The climate change lesson plans teachers need and don’t have
Colleges must give communities a seat at the table with scientists to achieve real environmental justice
How to inspire climate hope in kids? Get their hands dirty
Why schoolyards are a critical space for teaching about — and fighting — extreme heat and climate change
How science class can inspire students to explore inequities in their communities
Garbology is the study of trash. This is why students love it
What parents should know about eco-anxiety and its impact on today’s teens
Schools are not only threatened by climate change, they’re a key part of the solution
Two 14-Year-Olds Grill An Author About The Future Of Humanity
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Demonstrations, organised by the Climate Justice Coalition, took place across Wales, including in Cardiff, Carmarthen, Caernarfon, and Swansea.","credit":"Matthew Horwood/Getty Images","altTag":"A boy holds a sign saying help during a protest for climate justice","description":null,"imgSizes":{"medium":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1244715934-800x533.jpg","width":800,"height":533,"mimeType":"image/jpeg"},"large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1244715934-1020x680.jpg","width":1020,"height":680,"mimeType":"image/jpeg"},"thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1244715934-160x107.jpg","width":160,"height":107,"mimeType":"image/jpeg"},"medium_large":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1244715934-768x512.jpg","width":768,"height":512,"mimeType":"image/jpeg"},"1536x1536":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1244715934-1536x1024.jpg","width":1536,"height":1024,"mimeType":"image/jpeg"},"2048x2048":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1244715934-2048x1365.jpg","width":2048,"height":1365,"mimeType":"image/jpeg"},"post-thumbnail":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1244715934-672x372.jpg","width":672,"height":372,"mimeType":"image/jpeg"},"twentyfourteen-full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1244715934-1038x576.jpg","width":1038,"height":576,"mimeType":"image/jpeg"},"full-width":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1244715934-1920x1280.jpg","width":1920,"height":1280,"mimeType":"image/jpeg"},"kqedFullSize":{"file":"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1244715934-scaled-e1668694717118.jpg","width":1920,"height":1280}},"fetchFailed":false,"isLoading":false},"mindshift_58126":{"type":"attachments","id":"mindshift_58126","meta":{"index":"attachments_1591205162","site":"mindshift","id":"58126","found":true},"title":"In his new book for young teenagers, Charles Kenny points out signs of global progress, including the growing number of kids in school. Above: The Oloo Education Center aims to provide an education to kids in Kibera, a poor community in Nairobi, Kenya. When you type \"Kibera\" into the Uber app, it comes up as \"Kibera slum.\"","publishDate":1626420052,"status":"inherit","parent":58125,"modified":1626420122,"caption":"In his new book for young teenagers, Charles Kenny points out signs of global progress, including the growing number of kids in school. Above: The Oloo Education Center aims to provide an education to kids in Kibera, a poor community in Nairobi, Kenya. 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FM","link":"/"}},"mindshift_63120":{"type":"posts","id":"mindshift_63120","meta":{"index":"posts_1591205157","site":"mindshift","id":"63120","score":null,"sort":[1707908407000]},"guestAuthors":[],"slug":"the-climate-change-lesson-plans-teachers-need-and-dont-have","title":"The climate change lesson plans teachers need and don’t have","publishDate":1707908407,"format":"standard","headTitle":"The climate change lesson plans teachers need and don’t have | KQED","labelTerm":{"site":"mindshift"},"content":"\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>[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_62952":{"type":"posts","id":"mindshift_62952","meta":{"index":"posts_1591205157","site":"mindshift","id":"62952","score":null,"sort":[1704970831000]},"guestAuthors":[],"slug":"colleges-must-give-communities-a-seat-at-the-table-alongside-scientists-to-achieve-real-environmental-justice","title":"Colleges must give communities a seat at the table with scientists to achieve real environmental justice","publishDate":1704970831,"format":"standard","headTitle":"Colleges must give communities a seat at the table with scientists to achieve real environmental justice | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column 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>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pleasantville is a mostly Black and Hispanic community located between two major freeways, the I-10 and the 610, in Houston, Texas. This placement is no accident, said\u003c/span> \u003cspan style=\"font-weight: 400\">Bridgette Murray, a retired nurse and local community leader: “\u003c/span>\u003cspan style=\"font-weight: 400\">The highway plan in the 1950s was used to divide communities of color.” Today, an estimated 300,000 vehicles stream by on a daily basis, she said. The neighborhood is also close to the Houston Ship Channel, exposing it to heavy industrial pollution. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But state air monitoring stations aren’t placed to capture all the hazards concentrated in that small area. So Murray’s group, ACTS (Achieving Community Tasks Successfully), has been partnering for almost a decade with urban planning expert Robert Bullard at Texas Southern University, to do their own air quality monitoring. ACTS \u003c/span>\u003ca href=\"https://www.epa.gov/newsreleases/epa-awards-nearly-500000-texas-organization-improve-air-quality-houston-area\">\u003cspan style=\"font-weight: 400\">just won\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a grant from the Environmental Protection Agency to expand the program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bullard has been called the father of the environmental justice movement. His 1990 book “Dumping in Dixie” documented the systemic placement of polluting facilities and waste disposal in communities of color, as well as those communities fighting back. He said scientists and communities need each other.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">Our climate scientists are great at science, but not good translators when it comes to taking that data to people,” he said. “We need the principle of environmental justice embedded in our climate policies. The overarching principle is that the people who are most impacted must speak for themselves and must be in those rooms and at those tables when decisions are being made about their lives.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s a mutual respect,” Murray said of the relationship between her group and the Texas Southern researchers. “You have to have a partner that respects the ideas you are bringing to the table and also allows you to grow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bullard is co-founder, with Beverly Wright, of the HBCU Climate Change Consortium, which brings together historically black universities and community-based organizations in what Wright has termed the “communiversity” model. There are partnerships like the one in Houston all over the South: Dillard and Xavier Universities, in New Orleans, working on wetlands restoration and equitable recovery from storms; Jackson State is working in Gulfport, Mississippi, on legacy pollution; and Florida A&M in Pensacola on the issue of landfills and borrow pits (holes dug to extract sand and clay that are then used as landfill).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bullard said it’s no accident that so many HBCUs are involved in this work. “Black colleges and universities historically combined the idea of using education for advancement and liberation, with the struggle for civil rights.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When these partnerships go smoothly, Bullard said, universities provide community-based organizations with access to data and help advocating for themselves; students and scholars get opportunities to do applied research with a clear social mission.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot of growth is happening in environmental justice right now. ACTS’ $500,000 EPA grant is part of what the\u003c/span>\u003ca href=\"https://www.whitehouse.gov/environmentaljustice/\">\u003cspan style=\"font-weight: 400\"> White House touts as\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003cspan style=\"font-weight: 400\">the most ambitious environmental justice agenda ever undertaken by the Federal Government.” Notably, President Biden’s \u003c/span>\u003ca href=\"https://www.whitehouse.gov/environmentaljustice/justice40/\">\u003cspan style=\"font-weight: 400\">Justice40 initiative \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">decrees that 40% of all federal dollars allocated to climate change, clean energy, and related policy goals flow to communities like Pleasantville: marginalized, underserved and systematically overburdened by pollution. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Expanding on this model, the EPA has allocated \u003c/span>\u003ca href=\"https://www.epa.gov/environmentaljustice/environmental-justice-thriving-communities-technical-assistance-centers\">\u003cspan style=\"font-weight: 400\">$177 million\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to 16 “Environmental Justice Thriving Communities Technical Assistance Centers” — a mix of nonprofits and universities that will help groups like ACTS get federal grants to achieve their goals. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But, warned Bullard, all the new funding might cause a gold rush, raising the danger of attracting bad actors. Sometimes, he said, universities act like “grant-writing mills,” exploiting communities without sharing the benefits. “You parachute in, you mine the data, you leave and the community doesn’t know what hit them. That is not authentic partnership.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Murray, at ACTS, has seen that kind of behavior herself. “A one-sided relationship where they came in to take information,” she recalled. “The paper was written, the accolades [for researchers] happen, and the community is just like it was, with no ability to address anything.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It takes sensitivity and hard work to overcome what can be a long history of town-gown tensions between universities and local communities. “You have to earn trust,” said Bullard. “Trust is not given by a memorandum of understanding.” One way to break down barriers is to make sure that all participants — whether they have a GED or a PhD — share the air equitably at meetings between researchers and community leaders. And those meetings might be held in the evenings or on weekends, because community groups are often run by volunteers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Denae King, a PhD toxicologist, works with Bullard as an associate director at the Bullard Center. She said she’s always looking for a chance to give space to community partners like ACTS, and reduce or equalize any power dynamic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I just ended a meeting where someone was asking me to put together a proposal to showcase environmental justice at a conference,” she said. “Before I would be willing to do that, I want to make sure it’s OK to showcase community leaders in this space. I might split my time in half and we co-present. Or it may look like me helping the community leader to prepare their presentation. I might be in the room and say nothing, but my presence says, I’m here to support you.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column 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>\u003c/p>\n\n","blocks":[],"excerpt":"In the ‘communiversity’ model, academic researchers work alongside local groups in marginalized communities to share the benefits of environmental work.","status":"publish","parent":0,"modified":1704847841,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1015},"headData":{"title":"Colleges must give communities a seat at the table with scientists to achieve real environmental justice | KQED","description":"In the ‘communiversity’ model, academic researchers work alongside local groups in marginalized communities to share the benefits of environmental work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In the ‘communiversity’ model, academic researchers work alongside local groups in marginalized communities to share the benefits of environmental work.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Colleges must give communities a seat at the table with scientists to achieve real environmental justice","datePublished":"2024-01-11T11:00:31.000Z","dateModified":"2024-01-10T00:50:41.000Z","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/62952/colleges-must-give-communities-a-seat-at-the-table-alongside-scientists-to-achieve-real-environmental-justice","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column 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>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Pleasantville is a mostly Black and Hispanic community located between two major freeways, the I-10 and the 610, in Houston, Texas. This placement is no accident, said\u003c/span> \u003cspan style=\"font-weight: 400\">Bridgette Murray, a retired nurse and local community leader: “\u003c/span>\u003cspan style=\"font-weight: 400\">The highway plan in the 1950s was used to divide communities of color.” Today, an estimated 300,000 vehicles stream by on a daily basis, she said. The neighborhood is also close to the Houston Ship Channel, exposing it to heavy industrial pollution. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But state air monitoring stations aren’t placed to capture all the hazards concentrated in that small area. So Murray’s group, ACTS (Achieving Community Tasks Successfully), has been partnering for almost a decade with urban planning expert Robert Bullard at Texas Southern University, to do their own air quality monitoring. ACTS \u003c/span>\u003ca href=\"https://www.epa.gov/newsreleases/epa-awards-nearly-500000-texas-organization-improve-air-quality-houston-area\">\u003cspan style=\"font-weight: 400\">just won\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> a grant from the Environmental Protection Agency to expand the program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bullard has been called the father of the environmental justice movement. His 1990 book “Dumping in Dixie” documented the systemic placement of polluting facilities and waste disposal in communities of color, as well as those communities fighting back. He said scientists and communities need each other.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">Our climate scientists are great at science, but not good translators when it comes to taking that data to people,” he said. “We need the principle of environmental justice embedded in our climate policies. The overarching principle is that the people who are most impacted must speak for themselves and must be in those rooms and at those tables when decisions are being made about their lives.” \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\">“It’s a mutual respect,” Murray said of the relationship between her group and the Texas Southern researchers. “You have to have a partner that respects the ideas you are bringing to the table and also allows you to grow.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bullard is co-founder, with Beverly Wright, of the HBCU Climate Change Consortium, which brings together historically black universities and community-based organizations in what Wright has termed the “communiversity” model. There are partnerships like the one in Houston all over the South: Dillard and Xavier Universities, in New Orleans, working on wetlands restoration and equitable recovery from storms; Jackson State is working in Gulfport, Mississippi, on legacy pollution; and Florida A&M in Pensacola on the issue of landfills and borrow pits (holes dug to extract sand and clay that are then used as landfill).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bullard said it’s no accident that so many HBCUs are involved in this work. “Black colleges and universities historically combined the idea of using education for advancement and liberation, with the struggle for civil rights.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When these partnerships go smoothly, Bullard said, universities provide community-based organizations with access to data and help advocating for themselves; students and scholars get opportunities to do applied research with a clear social mission.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A lot of growth is happening in environmental justice right now. ACTS’ $500,000 EPA grant is part of what the\u003c/span>\u003ca href=\"https://www.whitehouse.gov/environmentaljustice/\">\u003cspan style=\"font-weight: 400\"> White House touts as\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “\u003c/span>\u003cspan style=\"font-weight: 400\">the most ambitious environmental justice agenda ever undertaken by the Federal Government.” Notably, President Biden’s \u003c/span>\u003ca href=\"https://www.whitehouse.gov/environmentaljustice/justice40/\">\u003cspan style=\"font-weight: 400\">Justice40 initiative \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">decrees that 40% of all federal dollars allocated to climate change, clean energy, and related policy goals flow to communities like Pleasantville: marginalized, underserved and systematically overburdened by pollution. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Expanding on this model, the EPA has allocated \u003c/span>\u003ca href=\"https://www.epa.gov/environmentaljustice/environmental-justice-thriving-communities-technical-assistance-centers\">\u003cspan style=\"font-weight: 400\">$177 million\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to 16 “Environmental Justice Thriving Communities Technical Assistance Centers” — a mix of nonprofits and universities that will help groups like ACTS get federal grants to achieve their goals. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But, warned Bullard, all the new funding might cause a gold rush, raising the danger of attracting bad actors. Sometimes, he said, universities act like “grant-writing mills,” exploiting communities without sharing the benefits. “You parachute in, you mine the data, you leave and the community doesn’t know what hit them. That is not authentic partnership.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Murray, at ACTS, has seen that kind of behavior herself. “A one-sided relationship where they came in to take information,” she recalled. “The paper was written, the accolades [for researchers] happen, and the community is just like it was, with no ability to address anything.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It takes sensitivity and hard work to overcome what can be a long history of town-gown tensions between universities and local communities. “You have to earn trust,” said Bullard. “Trust is not given by a memorandum of understanding.” One way to break down barriers is to make sure that all participants — whether they have a GED or a PhD — share the air equitably at meetings between researchers and community leaders. And those meetings might be held in the evenings or on weekends, because community groups are often run by volunteers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Denae King, a PhD toxicologist, works with Bullard as an associate director at the Bullard Center. She said she’s always looking for a chance to give space to community partners like ACTS, and reduce or equalize any power dynamic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I just ended a meeting where someone was asking me to put together a proposal to showcase environmental justice at a conference,” she said. “Before I would be willing to do that, I want to make sure it’s OK to showcase community leaders in this space. I might split my time in half and we co-present. Or it may look like me helping the community leader to prepare their presentation. I might be in the room and say nothing, but my presence says, I’m here to support you.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column 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>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62952/colleges-must-give-communities-a-seat-at-the-table-alongside-scientists-to-achieve-real-environmental-justice","authors":["byline_mindshift_62952"],"categories":["mindshift_21508","mindshift_21694"],"tags":["mindshift_21261","mindshift_21059"],"featImg":"mindshift_62953","label":"mindshift"},"mindshift_62894":{"type":"posts","id":"mindshift_62894","meta":{"index":"posts_1591205157","site":"mindshift","id":"62894","score":null,"sort":[1703621621000]},"guestAuthors":[],"slug":"how-to-inspire-climate-hope-in-kids-get-their-hands-dirty","title":"How to inspire climate hope in kids? Get their hands dirty","publishDate":1703621621,"format":"standard","headTitle":"How to inspire climate hope in kids? Get their hands dirty | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>A composting program at \u003ca href=\"https://www.wesleyschool.org/\">The Wesley School\u003c/a> in Los Angeles is helping kindergarten through eighth grade students get hands-on experience with making dirt while also teaching them ways to address human-driven climate change.\u003c/p>\n\u003cp>For the past year, all the leftover food waste from the school has gone into composting containers rather than a landfill where it would just decompose and produce planet-warming gasses.\u003c/p>\n\u003cp>\u003ca href=\"https://www.jennisilverstein.com/\">Jennifer Silverstein,\u003c/a> a therapist, a social worker, and part of the \u003ca href=\"https://www.climatepsychology.us/\">Climate Psychology Alliance of North America, \u003c/a>says the school’s composting program checks a lot of the boxes for effective, positive climate education.\u003c/p>\n\u003cp>“Instead of [teaching kids] just, ‘all these horrible things are happening,’ it’s like, ‘all these horrible things are happening, and there’s all these adults out there who are really actively trying to make it better. And here’s ways you can participate,'” Silverstein says.\u003c/p>\n\u003cp>The school’s composting program started in 2022, and in October this year, the school held a celebration to reveal what happened inside a series of five-foot-tall containers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Ok! Want to crack this baby open?” says Steven Wynbrandt, a \u003ca href=\"https://www.wynbrandtfarms.com/\">local farmer\u003c/a> and composting consultant who has helped the school with its program.\u003c/p>\n\u003cp>The “Yeah!” from the dozens of students to his question is deafening.\u003c/p>\n\u003cfigure id=\"attachment_62896\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62896\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten through eighth grade students at The Wesley School celebrate the harvest of the school’s first compost with a banner marking how much food waste has been diverted from landfill. \u003ccite>(Steven Wynbrandt./Steven Wynbrandt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They pepper Wynbrandt with questions as he breaks the ties that hold the container closed: “Is it going to smell?” “What’s it going to look like?” “Is it going to spill out?”\u003c/p>\n\u003cp>Rich black compost spills out from the container.\u003c/p>\n\u003cp>“It doesn’t stink at all!” says one of the kids. “It smells earthy!”\u003c/p>\n\u003cp>The 5,200 pounds of food waste diverted from a landfill is \u003ca href=\"https://www.epa.gov/snep/composting-food-waste-keeping-good-thing-going#:~:text=In%20addition%2C%20composting%20lowers%20greenhouse,in%20the%20presence%20of%20oxygen.\">great news for the climate\u003c/a>. Food that breaks down in a landfill produces \u003ca href=\"https://www.epa.gov/gmi/importance-methane\">methane\u003c/a> – one of the most potent planet-warming gasses. But transforming organic material into compost means there’s less methane going into the atmosphere.\u003c/p>\n\u003cp>The Wesley School staff could have easily tossed the school’s food waste into a city-provided green bin. California law requires municipal food waste to be recycled. But taking it out of sight, which would have been easier, would have missed the point, says science teacher Johnna Hampton-Walker.\u003c/p>\n\u003cp>“When it’s invisible like that, they don’t see it,” she says. “They know, but it doesn’t sink in.”\u003c/p>\n\u003cp>When sixth grader Finn saw the finished compost pile, it sank in.\u003c/p>\n\u003cp>“That’s my orange chicken in there,” he says. “That’s not just like any food. Somewhere in there is \u003cem>my \u003c/em>food.”\u003c/p>\n\u003cp>The school will use the compost on plants around campus. Some will be offered to families that want to use it at home, and whatever is left will be donated.\u003c/p>\n\u003cfigure id=\"attachment_62897\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62897\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The compost predictions graph was one of many compost assignments in Johnna Hampton-Walker’s science class. \u003ccite>(Caleigh Wells/KCRW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fifth grader Kingston was excited to learn his food waste will help grow new food on campus. “It feels good that you’re doing something that helps the planet, instead of just sitting and watching it get destroyed,” he says.\u003c/p>\n\u003cp>That’s the response Wynbrandt wants. He wants to work with more schools like The Wesley School to start these composting programs. “A lot of us, especially kids, feel really overwhelmed and powerless and don’t know what to do,” Wynbrandt says about the climate crisis. “This is quite an existential crisis, and how do we make a difference? How do we make a dent?”\u003c/p>\n\u003cp>Therapist Jennifer Silverstein says part of helping youth understand the gravity of human-caused climate change is to build their tolerance to new – and sometimes devastating – information. She says during those difficult conversations, it helps to allow them to be outside in nature, and participate in collective action.