# data[].attributes.body
I knew a little about climate change already, but am largely unfamiliar with Climate Justice Education and look forward to learning more about it, as well as how that knowledge can be used in the classroom.

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I think this needs to be part of the conversation moving forward, but is not currently part of what is being taught.

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Since I do not teach science it is difficult for me to say how much climate change is covered, but I do not hear students talking about it or see it reflected in the projects they present.

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In our middle school it seems to be a combination of a lot of video learning and project based learning.

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Science education is often treated as a less important content area in #elementary schools. Climate change science/justice are not topics covered in curriculum nor NGSS standards for #5th grade.

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I don't know much about this as an Elem Ed teacher

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I feel like many teachers lack the confidence, knowledge, or training to cover this topic in depth and well with students. Some want to address it though because kids are interested!

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Feels like another thing that teachers struggle to fit in the day or the month and many districts have older curriculums that are out of date and not engaging or hands on.

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We teach it using outside resources - not included in school bought curriculum.

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What happened to labs? experiments? I have to teach science in a carpeted classroom with no materials, supplies, or access to anything "scientific"?

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This is also not explicitly taught in our curriculum.

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This is not something that I feel is explicitly taught in our curriculum.

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Absolutely awful. Our science curriculum is mostly reading and kids writing. It is not very hands on or exciting to them.

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Not an area that is taught in elementary ed. 

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Not an area that is taught in elementary ed. 

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Not well represented at the elementary school level. 

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Not well represented at the elementary school level. 

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Lacking over all. I feel like elementary science is haphazard and not good scope and sequence.

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Lacking over all. I feel like elementary science is haphazard and not good scope and sequence.

# data[].attributes.body
I'm not really sure what is meant by this. I'm guessing it has to do with how climate or environmental issues impact specific populations more than others?

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This is a challenge where I teach because many curriculum focus on worse-case scenarios and quite a few of my students are reluctant to believe climate change exists to begin with. Using fear-based education doesn't usually change their minds. They need to see practical reasons why it is important to them.

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At the middle school level, there is a broad level of knowledge students are expected to know and depending on the curriculum or how your district divides up the NGSS, it could be very hands on (such as with chemistry or Newton's Laws) or more theoretical in nature. However, students need it to be interactive and in my experience, this comes through being project based.

# data[].attributes.body
I'm not really sure what is meant by this. I'm guessing it has to do with how climate or environmental issues impact specific populations more than others?

# data[].attributes.body
This is a challenge where I teach because many curriculum focus on worse-case scenarios and quite a few of my students are reluctant to believe climate change exists to begin with. Using fear-based education doesn't usually change their minds. They need to see practical reasons why it is important to them.

# data[].attributes.body
At the middle school level, there is a broad level of knowledge students are expected to know and depending on the curriculum or how your district divides up the NGSS, it could be very hands on (such as with chemistry or Newton's Laws) or more theoretical in nature. However, students need it to be interactive and in my experience, this comes through being project based.

# data[].attributes.body
There is very limited time for science in the classroom. A lot of our schedule is developed around reading, math, and interventions for reading/math. Mainstream science needs to be engaging and interactive!

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More focused, themes could fit into different disciplines of science 

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More focused, themes could fit into different disciplines of science 

# data[].attributes.body
This is a challenging topic in this political environment where any steps in that directions are being decimated right when it was just started to be addressed. I'm interested to see how we can advocate.

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We have APES at the high school level and the student population is highly motivated to take the course and learn more. I think some of the math involved can be daunting for our more challenged students. So, it would be great to see how climate change issues can be incorporated into the lower level science courses.

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Coming from my high school observations, I think of book learning with the occasional lab and a lot of ALEKS.

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This is not an area that I have seen taught to early elementary students. Interested in seeing how this would be done.

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I think that this is an important topic to share. I have not seen this done with 1st graders.

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I think of discovery based learning. Hands on experimenting trying to answer open ended questions.

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This is new for me! I look forward to learning more!

