By Kathy Dervin and Rebecca Franke
With a changing climate so increasingly evident, did you ever wonder how the issue is being addressed in our schools? According to a report issued this year by the National Center for Science Education, the answer is very mixed. The good news is that science teachers in a large number of schools spend some time on climate change. The bad news is that many of these teachers believe that they don't know as much about climate change as they do other science topics. And "less than half of all science teachers are aware that more than 80% of climate scientists think that global warming is caused primarily by human activities." Clearly, there's much work to be done to provide teachers and students with the information they need in order both to understand the magnitude of the issue and possible responses.
Coincident with the release of this report, the Club's California-Nevada Regional Conservation Committee (CNRCC) passed a resolution calling for all high school students to become climate literate:
Climate Change Literacy for High School Students:
Sierra Club California wants all high school students to know the fundamentals of climate literacy, including (1) causes of climate change; (2) its potential for harm; (3) what is required to avoid climate destabilization; (4) actions needed to ensure a livable future; and (5) the key people and institutions involved in implementing those actions.
Implementation of this resolution is now the focus of a statewide Climate Literacy Committee. Its members are looking into the state of climate-change education in California, and especially the resources available to schools to address the subject.
The committee’s first priority has been to provide feedback to the California Department of Education (CDE) on its Draft Science Framework for California Public Schools. The Framework reflects California's adoption of the Next Generation Science Standards (NGSS) for K-12 schools. The standards are the result of a multi-state effort to deliver an internationally benchmarked science education to all students. Comments will be submitted to the CDE before its August 28 deadline.
This effort is complemented by a growing number of initiatives to ensure that climate change is fully — and urgently — addressed in school curriculums. For example:
- The Portland School Board passed a strong resolution in May directing “... the Superintendent in collaboration with PPS students, teachers, and community members to develop an implementation plan so that there is curriculum and education opportunities that address climate change and climate justice in all Portland Public Schools."
- Following up in July, the National Education Association (NEA) voted to support the action of the Portland School Board and to encourage its state and local affiliates to develop similar climate literacy resolutions for their own communities.
- In June, Senator Markey (D-Mass) introduced the Climate Change Education Act (S-3074). It would require the National Oceanic and Atmospheric Administration (NOAA) to establish a "Climate Change Education Program" which would, among other provisions, "broaden the understanding of human-induced climate change, possible long-term and short-term consequences, and potential solutions."
WhatYouCanDo
Currently, the Climate Literacy Committee is focused on state-level actions, but we intend to address how chapters can get involved in implementing the resolution in their local high schools. We are looking for volunteers — especially current, former and retired educators — to get involved in the statewide committee now or in a Bay Chapter committee this fall. To become involved in these efforts, please write to Kathy Dervin at dervin.kathy@gmail.com and watch for further announcements.