\u003c/p>\n\u003cp>Fifth grader Sloan felt so empowered by the school’s compositing program she decided to take climate action outside of school. Along with several other fifth graders, Sloane says, “We did a lemonade stand at our friend’s house and we made over $200, and we donated it to the \u003ca href=\"https://www.nrdc.org/\">NRDC\u003c/a>,” the Natural Resources Defense Council. They also helped create a petition to replace the plastic forks and spoons in the school cafeteria with compostable ones.\u003c/p>\n\u003cp>Fifth grader Leo says he’s found the composting program helpful.\u003c/p>\n\u003cp>“Knowing I’m a part of something good just helps me sleep at night,” he says. “If we can just work together, it’s all going to be okay and everything’s going to work out fine.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In October it took two hours for the container of compost to be emptied and prepared to receive the next day’s lunch leftovers. The other four containers remain full of food waste that’s in the process of breaking down. Decorated posters on the outside of each container indicate when in the new year they can be opened so that the next generation of plants on campus can benefit from the rich soil.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KCRW. To see more, visit \u003ca href=\"http://www.kcrw.com\">KCRW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+inspire+climate+hope+in+kids%3F+Get+their+hands+dirty&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A school composting program in Los Angeles helps teach students how to take climate action through its composting program.","status":"publish","parent":0,"modified":1712847020,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":936},"headData":{"title":"How to inspire climate hope in kids? Get their hands dirty | KQED","description":"A school composting program in Los Angeles helps teach students how to take climate action through its composting program.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A school composting program in Los Angeles helps teach students how to take climate action through its composting program.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to inspire climate hope in kids? Get their hands dirty","datePublished":"2023-12-26T20:13:41.000Z","dateModified":"2024-04-11T14:50:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprImageCredit":"Steven Wynbrandt","nprByline":"Caleigh Wells","nprImageAgency":"Steven Wynbrandt","nprStoryId":"1221100212","nprApiLink":"http://api.npr.org/query?id=1221100212&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/12/26/1221100212/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty?ft=nprml&f=1221100212","nprRetrievedStory":"1","nprPubDate":"Tue, 26 Dec 2023 12:04:00 -0500","nprStoryDate":"Tue, 26 Dec 2023 05:00:50 -0500","nprLastModifiedDate":"Tue, 26 Dec 2023 12:04:50 -0500","nprAudio":"https://play.podtrac.com/npr-1149128116/ondemand.npr.org/anon.npr-mp3/npr/me/2023/12/20231212_me_kids_in_los_angeled_fight_climate_change_by_tackling_food_waste_at_school.mp3?orgId=55&topicId=1167&d=212&story=1221100212&ft=nprml&f=1221100212","nprAudioM3u":"http://api.npr.org/m3u/11221102714-780c90.m3u?orgId=55&topicId=1167&d=212&story=1221100212&ft=nprml&f=1221100212","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty","audioUrl":"https://play.podtrac.com/npr-1149128116/ondemand.npr.org/anon.npr-mp3/npr/me/2023/12/20231212_me_kids_in_los_angeled_fight_climate_change_by_tackling_food_waste_at_school.mp3?orgId=55&topicId=1167&d=212&story=1221100212&ft=nprml&f=1221100212","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A composting program at \u003ca href=\"https://www.wesleyschool.org/\">The Wesley School\u003c/a> in Los Angeles is helping kindergarten through eighth grade students get hands-on experience with making dirt while also teaching them ways to address human-driven climate change.\u003c/p>\n\u003cp>For the past year, all the leftover food waste from the school has gone into composting containers rather than a landfill where it would just decompose and produce planet-warming gasses.\u003c/p>\n\u003cp>\u003ca href=\"https://www.jennisilverstein.com/\">Jennifer Silverstein,\u003c/a> a therapist, a social worker, and part of the \u003ca href=\"https://www.climatepsychology.us/\">Climate Psychology Alliance of North America, \u003c/a>says the school’s composting program checks a lot of the boxes for effective, positive climate education.\u003c/p>\n\u003cp>“Instead of [teaching kids] just, ‘all these horrible things are happening,’ it’s like, ‘all these horrible things are happening, and there’s all these adults out there who are really actively trying to make it better. And here’s ways you can participate,'” Silverstein says.\u003c/p>\n\u003cp>The school’s composting program started in 2022, and in October this year, the school held a celebration to reveal what happened inside a series of five-foot-tall containers.\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>“Ok! Want to crack this baby open?” says Steven Wynbrandt, a \u003ca href=\"https://www.wynbrandtfarms.com/\">local farmer\u003c/a> and composting consultant who has helped the school with its program.\u003c/p>\n\u003cp>The “Yeah!” from the dozens of students to his question is deafening.\u003c/p>\n\u003cfigure id=\"attachment_62896\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62896\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten through eighth grade students at The Wesley School celebrate the harvest of the school’s first compost with a banner marking how much food waste has been diverted from landfill. \u003ccite>(Steven Wynbrandt./Steven Wynbrandt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They pepper Wynbrandt with questions as he breaks the ties that hold the container closed: “Is it going to smell?” “What’s it going to look like?” “Is it going to spill out?”\u003c/p>\n\u003cp>Rich black compost spills out from the container.\u003c/p>\n\u003cp>“It doesn’t stink at all!” says one of the kids. “It smells earthy!”\u003c/p>\n\u003cp>The 5,200 pounds of food waste diverted from a landfill is \u003ca href=\"https://www.epa.gov/snep/composting-food-waste-keeping-good-thing-going#:~:text=In%20addition%2C%20composting%20lowers%20greenhouse,in%20the%20presence%20of%20oxygen.\">great news for the climate\u003c/a>. Food that breaks down in a landfill produces \u003ca href=\"https://www.epa.gov/gmi/importance-methane\">methane\u003c/a> – one of the most potent planet-warming gasses. But transforming organic material into compost means there’s less methane going into the atmosphere.\u003c/p>\n\u003cp>The Wesley School staff could have easily tossed the school’s food waste into a city-provided green bin. California law requires municipal food waste to be recycled. But taking it out of sight, which would have been easier, would have missed the point, says science teacher Johnna Hampton-Walker.\u003c/p>\n\u003cp>“When it’s invisible like that, they don’t see it,” she says. “They know, but it doesn’t sink in.”\u003c/p>\n\u003cp>When sixth grader Finn saw the finished compost pile, it sank in.\u003c/p>\n\u003cp>“That’s my orange chicken in there,” he says. “That’s not just like any food. Somewhere in there is \u003cem>my \u003c/em>food.”\u003c/p>\n\u003cp>The school will use the compost on plants around campus. Some will be offered to families that want to use it at home, and whatever is left will be donated.\u003c/p>\n\u003cfigure id=\"attachment_62897\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62897\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The compost predictions graph was one of many compost assignments in Johnna Hampton-Walker’s science class. \u003ccite>(Caleigh Wells/KCRW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fifth grader Kingston was excited to learn his food waste will help grow new food on campus. “It feels good that you’re doing something that helps the planet, instead of just sitting and watching it get destroyed,” he says.\u003c/p>\n\u003cp>That’s the response Wynbrandt wants. He wants to work with more schools like The Wesley School to start these composting programs. “A lot of us, especially kids, feel really overwhelmed and powerless and don’t know what to do,” Wynbrandt says about the climate crisis. “This is quite an existential crisis, and how do we make a difference? How do we make a dent?”\u003c/p>\n\u003cp>Therapist Jennifer Silverstein says part of helping youth understand the gravity of human-caused climate change is to build their tolerance to new – and sometimes devastating – information. She says during those difficult conversations, it helps to allow them to be outside in nature, and participate in collective action.\u003c/p>\n\u003cp>Fifth grader Sloan felt so empowered by the school’s compositing program she decided to take climate action outside of school. Along with several other fifth graders, Sloane says, “We did a lemonade stand at our friend’s house and we made over $200, and we donated it to the \u003ca href=\"https://www.nrdc.org/\">NRDC\u003c/a>,” the Natural Resources Defense Council. They also helped create a petition to replace the plastic forks and spoons in the school cafeteria with compostable ones.\u003c/p>\n\u003cp>Fifth grader Leo says he’s found the composting program helpful.\u003c/p>\n\u003cp>“Knowing I’m a part of something good just helps me sleep at night,” he says. “If we can just work together, it’s all going to be okay and everything’s going to work out fine.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In October it took two hours for the container of compost to be emptied and prepared to receive the next day’s lunch leftovers. The other four containers remain full of food waste that’s in the process of breaking down. Decorated posters on the outside of each container indicate when in the new year they can be opened so that the next generation of plants on campus can benefit from the rich soil.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KCRW. To see more, visit \u003ca href=\"http://www.kcrw.com\">KCRW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+inspire+climate+hope+in+kids%3F+Get+their+hands+dirty&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty","authors":["byline_mindshift_62894"],"categories":["mindshift_21508"],"tags":["mindshift_21757","mindshift_21124","mindshift_21059","mindshift_21117"],"featImg":"mindshift_62895","label":"mindshift"},"mindshift_62349":{"type":"posts","id":"mindshift_62349","meta":{"index":"posts_1591205157","site":"mindshift","id":"62349","score":null,"sort":[1694512854000]},"guestAuthors":[],"slug":"why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change","title":"Why schoolyards are a critical space for teaching about — and fighting — extreme heat and climate change","publishDate":1694512854,"format":"audio","headTitle":"Why schoolyards are a critical space for teaching about — and fighting — extreme heat and climate change | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On hot days, fourth-grader Adriana Salas has observed that when the sun beats down on the pavement in her schoolyard it “turns foggy.” There are also days where the slide burns the back of her legs if she is wearing shorts or the monkey bars are too hot to touch. Salas, who attends Roosevelt Elementary School in San Leandro, California, is not alone in feeling the effects of heat on her schoolyard. Across the country, climbing temperatures have led schools to \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/nation/2023/08/24/heat-weather-school-closings-air-conditioning/70656924007/\">\u003cspan style=\"font-weight: 400\">cancel classes and outdoor activities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to protect students from the harmful effects of the heat.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/jennyseydel?lang=en\">\u003cspan style=\"font-weight: 400\">Jenny Seydel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an environmental educator and founder of \u003c/span>\u003ca href=\"https://greenschoolsnationalnetwork.org/\">\u003cspan style=\"font-weight: 400\">Green Schools National Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, encourages teachers to leverage students’ observations about their schools to make learning come alive. According to Seydel, when teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">use the school grounds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a way to learn about social issues, they’re using their school as a \u003c/span>\u003ca href=\"https://catalyst.greenschoolsnationalnetwork.org/gscatalyst/march_2019/MobilePagedReplica.action?pm=2&folio=10#pg10\">\u003cspan style=\"font-weight: 400\">three-dimensional textbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, schools’ energy and water conservation, architecture and lunches are rich with potential for project-based learning. “We can learn from a textbook. We can memorize concepts. We can use formulas, but we don’t incorporate that learning until it is real,” said Seydel.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Against the backdrop of climate change, Roosevelt Elementary School teachers turned to their schoolyards as a way to apply lessons about rising temperatures to the real world. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">\u003cspan style=\"font-weight: 400\">these issues can seem overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to young students, exploring them within the context of their school can not only make lessons stick, but also encourage students’ sense of civic agency. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>A schoolyard becomes a learning arena\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armed with infrared thermometers and a map of their school, fourth graders at Roosevelt embarked on the \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/how-cool\">\u003cspan style=\"font-weight: 400\">“How cool is your school?” project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/mission\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to transform asphalt-laden schoolyards into greener spaces. The guiding questions for the fourth graders were:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_62351\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-62351\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Fourth grade teacher Nicole Lamm prepares students for a temperature mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro, California. (Beth LaBerge/ KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In groups of three, students of Dorie Heinz and Nicole Lamm classes measured and recorded the ground temperature at 25 locations around their school. As students gathered data from places like the tetherball courts, lunch area, and parking lot, a pattern emerged: materials matter. For example, one group found that the ground temperature they recorded at the main playground, which was made of rubber safety material, was almost 50 degrees hotter than the temperature they measured at their school’s grass playing field. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62354\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-62354\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jake Council (from left), Arlo Jones and Adrianna Salas participate in a temperature-mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro on June 1, 2023. Students used an infrared thermometer to record temperatures in locations around the playground and yard, including asphalt and green spaces, as an opportunity to learn about climate change, sustainability and other academic topics through hands-on experience. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our school districts are one of the largest land managers,” Lamm explained to students. “Most schools are covered in asphalt and other materials that heat up in the sun, and schools generally have a lack of shade.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to preliminary research by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/schoolyard-forest-rationale\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, over two million students in California attend schools with less than 5% tree canopy. Less tree coverage contributes to \u003c/span>\u003ca href=\"https://www.epa.gov/heatislands\">\u003cspan style=\"font-weight: 400\">urban heat island effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is when heat-absorbing materials like asphalt or tar result in higher temperatures in a community. Students’ firsthand observations provided a tangible link between their immediate surroundings and issues outside of their school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing curiosity and critical thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students returned from gathering data, they shared their findings as a class. When students presented the temperatures they measured, Lamm recorded it on a poster-sized map of the school with color coded stickers. Blue stickers represented the lowest temperatures, which were below 70 degrees fahrenheit, while red stickers represented temperatures above 100 degrees fahrenheit. Shades of yellow and orange stickers indicated temperatures in between. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62355\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-62355\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student sits with a map of their school in preparation for the temperature-mapping activity. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking at the map, students pointed out the greater volume of red stickers, compared with blue ones. “It’s mostly hot where we’re playing,” said Adriana. The two lonely blue stickers were in areas with a large tree and a shade structure, respectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamm and Heinz prompted students to brainstorm how to make the playground cooler. “We want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures,” said Heinz. One student offered an idea to protect their schools’ youngest students. “There’s this little concrete box. I was thinking maybe we could plant a tree because sometimes I would notice kindergartners eating a snack there,” he said. By the end of the activity, the map was covered in colored dots. Triangle and square-shaped stickers – students’ proposals for shade – were next to some of the hottest areas. The teachers posted the map with all of its stickers in front of the school to show their findings to parents and community members. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62356\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62356 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Dorie Heinz places stickers on the schoolyard map as students brainstorm how to make the playground cooler. By the end of the activity, the map was covered in colored dots. (Ki Sung/KQED)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>The power and potential for green schoolyards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling larger issues at the school level can nurture problem-solving skills that extend beyond academic subjects and prepare students for the complexities of the larger world. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s really depressing for a lot of kids to read about all the negative things that climate change has created in the world,” said \u003c/span>\u003ca href=\"https://twitter.com/sdanks?lang=en\">\u003cspan style=\"font-weight: 400\">Sharon Danks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CEO and founder of Green Schoolyards America — the organization that created the “How Cool is Your School” activity. In offering this hands-on STEM lesson plan to schools, Danks and her team hope that administrators implement students’ suggestions and create green schoolyards. “It gives kids a chance to learn about climate change, but also learn about being positive forces for change for the better,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards can vary widely because they reflect the surrounding ecosystem and climate, they may include features such as edible gardens, stormwater capture features or walking trails. Danks described a green schoolyard as “an ecologically rich park and a place that has all kinds of things happening and all types of different social niches for people to be doing different activities in different places and in a natural environment filled with plants and living things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Green schoolyards offer protection against the heat and provide a unique setting for interdisciplinary learning experiences, according to Priya Cook from \u003c/span>\u003ca href=\"https://www.childrenandnature.org/about/\">\u003cspan style=\"font-weight: 400\">Children & Nature Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to ensure kids have equitable access to green spaces. She adds that benefits associated with outdoor learning, such as \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/outdoor-learning-influences-teacher-attitudes-as-well-as-student-behavior-and-engagement-with-learning/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">improved behavioral control and increased student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “impact the way a kid can thrive in the classroom.” When students have access to a green schoolyard, their \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/greenspace-promotes-both-physical-activity-and-emotional-well-being/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increases, and studies have shown that being in natural spaces improves mental\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0885412215595441\">\u003cspan style=\"font-weight: 400\"> health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13504620701843426\">\u003cspan style=\"font-weight: 400\">boast a lot of benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, not every school can easily make the transformation. Danks cited \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billStatusClient.xhtml?bill_id=202120220AB2566\">\u003cspan style=\"font-weight: 400\">failures to pass bills supporting greening projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a shortage of funds as the most significant obstacles. Removing asphalt is costly. And because green space is inequitably distributed, schools with the most asphalt are also likely to be schools with the least financial resources. However, \u003c/span>\u003ca href=\"https://www.npr.org/2023/08/26/1196170854/climate-change-is-making-schoolyard-play-dangerously-hot-california-has-a-soluti\">\u003cspan style=\"font-weight: 400\">California has allocated $150 million for green schoolyards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.heinrich.senate.gov/newsroom/press-releases/heinrich-introduces-legislation-to-help-schools-re-envision-build-outdoor-learning-spaces\">\u003cspan style=\"font-weight: 400\">other states\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may follow suit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As one of the most heavily trafficked public spaces, green schoolyards could have an outsized effect. “There’s a reframing that needs to happen in our budget, in our mindset, that says this is a crucial space for children,” said Danks.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5981055431&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And I’m Nimah Gobir. \u003c/span>\u003cspan style=\"font-weight: 400\">Educators are always striving to create hands-on lessons to engage students. These types of learning approaches improve learning retention and promote a deeper understanding of concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Some teachers rely on project based learning, where they have students solve real problems in their community. Others might opt for experiential learning, which can involve field trips and role-playing. There’s also collaborative learning where students work with peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Luckily, teachers don’t have to go far if they want to implement hands-on approaches. According to educator Jenny Seydel, the school building and school grounds are incredible resources for this type of learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel: \u003c/strong> For children up through middle school, that is the place that they spend most time. \u003c/span>\u003cspan style=\"font-weight: 400\"> By the time a child graduates from high school, they’ve spent more than 15,000 hours in a school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Jenny is an expert in environmental education and the founder of Green Schools National Network. She invites educators to think of schools as 3-dimensional textbooks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel:\u003c/strong> Any phenomenon, even historical phenomenon, can be taught through the history of that particular school — the social issues and social problems that are happening in the world — are oftentimes happening in a school. \u003c/span>\u003cspan style=\"font-weight: 400\"> That’s the place where we can bring anything to life that we are teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So Jenny is saying we can use schools to bridge the gap between theoretical knowledge and real-world application?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s exactly right. When you use your school as a 3D textbook, you can look at all kinds of things – like your school’s water system or architecture, even school lunches. Today we’ll zero in on schoolyards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you think about it. Schoolyards are incredible because they entertain kids over many years and developmental stages. \u003c/span>\u003cspan style=\"font-weight: 400\"> And unless a kid is part of a family that is big on gardening, hiking or camping, then it’s likely that schoolyards are where they spend the most of their outside time. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> My name is Sharon Danks, and I’m an environmental city planner.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I talked to Sharon to learn more about schoolyards – how they’re used and their untapped potential.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> Many things they would like to study can be done outdoors in a schoolyard. These days, it’s particularly well-suited to studying climate change and how the materials that people put into the environment shift the temperatures of our urban locations. In California, we have 130,000 acres of public land at our K-12 schools. And they have close to 6 million people on them every day. And that’s more public land visitation than, say, Yosemite has in an entire year.