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I think it's important to have this covered in science curriculum. I haven't seen it covered in curriculum I've taught before, so I'm interested in learning more.

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I think of a mixture of hands-on learning and learning through instruction. I think of the Next Gen Science Standards and learning through questioning and projects

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This is new for me, but I think it is important that this education is equitable and accessible to all.  I think we need to look at how climate change affects different populations and changes our societies. 

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This is new for me, but I think it is important that this education is equitable and accessible to all.  I think we need to look at how climate change affects different populations and changes our societies. 

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I love that we are teaching students about our changing environment through science.  This does seem like a tough topic to cover right now and there is a little fear with teaching these topics.

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I love that we are teaching students about our changing environment through science.  This does seem like a tough topic to cover right now and there is a little fear with teaching these topics.

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I think of project-based learning and the New Generation Science Standards.  Students are getting to explore a question or a phenomenon through the scientific principles.  It's super hands-on and engaging. 

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I think of project-based learning and the New Generation Science Standards.  Students are getting to explore a question or a phenomenon through the scientific principles.  It's super hands-on and engaging. 

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I worry about this currently, in the political climate we are living through in 2025. I worry about the lack of care for our planet that is being promoted by our president. I worry about teachers being penalized for speaking science and speaking truth. I worry about people being fair-weather truth speakers, only speaking it when there are no consequences. I hope for brave teachers causing good trouble, but know how scary it can be when it feels like your livelihood is on the line.

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This makes me think of equity and justice within climate change. Who it's impacting, who it isn't, who is further marginalized because of their lack of support or access. Which communities and cultures are most at risk for the effects of climate change - how do people with privilege effect those communities because of their action or non-action.

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Learning about the way we treat resources as a global community is important in order to understand how balance and equity can be achieved so that people can look forward to a future that is sustainable and safe for everyone.

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It is our responsibility to teach students the facts about climate change in a way that they can understand, based in well substantiated research. Although I am not a Science teacher, I think it might be an interesting idea to collaborate with Science teachers to see if students might benefit from processing information about climate change within a theater arts context.

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I think the characteristics of mainstream science have undergone immense change. I lament that students are learning Science through less hands on experiences and are now interacting with the subject in a more passive way, online multimedia.

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I think it would be giving a voice and perspective from groups that are often marginalized. Hearing how indigenous people have been living in balance with the land for generations and can help create policy that protects our resources.

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Characteristic of climate change science education at the elementary level is typically tying global warming into easier to grasp concepts like ice caps melting, air pollution, etc.  Student do not usually get a chance to deep-dive into the effects and how they relate to climate change. 

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Characteristic of climate change science education at the elementary level is typically tying global warming into easier to grasp concepts like ice caps melting, air pollution, etc.  Student do not usually get a chance to deep-dive into the effects and how they relate to climate change. 

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It is a practice that we try hard to "fit" into the schedule and spend very limited time on science in the gen Ed classroom.

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Characteristics of Mainstream Science Education

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Characteristics of Mainstream Science Education

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It should be interactive, engaging, and there should be a personal connection to the topic.

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I am unfamiliar with the topic. I think it maybe about different political power plays into the climate change and how to make it more equatable.

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Not sure, I have not had a chance to see the programs yet. I would image it starts with daily life activities to make it more applicable.

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Characteristics of Mainstream science education

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Characteristics of Mainstream science education

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Fun, engaging, hands on

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I am unfamiliar with this and excited to learn more!

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I think a characteristic is teaching students about climate change through curriculum and without bias.

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Characteristics of Mainstream Science Education

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Characteristics of Mainstream Science Education

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I think the characteristics of this is hands on learning.

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I have never seen Climate Justice addressed in any Science Curriculum and I've used a few!

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Our Science kits touched upon aspects of Climate change without ever refering to it as a global isssue or putting it into a bigger context. There are major hurdles in small, rural districts to overcome misinformation and outright denial of climate change evidence.

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Inquiry based labs, student exploration and hands-on projects that develop student understanding of the scientific process. Integrated reading and research as well as application of math and technical skills.

