.teacherspayteachers.com/\">Teachers Pay Teachers\u003c/a> has several thousand climate-related resources \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://climatekids.nasa.gov/\">NASA Climate Kids\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://kids.nationalgeographic.com/\">\u003cspan style=\"font-weight: 400\">National Geographic Kids\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.getepic.com/\">Epic\u003c/a> is a paid platform for digital children’s books that are sorted by topic and age group \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/channel/UCRFIPG2u1DxKLNuE3y2SjHA\">SciShow Kids\u003c/a> channel on YouTube\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have","authors":["byline_mindshift_63120"],"categories":["mindshift_21508"],"tags":["mindshift_21897","mindshift_21124","mindshift_21592","mindshift_21463","mindshift_21403","mindshift_20664","mindshift_21059","mindshift_551"],"featImg":"mindshift_62351","label":"mindshift"},"mindshift_34897":{"type":"posts","id":"mindshift_34897","meta":{"index":"posts_1591205157","site":"mindshift","id":"34897","score":null,"sort":[1396641605000]},"guestAuthors":[],"slug":"22-interactive-lessons-to-bring-earth-day-to-life","title":"22 Interactive Lessons to Bring Earth Day to Life","publishDate":1396641605,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34909\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/earthday.jpg\">\u003cimg class=\"size-full wp-image-34909\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/earthday.jpg\" alt=\"earthday\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/earthday.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/earthday-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/earthday-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Almetria Vaba\u003c/strong>\u003c/p>\n\u003cp>Planning for Earth Day 2014 is well underway around the world. Bring environmental issues to your classroom with resources from \u003ca href=\"http://ca.pbslearningmedia.org/\" target=\"_blank\">PBS LearningMedia\u003c/a>. Highlights include an animated video from Loop Scoop using orange juice consumption to teach about biodegradation, a lesson tracking waste in neighborhoods from America Revealed, and a QUEST video transporting viewers to the beginning of the environmental movement.\u003c/p>\n\u003cp>\u003cem>PBS LearningMedia allows 3 resource views before it will ask you to create a free account to gain full access.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>1. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.earthdayspecial/earth-day-tv-special-where-weve-been-where-were-headed/\" target=\"_blank\">Earth Day Special: Where We’ve Been, Where We’re Headed \u003c/a>| Video | Grades 6-13 +\u003c/strong>\u003cbr>\nIn this video from QUEST produced by KQED, learn how the amazing accomplishments of a few Bay Area activists have shaped how we live, work, learn, and play in a more environmentally responsible way. Explore how young California students are becoming the next generation of environmental stewards and what new challenges are being faced today by the environment and the people who protect it.\u003c/p>\n\u003cp>\u003cstrong>2. \u003ca href=\"http://ca.pbslearningmedia.org/resource/6421a409-022d-4834-885e-e747f0a1db42/6421a409-022d-4834-885e-e747f0a1db42/\" target=\"_blank\">Running on Grease, Driving to Algae\u003c/a> | Video | Grades 5-12\u003c/strong>\u003cbr>\nBiofuel is becoming a viable resource for our future and New Mexico is becoming a front runner in research and development with much focus now on algae as an alternative fuel source. The Santa Fe Brewing Company has jumped on board by converting their delivery truck to bio-diesel and running it on recycled grease from restaurants.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>3. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.plasticinthepacific/plastic-in-the-pacific/\" target=\"_blank\">Plastic in the Pacific\u003c/a> | Video | Grades 6-13+\u003c/strong>\u003cbr>\nIn this QUEST video produced by KQED, students examine the problem with the “Great Pacific Garbage Patch.” Only about seven percent of the plastic used in the United States is recycled. Much of the rest ends up in landfills, or worse, oceans.\u003c/p>\n\u003cp>\u003cstrong>4. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.climatechange/climate-change/\" target=\"_blank\">Climate Change\u003c/a> | Video | Grades 6- 12\u003c/strong>\u003cbr>\nWeather is notoriously unpredictable. From one moment to the next, any of dozens of atmospheric variables can change to create a new weather event. In contrast, climate descriptions, which identify average and normal temperatures and precipitation levels, tend to be perceived as stable, at least over time scales that humans can easily relate to. However, that hasn’t always been the case. This video segment adapted from NOVA describes climate data that suggest the Earth has undergone dramatic climate shifts in relatively short spans of time.\u003c/p>\n\u003cp>\u003cstrong>5. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ean08.sci.life.eco.unpredictability/an-unpredictable-environment/\" target=\"_blank\">An Unpredictable Environment\u003c/a> | Video | Grades 6-13+\u003c/strong>\u003cbr>\nIn this video segment adapted from the International Institute for Sustainable Development, Alaska Native peoples describe the importance of observing regular changes in the land and the weather. A female Inuit elder explains how it was traditionally the task of the women and girls to forecast the weather for hunting trips. Recent changes in climate have increased the uncertainty of using the traditional knowledge of Alaska Native science to predict the weather and associated animal behaviors, and this is having an impact on the subsistence lifestyle.\u003c/p>\n\u003cp>\u003cstrong>6. \u003ca href=\"http://ca.pbslearningmedia.org/collection/earth-system-science/\" target=\"_blank\">Earth Systems Science Collection\u003c/a>\u003c/strong>\u003cbr>\nNOVA’s Earth system science collection highlights important Earth processes normally invisible to the human eye. The standards-based media resources below expose the intricate web of forces that sustain life on Earth, allowing educators to explore the astonishing beauty and complexity of our dynamic planet with their students.\u003c/p>\n\u003cp>\u003cstrong>7. \u003ca href=\"http://ca.pbslearningmedia.org/resource/930d15c4-5137-46f3-a9d8-39b8cd8d27f9/930d15c4-5137-46f3-a9d8-39b8cd8d27f9/\" target=\"_blank\">Waste Deep\u003c/a> | Video | Grades 7-13+\u003c/strong>\u003cbr>\nEnhance health, science, and environmental studies curriculum with this video which features a landfill in South Jersey and examines the state of food waste in America today. Then, use the accompanying lesson plan, “Making Mountains Out of Landfills: Telling a Visual Story of Waste,” to prepare students to visually track and document different kinds of trash in their community\u003c/p>\n\u003cp>\u003cstrong>8. \u003ca href=\"http://ca.pbslearningmedia.org/resource/tdc02.sci.life.eco.duckweed/duckweed/\" target=\"_blank\">Duckweed\u003c/a> | Images | Grades 9-12\u003c/strong>\u003cbr>\nThese images illustrate the above-surface of the water and under-surface anatomy of duckweed (Lemna spp.) as well as the typical environment in which these fast-growing plants — the smallest flowering plants in the world — are found.\u003c/p>\n\u003cp>\u003cstrong>9. \u003ca href=\"http://ca.pbslearningmedia.org/resource/2b3235d3-7c2c-461d-89ff-57d5dddc7d68/2b3235d3-7c2c-461d-89ff-57d5dddc7d68/\" target=\"_blank\">Food Miles\u003c/a> | Video | Grades 9-12\u003c/strong>\u003cbr>\nIn this segment of “e2: Food” writer Michael Pollan explores the affect of agriculture on climate change. He says it takes ten calories of fossil fuel energy to grow one calorie of food energy. There are many things about the industrial food system that are unsustainable. Author James McWilliams says the increased focus on food can lead to an increase in environmental awareness. Nerve gases created during World War 2 led to the invention of many pesticides. The rise of organics has also increased in recent years.\u003c/p>\n\u003cp>\u003cstrong>10. \u003ca href=\"http://ca.pbslearningmedia.org/resource/biot09.sci.engin.systems.ethanol/ethanol-biofuel/\" target=\"_blank\">Ethanol Biofuel\u003c/a> | Video | Grades 6-12\u003c/strong>\u003cbr>\nThis video segment adapted from NOVA examines ethanol, a cleaner-burning fuel alternative to gasoline, and the efforts to produce it more efficiently. Today, most ethanol in the United States is made from corn kernels. But converting corn into ethanol requires lots of energy as well as corn, which might otherwise be used to feed people and livestock. The video features research efforts to use less valuable plant matter, called cellulosic biomass, and microorganisms that may be able to accomplish the conversion from plant matter to fuel in a single step.\u003c/p>\n\u003cp>\u003cstrong>11. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedcl11.sci.ess.disappearingplants/disappearing-plants/\" target=\"_blank\">Disappearing Plants\u003c/a> | Video and Lesson Plan | Grades 4-8\u003c/strong>\u003cbr>\nIn this video slideshow and accompanying lesson from Clue into Climate, produced by KQED, students will learn that a slight change in average temperature in an area can result in different vegetation patterns. Students will also discover that climate models project widespread loss of habitat for about two-thirds of California’s plants, and that plants’ ability to withstand a rise in average temperatures is limited.\u003c/p>\n\u003cp>\u003cstrong>12. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedcl11.sci.ess.energysources/energy-sources/\" target=\"_blank\">Energy Sources\u003c/a> | Multi-Media | Grades 4-12\u003c/strong>\u003cbr>\nWith this video, diagram, and accompanying lesson from Clue into Climate, produced by KQED, students learn how using renewable energy sources to create electricity helps reduce fossil fuel consumption. Students also investigate which form of renewable energy has the potential to have the largest impact on climate change.\u003c/p>\n\u003cp>\u003cstrong>13. \u003ca href=\"http://ca.pbslearningmedia.org/resource/4c13ee6c-2ed1-4ab3-bef6-4a1acaebb348/4c13ee6c-2ed1-4ab3-bef6-4a1acaebb348/\" target=\"_blank\">A Sick Planet\u003c/a> | Video | Grades K-12\u003c/strong>\u003cbr>\nUse this video to help students understand how rapid climate change is threatening Earth’s ecosystem and recognize the impact of individual action in making a difference.\u003c/p>\n\u003cp>\u003cstrong>14. \u003ca href=\"http://ca.pbslearningmedia.org/resource/tdc02.sci.life.oate.lp_changeenviron/effects-of-environmental-change/\" target=\"_blank\">Effects of Environmental Change\u003c/a> | Lesson Plan | Grades 3-5\u003c/strong>\u003cbr>\nWith this lesson and accompanying media students investigate what might happen to plants and animals if their environment changes. Student will understand the interrelationship between organisms and their environment; that when environmental conditions change, some plants and animals survive and reproduce, while others die or move to new locations; observe ways in which changes in environmental conditions affect the organisms living in that environment.\u003c/p>\n\u003cp>\u003cstrong>15. \u003ca href=\"http://ca.pbslearningmedia.org/collection/nat/\" target=\"_blank\">Nature Collection\u003c/a> | Grades 4-12\u003c/strong>\u003cbr>\nThis collection of science videos and media-enhanced lesson plans draws upon the powerful documentaries of public television’s award-winning natural history series, Nature. The video segments have been carefully selected to engage students with key curriculum concepts. The lesson plans incorporate hands-on activities, online resources, and video to interactively and creatively address topics and standards in Life Science/Living Environment and Earth Science.\u003c/p>\n\u003cp>\u003cstrong>16. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.compost/compost-office/\" target=\"_blank\">Compost Office\u003c/a> | Interactive Game | Grades 5-8\u003c/strong>\u003cbr>\nYard and food wastes make up nearly one-third of the waste stream in the United States, most of which gets put in landfills or incinerated. This interactive activity from Keep America Beautiful, Inc. details what composting is and the roles that soil microbes, oxygen, and moisture play in this process. A game challenges users to start and maintain their own virtual compost pile.\u003c/p>\n\u003cp>\u003cstrong>17. \u003ca href=\"http://ca.pbslearningmedia.org/resource/8e27734c-61fe-43fa-97ea-baccdf644b71/recycling/\" target=\"_blank\">Recycling\u003c/a> | Multi-Media | Grades 6-13+\u003c/strong>\u003cbr>\nWith these audio clips from QUEST produced by KQED, explore the importance of recycling, and learn about recycling initiatives and processes.\u003c/p>\n\u003cp>\u003cstrong>18. \u003ca href=\"http://ca.pbslearningmedia.org/resource/nasa11.sci.life.eco.uttc3/adopting-sustainable-food-practices/\" target=\"_blank\">Adopting Sustainable Food Practices\u003c/a> | Video | Grades 6-12\u003c/strong>\u003cbr>\nThis video segment adapted from United Tribes Technical College looks at how the traditional subsistence practices of indigenous people were once sustainable, unlike today’s lifestyles. Most foods are now produced and transported using methods that can damage the environment and contribute to climate change.\u003c/p>\n\u003cp>\u003cstrong>19. \u003ca href=\"http://ca.pbslearningmedia.org/resource/nasa11.sci.life.eco.uttc1/healing-mother-earth-for-future-generations/\" target=\"_blank\">Healing Mother Earth for Future Generations\u003c/a> | Video | Grades 3-12\u003c/strong>\u003cbr>\nIn this video segment adapted from United Tribes Technical College, listen as Native Americans share their concerns about climate change. See photographs from the past and hear one woman describe how tribal people were the first environmentalists. In addition, learn how people are noticing that they are losing sacred plants and are concerned for the future. Finally, hear about the importance of education to help future generations live in harmony with Mother Earth.