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But unlike Yosemite and other national parks the majority of schoolyards are not very green!\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Asphalt, plastic, grass and rubber, which are a lot of the go to traditional materials in the United States.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I’ve seen asphalt and blacktop at many schools. It’s usually where kids play four-square and skin their knees playing tag!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s everywhere. In fact, millions of kids go to schools where fewer than five percent of the grounds have trees.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Even in communities that have a lot of trees, if you look at the aerial photos, they’re not at the schools.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If a school has trees or green space it is usually around the edges of a school. Like next to the school sign or by the parking lots. It’s not to shade kids in sunny weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> And these days kids need all the shade they can get. Triple digit temperatures have forced schools all around the country to cancel classes and even delay the first day of school. Here’s what 4th grader Adriana Salas is noticing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s mostly hot where we’re playing at. And sometimes when it’s too hot, sometimes when you look like, just on the top of anything it turns like foggy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She’s talking about when it gets so hot out that the ground looks kind of wavy. She’s seen that happen on her school’s playground. We’ll hear more from Adriana later.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of communities struggling with urban heat island effect and really extreme temperatures that make it unsafe for kids to be outside.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Priya Cook from the Children & Nature Network organization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I heard Priya say “urban heat island effect.” What is that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s when asphalt and pavement actually increase the temperature in a community.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of materials that are used in playgrounds that we use in parking lots and roads that really absorb heat and reflect that heat back.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Places that have a lot of urban heat islands are likely to be lower income parts of the city because they usually have fewer plants and more pavement. Often these hotter areas are populated by folks of color.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a difference in some cases of ten degrees between a place that has trees planted and a site that does not. And so that’s in many cases, that’s a big enough difference to, dictate whether or not kids are going to go outside that day, which has all kinds of health and learning impacts.\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The good news is that schools aren’t standing idly by while their schoolyards heat up. We’ll hear from one school in San Leandro, California about how they turned to their schoolyards as a way to learn more about these environmental changes firsthand. That’s coming up after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>Welcome, everybody.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s a beautiful day at Roosevelt Elementary School in San Leandro, California. Today it’s 67 degrees fahrenheit, but temperatures here can get into the triple digits. Ms. Heinz and Ms. Lamm’s 4th grade classes have come together to start a project that uses their schoolyard as a 3D textbook.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nicole Lamm:\u003c/strong> Today is our first day of doing our “How Cool is Your School?” project.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> Ms. Lam is speaking to students using a headset. This project is the brainchild of Green Schoolyards America — Sharon Danks, who we spoke to earlier is the founder of that organization. Ms. Lamm teed up students for the “How Cool is Your School?” project with two guiding questions…\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cstrong>Nicole Lamm: \u003c/strong>\u003c/b>\u003ci>I\u003c/i>\u003cspan style=\"font-weight: 400\">s our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change?\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students are put into groups of three and each group is given a map of the school\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">We have our classrooms right here. We have the basketball court, the cafeteria, our other building over there and the kindergarten rooms…\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Different locations on the map are numbered from one to 25\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>T\u003cspan style=\"font-weight: 400\">hose numbers are there for a reason. You are going to get five places that you have to measure.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>So you have to figure out exactly where that number is and find that spot in the school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Each group also gets an infrared thermometer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz\u003ci>: \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">You’re going to point the thermometer at the ground. W\u003c/span>\u003cspan style=\"font-weight: 400\">hen you pull the trigger, the temperature stops and records it. That’s where you and your team are going to record your temperature.\u003c/span>\u003cspan style=\"font-weight: 400\"> So, at one location you’ll be doing three readings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is the crux of the project, so I’ll reiterate what Ms Lamm says: Each group takes three temperature readings of the same point on the ground in their assigned location. This is to get an accurate reading of the ground surface. Then, they record the average of the three readings on a worksheet.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adrianna Salas\u003c/b>\u003cspan style=\"font-weight: 400\">: We are going on the field to 16.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> We followed one group of students as they did their measurements.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Arlo Jones: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Arlo Jones, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jake Decker:\u003c/strong> Jake Decker, fourth grade.\u003c/span>\u003ci> \u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Adriana Salas, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And yes, that is the same Adriana we heard from earlier!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> First up on their list: area 16. It’s located on the field, so it’s a grassy area. They make their way over and get their three readings with the thermometer\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They record their findings. The surface of the field has an average of about 97 degrees. They head to the next spot on their list. Number 17 on the map. It has grass too and it’s close to some classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So the average temperature of the ground surface here is about 95 degrees. They start to make their way to their third location: number 18. It’s a triangular playground area with swings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Arlo Jones:\u003c/strong> I would say it’s like the main playground. The main place where people play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> It’s like the big playground\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They describe it as the school’s main playground so most kids play there. \u003c/span>\u003cspan style=\"font-weight: 400\">The surface is made of that rubber safety material that you see in so many schoolyards now. Especially newer schools…and they predict that it’s going to be hot. They’re right. The three readings they get there average at a steamy 143 degrees\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Adriana shared some reflections on what she’s learned about her schoolyard so far.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s very hot. And sometimes you might get like, a shocking, like, “Wow. Like kids play in the hotness.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> After students are finished visiting all of the locations they’ve been assigned, they come back to the classroom to talk about their findings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm:\u003c/b>\u003cspan style=\"font-weight: 400\"> So when we say a location that you tested, I want you to raise your hand and read out the average that you just found for location one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nimah Gobir: That’s Ms. Lamm again. The other teacher, Miss Heinz, is standing in front of a poster-sized map of the school. She has colored stickers ranging from blue – which represent temperatures in the 70s or below – to deep shades of red, which represents temperatures over 100 degrees. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Location two right over here where the tetherball is. \u003c/span>\u003cspan style=\"font-weight: 400\">115. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about location three? Right on the lake by the four square.\u003c/span>\u003cspan style=\"font-weight: 400\"> 123. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>Four, which is over by where you eat lunch every day? \u003c/span>\u003cspan style=\"font-weight: 400\"> 63. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What do we notice about location four? It’s covered by a shade structure? And can you say that number nice and loud one more time? Sixty-three degrees is a lot cooler when we have a shaded structure. Interesting to notice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Every time they call out a number, a colored sticker representing the temperature is stuck to the corresponding location on the big version of the map.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So students could actually see where the different colored dots were clustered at their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They went all the way through 25 locations. And when they were all done calling out the average temperatures. They were asked to share what they noticed about all the colored dots on the map. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What do you notice about the two places that are blue, though? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> They’re shaded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz: \u003c/b>They’re shaded so they’re way cooler.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> \u003c/span>\u003cspan style=\"font-weight: 400\">What? Shades the blue dot on this side?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> The tree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about the other one? The canopy. The shade structure. So both of those are the coolest locations and we know that they have things that are providing shade: the trees and the shade structure. Really good observation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir\u003c/strong>: Aside from those two blue spots the school is mostly a cluster of red and yellow dots representing ground surface temperatures from 80 degrees to as high as 151 degrees.\u003c/span>\u003cspan style=\"font-weight: 400\"> The really hot temperatures are on the playgrounds and basketball courts. Materials like turf, rubber and blacktop receive temperatures in the triple digits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But the project doesn’t end there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> What else do they do? \u003c/span>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> A big part of using your school as a 3D textbook, especially when dealing with big issues like climate change, is finding solutions and encouraging student agency. So for the last part of the activity, students make a proposal for how they can make the school a bit cooler. So Ms. Lamm directs the students’ attention back to the big map again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>W\u003c/i>\u003cspan style=\"font-weight: 400\">e want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> You can hear that they’re thinking about the schoolyards materials as they decide which places need cooling down.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> So Adriana is saying that not just because of the ground surface material, but because of the playground itself that could benefit from having a shade structure over it. Is that right?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Because the play structure is made out of metal. Metal is really easy to get hot\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> Right. Thinking about that material again. The play structure is made out of hard plastic and metal. Those things get really really hot. So we definitely want to add a shade structure over the playground. I love that idea. I also heard Adriana say that we want to add a tree to the middle of the field similar to how it looks at the front of the school with our big trees.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When they were done, they put the big map with all of its stickers on display in the front of the school for parents and community members to see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Sometimes talking about real-world challenges can lead to anxiety and feelings of helplessness, but it’s great that they were able to share their insights. That’s often the first step towards putting ideas into action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Activities like this can lead to schools developing green schoolyards. Here’s Sharon Danks again to tell us more.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would say that it is most succinctly described as an ecologically rich park. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They vary widely. The plants in a green schoolyard will depend on its ecosystem and climate. A lot of schools are starting to transition to green schoolyards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the need is becoming more clear through weather getting more extreme. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong> Nimah Gobir:\u003c/strong> California is in the second year of a statewide initiative called the California Schoolyard Forest System. The main goal is to increase the number of trees in public schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Green schoolyards don’t just provide shade on hot days. They come with a whole bunch of benefits, including more opportunities for kids to use their schools for learning. When school leaders start dreaming about the potential they can unlock with a green schoolyard, it’s hard to stop. They start saying things like…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I’d like a place for kids to do their curriculum outside. I’d like a place that’s good for physical and mental health for kids and teachers. We’d like a place for nature. We’d like a place for the birds to come, the wildlife, to be able to visit the pollinators andyou want to see the butterflies and you know, things like that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Our school buildings and schoolyards are not just physical spaces but dynamic learning resources waiting to be tapped into.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Learning from textbooks is valuable, but true learning comes alive when we bring education into the real world. School grounds and schoolyards provide the perfect opportunity to do just that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And if a school is able to develop a green schoolyard, you can provide kids with a living laboratory where they engage with nature, explore ecosystems, and understand the impact of their actions on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So teachers, you don’t have to travel far for your next hands-on learning opportunity. Seeing your schoolyards and school buildings in a new light might just empower the next generation of change-makers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas: \u003c/strong>I think I think now I’m going to be really good – an expert!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This episode would not have been possible without Sharon Danks, Jenny Seydel, Priya Cook, Principal Kumamoto, Ms. Lamm, Ms. Heinz, and their 4th graders. A big thank you to Kevin Stark and Laura Klivans for their support with reporting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick and Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan .\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Thank you for listening!\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Transforming schoolyards into green, shaded spaces fosters STEM learning and empowers students with problem-solving skills to address climate change.","status":"publish","parent":0,"modified":1700528806,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":122,"wordCount":4458},"headData":{"title":"Why schoolyards are a critical space for teaching about — and fighting — extreme heat and climate change | KQED","description":"Transforming schoolyards into green, shaded spaces creates STEM learning opportunities and fosters problem-solving skills.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Transforming schoolyards into green, shaded spaces creates STEM learning opportunities and fosters problem-solving skills.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why schoolyards are a critical space for teaching about — and fighting — extreme heat and climate change","datePublished":"2023-09-12T10:00:54.000Z","dateModified":"2023-11-21T01:06:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC5981055431.mp3?updated=1694476485","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On hot days, fourth-grader Adriana Salas has observed that when the sun beats down on the pavement in her schoolyard it “turns foggy.” There are also days where the slide burns the back of her legs if she is wearing shorts or the monkey bars are too hot to touch. Salas, who attends Roosevelt Elementary School in San Leandro, California, is not alone in feeling the effects of heat on her schoolyard. Across the country, climbing temperatures have led schools to \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/nation/2023/08/24/heat-weather-school-closings-air-conditioning/70656924007/\">\u003cspan style=\"font-weight: 400\">cancel classes and outdoor activities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to protect students from the harmful effects of the heat.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/jennyseydel?lang=en\">\u003cspan style=\"font-weight: 400\">Jenny Seydel\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an environmental educator and founder of \u003c/span>\u003ca href=\"https://greenschoolsnationalnetwork.org/\">\u003cspan style=\"font-weight: 400\">Green Schools National Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, encourages teachers to leverage students’ observations about their schools to make learning come alive. According to Seydel, when teachers \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">\u003cspan style=\"font-weight: 400\">use the school grounds\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as a way to learn about social issues, they’re using their school as a \u003c/span>\u003ca href=\"https://catalyst.greenschoolsnationalnetwork.org/gscatalyst/march_2019/MobilePagedReplica.action?pm=2&folio=10#pg10\">\u003cspan style=\"font-weight: 400\">three-dimensional textbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, schools’ energy and water conservation, architecture and lunches are rich with potential for project-based learning. “We can learn from a textbook. We can memorize concepts. We can use formulas, but we don’t incorporate that learning until it is real,” said Seydel.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Against the backdrop of climate change, Roosevelt Elementary School teachers turned to their schoolyards as a way to apply lessons about rising temperatures to the real world. While \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">\u003cspan style=\"font-weight: 400\">these issues can seem overwhelming\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to young students, exploring them within the context of their school can not only make lessons stick, but also encourage students’ sense of civic agency. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>A schoolyard becomes a learning arena\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armed with infrared thermometers and a map of their school, fourth graders at Roosevelt embarked on the \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/how-cool\">\u003cspan style=\"font-weight: 400\">“How cool is your school?” project\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> created by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/mission\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to transform asphalt-laden schoolyards into greener spaces. The guiding questions for the fourth graders were:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Is our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change? \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_62351\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-62351\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/003_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Fourth grade teacher Nicole Lamm prepares students for a temperature mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro, California. (Beth LaBerge/ KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">In groups of three, students of Dorie Heinz and Nicole Lamm classes measured and recorded the ground temperature at 25 locations around their school. As students gathered data from places like the tetherball courts, lunch area, and parking lot, a pattern emerged: materials matter. For example, one group found that the ground temperature they recorded at the main playground, which was made of rubber safety material, was almost 50 degrees hotter than the temperature they measured at their school’s grass playing field. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62354\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-62354\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/037_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jake Council (from left), Arlo Jones and Adrianna Salas participate in a temperature-mapping activity in the schoolyard at Roosevelt Elementary School in San Leandro on June 1, 2023. Students used an infrared thermometer to record temperatures in locations around the playground and yard, including asphalt and green spaces, as an opportunity to learn about climate change, sustainability and other academic topics through hands-on experience. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our school districts are one of the largest land managers,” Lamm explained to students. “Most schools are covered in asphalt and other materials that heat up in the sun, and schools generally have a lack of shade.”\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\">According to preliminary research by \u003c/span>\u003ca href=\"https://www.greenschoolyards.org/schoolyard-forest-rationale\">\u003cspan style=\"font-weight: 400\">Green Schoolyards America\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, over two million students in California attend schools with less than 5% tree canopy. Less tree coverage contributes to \u003c/span>\u003ca href=\"https://www.epa.gov/heatislands\">\u003cspan style=\"font-weight: 400\">urban heat island effect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is when heat-absorbing materials like asphalt or tar result in higher temperatures in a community. Students’ firsthand observations provided a tangible link between their immediate surroundings and issues outside of their school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Nurturing curiosity and critical thinking\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When the students returned from gathering data, they shared their findings as a class. When students presented the temperatures they measured, Lamm recorded it on a poster-sized map of the school with color coded stickers. Blue stickers represented the lowest temperatures, which were below 70 degrees fahrenheit, while red stickers represented temperatures above 100 degrees fahrenheit. Shades of yellow and orange stickers indicated temperatures in between. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62355\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-62355\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/001_KQED_RooseveltElemHeatMapping_06012023.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student sits with a map of their school in preparation for the temperature-mapping activity. (Beth LaBerge/KQED)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking at the map, students pointed out the greater volume of red stickers, compared with blue ones. “It’s mostly hot where we’re playing,” said Adriana. The two lonely blue stickers were in areas with a large tree and a shade structure, respectively. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lamm and Heinz prompted students to brainstorm how to make the playground cooler. “We want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures,” said Heinz. One student offered an idea to protect their schools’ youngest students. “There’s this little concrete box. I was thinking maybe we could plant a tree because sometimes I would notice kindergartners eating a snack there,” he said. By the end of the activity, the map was covered in colored dots. Triangle and square-shaped stickers – students’ proposals for shade – were next to some of the hottest areas. The teachers posted the map with all of its stickers in front of the school to show their findings to parents and community members. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62356\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-62356 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/09/IMG_2438-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Dorie Heinz places stickers on the schoolyard map as students brainstorm how to make the playground cooler. By the end of the activity, the map was covered in colored dots. (Ki Sung/KQED)\u003c/figcaption>\u003c/figure>\n\u003ch2>\u003cb>The power and potential for green schoolyards\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tackling larger issues at the school level can nurture problem-solving skills that extend beyond academic subjects and prepare students for the complexities of the larger world. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s really depressing for a lot of kids to read about all the negative things that climate change has created in the world,” said \u003c/span>\u003ca href=\"https://twitter.com/sdanks?lang=en\">\u003cspan style=\"font-weight: 400\">Sharon Danks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CEO and founder of Green Schoolyards America — the organization that created the “How Cool is Your School” activity. In offering this hands-on STEM lesson plan to schools, Danks and her team hope that administrators implement students’ suggestions and create green schoolyards. “It gives kids a chance to learn about climate change, but also learn about being positive forces for change for the better,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards can vary widely because they reflect the surrounding ecosystem and climate, they may include features such as edible gardens, stormwater capture features or walking trails. Danks described a green schoolyard as “an ecologically rich park and a place that has all kinds of things happening and all types of different social niches for people to be doing different activities in different places and in a natural environment filled with plants and living things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Green schoolyards offer protection against the heat and provide a unique setting for interdisciplinary learning experiences, according to Priya Cook from \u003c/span>\u003ca href=\"https://www.childrenandnature.org/about/\">\u003cspan style=\"font-weight: 400\">Children & Nature Network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an organization that works to ensure kids have equitable access to green spaces. She adds that benefits associated with outdoor learning, such as \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/outdoor-learning-influences-teacher-attitudes-as-well-as-student-behavior-and-engagement-with-learning/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">improved behavioral control and increased student engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “impact the way a kid can thrive in the classroom.” When students have access to a green schoolyard, their \u003c/span>\u003ca href=\"https://research.childrenandnature.org/research/greenspace-promotes-both-physical-activity-and-emotional-well-being/?h=2ng6Ylwm\">\u003cspan style=\"font-weight: 400\">physical activity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> increases, and studies have shown that being in natural spaces improves mental\u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/10.1177/0885412215595441\">\u003cspan style=\"font-weight: 400\"> health and wellbeing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While green schoolyards \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/13504620701843426\">\u003cspan style=\"font-weight: 400\">boast a lot of benefits\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, not every school can easily make the transformation. Danks cited \u003c/span>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billStatusClient.xhtml?bill_id=202120220AB2566\">\u003cspan style=\"font-weight: 400\">failures to pass bills supporting greening projects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a shortage of funds as the most significant obstacles. Removing asphalt is costly. And because green space is inequitably distributed, schools with the most asphalt are also likely to be schools with the least financial resources. However, \u003c/span>\u003ca href=\"https://www.npr.org/2023/08/26/1196170854/climate-change-is-making-schoolyard-play-dangerously-hot-california-has-a-soluti\">\u003cspan style=\"font-weight: 400\">California has allocated $150 million for green schoolyards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.heinrich.senate.gov/newsroom/press-releases/heinrich-introduces-legislation-to-help-schools-re-envision-build-outdoor-learning-spaces\">\u003cspan style=\"font-weight: 400\">other states\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may follow suit.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As one of the most heavily trafficked public spaces, green schoolyards could have an outsized effect. “There’s a reframing that needs to happen in our budget, in our mindset, that says this is a crucial space for children,” said Danks.\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC5981055431&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Welcome to MindShift, the podcast about the future of learning and how we raise our kids. I’m Kara Newhouse.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And I’m Nimah Gobir. \u003c/span>\u003cspan style=\"font-weight: 400\">Educators are always striving to create hands-on lessons to engage students. These types of learning approaches improve learning retention and promote a deeper understanding of concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Some teachers rely on project based learning, where they have students solve real problems in their community. Others might opt for experiential learning, which can involve field trips and role-playing. There’s also collaborative learning where students work with peers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Luckily, teachers don’t have to go far if they want to implement hands-on approaches. According to educator Jenny Seydel, the school building and school grounds are incredible resources for this type of learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel: \u003c/strong> For children up through middle school, that is the place that they spend most time. \u003c/span>\u003cspan style=\"font-weight: 400\"> By the time a child graduates from high school, they’ve spent more than 15,000 hours in a school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Jenny is an expert in environmental education and the founder of Green Schools National Network. She invites educators to think of schools as 3-dimensional textbooks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jenny Seydel:\u003c/strong> Any phenomenon, even historical phenomenon, can be taught through the history of that particular school — the social issues and social problems that are happening in the world — are oftentimes happening in a school. \u003c/span>\u003cspan style=\"font-weight: 400\"> That’s the place where we can bring anything to life that we are teaching.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So Jenny is saying we can use schools to bridge the gap between theoretical knowledge and real-world application?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s exactly right. When you use your school as a 3D textbook, you can look at all kinds of things – like your school’s water system or architecture, even school lunches. Today we’ll zero in on schoolyards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you think about it. Schoolyards are incredible because they entertain kids over many years and developmental stages. \u003c/span>\u003cspan style=\"font-weight: 400\"> And unless a kid is part of a family that is big on gardening, hiking or camping, then it’s likely that schoolyards are where they spend the most of their outside time. \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> My name is Sharon Danks, and I’m an environmental city planner.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I talked to Sharon to learn more about schoolyards – how they’re used and their untapped potential.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Sharon Danks:\u003c/strong> Many things they would like to study can be done outdoors in a schoolyard. These days, it’s particularly well-suited to studying climate change and how the materials that people put into the environment shift the temperatures of our urban locations. In California, we have 130,000 acres of public land at our K-12 schools. And they have close to 6 million people on them every day. And that’s more public land visitation than, say, Yosemite has in an entire year.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But unlike Yosemite and other national parks the majority of schoolyards are not very green!\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Asphalt, plastic, grass and rubber, which are a lot of the go to traditional materials in the United States.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I’ve seen asphalt and blacktop at many schools. It’s usually where kids play four-square and skin their knees playing tag!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s everywhere. In fact, millions of kids go to schools where fewer than five percent of the grounds have trees.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks: \u003c/b>Even in communities that have a lot of trees, if you look at the aerial photos, they’re not at the schools.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If a school has trees or green space it is usually around the edges of a school. Like next to the school sign or by the parking lots. It’s not to shade kids in sunny weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> And these days kids need all the shade they can get. Triple digit temperatures have forced schools all around the country to cancel classes and even delay the first day of school. Here’s what 4th grader Adriana Salas is noticing.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas:\u003c/b>\u003cspan style=\"font-weight: 400\"> It’s mostly hot where we’re playing at. And sometimes when it’s too hot, sometimes when you look like, just on the top of anything it turns like foggy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> She’s talking about when it gets so hot out that the ground looks kind of wavy. She’s seen that happen on her school’s playground. We’ll hear more from Adriana later.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of communities struggling with urban heat island effect and really extreme temperatures that make it unsafe for kids to be outside.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is Priya Cook from the Children & Nature Network organization. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> I heard Priya say “urban heat island effect.” What is that?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s when asphalt and pavement actually increase the temperature in a community.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a lot of materials that are used in playgrounds that we use in parking lots and roads that really absorb heat and reflect that heat back.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Places that have a lot of urban heat islands are likely to be lower income parts of the city because they usually have fewer plants and more pavement. Often these hotter areas are populated by folks of color.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Priya Cook: \u003c/b>There’s a difference in some cases of ten degrees between a place that has trees planted and a site that does not. And so that’s in many cases, that’s a big enough difference to, dictate whether or not kids are going to go outside that day, which has all kinds of health and learning impacts.\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The good news is that schools aren’t standing idly by while their schoolyards heat up. We’ll hear from one school in San Leandro, California about how they turned to their schoolyards as a way to learn more about these environmental changes firsthand. That’s coming up after the break.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Stay with us.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>Welcome, everybody.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> It’s a beautiful day at Roosevelt Elementary School in San Leandro, California. Today it’s 67 degrees fahrenheit, but temperatures here can get into the triple digits. Ms. Heinz and Ms. Lamm’s 4th grade classes have come together to start a project that uses their schoolyard as a 3D textbook.\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Nicole Lamm:\u003c/strong> Today is our first day of doing our “How Cool is Your School?” project.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong> Ms. Lam is speaking to students using a headset. This project is the brainchild of Green Schoolyards America — Sharon Danks, who we spoke to earlier is the founder of that organization. Ms. Lamm teed up students for the “How Cool is Your School?” project with two guiding questions…\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cstrong>Nicole Lamm: \u003c/strong>\u003c/b>\u003ci>I\u003c/i>\u003cspan style=\"font-weight: 400\">s our school a comfortable place for children and adults when the weather is warm?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And…\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003cspan style=\"font-weight: 400\">How can our school community take action to shade and protect students from rising temperatures due to climate change?\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Students are put into groups of three and each group is given a map of the school\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">We have our classrooms right here. We have the basketball court, the cafeteria, our other building over there and the kindergarten rooms…\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Different locations on the map are numbered from one to 25\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nicole Lamm:\u003c/strong>\u003c/span> \u003c/b>T\u003cspan style=\"font-weight: 400\">hose numbers are there for a reason. You are going to get five places that you have to measure.\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>So you have to figure out exactly where that number is and find that spot in the school.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Each group also gets an infrared thermometer.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz\u003ci>: \u003c/i>\u003c/b>\u003cspan style=\"font-weight: 400\">You’re going to point the thermometer at the ground. W\u003c/span>\u003cspan style=\"font-weight: 400\">hen you pull the trigger, the temperature stops and records it. That’s where you and your team are going to record your temperature.\u003c/span>\u003cspan style=\"font-weight: 400\"> So, at one location you’ll be doing three readings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This is the crux of the project, so I’ll reiterate what Ms Lamm says: Each group takes three temperature readings of the same point on the ground in their assigned location. This is to get an accurate reading of the ground surface. Then, they record the average of the three readings on a worksheet.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adrianna Salas\u003c/b>\u003cspan style=\"font-weight: 400\">: We are going on the field to 16.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> We followed one group of students as they did their measurements.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Arlo Jones: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Arlo Jones, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Jake Decker:\u003c/strong> Jake Decker, fourth grade.\u003c/span>\u003ci> \u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Adriana Salas, fourth grade. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And yes, that is the same Adriana we heard from earlier!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> First up on their list: area 16. It’s located on the field, so it’s a grassy area. They make their way over and get their three readings with the thermometer\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They record their findings. The surface of the field has an average of about 97 degrees. They head to the next spot on their list. Number 17 on the map. It has grass too and it’s close to some classrooms.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So the average temperature of the ground surface here is about 95 degrees. They start to make their way to their third location: number 18. It’s a triangular playground area with swings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Arlo Jones:\u003c/strong> I would say it’s like the main playground. The main place where people play.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> It’s like the big playground\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They describe it as the school’s main playground so most kids play there. \u003c/span>\u003cspan style=\"font-weight: 400\">The surface is made of that rubber safety material that you see in so many schoolyards now. Especially newer schools…and they predict that it’s going to be hot. They’re right. The three readings they get there average at a steamy 143 degrees\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Adriana shared some reflections on what she’s learned about her schoolyard so far.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Adriana Salas: \u003c/b>\u003cspan style=\"font-weight: 400\">It’s very hot. And sometimes you might get like, a shocking, like, “Wow. Like kids play in the hotness.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> After students are finished visiting all of the locations they’ve been assigned, they come back to the classroom to talk about their findings.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm:\u003c/b>\u003cspan style=\"font-weight: 400\"> So when we say a location that you tested, I want you to raise your hand and read out the average that you just found for location one.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nimah Gobir: That’s Ms. Lamm again. The other teacher, Miss Heinz, is standing in front of a poster-sized map of the school. She has colored stickers ranging from blue – which represent temperatures in the 70s or below – to deep shades of red, which represents temperatures over 100 degrees. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">Location two right over here where the tetherball is. \u003c/span>\u003cspan style=\"font-weight: 400\">115. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about location three? Right on the lake by the four square.\u003c/span>\u003cspan style=\"font-weight: 400\"> 123. \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>Four, which is over by where you eat lunch every day? \u003c/span>\u003cspan style=\"font-weight: 400\"> 63. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What do we notice about location four? It’s covered by a shade structure? And can you say that number nice and loud one more time? Sixty-three degrees is a lot cooler when we have a shaded structure. Interesting to notice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Every time they call out a number, a colored sticker representing the temperature is stuck to the corresponding location on the big version of the map.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> So students could actually see where the different colored dots were clustered at their school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They went all the way through 25 locations. And when they were all done calling out the average temperatures. They were asked to share what they noticed about all the colored dots on the map. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">What do you notice about the two places that are blue, though? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> They’re shaded. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Dorie Heinz: \u003c/b>They’re shaded so they’re way cooler.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> \u003c/span>\u003cspan style=\"font-weight: 400\">What? Shades the blue dot on this side?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Students:\u003c/strong> The tree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm: \u003c/b>What about the other one? The canopy. The shade structure. So both of those are the coolest locations and we know that they have things that are providing shade: the trees and the shade structure. Really good observation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir\u003c/strong>: Aside from those two blue spots the school is mostly a cluster of red and yellow dots representing ground surface temperatures from 80 degrees to as high as 151 degrees.\u003c/span>\u003cspan style=\"font-weight: 400\"> The really hot temperatures are on the playgrounds and basketball courts. Materials like turf, rubber and blacktop receive temperatures in the triple digits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> But the project doesn’t end there. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> What else do they do? \u003c/span>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> A big part of using your school as a 3D textbook, especially when dealing with big issues like climate change, is finding solutions and encouraging student agency. So for the last part of the activity, students make a proposal for how they can make the school a bit cooler. So Ms. Lamm directs the students’ attention back to the big map again.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Nicole Lamm: \u003c/b>\u003ci>W\u003c/i>\u003cspan style=\"font-weight: 400\">e want to mark our map with triangles to show where we think we should plant more trees and squares for where we think we need shade structures. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> You can hear that they’re thinking about the schoolyards materials as they decide which places need cooling down.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> So Adriana is saying that not just because of the ground surface material, but because of the playground itself that could benefit from having a shade structure over it. Is that right?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas:\u003c/strong> Because the play structure is made out of metal. Metal is really easy to get hot\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cb>Nicole Lamm:\u003c/b> Right. Thinking about that material again. The play structure is made out of hard plastic and metal. Those things get really really hot. So we definitely want to add a shade structure over the playground. I love that idea. I also heard Adriana say that we want to add a tree to the middle of the field similar to how it looks at the front of the school with our big trees.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> When they were done, they put the big map with all of its stickers on display in the front of the school for parents and community members to see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Sometimes talking about real-world challenges can lead to anxiety and feelings of helplessness, but it’s great that they were able to share their insights. That’s often the first step towards putting ideas into action.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Activities like this can lead to schools developing green schoolyards. Here’s Sharon Danks again to tell us more.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I would say that it is most succinctly described as an ecologically rich park. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> They vary widely. The plants in a green schoolyard will depend on its ecosystem and climate. A lot of schools are starting to transition to green schoolyards.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I think the need is becoming more clear through weather getting more extreme. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong> Nimah Gobir:\u003c/strong> California is in the second year of a statewide initiative called the California Schoolyard Forest System. The main goal is to increase the number of trees in public schools.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Green schoolyards don’t just provide shade on hot days. They come with a whole bunch of benefits, including more opportunities for kids to use their schools for learning. When school leaders start dreaming about the potential they can unlock with a green schoolyard, it’s hard to stop. They start saying things like…\u003c/span>\u003c/p>\n\u003cp>\u003cb>Sharon Danks:\u003c/b>\u003cspan style=\"font-weight: 400\"> I’d like a place for kids to do their curriculum outside. I’d like a place that’s good for physical and mental health for kids and teachers. We’d like a place for nature. We’d like a place for the birds to come, the wildlife, to be able to visit the pollinators andyou want to see the butterflies and you know, things like that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Our school buildings and schoolyards are not just physical spaces but dynamic learning resources waiting to be tapped into.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Kara Newhouse:\u003c/strong> Learning from textbooks is valuable, but true learning comes alive when we bring education into the real world. School grounds and schoolyards provide the perfect opportunity to do just that.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> And if a school is able to develop a green schoolyard, you can provide kids with a living laboratory where they engage with nature, explore ecosystems, and understand the impact of their actions on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> So teachers, you don’t have to travel far for your next hands-on learning opportunity. Seeing your schoolyards and school buildings in a new light might just empower the next generation of change-makers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Adriana Salas: \u003c/strong>I think I think now I’m going to be really good – an expert!\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> This episode would not have been possible without Sharon Danks, Jenny Seydel, Priya Cook, Principal Kumamoto, Ms. Lamm, Ms. Heinz, and their 4th graders. A big thank you to Kevin Stark and Laura Klivans for their support with reporting.