THE NEED FOR CLIMATE CHANGE EDUCATION IN PUBLIC SCHOOLS BY: JAMES FREDRICKS, PHD
In certain middle and secondary school grades, the new science standards cover topics associated with ecosystems and the impact that humans and nature have on them. Although climate change is not emphasized by name, there are science standards associated with ecosystems where climate change could and should be taught by teachers. It also is the opportunity where impacts on EJ communities could be introduced. The problem is a lot of the specifics that are to be taught within a standard are not spelled out for science teachers to teach. Teachers are not required to teach about climate change, and many teachers probably do not know what EJ communities are and how climate change affects EJ communities more so than others. Then the question is how can we get this type of information included in the science curriculum being taught in schools? The South Carolina Department of Education encourages teachers to use hands-on learning projects as a part of their classroom and/or outside-of-the-classroom instruction. These activities can include research projects and educational demonstrations conducted by the students to complement the traditional classroom instruction. For new ideas, schools often turn to universities to develop new learning projects for teachers to use to reinforce the subject matter being taught in the classroom. Introducing the concept of environmental impacts on underserved communities due to climate change could be incorporated into some of these science projects. I am in the process of developing new hands-on research projects for science classes in the State’s middle and secondary schools to use that are based on the new science standards. These grade-specific projects will include information about what climate change is, how it affects different ecosystems, and to introduce thought-provoking questions for students to consider such as how climate change will impact underserved communities. Hopefully this type of program will inspire many of our future leaders to institute solutions to this world-wide problem that will include, if not focus on, needed benefits to EJ and other underserved communities.
James Fredricks, PhD Youth Science Curriculum development Professor in the Department of Plant & Environmental Sciences Clemson University
35 E. J. TODAY
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