\u003c/p>\n\u003cp>\u003cstrong>20. \u003ca href=\"http://ca.pbslearningmedia.org/resource/0ca37505-4867-4670-86b9-f45820148f9b/0ca37505-4867-4670-86b9-f45820148f9b/\" target=\"_blank\">Turning Waste Into a Natural Resource\u003c/a> | Video | Grades 7-13+\u003c/strong>\u003cbr>\nJohannes Lehmann sees ‘biochar’ — the substance that’s created when biomass is charred, rather than burned — as a way to improve local agricultural productivity and simultaneously preserve nearby ecosystem services and biodiversity.\u003c/p>\n\u003cp>\u003cstrong>21. \u003ca href=\"http://ca.pbslearningmedia.org/resource/lpsc10.sci.life.oj/orange-juice/\" target=\"_blank\">Orange Juice\u003c/a> | Video | Grades 1-4\u003c/strong>\u003cbr>\nIn this animated video from LOOP SCOOPS, a boy named Ben is asked whether fresh squeezed orange juice or bottled juice is better for the environment. After initially choosing bottled juice, Ben learns the story behind it: oranges are grown in Florida and trucked to a plant in Kansas where they are squeezed, pasteurized, and filtered. The juice is bottled at another plant and then finally shipped to stores. The bottles, if not recycled, pile up in landfills. Ben then learns about the simpler life cycle of fresh squeezed orange juice, and recognizes that it generates less waste.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>22. \u003ca href=\"http://ca.pbslearningmedia.org/resource/f6341f76-e155-4320-897f-2efe9a04481c/f6341f76-e155-4320-897f-2efe9a04481c/\" target=\"_blank\">The Dirt on Dirt\u003c/a> | Video | Grades Pre K-1\u003c/strong>\u003cbr>\nUsing this resource group, students learn about what materials make up dirt. Sid and his friends discover that dirt is really important to the Earth because it helps things grow, and it’s also filled with tiny rocks, pieces of leaves, and even living things like bugs and worms! The resource group includes eight video segments, including a live action segment, as well as an associated activity.\u003c/p>\n\n","blocks":[],"excerpt":"Some great resources to bring environmental science alive in the classroom.","status":"publish","parent":0,"modified":1396643815,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1628},"headData":{"title":"22 Interactive Lessons to Bring Earth Day to Life | KQED","description":"Some great resources to bring environmental science alive in the classroom.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"22 Interactive Lessons to Bring Earth Day to Life","datePublished":"2014-04-04T20:00:05.000Z","dateModified":"2014-04-04T20:36:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34897 http://blogs.kqed.org/mindshift/?p=34897","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/04/22-interactive-lessons-to-bring-earth-day-to-life/","disqusTitle":"22 Interactive Lessons to Bring Earth Day to Life","path":"/mindshift/34897/22-interactive-lessons-to-bring-earth-day-to-life","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34909\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/earthday.jpg\">\u003cimg class=\"size-full wp-image-34909\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/earthday.jpg\" alt=\"earthday\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/earthday.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/earthday-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/earthday-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Almetria Vaba\u003c/strong>\u003c/p>\n\u003cp>Planning for Earth Day 2014 is well underway around the world. Bring environmental issues to your classroom with resources from \u003ca href=\"http://ca.pbslearningmedia.org/\" target=\"_blank\">PBS LearningMedia\u003c/a>. Highlights include an animated video from Loop Scoop using orange juice consumption to teach about biodegradation, a lesson tracking waste in neighborhoods from America Revealed, and a QUEST video transporting viewers to the beginning of the environmental movement.\u003c/p>\n\u003cp>\u003cem>PBS LearningMedia allows 3 resource views before it will ask you to create a free account to gain full access.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>1. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.earthdayspecial/earth-day-tv-special-where-weve-been-where-were-headed/\" target=\"_blank\">Earth Day Special: Where We’ve Been, Where We’re Headed \u003c/a>| Video | Grades 6-13 +\u003c/strong>\u003cbr>\nIn this video from QUEST produced by KQED, learn how the amazing accomplishments of a few Bay Area activists have shaped how we live, work, learn, and play in a more environmentally responsible way. Explore how young California students are becoming the next generation of environmental stewards and what new challenges are being faced today by the environment and the people who protect it.\u003c/p>\n\u003cp>\u003cstrong>2. \u003ca href=\"http://ca.pbslearningmedia.org/resource/6421a409-022d-4834-885e-e747f0a1db42/6421a409-022d-4834-885e-e747f0a1db42/\" target=\"_blank\">Running on Grease, Driving to Algae\u003c/a> | Video | Grades 5-12\u003c/strong>\u003cbr>\nBiofuel is becoming a viable resource for our future and New Mexico is becoming a front runner in research and development with much focus now on algae as an alternative fuel source. The Santa Fe Brewing Company has jumped on board by converting their delivery truck to bio-diesel and running it on recycled grease from restaurants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>3. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedq11.sci.plasticinthepacific/plastic-in-the-pacific/\" target=\"_blank\">Plastic in the Pacific\u003c/a> | Video | Grades 6-13+\u003c/strong>\u003cbr>\nIn this QUEST video produced by KQED, students examine the problem with the “Great Pacific Garbage Patch.” Only about seven percent of the plastic used in the United States is recycled. Much of the rest ends up in landfills, or worse, oceans.\u003c/p>\n\u003cp>\u003cstrong>4. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.climatechange/climate-change/\" target=\"_blank\">Climate Change\u003c/a> | Video | Grades 6- 12\u003c/strong>\u003cbr>\nWeather is notoriously unpredictable. From one moment to the next, any of dozens of atmospheric variables can change to create a new weather event. In contrast, climate descriptions, which identify average and normal temperatures and precipitation levels, tend to be perceived as stable, at least over time scales that humans can easily relate to. However, that hasn’t always been the case. This video segment adapted from NOVA describes climate data that suggest the Earth has undergone dramatic climate shifts in relatively short spans of time.\u003c/p>\n\u003cp>\u003cstrong>5. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ean08.sci.life.eco.unpredictability/an-unpredictable-environment/\" target=\"_blank\">An Unpredictable Environment\u003c/a> | Video | Grades 6-13+\u003c/strong>\u003cbr>\nIn this video segment adapted from the International Institute for Sustainable Development, Alaska Native peoples describe the importance of observing regular changes in the land and the weather. A female Inuit elder explains how it was traditionally the task of the women and girls to forecast the weather for hunting trips. Recent changes in climate have increased the uncertainty of using the traditional knowledge of Alaska Native science to predict the weather and associated animal behaviors, and this is having an impact on the subsistence lifestyle.\u003c/p>\n\u003cp>\u003cstrong>6. \u003ca href=\"http://ca.pbslearningmedia.org/collection/earth-system-science/\" target=\"_blank\">Earth Systems Science Collection\u003c/a>\u003c/strong>\u003cbr>\nNOVA’s Earth system science collection highlights important Earth processes normally invisible to the human eye. The standards-based media resources below expose the intricate web of forces that sustain life on Earth, allowing educators to explore the astonishing beauty and complexity of our dynamic planet with their students.\u003c/p>\n\u003cp>\u003cstrong>7. \u003ca href=\"http://ca.pbslearningmedia.org/resource/930d15c4-5137-46f3-a9d8-39b8cd8d27f9/930d15c4-5137-46f3-a9d8-39b8cd8d27f9/\" target=\"_blank\">Waste Deep\u003c/a> | Video | Grades 7-13+\u003c/strong>\u003cbr>\nEnhance health, science, and environmental studies curriculum with this video which features a landfill in South Jersey and examines the state of food waste in America today. Then, use the accompanying lesson plan, “Making Mountains Out of Landfills: Telling a Visual Story of Waste,” to prepare students to visually track and document different kinds of trash in their community\u003c/p>\n\u003cp>\u003cstrong>8. \u003ca href=\"http://ca.pbslearningmedia.org/resource/tdc02.sci.life.eco.duckweed/duckweed/\" target=\"_blank\">Duckweed\u003c/a> | Images | Grades 9-12\u003c/strong>\u003cbr>\nThese images illustrate the above-surface of the water and under-surface anatomy of duckweed (Lemna spp.) as well as the typical environment in which these fast-growing plants — the smallest flowering plants in the world — are found.