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes Ki Sung, Kara Newhouse, Marlena Jackson Retondo and me, Nimah Gobir. Our editor is Chris Hambrick and Seth Samuel is our sound designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Additional support from Jen Chien, Katie Sprenger, Cesar Saldaña and Holly Kernan .\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> MindShift is supported in part by the generosity of the William & Flora Hewlett Foundation and members of KQED.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Thank you for listening!\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change","authors":["11721"],"programs":["mindshift_21847"],"categories":["mindshift_21508","mindshift_21130","mindshift_21848"],"tags":["mindshift_21757","mindshift_21124","mindshift_21592","mindshift_21463","mindshift_21059","mindshift_21565","mindshift_256"],"featImg":"mindshift_62350","label":"mindshift_21847"},"mindshift_60505":{"type":"posts","id":"mindshift_60505","meta":{"index":"posts_1591205157","site":"mindshift","id":"60505","score":null,"sort":[1680084030000]},"guestAuthors":[],"slug":"how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","title":"How science class can inspire students to explore inequities in their communities","publishDate":1680084030,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"How do teachers explore race and equity in STEM subjects? “Teaching for Racial Equity” authors highlight a classroom project that focuses on environmental justice and the Flint water crisis.","status":"publish","parent":0,"modified":1680065656,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":2414},"headData":{"title":"How science class can inspire students to explore inequities in their communities | KQED","description":"How do teachers explore race and equity in STEM subjects? A unit exploring the Flint water crisis provides an example.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How science class can inspire students to explore inequities in their communities","datePublished":"2023-03-29T10:00:30.000Z","dateModified":"2023-03-29T04:54:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>From \u003ca href=\"https://www.stenhouse.com/content/teaching-racial-equity\" target=\"_blank\" rel=\"noopener noreferrer\">\"Teaching for Racial Equity\"\u003c/a> by Tonya B. Perry, Steven Zemelman and Katy Smith, © 2022, reproduced with permission of Stenhouse Publishers. \u003ca href=\"https://stenhouse.com\" target=\"_blank\" rel=\"noopener noreferrer\">www.stenhouse.com\u003c/a>. No reproduction without written permission from the publisher.\u003c/em>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-60817 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/RacialEquity-e1673631383993.jpg\" alt=\"\" width=\"250\" height=\"313\">Inquiring into racial inequity may seem easy enough in a social studies or English language arts classroom. But how do we do this for other content areas? Sure, there may be times when a teacher and class can pause from the regular curriculum to address a pressing issue that has arisen in the school or community, but we believe it is essential to incorporate racial criticality within the curriculum itself. Why? First, racism affects every aspect of American life and endeavor, so we must help students understand that. Second, developing criticality calls for knowledge and skills that are particular to each subject area. Planning a project to build criticality requires a series of key steps. An educator will need to:\u003c/p>\n\u003cul>\n\u003cli>Understand the racial issues in the school and community.\u003c/li>\n\u003cli>Consider the level of students’ knowledge, about both racial inequities and the relevant subject matter.\u003c/li>\n\u003cli>Identify a clear purpose — that is, specific goals and objectives: students’ learning, the dispositions that the teacher aims for — both toward learning the content and toward addressing racial inequity. This includes advancing students’ development of racial literacy, as \u003ca href=\"https://www.yolandasealeyruiz.com/racial-literacy-project\" target=\"_blank\" rel=\"noopener noreferrer\">Yolanda Sealey-Ruiz\u003c/a> has outlined. We must be aware, however, that fresh and unanticipated realizations can emerge anywhere in the inquiry process, so we should allow space and time for them when they pop up.\u003c/li>\n\u003cli>Identify required curriculum and content standards that the inquiry will address, to justify the inclusion of equity efforts for those who focus on curricular mandates.\u003c/li>\n\u003cli>Determine information, questions, concepts and skills to be introduced and explored.\u003c/li>\n\u003cli>Plan the activities the students will experience.\u003c/li>\n\u003cli>Create ways to challenge students to think critically about the issues presented by the material\u003c/li>\n\u003cli>Explore opportunities for meaningful student effort to use their new knowledge to act on the problem they have studied.\u003c/li>\n\u003cli>Develop high-level assessment of students’ learning.\u003c/li>\n\u003c/ul>\n\u003cp>Christopher McDaniel teaches in a neighborhood where many people, both students and adults, have not been given the opportunity to learn how scientific knowledge can address important inequities in their lives. So he welcomes his role as a teacher in helping his students discover the need and to engage in learning that will help them interrupt those inequities — and he designs inquiry units with this goal in mind. Clearly, in each subject area and with each student population, teachers will need to inquire with criticality themselves, to determine the specific connections between their subject matter and the racial issues that hover within it and are present in the surrounding community. Let’s follow Christopher’s use of the water crisis in Flint, Michigan (and Chicago and elsewhere) to promote students’ racial criticality through science concepts.\u003c/p>\n\u003ch2>Considering Students' Level of Knowledge and the Purpose for the Project\u003c/h2>\n\u003cp>Over time, Christopher has made a point of learning about the conditions and mindsets among his students and in the community where he has taught. He often walks around the neighborhood of the school at the end of the day, schmoozing with students he encounters. He regularly chats with students in the lunchroom as well, to inform his thinking about the students’ awareness and to learn about their interests. His understanding helps guide his teaching.\u003c/p>\n\u003cblockquote>\u003cp>It can be difficult to engage students in a high school science class. Many of my students don’t see any connection between their everyday lives and science. . . Establishing such a connection between the real world they live in and the science content I am teaching can make all the difference. I teach science in a predominantly Latinx community, and I try to infuse social and environmental justice into each of my courses. I provide my students with examples from their real world that show they need a basic understanding of the science to comprehend the things taking place around them every day. I want to give these students the tools they need to make thoughtful decisions about issues in their lives, particularly when scientific knowledge can help them understand those issues.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher begins the inquiry with a bell-ringer jot to stir students’ thinking about the underlying concept of environmental justice that will be explored in the unit, asking them to think about the meaning of each of the two words, environmental and justice. This prepares them to start considering the role chemistry may play in understanding a larger problem that impacts their lives. Then comes some provocative information.\u003c/p>\n\u003cblockquote>\u003cp>At the beginning of every school year I show students in my chemistry classes an excerpt of the PBS NOVA special \u003ca href=\"https://www.pbs.org/video/poisoned-water-jhhegn/\" target=\"_blank\" rel=\"noopener noreferrer\">“Poisoned Water”\u003c/a>, a documentary about the Flint water crisis, the vehicle I use to introduce my students to environmental racism. Initially, I only show two minutes of the video, but I show it twice, so the information can begin to sink in. Those first two minutes alone make clear that the crisis is connected with race, poverty, the loss of auto industry jobs and the science of the lead poisoning that especially affects children. I ask them to take notes and write down any key terms or concepts they can pick up from the video.\u003c/p>\n\u003cp>Many of the students have very little information about what happened in Flint but are at an age when they are beginning to question authority and starting to see the inequities present in different aspects of their lives. This immediately makes a connection for them. They see children their age and younger from neighborhoods similar to theirs being taken advantage of by people in power, and they learn how the children are dealing with life-threatening illness due to lead in the drinking water that came from the faucets in their own homes. Most of the students immediately engage with this video, and it becomes a topic of serious discussion. We do a quick think pair-share about the video, and the students create discussion boards listing the things they think they need to learn to better understand the chemistry behind what happened in Flint.\u003c/p>\u003c/blockquote>\n\u003ch2>Connecting to Required Curriculum\u003c/h2>\n\u003cp>Christopher never loses sight of his role as a science teacher. But it’s not difficult to connect the science he is expected to teach with the social problems he knows the students will care deeply about. It is no surprise to Christopher that the items on the students’ discussion boards match his list of content standards. As the students write and then examine their lists, they are hooked: they want to know the science so that they can get answers to their own questions. Then Christopher asks students to identify various resources around the room that they think will inform them about the topics on their lists, which in turn leads to Christopher’s chemistry lessons. For example, when a student points to the periodic table on the wall, Christopher explains how it works, and helps students notice patterns among the various element groups and ways they can interact with one another. He points out that it’s the bonding of lead with chlorine in the water that had previously formed a protective coating in the old lead pipes in Flint homes.\u003c/p>\n\u003cblockquote>\u003cp>Most of the discussion boards include the same key terms, including lead, water and chlorine. These are the terms the students find themselves wanting to learn more about. So I use their interest in understanding more about what happened in Flint to engage them in a unit on the concepts of periodicity and bonding, one of the units I need to teach. These properties give the students a basic understanding of the chemistry behind the Flint water crisis.\u003c/p>\u003c/blockquote>\n\u003ch2>Digging Deeper\u003c/h2>\n\u003cp>Next, students read the news article “Brain-Damaging Lead Found in Tap Water in Hundreds of Homes Tested Across Chicago, Results Show,” from the Chicago Tribune. This not only raises awareness — spikes indignation, actually — but provides an occasion for a reading lesson in which Christopher helps students employ a variety of reading strategies to get the most from their effort and then to discuss it in small groups.\u003c/p>\n\u003cblockquote>\u003cp>The students read and annotate this article in class. We then engage in a “domino reporter” activity in which students share how they felt with their discussion group and then summarize their group’s conversations with the class. The students are outraged and immediately begin questioning the quality of water in their own neighborhood. They want to know whether their neighborhood was affected and how they can determine whether the water supply in their own homes is safe or not. I tell them about a Chicago Public Schools study on the lead levels in each of the water sources inside of \u003ca href=\"https://cps.edu/Pages/WaterQualityTesting.aspx\" target=\"_blank\" rel=\"noopener noreferrer\">every public school in Chicago\u003c/a>. They can go online and look at the lead levels of each water fountain and sink in every school in the entire city.\u003c/p>\n\u003cp>Since the final project for the class is to research an environmental issue and create a poster about it, many of the students do comparison studies of lead levels in schools based on various socioeconomic factors such as race, ethnicity, income, and industrialization. In many of my classes, the students are interested in testing the quality of water in their homes and actually go home and discuss this issue with their parents. Since they have learned from the article that the city offers testing kits for Chicagoans to test their water, the students use our classroom computers to order testing kits for themselves.\u003c/p>\u003c/blockquote>\n\u003cp>To help students learn about more organized activist interrupters of environmental racism, Christopher invites representatives from the Little Village Environmental Justice Organization (LVEJO) to speak to the class.\u003c/p>\n\u003cblockquote>\u003cp>The LVEJO has effectively addressed environmental problems in Chicago’s Mexican American neighborhood called Little Village (La Villita). Organization staffers visit the class and talk to students about the amount of pollution in the community created by the large industrial sites in the neighborhood. They show the students maps of Chicago that illustrate how most industrial areas are located in neighborhoods where African American and Latinx people live. For a lot of my students, this is their first time hearing about any type of environmental racism. It is also the first time they have heard of community organizations standing up and fighting for racial equity and equality and making a difference. This empowers a lot of students to action in this community. LVEJO has enlisted high school students to go out into the community and map industrial areas that are not being properly regulated by the City of Chicago. They have set up checkpoints in the community to count the number of diesel trucks in certain residential areas over time. This organization is essential to helping me engage my students so we can have real discussions about what science looks like in their community.\u003c/p>\u003c/blockquote>\n\u003cp>Finally, Christopher takes one more step to challenge students’ criticality, posing a moral and financial question to push them beyond their indignation over the water problem to consider their own future roles in solving such problems.\u003c/p>\n\u003cblockquote>\u003cp>Going further, I ask students to look deeper into the root of the problem with the water in Chicago by posing a challenging moral issue. They read that a lead service line links each home to the main water line located under the street. Changing this service line is necessary if an owner wants to reduce the lead level in the water entering the home. The cost of this replacement is incurred by the homeowner. The students often talk about graduating from college and coming back to the community and buying property. So I initiate a discussion about the duty of a person who owns a residential property in a neighborhood like theirs. I ask them whether, as a property owner, they would feel ethically, morally, or financially responsible for replacing that service line, even if their tenants were unaware of the problem with lead in the drinking water. It could possibly take years to recover the money spent to replace the line. They are asked to consider how they would treat their uninformed and unaware tenants, who could be some of the students they currently go to school with, or neighbors who currently live beside them. Will these more informed owners replace the service line for them? As you can imagine, some hot disagreement erupts on the question. This is just the kind of independent application of science knowledge to real-life concerns that I want my students to think about.\u003c/p>\u003c/blockquote>\n\u003cp>Christopher keeps the assessment process purposeful, requiring students to complete a final project and poster on an additional environmental problem, along with an in-depth exit slip as a wrap-up to help both teacher and students evaluate their learning. Equally important, as Christopher has described, he is able to directly observe students’ thinking and actions to investigate the purity of the water in their own homes.\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>Christopher McDaniel’s Flint water crisis unit is specifically designed to build the critical consciousness of students living in the neighborhood served by his school. Meanwhile, in locations with few families of color, or in places where the destructive side of racist conditions isn’t overtly visible, advancing criticality and racial literacy is equally important. Students there may be relatively unaware of the racial inequities that are actually benefiting them, but they can learn to interrupt stereotyping and racist behaviors often learned from parents and peers.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60511 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg\" alt=\"Environmental headshot of Dr. Tonya Perry, PhD (Professor, Curriculum and Instruction), 2020.\" width=\"163\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-800x1002.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1020x1277.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-768x962.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo-1227x1536.jpg 1227w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Tonya-Perry-AU-Photo.jpg 1500w\" sizes=\"(max-width: 163px) 100vw, 163px\">\u003ca href=\"https://twitter.com/tperry5280\" target=\"_blank\" rel=\"noopener noreferrer\">Tonya B. Perry\u003c/a> is a professor of secondary English education and serves as the executive director for GEAR UP Alabama and the Red Mountain Writing Project at the University of Alabama at Birmingham. In her roles, she works for equity, focusing on civically and justice-engaged teaching, service and scholarship.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60512 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"175\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Zemelman-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">\u003ca href=\"https://twitter.com/StevenZemelman\" target=\"_blank\" rel=\"noopener noreferrer\">Steven Zemelman\u003c/a> is a visiting scholar at Northeastern Illinois University and a founding director of the Illinois Writing Project. He’s helped start innovative small schools and promotes student civic engagement and restorative justice in Chicago. His most recent book is From Inquiry to Action.\u003c/em>\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>\u003cem>\u003cstrong>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-60513 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg\" alt=\"\" width=\"131\" height=\"174\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/Katy-Smith-AU-Photo.jpg 1500w\" sizes=\"(max-width: 131px) 100vw, 131px\">Katy Smith\u003c/strong> is a professor and department chair at Northeastern Illinois University, where she co-directs the Illinois Writing Project. She has dedicated her career to developing and enacting equitable classroom practices, first as a high school teacher and now as a teacher educator.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60505/how-to-plan-projects-that-connect-science-concepts-with-students-everyday-lives","authors":["4354"],"categories":["mindshift_21357","mindshift_21491"],"tags":["mindshift_21322","mindshift_843","mindshift_21059","mindshift_20701","mindshift_146","mindshift_797","mindshift_256","mindshift_551","mindshift_47","mindshift_20616"],"featImg":"mindshift_60506","label":"mindshift"},"mindshift_61263":{"type":"posts","id":"mindshift_61263","meta":{"index":"posts_1591205157","site":"mindshift","id":"61263","score":null,"sort":[1679502992000]},"guestAuthors":[],"slug":"garbology-is-the-study-of-trash-this-is-why-students-love-it","title":"Garbology is the study of trash. This is why students love it","publishDate":1679502992,"format":"standard","headTitle":"Garbology is the study of trash. This is why students love it | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>What makes humans different from other species? To environmental engineer and Santa Clara University professor Stephanie Hughes, it’s the fact that we produce things that can’t be used again in nature. We break the cycle. Professor Hughes doesn’t even like to use the word, “waste.”\u003c/p>\n\u003cp>“I’m not very pleased with that terminology because really, humans are the only ones that have waste streams,” Hughes says. “In the rest of the world, this planet operates cyclically: Waste from one animal becomes nutrients for another.”\u003c/p>\n\u003cp>For many Americans, throwing something away means that it’s gone forever. But Professor Hughes wants students to learn that this is not always the case. Hughes has taken her students to tour a paper recycling plant, sewage treatment plant and household hazardous waste facility.\u003c/p>\n\u003cp>By training, Hughes is a chemical and environmental engineer with a particular love for sewage. She’s known for cruising around campus on her bike and lending her worms to students she’s inspired to start composting.\u003c/p>\n\u003cp>“I was kind of like a worm dealer,” says Gabby Farrer, a recent grad and former teaching assistant. “Stephanie was giving me the worms, and I was giving them to my friends for their compost bins.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For Farrer, studying environmental science came with a side of deep existential dread. After spending the first few post-grad months applying for jobs, she now works at the California Academy of Sciences. Each day, she thinks about the future of the planet. She tries her best to live sustainably, but doesn’t think we can compost our way out of this.\u003c/p>\n\u003cp>While the U.S. is four percent of the global population, it accounts for 12% of all trash produced worldwide, according to a \u003ca href=\"https://environmentamerica.org/articles/how-much-trash-does-america-really-produce/\">2021 report\u003c/a> from the advocacy organization Environment America.\u003c/p>\n\u003cp>“That is unfair to everybody because we send our trash overseas a lot of times, especially our recyclables.”\u003c/p>\n\u003cp>Before going to college, Farrer used to bring certain types of recycling to her high school, because she knew that not all types could be recycled at home. In taking Garbology, she learned that the system didn’t work as well as she thought it did.\u003c/p>\n\u003cp>Plastic is hard to recycle because there are so many different types, and many of them can’t be melted together. Paper can only be recycled\u003ca href=\"https://archive.epa.gov/wastes/conserve/materials/paper/web/html/papermaking.html#:~:text=It%20is%20generally%20accepted%20that,useable%20in%20new%20paper%20products.\"> five to seven times\u003c/a>, according to the EPA.\u003c/p>\n\u003cp>“In the past I viewed it a lot as an individual effort and everybody should be doing their part,” Farrer says. “And then, learning more, I realized that the best thing that I could be doing is probably making less trash. I feel hopeless at times. I feel sad. I feel frustrated. Lost. Definitely angry, but sometimes hopeful.”\u003c/p>\n\u003cp>Right now, our planet is in the midst of the\u003ca href=\"https://www.worldwildlife.org/stories/what-is-the-sixth-mass-extinction-and-what-can-we-do-about-it#:~:text=Unlike%20previous%20extinction%20events%20caused,been%20converted%20for%20food%20production.\"> sixth mass extinction\u003c/a>, as a large portion of distinct species are dying off. She thinks that even if humans wipe ourselves out, life will spring back. At least, that’s what happened after the five previous mass extinctions.\u003c/p>\n\u003cp>“There is going to be life on this planet in the future. I just won’t be here to see it thrive,” Farrer says.\u003c/p>\n\u003cp>But before we just accept that as fate, things can be done in the here and now. At the individual level – people aren’t great at recycling correctly. Professor Hughes has seen diapers, greasy pizza boxes and unrinsed yogurt cups in recycling bins. Most plastics, like those clamshells that berries come in, aren’t even recyclable in many cities.\u003c/p>\n\u003cp>“All of this reduces the quality of the contents of those recycling bins,” Hughes says. “And sometimes those just have to go right to trash.”\u003c/p>\n\u003cp>Claire Parchem graduated from Santa Clara University in 2016 but still remembers a project where she found menstrual pads to be worse for the environment than tampons – due to the amount of materials they use. After taking the class, she was hooked on waste and got an internship with Waste Management. Today, she’s a manager at startup AMP Robotics, which programs AI-driven robots that sort waste from recycling.\u003c/p>\n\u003cfigure id=\"attachment_61265\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61265 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-800x535.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-768x513.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-1536x1026.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Robots can sort trash from recycling and vice versa, September 2021. \u003ccite>(AMP Robotics)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s like this triangle with a suction cup on it,” says Parchem. “It moves almost like a spider. It’s so quick in how it attacks the recycling and puts it into the different boxes.”\u003c/p>\n\u003cp>Despite the temptation to be pessimistic about the future of the environment, students say that Professor Hughes keeps things exciting and positive.\u003c/p>\n\u003cp>“It feels like a mountain of dread,” says Oli Branham-Upton, a junior who took Garbology in 2022. “But I think classes like this, that are specific enough to cover a certain dimension of stuff that we can control within the climate crisis, are important.”\u003c/p>\n\u003cp>After graduating, Branham-Upton hopes to work at the intersection of racial and environmental justice.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“By the end of the course, I want students to be uplifted,” Hughes says. “I want them to know that there are visions out there to move us towards a cyclical society.