Some L.A. teachers, tired of waiting, are creating their own climate curriculum Reies Flores, a career and technical education agriscience teacher, walks through the gardens at Sotomayor Arts and Sciences Magnet in Los Angeles in June. (Allen J. Schaben/Los Angeles Times) In the last couple of years, the Los Angeles Unified School District, the Los Angeles County Office of Education and the state of California have affirmed their commitment to climate education for all students, pre-K through 12th grade. In October, Gov. Gavin Newsom signed Assembly Bill 285, requiring climate education for all public school students starting in the 2024-25 school year.
Los Angeles-area public schools are now guided by the country’s most ambitious climate education policies, according to local school administrators and advocates for environmental education. There’s just one problem: There’s little additional money for any of it. Tired of waiting for politicians to step up with funding, some teachers are investing personal time and talent to create their own climate lessons and raising funds for green initiatives on their campuses. Angela Capps leads kindergarten students on a hike at Earthroots Field School in Silverado Canyon. Allen J. Schaben / Los Angeles Times Teacher Arturo Romo shows student Jason Aviles, 17, how to harvest basket making material from a native habitat area at Sotomayor Arts & Sciences Magnet. Allen J. Schaben / Los Angeles Times Fabienne Hadorn, co-founder of Arroyo Nature School, reads to the children in South Pasadena. Christina House / Los Angeles Times
Within the Los Angeles Unified School District, these teachers are often tapped to be “climate champions.” Principals at each of the district’s roughly 1,220 schools are to pick one teacher who will receive $900 a semester to help other educators on their campus create climate-centric lessons. A statement from LAUSD says: “Through the school’s Climate Literacy Champions and all classes, including science, students learn about climate change by tackling real-world problems connected to the 17 United Nations Sustainable Development Goals.” The “champions” get together regularly to support one another and share ideas and work with their principals to encourage other teachers to join the effort. But some of them say it is a daunting responsibility, adds to an already heavy workload and can lead to burnout.
This statement highlights the challenges faced in implementing the climate literacy policy. The policy, aimed at educating students about climate change, has been met with limited success. The lack of widespread implementation and insufficient training for champions have hindered its effectiveness. Garcia’s concerns are echoed by other experts who have expressed similar criticisms.
Baez encourages teachers to seek support from nonprofit education funders. A favorite of hers is Esports for Good , which offers a “Minecraft” video game based on the United Nations’ sustainability goals. Students create virtual solutions to real-world climate problems. Individual schools have found support for climate programs from private foundations and federal and state grants. Read more: Editorial: California’s next school bond should include money for grass, trees and green spaces on campuses One of the leading nonprofits in this field, Ten Strands, is the force behind the California Environmental Literacy Initiative, a centralized effort to press state and local education leaders to fulfill their commitments.
This network fosters collaboration and communication, leading to improved student outcomes. **Elaboration:**
This collaborative network, often referred to as a “learning community,” is a vital component of effective education. It transcends the traditional boundaries of individual schools and institutions, encompassing a diverse range of stakeholders.
The U.S. government is offering various financial incentives to encourage the adoption of clean energy technologies. These incentives include federal rebates, grants, and other programs aimed at making clean energy more affordable and accessible.
The summary provided focuses on the potential benefits of a program aimed at improving the quality of education in disadvantaged communities. It highlights the importance of investing in sustainable schools and the potential for such investments to create positive social and economic impacts. **Detailed Text:**
The potential for a program focused on improving the quality of education in disadvantaged communities is undeniable.
The propositions are real progress, said Mikaela Randolph, who runs the Southern California Leadership Institute of the nonprofit Green Schoolyards America , whose goal is to expand tree canopies to cover at least 30% of every school campus nationwide, enough to reduce campus temperatures, according to the group’s research. “Dedicated funds to move this work forward is an opportunity to re-envision our schools,” said Randolph, allowing outdoor learning while protecting students from the effects of climate change. Kids learn about the environment at a camp operated by Earthroots Field School in Silverado Canyon. Many educators like to take their lessons on the environment outside. (Allen J. Schaben / Los Angeles Times)
* Chrysiliou, the CEO of a company called “The Climate Action Group,” is developing a plan to address climate change. * He believes that climate change education and engagement are crucial for effective climate action. * Chrysiliou is focusing on developing a “road map” for climate literacy education and engagement, construction, operations and maintenance.
This story originally appeared in Los Angeles Times.