\u003c/p>\n\u003cp>\u003cstrong>9. \u003ca href=\"http://ca.pbslearningmedia.org/resource/2b3235d3-7c2c-461d-89ff-57d5dddc7d68/2b3235d3-7c2c-461d-89ff-57d5dddc7d68/\" target=\"_blank\">Food Miles\u003c/a> | Video | Grades 9-12\u003c/strong>\u003cbr>\nIn this segment of “e2: Food” writer Michael Pollan explores the affect of agriculture on climate change. He says it takes ten calories of fossil fuel energy to grow one calorie of food energy. There are many things about the industrial food system that are unsustainable. Author James McWilliams says the increased focus on food can lead to an increase in environmental awareness. Nerve gases created during World War 2 led to the invention of many pesticides. The rise of organics has also increased in recent years.\u003c/p>\n\u003cp>\u003cstrong>10. \u003ca href=\"http://ca.pbslearningmedia.org/resource/biot09.sci.engin.systems.ethanol/ethanol-biofuel/\" target=\"_blank\">Ethanol Biofuel\u003c/a> | Video | Grades 6-12\u003c/strong>\u003cbr>\nThis video segment adapted from NOVA examines ethanol, a cleaner-burning fuel alternative to gasoline, and the efforts to produce it more efficiently. Today, most ethanol in the United States is made from corn kernels. But converting corn into ethanol requires lots of energy as well as corn, which might otherwise be used to feed people and livestock. The video features research efforts to use less valuable plant matter, called cellulosic biomass, and microorganisms that may be able to accomplish the conversion from plant matter to fuel in a single step.\u003c/p>\n\u003cp>\u003cstrong>11. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedcl11.sci.ess.disappearingplants/disappearing-plants/\" target=\"_blank\">Disappearing Plants\u003c/a> | Video and Lesson Plan | Grades 4-8\u003c/strong>\u003cbr>\nIn this video slideshow and accompanying lesson from Clue into Climate, produced by KQED, students will learn that a slight change in average temperature in an area can result in different vegetation patterns. Students will also discover that climate models project widespread loss of habitat for about two-thirds of California’s plants, and that plants’ ability to withstand a rise in average temperatures is limited.\u003c/p>\n\u003cp>\u003cstrong>12. \u003ca href=\"http://ca.pbslearningmedia.org/resource/kqedcl11.sci.ess.energysources/energy-sources/\" target=\"_blank\">Energy Sources\u003c/a> | Multi-Media | Grades 4-12\u003c/strong>\u003cbr>\nWith this video, diagram, and accompanying lesson from Clue into Climate, produced by KQED, students learn how using renewable energy sources to create electricity helps reduce fossil fuel consumption. Students also investigate which form of renewable energy has the potential to have the largest impact on climate change.\u003c/p>\n\u003cp>\u003cstrong>13. \u003ca href=\"http://ca.pbslearningmedia.org/resource/4c13ee6c-2ed1-4ab3-bef6-4a1acaebb348/4c13ee6c-2ed1-4ab3-bef6-4a1acaebb348/\" target=\"_blank\">A Sick Planet\u003c/a> | Video | Grades K-12\u003c/strong>\u003cbr>\nUse this video to help students understand how rapid climate change is threatening Earth’s ecosystem and recognize the impact of individual action in making a difference.\u003c/p>\n\u003cp>\u003cstrong>14. \u003ca href=\"http://ca.pbslearningmedia.org/resource/tdc02.sci.life.oate.lp_changeenviron/effects-of-environmental-change/\" target=\"_blank\">Effects of Environmental Change\u003c/a> | Lesson Plan | Grades 3-5\u003c/strong>\u003cbr>\nWith this lesson and accompanying media students investigate what might happen to plants and animals if their environment changes. Student will understand the interrelationship between organisms and their environment; that when environmental conditions change, some plants and animals survive and reproduce, while others die or move to new locations; observe ways in which changes in environmental conditions affect the organisms living in that environment.\u003c/p>\n\u003cp>\u003cstrong>15. \u003ca href=\"http://ca.pbslearningmedia.org/collection/nat/\" target=\"_blank\">Nature Collection\u003c/a> | Grades 4-12\u003c/strong>\u003cbr>\nThis collection of science videos and media-enhanced lesson plans draws upon the powerful documentaries of public television’s award-winning natural history series, Nature. The video segments have been carefully selected to engage students with key curriculum concepts. The lesson plans incorporate hands-on activities, online resources, and video to interactively and creatively address topics and standards in Life Science/Living Environment and Earth Science.