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Garbology+is+the+study+of+trash.+This+is+why+students+love+it&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A professor lends worms to students, takes them to sewage processing plants and encourages them to answer their own questions about garbage. Sometimes, they even make a career out of it. ","status":"publish","parent":0,"modified":1690807834,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":909},"headData":{"title":"Garbology is the study of trash. This is why students love it | KQED","description":"A professor lends worms to students, takes them to sewage processing plants and encourages them to answer their own questions about garbage.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A professor lends worms to students, takes them to sewage processing plants and encourages them to answer their own questions about garbage.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Garbology is the study of trash. This is why students love it","datePublished":"2023-03-22T16:36:32.000Z","dateModified":"2023-07-31T12:50:34.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Claire Murashima","nprImageAgency":"Stephanie Hughes","nprStoryId":"1160896402","nprApiLink":"http://api.npr.org/query?id=1160896402&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/03/22/1160896402/garbology-is-the-study-of-trash-this-is-why-students-love-it?ft=nprml&f=1160896402","nprRetrievedStory":"1","nprPubDate":"Wed, 22 Mar 2023 10:10:00 -0400","nprStoryDate":"Wed, 22 Mar 2023 06:01:13 -0400","nprLastModifiedDate":"Wed, 22 Mar 2023 10:10:01 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61263/garbology-is-the-study-of-trash-this-is-why-students-love-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>What makes humans different from other species? To environmental engineer and Santa Clara University professor Stephanie Hughes, it’s the fact that we produce things that can’t be used again in nature. We break the cycle. Professor Hughes doesn’t even like to use the word, “waste.”\u003c/p>\n\u003cp>“I’m not very pleased with that terminology because really, humans are the only ones that have waste streams,” Hughes says. “In the rest of the world, this planet operates cyclically: Waste from one animal becomes nutrients for another.”\u003c/p>\n\u003cp>For many Americans, throwing something away means that it’s gone forever. But Professor Hughes wants students to learn that this is not always the case. Hughes has taken her students to tour a paper recycling plant, sewage treatment plant and household hazardous waste facility.\u003c/p>\n\u003cp>By training, Hughes is a chemical and environmental engineer with a particular love for sewage. She’s known for cruising around campus on her bike and lending her worms to students she’s inspired to start composting.\u003c/p>\n\u003cp>“I was kind of like a worm dealer,” says Gabby Farrer, a recent grad and former teaching assistant. “Stephanie was giving me the worms, and I was giving them to my friends for their compost bins.”\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>For Farrer, studying environmental science came with a side of deep existential dread. After spending the first few post-grad months applying for jobs, she now works at the California Academy of Sciences. Each day, she thinks about the future of the planet. She tries her best to live sustainably, but doesn’t think we can compost our way out of this.\u003c/p>\n\u003cp>While the U.S. is four percent of the global population, it accounts for 12% of all trash produced worldwide, according to a \u003ca href=\"https://environmentamerica.org/articles/how-much-trash-does-america-really-produce/\">2021 report\u003c/a> from the advocacy organization Environment America.\u003c/p>\n\u003cp>“That is unfair to everybody because we send our trash overseas a lot of times, especially our recyclables.”\u003c/p>\n\u003cp>Before going to college, Farrer used to bring certain types of recycling to her high school, because she knew that not all types could be recycled at home. In taking Garbology, she learned that the system didn’t work as well as she thought it did.\u003c/p>\n\u003cp>Plastic is hard to recycle because there are so many different types, and many of them can’t be melted together. Paper can only be recycled\u003ca href=\"https://archive.epa.gov/wastes/conserve/materials/paper/web/html/papermaking.html#:~:text=It%20is%20generally%20accepted%20that,useable%20in%20new%20paper%20products.\"> five to seven times\u003c/a>, according to the EPA.\u003c/p>\n\u003cp>“In the past I viewed it a lot as an individual effort and everybody should be doing their part,” Farrer says. “And then, learning more, I realized that the best thing that I could be doing is probably making less trash. I feel hopeless at times. I feel sad. I feel frustrated. Lost. Definitely angry, but sometimes hopeful.”\u003c/p>\n\u003cp>Right now, our planet is in the midst of the\u003ca href=\"https://www.worldwildlife.org/stories/what-is-the-sixth-mass-extinction-and-what-can-we-do-about-it#:~:text=Unlike%20previous%20extinction%20events%20caused,been%20converted%20for%20food%20production.\"> sixth mass extinction\u003c/a>, as a large portion of distinct species are dying off. She thinks that even if humans wipe ourselves out, life will spring back. At least, that’s what happened after the five previous mass extinctions.\u003c/p>\n\u003cp>“There is going to be life on this planet in the future. I just won’t be here to see it thrive,” Farrer says.\u003c/p>\n\u003cp>But before we just accept that as fate, things can be done in the here and now. At the individual level – people aren’t great at recycling correctly. Professor Hughes has seen diapers, greasy pizza boxes and unrinsed yogurt cups in recycling bins. Most plastics, like those clamshells that berries come in, aren’t even recyclable in many cities.\u003c/p>\n\u003cp>“All of this reduces the quality of the contents of those recycling bins,” Hughes says. “And sometimes those just have to go right to trash.”\u003c/p>\n\u003cp>Claire Parchem graduated from Santa Clara University in 2016 but still remembers a project where she found menstrual pads to be worse for the environment than tampons – due to the amount of materials they use. After taking the class, she was hooked on waste and got an internship with Waste Management. Today, she’s a manager at startup AMP Robotics, which programs AI-driven robots that sort waste from recycling.\u003c/p>\n\u003cfigure id=\"attachment_61265\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61265 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-800x535.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-768x513.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-1536x1026.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Robots can sort trash from recycling and vice versa, September 2021. \u003ccite>(AMP Robotics)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s like this triangle with a suction cup on it,” says Parchem. “It moves almost like a spider. It’s so quick in how it attacks the recycling and puts it into the different boxes.”\u003c/p>\n\u003cp>Despite the temptation to be pessimistic about the future of the environment, students say that Professor Hughes keeps things exciting and positive.\u003c/p>\n\u003cp>“It feels like a mountain of dread,” says Oli Branham-Upton, a junior who took Garbology in 2022. “But I think classes like this, that are specific enough to cover a certain dimension of stuff that we can control within the climate crisis, are important.”\u003c/p>\n\u003cp>After graduating, Branham-Upton hopes to work at the intersection of racial and environmental justice.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“By the end of the course, I want students to be uplifted,” Hughes says. “I want them to know that there are visions out there to move us towards a cyclical society.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Garbology+is+the+study+of+trash.+This+is+why+students+love+it&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61263/garbology-is-the-study-of-trash-this-is-why-students-love-it","authors":["byline_mindshift_61263"],"categories":["mindshift_21508","mindshift_193"],"tags":["mindshift_21124","mindshift_21261","mindshift_21059","mindshift_21573","mindshift_68","mindshift_21572","mindshift_21574"],"featImg":"mindshift_61264","label":"mindshift"},"mindshift_60498":{"type":"posts","id":"mindshift_60498","meta":{"index":"posts_1591205157","site":"mindshift","id":"60498","score":null,"sort":[1677063618000]},"guestAuthors":[],"slug":"what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens","title":"What parents should know about eco-anxiety and its impact on today’s teens","publishDate":1677063618,"format":"standard","headTitle":"What parents should know about eco-anxiety and its impact on today’s teens | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">\u003cem>Taken from \u003ca href=\"https://www.onegreenthing.org/book\" target=\"_blank\" rel=\"noopener noreferrer\">“One Green Thing”\u003c/a> by Heather White. Copyright © 2022 by Heather White. Used by permission of \u003ca href=\"http://www.harpercollinsfocus.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Harper Horizon\u003c/a>, a division of HarperCollins Focus, \u003cspan class=\"s1\">LLC. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>“Mom and Dad, we are running out of time. I can’t vote. You can’t wait for us to clean up your mess and fix it. We need you to act now,” my then fourteen-year-old daughter Cady pleaded.\u003c/p>\n\u003cp>It was September 2019. We were talking to the girls about the upcoming climate strike and student walkout inspired by young Swedish activist Greta Thunberg. The weather report called for heavy rain, so I offered to pick up Cady and drive her to the protest site after she left the high school. This parental gesture made perfect sense to me since she had to carry her trumpet and her freshman backpack, which weighed a ton. Besides, the protest starting point was a mile away.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"https://harpercollins-christian.imgix.net/covers/9780785291305.jpg?auto=format&w=260\" alt=\"One Green Thing\" width=\"260\" height=\"385\">Cady rolled her eyes and patiently explained to me, her environmental lawyer mother, that having a parent drive her to a climate walkout defeated its purpose. She said she was sick of all the praise for Gen Z, that the planet was burning, and what were the Gen Xers and Boomers going to do about it? And then came her quiet tears. This response was the result of eco-anxiety.\u003c/p>\n\u003cp>Ten years earlier, I’d heard about eco-anxiety from my colleagues Kevin Coyle and Dr. Lise Van Susteren of the National Wildlife Federation. They wrote a paper about the mental health impacts of climate change, but as the mom of two young kids, dealing with the issue seemed far off. After my conversation with Cady, when I asked other Gen X moms about eco-anxiety, they immediately understood. Although we grew up on John Hughes films, were “latchkey” kids, and stressed about Cold War nuclear annihilation, Gen Z is different. One parent told me that her twenty-year-old son asked what the wildfires were like in Northern California when he was little; he had no idea that “fire season” is a recent phenomenon there. One friend’s ten-year-old loves to draw Godzilla. He explained that the mythic creature symbolizes our relationship to nature, then matter-of-factly told her it’s too late to save the planet. Teen climate leader Jamie Margolin, who suffers from clinical anxiety, told the New York Times in 2020 that climate change is like Beyoncé. She says there wasn’t a time in her life that she didn’t know about either. And to be clear, eco-anxiety isn’t something that only rich, privileged white folks experience. In poll after poll, BIPOC communities are more alarmed by climate change than other demographics and understand that communities of color are typically most impacted by climate disruption.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cady’s tears at the dinner table marked the moment this issue of eco-anxiety and intergenerational action hit home for me. I could pick up her backpack and trumpet, but how would I encourage more people to address the overwhelming problem of the climate crisis?\u003c/p>\n\u003ch2>“Eco-Anxiety” Defined: It’s Global Warming and More\u003c/h2>\n\u003cp>The term eco-anxiety, also called “climate anxiety,” is a relatively new trend that many doctors and psychologists are witnessing. In 2017, the American Psychological Association recognized eco-anxiety as a “chronic fear of environmental doom.” The Climate Psychology Alliance formed to train mental health professionals to identify and treat eco-anxiety. A recent survey of child psychiatrists in the United Kingdom discovered that 50 percent had clients who suffered from it. In a September 2021 international survey, one in four young people (ages sixteen to twenty-five) said that they likely won’t have children because of their worry about the climate crisis.\u003c/p>\n\u003ch2>From FOMO to FODO\u003c/h2>\n\u003cp>Late one night during the pandemic, I told Cady to put down her phone and added that she wouldn’t miss out on anything. It was an (online) school night. My anxious teen handed over her phone then remarked, “Mom, I’m not on social media because of FOMO [the fear of missing out]. My fear is the impermanence of human existence.” I gulped. She’d seen in the news that her birthplace, Medford, Oregon, and an estimated 500,000 people in the state were on evacuation notice because of raging forest fires.\u003c/p>\n\u003cp>My daughter and I joked (or not) about a new acronym for Gen Z’s constant screen use during the crises of 2020: it’s FODO, the “fear of [humans] dying out.” This is reality for Generation Z. They feel the sands through the hourglass, and not in a good way.\u003c/p>\n\u003ch2>\u003cstrong>The Eco-Anxiety Trifecta: Anxiety, \u003c/strong>\u003cstrong>Loneliness, and Environmental Stress\u003c/strong>\u003c/h2>\n\u003cp>For Gen Z, “eco-anxiety” has three aspects. First, children are suffering from generalized anxiety in greater numbers. Each child experiences anxiety differently, but the statistics are alarming. The National Institutes of Health indicates that 30 percent of American teens suffer from anxiety. Rates of teen anxiety, depression, and suicide have dramatically increased since 2011.\u003c/p>\n\u003cp>Second, Gen Z is the loneliest generation. More screen time and less in-person interaction mean a sense of isolation for them, even before the pandemic. In the 2018 Cigna Loneliness Index, Gen Z expressed “feeling like people around them are not really with them (69 percent), feeling shy (69 percent), and feeling like no one really knows them well (68 percent).” Our kids are lonelier than the elderly. In one survey, eight in ten Gen Zers experienced loneliness compared to five in ten Baby Boomers. Chronic loneliness can be as damaging to a person’s health as smoking fifteen cigarettes a day, which prompted the United Kingdom to appoint a loneliness minister in 2018.\u003c/p>\n\u003cp>Third is what Cady and I termed FODO, the hyperawareness of the climate crisis. Gen Z is asking what the future will look like, where they will live, and what their experience will be like on this planet. In a 2020 survey by the US Conference on Mayors, 80 percent of Gen Z agrees that “climate change is a major threat to life on earth”; one in four have taken direct action on climate change, and by three to one, Gen Z believes “the climate crisis warrants bold action.” They know that we must act fast. The coronavirus pandemic cracked open the truth of the intersectionality of public health, systemic racism, the economy, and the environment. Now the concept of eco-anxiety encompasses a generalized anxiety about the future.\u003c/p>\n\u003cp>In today’s culture we go to extraordinary lengths to help children avoid discomfort (like offering to pick them up in the rain and drive them to a climate protest) to ease our own anxiety about our children’s pain. Yet recent research shows that kids with clinical anxiety have to be part of the solution in dealing with their stress. Fixing it for them doesn’t help.\u003c/p>\n\u003cp>Like my daughters, the majority of Gen Zers are worried about climate change. A friend told me that of course my kids have eco-anxiety— it’s because they are my kids. I talk, write, and think about the climate crisis, so my kids would naturally be more aware of the issues. I encouraged her to ask her sons about it at dinner that night, and they said, “We think about climate change all the time, Mom.” They just hadn’t talked about it as a family.\u003c/p>\n\u003cp>This generational stress forces us all to think hard about what we’re leaving our children, but this situation isn’t new. Consider the anxiety of young people during World War I, World War II, Vietnam, and the nuclear arms race of the Cold War. That said, it’s time for some serious self-reflection on how we can implement cathedral thinking and build a healthier, more sustainable world as we protect the planet and future generations. Older generations need to share their experiences so Generation Z can see examples of hope and progress. And we need to take action to light the path forward. Yes, action can abate anxiety. Despite the enormity of the issue, we start small and then build momentum.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-60501 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-800x1120.jpg\" alt=\"\" width=\"184\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8.jpg 1463w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003ca href=\"https://mobile.twitter.com/heatherwhiteofc\" target=\"_blank\" rel=\"noopener noreferrer\">Heather White\u003c/a> is the Founder of One Green Thing and a nationally recognized conservation and environmental policy expert with more than 20 years of experience leading and advising non-profit organizations, including increasing organizational performance and directing innovative advocacy campaigns.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Heather’s expertise has been featured in CBS This Morning, PBS News Hour, MSNBC, The Atlantic, The New York Times, The Washington Post, and many more internationally recognized media outlets. She is on the board of the Plastic Pollution Coalition, the Bozeman Symphony, Catawba College Center for the Environment, the MADE SAFE Advisory Council, and the Women in Sustainability Leadership Awards Alumnae Group. In 2015, Heather was named one of the “Top 20 Women Leaders in Sustainability” by Green Building & Design magazine and “100 Women to Watch in Wellness” by MindBodyGreen.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Parents can’t fix their teens' eco-anxiety, but there are ways they can understand and help. Heather White’s book “One Green Thing” offers advice on how to listen and talk to young people about their climate anxiety. ","status":"publish","parent":0,"modified":1690807851,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1556},"headData":{"title":"What parents should know about eco-anxiety and its impact on today’s teens | KQED","description":"Teenagers are developing climate anxiety more and more. Heather White’s book “One Green Thing” about the impact of climate change and environmental stress on Gen Z shares how parents can help.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Teenagers are developing climate anxiety more and more. Heather White’s book “One Green Thing” about the impact of climate change and environmental stress on Gen Z shares how parents can help.","schema":{"@context":"http://schema.org","@type":"Article","headline":"What parents should know about eco-anxiety and its impact on today’s teens","datePublished":"2023-02-22T11:00:18.000Z","dateModified":"2023-07-31T12:50:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003cem>Taken from \u003ca href=\"https://www.onegreenthing.org/book\" target=\"_blank\" rel=\"noopener noreferrer\">“One Green Thing”\u003c/a> by Heather White. Copyright © 2022 by Heather White. Used by permission of \u003ca href=\"http://www.harpercollinsfocus.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Harper Horizon\u003c/a>, a division of HarperCollins Focus, \u003cspan class=\"s1\">LLC. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>“Mom and Dad, we are running out of time. I can’t vote. You can’t wait for us to clean up your mess and fix it. We need you to act now,” my then fourteen-year-old daughter Cady pleaded.\u003c/p>\n\u003cp>It was September 2019. We were talking to the girls about the upcoming climate strike and student walkout inspired by young Swedish activist Greta Thunberg. The weather report called for heavy rain, so I offered to pick up Cady and drive her to the protest site after she left the high school. This parental gesture made perfect sense to me since she had to carry her trumpet and her freshman backpack, which weighed a ton. Besides, the protest starting point was a mile away.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright\" src=\"https://harpercollins-christian.imgix.net/covers/9780785291305.jpg?auto=format&w=260\" alt=\"One Green Thing\" width=\"260\" height=\"385\">Cady rolled her eyes and patiently explained to me, her environmental lawyer mother, that having a parent drive her to a climate walkout defeated its purpose. She said she was sick of all the praise for Gen Z, that the planet was burning, and what were the Gen Xers and Boomers going to do about it? And then came her quiet tears. This response was the result of eco-anxiety.\u003c/p>\n\u003cp>Ten years earlier, I’d heard about eco-anxiety from my colleagues Kevin Coyle and Dr. Lise Van Susteren of the National Wildlife Federation. They wrote a paper about the mental health impacts of climate change, but as the mom of two young kids, dealing with the issue seemed far off. After my conversation with Cady, when I asked other Gen X moms about eco-anxiety, they immediately understood. Although we grew up on John Hughes films, were “latchkey” kids, and stressed about Cold War nuclear annihilation, Gen Z is different. One parent told me that her twenty-year-old son asked what the wildfires were like in Northern California when he was little; he had no idea that “fire season” is a recent phenomenon there. One friend’s ten-year-old loves to draw Godzilla. He explained that the mythic creature symbolizes our relationship to nature, then matter-of-factly told her it’s too late to save the planet. Teen climate leader Jamie Margolin, who suffers from clinical anxiety, told the New York Times in 2020 that climate change is like Beyoncé. She says there wasn’t a time in her life that she didn’t know about either. And to be clear, eco-anxiety isn’t something that only rich, privileged white folks experience. In poll after poll, BIPOC communities are more alarmed by climate change than other demographics and understand that communities of color are typically most impacted by climate disruption.\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>Cady’s tears at the dinner table marked the moment this issue of eco-anxiety and intergenerational action hit home for me. I could pick up her backpack and trumpet, but how would I encourage more people to address the overwhelming problem of the climate crisis?\u003c/p>\n\u003ch2>“Eco-Anxiety” Defined: It’s Global Warming and More\u003c/h2>\n\u003cp>The term eco-anxiety, also called “climate anxiety,” is a relatively new trend that many doctors and psychologists are witnessing. In 2017, the American Psychological Association recognized eco-anxiety as a “chronic fear of environmental doom.” The Climate Psychology Alliance formed to train mental health professionals to identify and treat eco-anxiety. A recent survey of child psychiatrists in the United Kingdom discovered that 50 percent had clients who suffered from it. In a September 2021 international survey, one in four young people (ages sixteen to twenty-five) said that they likely won’t have children because of their worry about the climate crisis.\u003c/p>\n\u003ch2>From FOMO to FODO\u003c/h2>\n\u003cp>Late one night during the pandemic, I told Cady to put down her phone and added that she wouldn’t miss out on anything. It was an (online) school night. My anxious teen handed over her phone then remarked, “Mom, I’m not on social media because of FOMO [the fear of missing out]. My fear is the impermanence of human existence.” I gulped. She’d seen in the news that her birthplace, Medford, Oregon, and an estimated 500,000 people in the state were on evacuation notice because of raging forest fires.\u003c/p>\n\u003cp>My daughter and I joked (or not) about a new acronym for Gen Z’s constant screen use during the crises of 2020: it’s FODO, the “fear of [humans] dying out.” This is reality for Generation Z. They feel the sands through the hourglass, and not in a good way.\u003c/p>\n\u003ch2>\u003cstrong>The Eco-Anxiety Trifecta: Anxiety, \u003c/strong>\u003cstrong>Loneliness, and Environmental Stress\u003c/strong>\u003c/h2>\n\u003cp>For Gen Z, “eco-anxiety” has three aspects. First, children are suffering from generalized anxiety in greater numbers. Each child experiences anxiety differently, but the statistics are alarming. The National Institutes of Health indicates that 30 percent of American teens suffer from anxiety. Rates of teen anxiety, depression, and suicide have dramatically increased since 2011.\u003c/p>\n\u003cp>Second, Gen Z is the loneliest generation. More screen time and less in-person interaction mean a sense of isolation for them, even before the pandemic. In the 2018 Cigna Loneliness Index, Gen Z expressed “feeling like people around them are not really with them (69 percent), feeling shy (69 percent), and feeling like no one really knows them well (68 percent).” Our kids are lonelier than the elderly. In one survey, eight in ten Gen Zers experienced loneliness compared to five in ten Baby Boomers. Chronic loneliness can be as damaging to a person’s health as smoking fifteen cigarettes a day, which prompted the United Kingdom to appoint a loneliness minister in 2018.\u003c/p>\n\u003cp>Third is what Cady and I termed FODO, the hyperawareness of the climate crisis. Gen Z is asking what the future will look like, where they will live, and what their experience will be like on this planet. In a 2020 survey by the US Conference on Mayors, 80 percent of Gen Z agrees that “climate change is a major threat to life on earth”; one in four have taken direct action on climate change, and by three to one, Gen Z believes “the climate crisis warrants bold action.” They know that we must act fast. The coronavirus pandemic cracked open the truth of the intersectionality of public health, systemic racism, the economy, and the environment. Now the concept of eco-anxiety encompasses a generalized anxiety about the future.