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Climate Justice League

November 21, 2019

CLIMATE SCIENCE IN WASHINGTON STATE

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Introductions

Stacy Meyer - ESD 112

Sahar Arbab - WA Green Schools

Meredith Lohr - WA Green Schools

Deb Morrison - Institute for Science and Math Education, UW

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Norms

  • Assume positive intentions
  • Engage in the struggle and discomfort that work in climate justice often entails
  • Learn with the intent to take action
  • Lean in and support others to lean in

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Logistics

WIFI - esd112guest

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Bathrooms

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FOODE cafe

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Google Drive shared folder:

[insert link]

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Today’s Agenda

8:30-9:00 Welcome and Activator

9:00-10:00 Teacher Share-Out

10:00-10:15 BREAK

10:15-11:15 Supporting Student Voice / Student Action

11:15-12:00 Teacher Share-Out

12:00-12:45 LUNCH

12:45-1:30 Student Surveys

1:30-2:15 Teacher Share-Out

2:15-3:00 Using Real World Stories to Plan Learning Activities

3:00-3:30 Wrap Up

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Activator

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Some Literary Inspiration

Take 5 minutes to explore your book on climate change

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Be ready to introduce your book

  • How would you use this book with students?
  • What are the justice connections?

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Give One, Get One

Find someone in the room to introduce to your book

  • How would you use it with students?
  • What are the justice connections?

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After both partners have had a chance to share, trade books! (and be ready to share your new book with someone else)

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Teacher Share-Out

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Teacher Share-Out

  • Overview
    • Name and teaching context
    • Resources used
    • Process - how did you develop the learning activities?
    • How did the learning from Climate Justice League impact this work?
    • What did you want students to get out of this learning activity?
    • How did you assess student learning? What were you looking for?

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  • Student work
    • Background information about the student work (what are we looking at?)
    • Where in the learning sequence did this take place?
    • What did you learn from looking at the student work?

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BREAK

We’ll resume at 10:30

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Supporting Student Voice and Action

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Aji Piper, 19, Seattle, WA

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Ted Talk: Kids Sue the government to fight climate change -- and win

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Group Discussion

  1. What stood out to you?

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  • In what ways was or could he be supported by adults?

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  • How can educators support student voice/activism in the classroom?

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Taking Action in the Classroom

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Read: “Ideas for Student Civic Action in a Time of Social Uncertainty”

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Group Discussion: How might you use this framework to engage students in taking action on an issue of your choice?

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Teacher Share-Out

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Teacher Share-Out

  • Overview
    • Name and teaching context
    • Resources used
    • Process - how did you develop the learning activities?
    • How did the learning from Climate Justice League impact this work?
    • What did you want students to get out of this learning activity?
    • How did you assess student learning? What were you looking for?

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  • Student work
    • Background information about the student work (what are we looking at?)
    • Where in the learning sequence did this take place?
    • What did you learn from looking at the student work?

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LUNCH

We’ll resume at 12:45

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Student Surveys

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What are Practical Measures?

https://tinyurl.com/UW-practical-measures

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STEM Teaching Tools

www.stemteachingtools.org

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Teacher Share-Out

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Teacher Share-Out

  • Overview
    • Name and teaching context
    • Resources used
    • Process - how did you develop the learning activities?
    • How did the learning from Climate Justice League impact this work?
    • What did you want students to get out of this learning activity?
    • How did you assess student learning? What were you looking for?

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  • Student work
    • Background information about the student work (what are we looking at?)
    • Where in the learning sequence did this take place?
    • What did you learn from looking at the student work?

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LNG in Tacoma

Using Real World Problems to Plan Learning Activities

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Read through the articles. As you read, take notes on the following questions:

1) What are the potential impacts of the proposed LNG facility?

2) Who are the different stakeholders in the conversation? What are their opinions about the proposed facility?

3) How is this story connected to climate change?

4) What questions do you have?

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More content information from Sightline Institute:

https://www.sightline.org/2018/02/20/sightline-to-testify-at-hearing-for-tacoma-lng-protesters/

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Science of fracked gas:

https://www.sightline.org/2019/02/12/calling-natural-gas-a-bridge-fuel-is-alarmingly-deceptive/

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https://climate.nasa.gov/

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Jigsaw Protocol and Concept Maps

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https://serc.carleton.edu/NAGTWorkshops/complexsystems/assessments/climate_change_concept_map.html

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WRAPPING UP

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Upcoming

December 6th Climate Strike

WHERE: Waterfront, 695 Waterfront Way, Vancouver WA 98660

WHEN: Friday, December 6th

TIME: 4 p.m.

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Drawdown EcoChallenge

April 2020

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Next Steps

  • New and continued collaboration
    • How do we as a group want to continue moving forward?
    • Is this structure helpful for other teachers

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  • Sharing your work - Local to Global
    • Your networks
    • Conferences
    • Writing - practice briefs, research, web resourcing
    • Fellows
    • CLEAN
    • UN connections

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What is your sphere of influence for climate justice education?

Building a Climate Justice Education Framework

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One last time...

[insert link]

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Safe travels!