\u003c/p>\n\u003cp>\u003cstrong>16. \u003ca href=\"http://ca.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.compost/compost-office/\" target=\"_blank\">Compost Office\u003c/a> | Interactive Game | Grades 5-8\u003c/strong>\u003cbr>\nYard and food wastes make up nearly one-third of the waste stream in the United States, most of which gets put in landfills or incinerated. This interactive activity from Keep America Beautiful, Inc. details what composting is and the roles that soil microbes, oxygen, and moisture play in this process. A game challenges users to start and maintain their own virtual compost pile.\u003c/p>\n\u003cp>\u003cstrong>17. \u003ca href=\"http://ca.pbslearningmedia.org/resource/8e27734c-61fe-43fa-97ea-baccdf644b71/recycling/\" target=\"_blank\">Recycling\u003c/a> | Multi-Media | Grades 6-13+\u003c/strong>\u003cbr>\nWith these audio clips from QUEST produced by KQED, explore the importance of recycling, and learn about recycling initiatives and processes.\u003c/p>\n\u003cp>\u003cstrong>18. \u003ca href=\"http://ca.pbslearningmedia.org/resource/nasa11.sci.life.eco.uttc3/adopting-sustainable-food-practices/\" target=\"_blank\">Adopting Sustainable Food Practices\u003c/a> | Video | Grades 6-12\u003c/strong>\u003cbr>\nThis video segment adapted from United Tribes Technical College looks at how the traditional subsistence practices of indigenous people were once sustainable, unlike today’s lifestyles. Most foods are now produced and transported using methods that can damage the environment and contribute to climate change.\u003c/p>\n\u003cp>\u003cstrong>19. \u003ca href=\"http://ca.pbslearningmedia.org/resource/nasa11.sci.life.eco.uttc1/healing-mother-earth-for-future-generations/\" target=\"_blank\">Healing Mother Earth for Future Generations\u003c/a> | Video | Grades 3-12\u003c/strong>\u003cbr>\nIn this video segment adapted from United Tribes Technical College, listen as Native Americans share their concerns about climate change. See photographs from the past and hear one woman describe how tribal people were the first environmentalists. In addition, learn how people are noticing that they are losing sacred plants and are concerned for the future. Finally, hear about the importance of education to help future generations live in harmony with Mother Earth.\u003c/p>\n\u003cp>\u003cstrong>20. \u003ca href=\"http://ca.pbslearningmedia.org/resource/0ca37505-4867-4670-86b9-f45820148f9b/0ca37505-4867-4670-86b9-f45820148f9b/\" target=\"_blank\">Turning Waste Into a Natural Resource\u003c/a> | Video | Grades 7-13+\u003c/strong>\u003cbr>\nJohannes Lehmann sees ‘biochar’ — the substance that’s created when biomass is charred, rather than burned — as a way to improve local agricultural productivity and simultaneously preserve nearby ecosystem services and biodiversity.\u003c/p>\n\u003cp>\u003cstrong>21. \u003ca href=\"http://ca.pbslearningmedia.org/resource/lpsc10.sci.life.oj/orange-juice/\" target=\"_blank\">Orange Juice\u003c/a> | Video | Grades 1-4\u003c/strong>\u003cbr>\nIn this animated video from LOOP SCOOPS, a boy named Ben is asked whether fresh squeezed orange juice or bottled juice is better for the environment. After initially choosing bottled juice, Ben learns the story behind it: oranges are grown in Florida and trucked to a plant in Kansas where they are squeezed, pasteurized, and filtered. The juice is bottled at another plant and then finally shipped to stores. The bottles, if not recycled, pile up in landfills. Ben then learns about the simpler life cycle of fresh squeezed orange juice, and recognizes that it generates less waste.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>22. \u003ca href=\"http://ca.pbslearningmedia.org/resource/f6341f76-e155-4320-897f-2efe9a04481c/f6341f76-e155-4320-897f-2efe9a04481c/\" target=\"_blank\">The Dirt on Dirt\u003c/a> | Video | Grades Pre K-1\u003c/strong>\u003cbr>\nUsing this resource group, students learn about what materials make up dirt. Sid and his friends discover that dirt is really important to the Earth because it helps things grow, and it’s also filled with tiny rocks, pieces of leaves, and even living things like bugs and worms! The resource group includes eight video segments, including a live action segment, as well as an associated activity.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34897/22-interactive-lessons-to-bring-earth-day-to-life","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20664","mindshift_1040"],"featImg":"mindshift_34909","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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