\u003c/p>\n\u003cp>In today’s culture we go to extraordinary lengths to help children avoid discomfort (like offering to pick them up in the rain and drive them to a climate protest) to ease our own anxiety about our children’s pain. Yet recent research shows that kids with clinical anxiety have to be part of the solution in dealing with their stress. Fixing it for them doesn’t help.\u003c/p>\n\u003cp>Like my daughters, the majority of Gen Zers are worried about climate change. A friend told me that of course my kids have eco-anxiety— it’s because they are my kids. I talk, write, and think about the climate crisis, so my kids would naturally be more aware of the issues. I encouraged her to ask her sons about it at dinner that night, and they said, “We think about climate change all the time, Mom.” They just hadn’t talked about it as a family.\u003c/p>\n\u003cp>This generational stress forces us all to think hard about what we’re leaving our children, but this situation isn’t new. Consider the anxiety of young people during World War I, World War II, Vietnam, and the nuclear arms race of the Cold War. That said, it’s time for some serious self-reflection on how we can implement cathedral thinking and build a healthier, more sustainable world as we protect the planet and future generations. Older generations need to share their experiences so Generation Z can see examples of hope and progress. And we need to take action to light the path forward. Yes, action can abate anxiety. Despite the enormity of the issue, we start small and then build momentum.\u003c/p>\n\u003cp>\u003cem>\u003cimg decoding=\"async\" loading=\"lazy\" class=\" wp-image-60501 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-800x1120.jpg\" alt=\"\" width=\"184\" height=\"258\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2022/12/gaSIpOe8.jpg 1463w\" sizes=\"(max-width: 184px) 100vw, 184px\">\u003ca href=\"https://mobile.twitter.com/heatherwhiteofc\" target=\"_blank\" rel=\"noopener noreferrer\">Heather White\u003c/a> is the Founder of One Green Thing and a nationally recognized conservation and environmental policy expert with more than 20 years of experience leading and advising non-profit organizations, including increasing organizational performance and directing innovative advocacy campaigns.\u003c/em>\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>\u003cem>Heather’s expertise has been featured in CBS This Morning, PBS News Hour, MSNBC, The Atlantic, The New York Times, The Washington Post, and many more internationally recognized media outlets. She is on the board of the Plastic Pollution Coalition, the Bozeman Symphony, Catawba College Center for the Environment, the MADE SAFE Advisory Council, and the Women in Sustainability Leadership Awards Alumnae Group. In 2015, Heather was named one of the “Top 20 Women Leaders in Sustainability” by Green Building & Design magazine and “100 Women to Watch in Wellness” by MindBodyGreen.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens","authors":["4354"],"categories":["mindshift_21445","mindshift_21491","mindshift_21508","mindshift_21280","mindshift_21385"],"tags":["mindshift_21093","mindshift_20589","mindshift_21124","mindshift_21463","mindshift_21059","mindshift_20865","mindshift_20568","mindshift_290","mindshift_20925","mindshift_21355","mindshift_1038"],"featImg":"mindshift_60500","label":"mindshift"},"mindshift_60328":{"type":"posts","id":"mindshift_60328","meta":{"index":"posts_1591205157","site":"mindshift","id":"60328","score":null,"sort":[1668704400000]},"guestAuthors":[],"slug":"school","title":"Schools are not only threatened by climate change, they’re a key part of the solution","publishDate":1668704400,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>\u003cem>This opinion piece about \u003c/em>\u003ca href=\"https://hechingerreport.org/column-the-world-is-waking-up-to-educations-essential-role-in-climate-solutions/\">\u003cem>COP 27\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Earlier this year \u003ca href=\"https://www.npr.org/2022/03/21/1084912552/climate-change-schools\">I visited an empty school\u003c/a> in an affluent part of New Jersey. During Hurricane Ida in the summer of 2021, floodwaters had poured into vents set inches above ground level. The water turned the auditorium into “an aquarium,” in the words of one teacher, and destroyed the heating and cooling systems, along with millions of dollars’ worth of computers and audiovisual equipment. The building was still unusable seven months later, with Covid-weary students having passed yet another year attending only part-time in person, in spaces borrowed from local churches.\u003c/p>\n\u003cp>The struggles of that one school community are being repeated right now on a massive scale \u003ca href=\"https://www.unicef.org/press-releases/schools-more-2-million-children-pakistan-remain-inaccessible-due-devastating-floods\">in developing countries like Pakistan,\u003c/a> where schools serving more than 2 million children have been destroyed this year by catastrophic flooding.\u003c/p>\n\u003cp>Schools clearly aren’t ready for the changes to the climate that are already here. And it’s time they got ready, because our schools aren’t just threatened by climate — they’re also a key part of the solution. This month’s \u003ca href=\"https://www.un.org/climatechange\">Conference of the Parties\u003c/a>, or COP 27, in Sharm el-Sheikh, Egypt, the United Nations’ annual “let’s not burn the planet” gathering, has a brand-new focus on education. The goal: making pre-K through higher education all around the world climate-ready — the buildings, yes, but also the curricula, the teachers and, of course, the students.\u003c/p>\n\u003cp>For the first time, this COP, which runs through Nov. 18, is holding in-person and virtual events at a \u003ca href=\"https://www.earthday.org/climateeducationhub/\">“Climate Education Hub.”\u003c/a> “We need to equip people with the knowledge and attitudes and values to solve the climate crisis, and the best way to do that is through education spaces,” said Matthew Aruch, the global education director of the organization EarthDay.org, which is hosting the Climate Education Hub. He spoke with me via Zoom from Egypt.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, we can’t achieve the world’s climate goals without education, Aruch said:\u003c/p>\n\u003cp>“None of these implementations that are being discussed [at COP] are attainable without making investments in providing high-quality education opportunities for learning all throughout the life span.”\u003c/p>\n\u003cp>Furthermore, at COP 27, UNESCO, the U.N.’s educational, scientific and cultural arm, is unveiling something called the \u003ca href=\"https://www.unesco.org/en/education/sustainable-development/greening-future\">Greening Education Partnership\u003c/a>. The organization is asking countries to set goals by 2030 and to monitor progress in four target areas:\u003c/p>\n\u003cul>\n\u003cli>Making schools’ physical infrastructure more sustainable (Hello, New Jersey);\u003c/li>\n\u003cli>Updating curricula;\u003c/li>\n\u003cli>Building capacity by getting teachers and school leaders up to speed;\u003c/li>\n\u003cli>Bringing climate education into the community, to ensure that working adult and lifelong learners also get the information they need to be resilient to climate effects and ready for emerging climate jobs.\u003c/li>\n\u003c/ul>\n\u003cp>(Disclosure: I’m an adviser to \u003ca href=\"https://www.thisisplaneted.org/initiatives\">This Is Planet Ed, \u003c/a>an initiative of the Aspen Institute that promotes a similar agenda across U.S. education.)\u003c/p>\n\u003cp>UNESCO cites some recent findings to underscore the urgency of this mission:\u003c/p>\n\u003cul>\n\u003cli>Around \u003cstrong>half of 100 countries\u003c/strong> the organization reviewed had no mention of climate change in their national curriculum. (The United States, of course, has no national curriculum. \u003ca href=\"https://hechingerreport.org/one-state-mandates-teaching-climate-change-in-almost-all-subjects-even-pe/\">Only 20 states have adopted the Next Generation Science Standards,\u003c/a> meaning coverage of climate in classrooms is limited and inconsistent.)\u003c/li>\n\u003cli>While\u003cstrong> 95 percent \u003c/strong>of 58,000 primary and secondary teachers in 2021 felt that teaching climate change is important, just 32 percent felt they can explain climate change in their local context.\u003c/li>\n\u003cli>Climate ignorance is widespread among youth. Among 17,000 11- to 19-year-olds surveyed globally, 70 percent say that they cannot explain climate change, can only explain its broad principles, or do not know anything about it.\u003c/li>\n\u003cli>\u003cstrong>75 percent\u003c/strong> of youth in that same survey say that they are frightened about their future because of climate change.\u003c/li>\n\u003c/ul>\n\u003cp>That last point is crucial. The fact that we’re having this conversation about climate education in the first place is thanks to young people, Aruch said. For the past few years, global youth activists have heroically pushed climate onto the international agenda, making it unignorable. But members of Gen Z are also suffering from severe eco-anxiety, and they want to be armed with information that helps them cope and be part of the solution.\u003c/p>\n\u003cfigure id=\"attachment_60333\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60333\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1169603120-800x515.jpg\" alt=\"\" width=\"800\" height=\"515\">\u003cfigcaption class=\"wp-caption-text\">HOUSTON, TX - SEPTEMBER 19: A school bus makes its way on the flooded Hopper Rd. on September 19, 2019 in Houston, Texas. Gov. Greg Abbott has declared much of Southeast Texas disaster areas after heavy rain and flooding from the remnants of Tropical Depression Imelda dumped more than two feet of water across some areas. \u003ccite>(Thomas B. Shea/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You see the energy that people in my generation have. It gives a bit of hope. But that’s only if they have a chance to be at the table,” said Elizabeth Machache. She is a biodiversity master’s student in Zimbabwe and is officially representing children and youth at COP 27. She sees the importance of climate education both at the basic level of survival — teaching local subsistence farmers to adopt drought-resistant crops, for example — and at the level of what you might call ethics. “To make good choices people need to be educated and aware. We need people who are aware of what is currently happening, to make the right decisions for future generations.”\u003c/p>\n\u003cp>Aruch agreed: “Students and educators might need to be equipped with the technical skills of understanding the climate science, which is really important. But just as important are general social-emotional skills and awareness: The resources to break down how you’re feeling, and feeling like you have some agency in an issue that can often be an overwhelming topic.”\u003c/p>\n\u003cp>As a case in point, I recently interviewed Danny Cage, a high school student and organizer for the \u003ca href=\"https://www.sunrisemovement.org/\">Sunrise Movement\u003c/a> in Portland, Oregon. This spring, he and fellow student leaders helped get Portland Public Schools to adopt one of the most \u003ca href=\"https://www.oregonlive.com/opinion/2022/03/opinion-pps-climate-policy-a-student-driven-path-to-the-future.html\">ambitious climate policies\u003c/a> in the nation. It aims for net-zero buildings and electric buses; it also includes a high school elective course in \u003ca href=\"https://greenschoolsnationalnetwork.org/climate-justice-curriculum-takes-root-in-portland-public-schools/\">“climate justice,”\u003c/a> which combines climate science with what you might call “climate social studies” — understanding the disproportionate impact on frontline communities around the world, often those that are marginalized by race and/or class. Cage was open with me about his own struggles with eco-anxiety, and the need for schools to incorporate more mental health resources to help students cope with the realities of the world they’ll inherit.\u003c/p>\n\u003cp>Aruch outlines a broad group of mindsets and competencies that ideally are part of high-quality climate education: civic and political engagement; social and environmental justice; innovation and entrepreneurship; networks and communication — telling stories and building alliances; and systems thinking, understanding how all of this is connected.\u003c/p>\n\u003cp>Integrating all of these elements into our classrooms may sound like a tall order, especially when you think about the strains that the pandemic has already put on students and teachers around the world. Not to mention the strain of climate change itself on schools, as felt from Pakistan to New Jersey.\u003c/p>\n\u003cp>On the other hand, the urgency is indisputable. And climate education can also be a force that creates its own positive momentum once the ball is rolling. One of the organizations getting the spotlight at the COP27 Climate Education Hub is CAMFED International. The nonprofit organization supports the education of girls in the African countries of Ghana, Malawi, Tanzania, Zambia and Zimbabwe\u003cem>.\u003c/em> It then hires some of its own graduates to be climate educators in their own communities. Local women farmers, who usually tend to small plots of land, are dealing with inconsistent rainfall and higher temperatures; CAMFED “guides” teach techniques for climate-smart agriculture, such as drip irrigation and intercropping.\u003c/p>\n\u003cp>Not only can these women now grow more food for their families, they can be empowered, inspired and ready for the changes to come, Esnath Divasoni told me in an interview. She was educated with the help of CAMFED and now works in turn with the program in Zimbabwe. “In communities where women are actually educated, they are at less risk of being affected by weather-related extremes,” she said, citing\u003ca href=\"https://camfed.org/us/why-girls-education/climate-action/\"> research\u003c/a>. “When one is educated, you are more able to make decisions on your own. You have more critical thinking skills.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Anya Kamenetz is a journalist, the author of “\u003c/em>\u003cem>The Stolen Year: How Covid Changed Children's Lives, and Where We Go Now,” \u003c/em>\u003cem>and a senior adviser to the Aspen Institute's This Is Planet Ed initiative. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"This month’s Conference of the Parties, or COP 27, in Sharm el-Sheikh, Egypt, the United Nations’ official annual “let’s not burn the planet” gathering, has a brand-new focus on education. The goal: making pre-K through higher education all around the world climate-ready — the buildings, yes, but also the curricula, the teachers and, of course, the students. ","status":"publish","parent":0,"modified":1668720627,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1494},"headData":{"title":"Schools are not only threatened by climate change, they’re a key part of the solution - MindShift","description":"The UN wants to make schools around the world climate-ready — the buildings, yes, but also the curricula, the teachers and the students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Schools are not only threatened by climate change, they’re a key part of the solution","datePublished":"2022-11-17T17:00:00.000Z","dateModified":"2022-11-17T21:30:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60328 https://ww2.kqed.org/mindshift/?p=60328","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/17/school/","disqusTitle":"Schools are not only threatened by climate change, they’re a key part of the solution","nprByline":"Anya Kamenetz, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60328/school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>This opinion piece about \u003c/em>\u003ca href=\"https://hechingerreport.org/column-the-world-is-waking-up-to-educations-essential-role-in-climate-solutions/\">\u003cem>COP 27\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/strong>\u003c/p>\n\u003cp>Earlier this year \u003ca href=\"https://www.npr.org/2022/03/21/1084912552/climate-change-schools\">I visited an empty school\u003c/a> in an affluent part of New Jersey. During Hurricane Ida in the summer of 2021, floodwaters had poured into vents set inches above ground level. The water turned the auditorium into “an aquarium,” in the words of one teacher, and destroyed the heating and cooling systems, along with millions of dollars’ worth of computers and audiovisual equipment. The building was still unusable seven months later, with Covid-weary students having passed yet another year attending only part-time in person, in spaces borrowed from local churches.\u003c/p>\n\u003cp>The struggles of that one school community are being repeated right now on a massive scale \u003ca href=\"https://www.unicef.org/press-releases/schools-more-2-million-children-pakistan-remain-inaccessible-due-devastating-floods\">in developing countries like Pakistan,\u003c/a> where schools serving more than 2 million children have been destroyed this year by catastrophic flooding.\u003c/p>\n\u003cp>Schools clearly aren’t ready for the changes to the climate that are already here. And it’s time they got ready, because our schools aren’t just threatened by climate — they’re also a key part of the solution. This month’s \u003ca href=\"https://www.un.org/climatechange\">Conference of the Parties\u003c/a>, or COP 27, in Sharm el-Sheikh, Egypt, the United Nations’ annual “let’s not burn the planet” gathering, has a brand-new focus on education. The goal: making pre-K through higher education all around the world climate-ready — the buildings, yes, but also the curricula, the teachers and, of course, the students.\u003c/p>\n\u003cp>For the first time, this COP, which runs through Nov. 18, is holding in-person and virtual events at a \u003ca href=\"https://www.earthday.org/climateeducationhub/\">“Climate Education Hub.”\u003c/a> “We need to equip people with the knowledge and attitudes and values to solve the climate crisis, and the best way to do that is through education spaces,” said Matthew Aruch, the global education director of the organization EarthDay.org, which is hosting the Climate Education Hub. He spoke with me via Zoom from Egypt.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","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>In fact, we can’t achieve the world’s climate goals without education, Aruch said:\u003c/p>\n\u003cp>“None of these implementations that are being discussed [at COP] are attainable without making investments in providing high-quality education opportunities for learning all throughout the life span.”\u003c/p>\n\u003cp>Furthermore, at COP 27, UNESCO, the U.N.’s educational, scientific and cultural arm, is unveiling something called the \u003ca href=\"https://www.unesco.org/en/education/sustainable-development/greening-future\">Greening Education Partnership\u003c/a>. The organization is asking countries to set goals by 2030 and to monitor progress in four target areas:\u003c/p>\n\u003cul>\n\u003cli>Making schools’ physical infrastructure more sustainable (Hello, New Jersey);\u003c/li>\n\u003cli>Updating curricula;\u003c/li>\n\u003cli>Building capacity by getting teachers and school leaders up to speed;\u003c/li>\n\u003cli>Bringing climate education into the community, to ensure that working adult and lifelong learners also get the information they need to be resilient to climate effects and ready for emerging climate jobs.\u003c/li>\n\u003c/ul>\n\u003cp>(Disclosure: I’m an adviser to \u003ca href=\"https://www.thisisplaneted.org/initiatives\">This Is Planet Ed, \u003c/a>an initiative of the Aspen Institute that promotes a similar agenda across U.S. education.)\u003c/p>\n\u003cp>UNESCO cites some recent findings to underscore the urgency of this mission:\u003c/p>\n\u003cul>\n\u003cli>Around \u003cstrong>half of 100 countries\u003c/strong> the organization reviewed had no mention of climate change in their national curriculum. (The United States, of course, has no national curriculum. \u003ca href=\"https://hechingerreport.org/one-state-mandates-teaching-climate-change-in-almost-all-subjects-even-pe/\">Only 20 states have adopted the Next Generation Science Standards,\u003c/a> meaning coverage of climate in classrooms is limited and inconsistent.)\u003c/li>\n\u003cli>While\u003cstrong> 95 percent \u003c/strong>of 58,000 primary and secondary teachers in 2021 felt that teaching climate change is important, just 32 percent felt they can explain climate change in their local context.\u003c/li>\n\u003cli>Climate ignorance is widespread among youth. Among 17,000 11- to 19-year-olds surveyed globally, 70 percent say that they cannot explain climate change, can only explain its broad principles, or do not know anything about it.\u003c/li>\n\u003cli>\u003cstrong>75 percent\u003c/strong> of youth in that same survey say that they are frightened about their future because of climate change.\u003c/li>\n\u003c/ul>\n\u003cp>That last point is crucial. The fact that we’re having this conversation about climate education in the first place is thanks to young people, Aruch said. For the past few years, global youth activists have heroically pushed climate onto the international agenda, making it unignorable. But members of Gen Z are also suffering from severe eco-anxiety, and they want to be armed with information that helps them cope and be part of the solution.\u003c/p>\n\u003cfigure id=\"attachment_60333\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-60333\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/GettyImages-1169603120-800x515.jpg\" alt=\"\" width=\"800\" height=\"515\">\u003cfigcaption class=\"wp-caption-text\">HOUSTON, TX - SEPTEMBER 19: A school bus makes its way on the flooded Hopper Rd. on September 19, 2019 in Houston, Texas. Gov. Greg Abbott has declared much of Southeast Texas disaster areas after heavy rain and flooding from the remnants of Tropical Depression Imelda dumped more than two feet of water across some areas. \u003ccite>(Thomas B. Shea/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You see the energy that people in my generation have. It gives a bit of hope. But that’s only if they have a chance to be at the table,” said Elizabeth Machache. She is a biodiversity master’s student in Zimbabwe and is officially representing children and youth at COP 27. She sees the importance of climate education both at the basic level of survival — teaching local subsistence farmers to adopt drought-resistant crops, for example — and at the level of what you might call ethics. “To make good choices people need to be educated and aware. We need people who are aware of what is currently happening, to make the right decisions for future generations.”\u003c/p>\n\u003cp>Aruch agreed: “Students and educators might need to be equipped with the technical skills of understanding the climate science, which is really important. But just as important are general social-emotional skills and awareness: The resources to break down how you’re feeling, and feeling like you have some agency in an issue that can often be an overwhelming topic.”\u003c/p>\n\u003cp>As a case in point, I recently interviewed Danny Cage, a high school student and organizer for the \u003ca href=\"https://www.sunrisemovement.org/\">Sunrise Movement\u003c/a> in Portland, Oregon. This spring, he and fellow student leaders helped get Portland Public Schools to adopt one of the most \u003ca href=\"https://www.oregonlive.com/opinion/2022/03/opinion-pps-climate-policy-a-student-driven-path-to-the-future.html\">ambitious climate policies\u003c/a> in the nation. It aims for net-zero buildings and electric buses; it also includes a high school elective course in \u003ca href=\"https://greenschoolsnationalnetwork.org/climate-justice-curriculum-takes-root-in-portland-public-schools/\">“climate justice,”\u003c/a> which combines climate science with what you might call “climate social studies” — understanding the disproportionate impact on frontline communities around the world, often those that are marginalized by race and/or class. Cage was open with me about his own struggles with eco-anxiety, and the need for schools to incorporate more mental health resources to help students cope with the realities of the world they’ll inherit.\u003c/p>\n\u003cp>Aruch outlines a broad group of mindsets and competencies that ideally are part of high-quality climate education: civic and political engagement; social and environmental justice; innovation and entrepreneurship; networks and communication — telling stories and building alliances; and systems thinking, understanding how all of this is connected.\u003c/p>\n\u003cp>Integrating all of these elements into our classrooms may sound like a tall order, especially when you think about the strains that the pandemic has already put on students and teachers around the world. Not to mention the strain of climate change itself on schools, as felt from Pakistan to New Jersey.\u003c/p>\n\u003cp>On the other hand, the urgency is indisputable. And climate education can also be a force that creates its own positive momentum once the ball is rolling. One of the organizations getting the spotlight at the COP27 Climate Education Hub is CAMFED International. The nonprofit organization supports the education of girls in the African countries of Ghana, Malawi, Tanzania, Zambia and Zimbabwe\u003cem>.\u003c/em> It then hires some of its own graduates to be climate educators in their own communities. Local women farmers, who usually tend to small plots of land, are dealing with inconsistent rainfall and higher temperatures; CAMFED “guides” teach techniques for climate-smart agriculture, such as drip irrigation and intercropping.