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Learning Concepts/Criteria for Climate Education in Oregon
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Oregon Climate Change Studies Learning Concepts

to anchor K-12 climate change instruction for generating domain-specific and/or interdisciplinary standards. (Inspired, in part, by the SB 664 Learning Concepts.) Co-created by Oregon Educators for Climate Education, the OEA Climate Education Caucus, and various student groups & clubs (including Our Future & Climate Generation).

(a) Educate students on how to confront the current and expected impacts of climate change from diverse decision-making perspectives.

(b) Increase understanding about the interconnection between the earth’s physical and biological systems and the effects that certain societal choices, including choices regarding the production, distribution, and usage of food, agricultural and potable water, clothing, construction and transportation resources, may have on those systems.

(c) Equip students with the knowledge, tools and skills to address psychological and mental health challenges associated with ongoing changes to the climate and natural resource availability.

(d) Examine the human rights implications of climate change and diverse legal considerations for how to steward the natural environment, natural resources, ecosystems, and biodiversity;

(e) Increase understanding about the scientific causes of and the ways to prepare for and reduce the effects of climate change.

(f) Inform students on how to meaningfully respond to the negative impacts of climate change by engaging in stewardship activities, policy-making and civic participation.

(g) Increase understanding regarding the relationship between the ecological, societal and cultural aspects of climate change.

(h) Provide opportunities to study how climate change disproportionately impacts the environment and natural resources of historically underserved populations.

(i) Educate students on natural resource management, economics, and labor as those topics relate to climate change mitigation and adaptation within the context of students’ local communities.

(j) Inform students about historic and contemporary Indigenous practices and principles for approaching environmental sustainability and ecological knowledge.

(k) Teach students to assess the cycles of garbage, waste, emissions, and other byproducts of human activities, including the short-term and long-term impacts on human communities and larger ecosystems.

(l) Facilitate discussion about the economic and political factors contributing to climate change.

(m) Provide information regarding the social movements aimed at climate change mitigation and adaptation, environmental sustainability and stewardship of natural resources.

(n) Provide opportunities to study natural resources, conservation, and consumption, and models of balance within the earth’s systems.

(o) Facilitate connections between humans and other species, and the natural systems and processes, within the context of students’ local communities.

(p) Explore ways to build resilience in communities, and societal systems and  practices, in response to climate change.

Prepared by Oregon Educators for Climate Education (2021-2023). Contact page.