\u003c/p>\n\u003cp>Not only can these women now grow more food for their families, they can be empowered, inspired and ready for the changes to come, Esnath Divasoni told me in an interview. She was educated with the help of CAMFED and now works in turn with the program in Zimbabwe. “In communities where women are actually educated, they are at less risk of being affected by weather-related extremes,” she said, citing\u003ca href=\"https://camfed.org/us/why-girls-education/climate-action/\"> research\u003c/a>. “When one is educated, you are more able to make decisions on your own. You have more critical thinking skills.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","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>\u003cem>Anya Kamenetz is a journalist, the author of “\u003c/em>\u003cem>The Stolen Year: How Covid Changed Children's Lives, and Where We Go Now,” \u003c/em>\u003cem>and a senior adviser to the Aspen Institute's This Is Planet Ed initiative. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60328/school","authors":["byline_mindshift_60328"],"categories":["mindshift_192"],"tags":["mindshift_21124","mindshift_21463","mindshift_21059","mindshift_21490","mindshift_21278"],"featImg":"mindshift_60332","label":"mindshift"},"mindshift_58125":{"type":"posts","id":"mindshift_58125","meta":{"index":"posts_1591205157","site":"mindshift","id":"58125","score":null,"sort":[1626333680000]},"guestAuthors":[],"slug":"two-14-year-olds-grill-an-author-about-the-future-of-humanity","title":"Two 14-Year-Olds Grill An Author About The Future Of Humanity","publishDate":1626333680,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>What kind of world will Gen Z live in 20 years from now?\u003c/p>\n\u003cp>That's one of the questions that \u003ca href=\"https://www.cgdev.org/expert/charles-kenny\">Charles Kenny\u003c/a> aims to answer in \u003ca href=\"https://charleskenny.blogs.com/weblog/2021/04/your-world-better.html\">a new book\u003c/a> targeted to 12-15 year olds in \u003ca href=\"https://www.amazon.com/Your-World-Better-Global-Progress-ebook/dp/B08ZJM1BL8\">\u003cem>Your World, Better: Global Progress and What You Can Do About It\u003c/em>\u003c/a>, published this spring.\u003c/p>\n\u003cp>Kenny, a senior fellow at the think tank Center for Global Development, explains that over the past few decades — despite wars, droughts and disease — life has been getting better for billions of people around the globe in almost every way, and will continue to do so for years to come. Just look at the data:\u003c/p>\n\u003cul>\n\u003cli>Since 1990, 100 million children's lives have been saved from infectious diseases like measles and malaria, thanks to health measures like bed nets and vaccinations.\u003c/li>\n\u003cli>Today, fewer than 1 out of 10 people worldwide live on less than $1.90 a day. That's the cutoff for extreme poverty. About 40 years ago, half of humanity lived on that amount. The world is getting richer — and as a result, poverty is declining.\u003c/li>\n\u003cli>More kids are going to school. In 2014, 61 million kids who should have been in elementary school were not in school. That's a lot — but it's also a sign of progress. The number in 2000 was 100 million.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"alignright size-thumbnail wp-image-58127\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/61zvpvip7ul._sy600_-64c5486c45e86bd58044d3e63edb2aa009e73486-160x120.jpg\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/61zvpvip7ul._sy600_-64c5486c45e86bd58044d3e63edb2aa009e73486-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/61zvpvip7ul._sy600_-64c5486c45e86bd58044d3e63edb2aa009e73486.jpg 459w\" sizes=\"(max-width: 160px) 100vw, 160px\">Will the book resonate with its intended audience? To be honest, it's been ... a couple of years ... since I was a teen. So I recruited Zoe Mendis and Alessia Matory, both 14, of Lake Ridge Middle School in Woodbridge, Va., to read the book and join me in asking Kenny about the topics that interest them most. Matory is a self-described humanitarian and feminist who loves reading and doing jigsaw and crossword puzzles. Mendis is a Girl Scout and an aspiring journalist.\u003c/p>\n\u003cp>This interview has been edited for length and clarity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>The timing of your book must have worried you — you argue that the world is getting better and we're in the middle of an unprecedented global pandemic. \u003c/strong>\u003c/p>\n\u003cp>I have two kids and one is heading toward 14. I talk to her and her friends about the state of the world, and they are pretty depressed. They think things are going badly, and they've got good reasons for that. These are kids who have been to the Women's March, who have been taking part of Black Lives Matter protests. They're living through a pandemic.\u003c/p>\n\u003cfigure id=\"attachment_58128\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-58128\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/img_5613_custom-28a85e85e72ee577c3ffa1e0b25a630d6d82d996-160x209.jpe\" alt=\"\" width=\"160\" height=\"209\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/img_5613_custom-28a85e85e72ee577c3ffa1e0b25a630d6d82d996-160x209.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/img_5613_custom-28a85e85e72ee577c3ffa1e0b25a630d6d82d996.jpe 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Zoe Mendis, left, and Alessia Matory, both 14, on a school field trip to Washington, D.C., in 2019. The teens helped NPR interview Charles Kenny about his new book aimed at middle-schoolers: Your World, Better: Global Progress and What You Can Do About it.\u003c/figcaption>\u003c/figure>\n\u003cp>But I do think they are missing part of the story. Things are far from perfect. But things are getting better, and there's reason for optimism. And it's important they hear this message because they are the generation that's going to fix the problems that remain.\u003c/p>\n\u003cp>\u003cstrong>Alessia: What influenced your optimism about the world?\u003c/strong>\u003c/p>\n\u003cp>I spent a lot of my life at the World Bank, which is a big international bureaucracy that tries to improve the quality of life.\u003c/p>\n\u003cp>I was doing research on economic growth — how much money people had worldwide — and was it going up or down. When I was researching in the 1990s, the picture was pretty grim. If you look at Africa, for example, people were pretty much as poor [in terms of their daily income] as they were in the 1960s, when the countries became independent from colonial rule from the U.K. and France and so on. But if you looked at other measures, they were doing better. The chances of a child dying in the first five years of life were \u003ca href=\"https://blogs.worldbank.org/opendata/new-child-and-youth-mortality-estimates-show-dramatic-reductions-progress-threatened#:~:text=Globally%2C%20under%2Dfive%20mortality%20has,to%2038%20deaths%20in%202019.&text=7.4%20million%20children%2C%20adolescents%2C%20and,than%2020%2C000%20deaths%20per%20day.\">going down dramatically\u003c/a>. Many poor people \u003ca href=\"https://ourworldindata.org/how-many-children-are-not-in-school\">were now in school\u003c/a>.\u003c/p>\n\u003cp>That exercise made me think there's more to the story than income. And that led to a long-term interest in other measures of what's a good life. Having money is important, but it's not the only part of a good life.\u003c/p>\n\u003cp>\u003cstrong>Alessia: Being a \u003c/strong>\u003ca href=\"https://www.npr.org/2021/06/02/996319297/gender-identity-pronouns-expression-guide-lgbtq#:~:text=Cisgender%2C%20or%20simply%20cis%2C%20is,they%20were%20assigned%20at%20birth.&text=A%20transgender%20man%2C%20for%20example,whose%20gender%20identity%20is%20male.\">\u003cstrong>cis\u003c/strong>\u003c/a>\u003cstrong> white man, do you think you might be pulling your optimism from personal experience more than reality?\u003c/strong>\u003c/p>\n\u003cp>That's a fair question. I am so much more privileged than the average citizen of Earth. But my personal experience can tell me almost nothing about the state of the world.\u003c/p>\n\u003cp>That's why I go to the data. Statistics aren't always the most fascinating thing. But they are a more reliable guide of how the world is doing.\u003c/p>\n\u003cp>\u003cstrong>Zoe: Do you believe the world will continue to improve at this steady rate, or do you think there will be a point where things will change in the other direction?\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_58129\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-58129 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-160x255.jpg\" alt=\"\" width=\"160\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-160x255.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-800x1274.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-1020x1625.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-768x1223.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-964x1536.jpg 964w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-1286x2048.jpg 1286w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07.jpg 1585w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">The cover of Charles Kenny's book, Your World, Better.\u003c/figcaption>\u003c/figure>\n\u003cp>There are all sorts of ways things could go horribly wrong. There could be a nuclear war. Greenland's ice sheets could fall off all at once, and the sea level goes up. There could be a worse pandemic. These are things we should be focusing on more, because if they do happen they could be absolutely catastrophic. But they're hopefully not likely.\u003c/p>\n\u003cp>I think the likeliest thing to happen is that progress will continue. Nearly every kid will get the opportunity to grow up because they won't die in childhood. Nearly every child will be in school for a few years. We'll probably see a little less war. And the kind of grinding poverty that was the lot of most of humanity for most of history will pretty much go away everywhere. Your generation is the largest probably ever. And the thing that creates progress is people.\u003c/p>\n\u003cp>\u003cstrong>Is that why you refer to kids born after 2000 as the \"greatest generation?\"\u003c/strong>\u003c/p>\n\u003cp>The 2.72 billion people born worldwide between 2001 and 2020 are the healthiest and the most educated. They've grown up with the greatest sense of rights being important of any generation. They will have more technologies to achieve more things than ever before. I think they are shaping up to be pretty darn fantastic.\u003c/p>\n\u003cp>\u003cstrong>Alessia: Do you think our generation is too sensitive about social justice issues? Or do you see us as responsive or empathetic leaders? \u003c/strong>\u003c/p>\n\u003cp>I think you're more sensitive and that's good. There are things you worry about that frankly, when I was your age, I didn't think about at all. There are concerns you have about, among other things, inequality but also elements of gender identity. It's a sign of progress.\u003c/p>\n\u003cp>\u003cstrong>Alessia: Do you think people are hardwired to assume the worst when it comes to grand social issues rather than assume the best?\u003c/strong>\u003c/p>\n\u003cp>People are \u003ca href=\"https://ourworldindata.org/optimism-pessimism\">definitely hardwired\u003c/a> in lots of ways. If you survey people and ask them: What's going on regarding crime in your neighborhood? In your city? In the country? On average, if you took a countrywide sample, people think the crime isn't too much of a problem in their neighborhood. They think it's \u003cem>more\u003c/em> of a problem in their city and a \u003cem>huge\u003c/em> problem in the nation. You can do the same question with happiness. How happy are you on a scale from 1 to 10? How happy is the average American?\u003c/p>\n\u003cp>We do seem to be hardwired to think that we are doing better [in our own lives] than most other people [in the rest of the world]. And that's a problem. It leads to people being depressed about the state of the world and less optimistic about how their kids are going to do [in the world in the future].\u003c/p>\n\u003cp>\u003cstrong>Zoe: Are there any global issues that will be taken more seriously in the future? \u003c/strong>\u003c/p>\n\u003cp>I'm going to kick it back to you. What do you think will be important 20 years from now?\u003c/p>\n\u003cp>\u003cstrong>Zoe: If there's another pandemic like this one, that might be something we take more seriously — especially with sanitation, masks and vaccinations. \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>I think here will be more viewpoints in our education, because right now in school, especially with history, it's taught through the point of the victor.\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This is one of the reasons I have so much hope about the future.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Two+14-Year-Olds+Grill+An+Author+About+The+Future+Of+Humanity&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In his new book for Gen Z readers, Charles Kenny explains why despite all the gloom and doom, the world is getting better for billions. NPR turned to two Gen Zers to help ask him the tough questions.","status":"publish","parent":0,"modified":1626420441,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1412},"headData":{"title":"Two 14-Year-Olds Grill An Author About The Future Of Humanity - MindShift","description":"In his new book for Gen Z readers, Charles Kenny explains why despite all the gloom and doom, the world is getting better for billions. NPR turned to two Gen Zers to help ask him the tough questions.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Two 14-Year-Olds Grill An Author About The Future Of Humanity","datePublished":"2021-07-15T07:21:20.000Z","dateModified":"2021-07-16T07:27:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58125 https://ww2.kqed.org/mindshift/?p=58125","disqusUrl":"https://ww2.kqed.org/mindshift/2021/07/15/two-14-year-olds-grill-an-author-about-the-future-of-humanity/","disqusTitle":"Two 14-Year-Olds Grill An Author About The Future Of Humanity","nprByline":"Malaka Gharib","nprImageAgency":"Julia Gunther for NPR","nprStoryId":"1011301612","nprApiLink":"http://api.npr.org/query?id=1011301612&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/goatsandsoda/2021/07/13/1011301612/two-14-year-olds-grill-an-author-about-the-future-of-humanity?ft=nprml&f=1011301612","nprRetrievedStory":"1","nprPubDate":"Tue, 13 Jul 2021 14:11:00 -0400","nprStoryDate":"Tue, 13 Jul 2021 13:17:10 -0400","nprLastModifiedDate":"Tue, 13 Jul 2021 14:11:00 -0400","path":"/mindshift/58125/two-14-year-olds-grill-an-author-about-the-future-of-humanity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>What kind of world will Gen Z live in 20 years from now?\u003c/p>\n\u003cp>That's one of the questions that \u003ca href=\"https://www.cgdev.org/expert/charles-kenny\">Charles Kenny\u003c/a> aims to answer in \u003ca href=\"https://charleskenny.blogs.com/weblog/2021/04/your-world-better.html\">a new book\u003c/a> targeted to 12-15 year olds in \u003ca href=\"https://www.amazon.com/Your-World-Better-Global-Progress-ebook/dp/B08ZJM1BL8\">\u003cem>Your World, Better: Global Progress and What You Can Do About It\u003c/em>\u003c/a>, published this spring.\u003c/p>\n\u003cp>Kenny, a senior fellow at the think tank Center for Global Development, explains that over the past few decades — despite wars, droughts and disease — life has been getting better for billions of people around the globe in almost every way, and will continue to do so for years to come. Just look at the data:\u003c/p>\n\u003cul>\n\u003cli>Since 1990, 100 million children's lives have been saved from infectious diseases like measles and malaria, thanks to health measures like bed nets and vaccinations.\u003c/li>\n\u003cli>Today, fewer than 1 out of 10 people worldwide live on less than $1.90 a day. That's the cutoff for extreme poverty. About 40 years ago, half of humanity lived on that amount. The world is getting richer — and as a result, poverty is declining.\u003c/li>\n\u003cli>More kids are going to school. In 2014, 61 million kids who should have been in elementary school were not in school. That's a lot — but it's also a sign of progress. The number in 2000 was 100 million.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cimg class=\"alignright size-thumbnail wp-image-58127\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/61zvpvip7ul._sy600_-64c5486c45e86bd58044d3e63edb2aa009e73486-160x120.jpg\" alt=\"\" width=\"160\" height=\"120\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/61zvpvip7ul._sy600_-64c5486c45e86bd58044d3e63edb2aa009e73486-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/61zvpvip7ul._sy600_-64c5486c45e86bd58044d3e63edb2aa009e73486.jpg 459w\" sizes=\"(max-width: 160px) 100vw, 160px\">Will the book resonate with its intended audience? To be honest, it's been ... a couple of years ... since I was a teen. So I recruited Zoe Mendis and Alessia Matory, both 14, of Lake Ridge Middle School in Woodbridge, Va., to read the book and join me in asking Kenny about the topics that interest them most. Matory is a self-described humanitarian and feminist who loves reading and doing jigsaw and crossword puzzles. Mendis is a Girl Scout and an aspiring journalist.\u003c/p>\n\u003cp>This interview has been edited for length and clarity.\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>The timing of your book must have worried you — you argue that the world is getting better and we're in the middle of an unprecedented global pandemic. \u003c/strong>\u003c/p>\n\u003cp>I have two kids and one is heading toward 14. I talk to her and her friends about the state of the world, and they are pretty depressed. They think things are going badly, and they've got good reasons for that. These are kids who have been to the Women's March, who have been taking part of Black Lives Matter protests. They're living through a pandemic.\u003c/p>\n\u003cfigure id=\"attachment_58128\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"size-thumbnail wp-image-58128\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/img_5613_custom-28a85e85e72ee577c3ffa1e0b25a630d6d82d996-160x209.jpe\" alt=\"\" width=\"160\" height=\"209\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/img_5613_custom-28a85e85e72ee577c3ffa1e0b25a630d6d82d996-160x209.jpe 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/img_5613_custom-28a85e85e72ee577c3ffa1e0b25a630d6d82d996.jpe 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Zoe Mendis, left, and Alessia Matory, both 14, on a school field trip to Washington, D.C., in 2019. The teens helped NPR interview Charles Kenny about his new book aimed at middle-schoolers: Your World, Better: Global Progress and What You Can Do About it.\u003c/figcaption>\u003c/figure>\n\u003cp>But I do think they are missing part of the story. Things are far from perfect. But things are getting better, and there's reason for optimism. And it's important they hear this message because they are the generation that's going to fix the problems that remain.\u003c/p>\n\u003cp>\u003cstrong>Alessia: What influenced your optimism about the world?\u003c/strong>\u003c/p>\n\u003cp>I spent a lot of my life at the World Bank, which is a big international bureaucracy that tries to improve the quality of life.\u003c/p>\n\u003cp>I was doing research on economic growth — how much money people had worldwide — and was it going up or down. When I was researching in the 1990s, the picture was pretty grim. If you look at Africa, for example, people were pretty much as poor [in terms of their daily income] as they were in the 1960s, when the countries became independent from colonial rule from the U.K. and France and so on. But if you looked at other measures, they were doing better. The chances of a child dying in the first five years of life were \u003ca href=\"https://blogs.worldbank.org/opendata/new-child-and-youth-mortality-estimates-show-dramatic-reductions-progress-threatened#:~:text=Globally%2C%20under%2Dfive%20mortality%20has,to%2038%20deaths%20in%202019.&text=7.4%20million%20children%2C%20adolescents%2C%20and,than%2020%2C000%20deaths%20per%20day.\">going down dramatically\u003c/a>. Many poor people \u003ca href=\"https://ourworldindata.org/how-many-children-are-not-in-school\">were now in school\u003c/a>.\u003c/p>\n\u003cp>That exercise made me think there's more to the story than income. And that led to a long-term interest in other measures of what's a good life. Having money is important, but it's not the only part of a good life.\u003c/p>\n\u003cp>\u003cstrong>Alessia: Being a \u003c/strong>\u003ca href=\"https://www.npr.org/2021/06/02/996319297/gender-identity-pronouns-expression-guide-lgbtq#:~:text=Cisgender%2C%20or%20simply%20cis%2C%20is,they%20were%20assigned%20at%20birth.&text=A%20transgender%20man%2C%20for%20example,whose%20gender%20identity%20is%20male.\">\u003cstrong>cis\u003c/strong>\u003c/a>\u003cstrong> white man, do you think you might be pulling your optimism from personal experience more than reality?\u003c/strong>\u003c/p>\n\u003cp>That's a fair question. I am so much more privileged than the average citizen of Earth. But my personal experience can tell me almost nothing about the state of the world.\u003c/p>\n\u003cp>That's why I go to the data. Statistics aren't always the most fascinating thing. But they are a more reliable guide of how the world is doing.\u003c/p>\n\u003cp>\u003cstrong>Zoe: Do you believe the world will continue to improve at this steady rate, or do you think there will be a point where things will change in the other direction?\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_58129\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-58129 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-160x255.jpg\" alt=\"\" width=\"160\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-160x255.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-800x1274.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-1020x1625.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-768x1223.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-964x1536.jpg 964w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07-1286x2048.jpg 1286w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/6a00d8345220cd69e20278801ec837200d_custom-1922b58ab921fc5ac131a644ca36fa4664b7ea07.jpg 1585w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">The cover of Charles Kenny's book, Your World, Better.\u003c/figcaption>\u003c/figure>\n\u003cp>There are all sorts of ways things could go horribly wrong. There could be a nuclear war. Greenland's ice sheets could fall off all at once, and the sea level goes up. There could be a worse pandemic. These are things we should be focusing on more, because if they do happen they could be absolutely catastrophic. But they're hopefully not likely.\u003c/p>\n\u003cp>I think the likeliest thing to happen is that progress will continue. Nearly every kid will get the opportunity to grow up because they won't die in childhood. Nearly every child will be in school for a few years. We'll probably see a little less war. And the kind of grinding poverty that was the lot of most of humanity for most of history will pretty much go away everywhere. Your generation is the largest probably ever. And the thing that creates progress is people.\u003c/p>\n\u003cp>\u003cstrong>Is that why you refer to kids born after 2000 as the \"greatest generation?\"\u003c/strong>\u003c/p>\n\u003cp>The 2.72 billion people born worldwide between 2001 and 2020 are the healthiest and the most educated. They've grown up with the greatest sense of rights being important of any generation. They will have more technologies to achieve more things than ever before. I think they are shaping up to be pretty darn fantastic.\u003c/p>\n\u003cp>\u003cstrong>Alessia: Do you think our generation is too sensitive about social justice issues? Or do you see us as responsive or empathetic leaders? \u003c/strong>\u003c/p>\n\u003cp>I think you're more sensitive and that's good. There are things you worry about that frankly, when I was your age, I didn't think about at all. There are concerns you have about, among other things, inequality but also elements of gender identity. It's a sign of progress.\u003c/p>\n\u003cp>\u003cstrong>Alessia: Do you think people are hardwired to assume the worst when it comes to grand social issues rather than assume the best?\u003c/strong>\u003c/p>\n\u003cp>People are \u003ca href=\"https://ourworldindata.org/optimism-pessimism\">definitely hardwired\u003c/a> in lots of ways. If you survey people and ask them: What's going on regarding crime in your neighborhood? In your city? In the country? On average, if you took a countrywide sample, people think the crime isn't too much of a problem in their neighborhood. They think it's \u003cem>more\u003c/em> of a problem in their city and a \u003cem>huge\u003c/em> problem in the nation. You can do the same question with happiness. How happy are you on a scale from 1 to 10? How happy is the average American?\u003c/p>\n\u003cp>We do seem to be hardwired to think that we are doing better [in our own lives] than most other people [in the rest of the world]. And that's a problem. It leads to people being depressed about the state of the world and less optimistic about how their kids are going to do [in the world in the future].\u003c/p>\n\u003cp>\u003cstrong>Zoe: Are there any global issues that will be taken more seriously in the future? \u003c/strong>\u003c/p>\n\u003cp>I'm going to kick it back to you. What do you think will be important 20 years from now?\u003c/p>\n\u003cp>\u003cstrong>Zoe: If there's another pandemic like this one, that might be something we take more seriously — especially with sanitation, masks and vaccinations. \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>I think here will be more viewpoints in our education, because right now in school, especially with history, it's taught through the point of the victor.\u003c/strong>\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>This is one of the reasons I have so much hope about the future.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Two+14-Year-Olds+Grill+An+Author+About+The+Future+Of+Humanity&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58125/two-14-year-olds-grill-an-author-about-the-future-of-humanity","authors":["byline_mindshift_58125"],"categories":["mindshift_20874"],"tags":["mindshift_21059","mindshift_21441","mindshift_21278"],"featImg":"mindshift_58126","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. 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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. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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