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This is something that I am unsure about. I believe it is what children learn about science through their education.

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Climate Change Science Education is important for children K-12. I think that there are many false narratives out there about Climate Change, and as educators it is our job to start sharing with students the factual information about the changes happening to our planet. This issue is not one that should be up for debate, as there is evidence to support the issue. It is our job to present the facts to students in a way that best connects to their understanding of the world around them.

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This is not something I am familiar with. I would like to learn more about it. Climate Justice does make me think about justice for the environment and ways that we can lessen our impact and the ways we intentionally and unintentionally harm the Earth and contribute to Climate Change.

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I have not heard of this!

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Climate change seems to be a back burner issues that is touched on at best in most cases.

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In the CTE world we build individual frameworks for each district focusing on that we (the teacher) thinks is an important standard/learning target rather than the state. However, then students take a state assessment based on the standards/learning targets the state deems important.

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Tell me more! Are we going to hold people accountable for their actions, and show students how they can be a part of the movement to make the world a better place.

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I think that climate change is not directly discussed with students. As teachers and society it is eluded too, but not always so clear.

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I think that MSE is a HUGE puzzle that teachers have to put together. There are so many avenues, so many ways to explore, and different levels of understanding. STE(A)M also plays into this, and it's more than a fun Buzz Word.

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This is a main area that I would like to develop much further.

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I wonder if the characteristics of climate change include parts that we have seen demonstrated throughout history. Considering our impacts as humans overtime on the planet and climate.

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I am wondering if mainstream science is the general science standards that guide science education. Specifically the NGSS standards.

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I need to learn more about this. I haven't heard about it before.

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I feel like teaching about climate change is challenging in 1st grade. It is also not part of our regular curriculum, so outside of teaching lessons around reducing waste and recycling, I don't teach very many lessons about it.

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I wonder if mainstream science education differs across the united states. I wonder whether Washington State has more about climate change in our curriculum than in some other states across the country.

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I have never heard of this

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I have never taught climate change science since I have always taught younger grades. So I am not sure what the characteristics would be for this idea.

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When I think of this I think of the common facts and information that most people know or have learned about climate change.

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To me, mainstream science is about facts and methods, taught as neutral. Climate science connects those facts to real-world climate issues. Climate justice education goes further it focuses on equity, lived experiences, and taking action.

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Inquiry, scenarios, hands-on activities, observation, scientific method

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I feel like this isn't included in early childhood "official" science curriculum. It comes up from read alouds and events at school.

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I don't know anything about this yet!

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I have never taught climate change science education. It has maybe come up in Mystery Doug videos in regard to animal habitats.

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Hands-on activities, KWL charts, scientific process

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I need more information about this topic.

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Climate is changing with the increase of weather being more hotter. I believe that society needs education on how to save our environment.

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I have some background information about Climate change and how it affects societies. However, I want information about climate justice.

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I have not heard of this before, but am curious to learn more.

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I have not heard of this before, but am curious to learn more.

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It would be nice to learn more about climate change to have a better understanding. 

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It would be nice to learn more about climate change to have a better understanding. 

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I would like to learn more about the Characteristics of Mainstream Science Education. Science is a passion of mine!

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I would like to learn more about the Characteristics of Mainstream Science Education. Science is a passion of mine!

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I would like to learn more about all of this! 

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I would like to learn more about all of this! 

# data[].attributes.body
I would like to learn more.

# data[].attributes.body
I have not taught this before.

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I am not sure.

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I am not familiar with this topic, but look forward to learning more.

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As a 5th grade teacher, I have only ever touched on this topic while teaching about the spheres of the earth. I believe it should include historic climate change information as well as the impact of humans and human activity on climate.

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Mainstream science education is about meeting NGSS standards and includes inquiry and problem solving. It focuses on core concepts and is addressed to all students.

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Characteristics of Climate Justice in Science Education

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Characteristics of Climate Justice in Science Education

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The characteristics focus on how climate change disproportionally affects marginalized populations/communities and how that perpetuates the current inequities that were started over 200 or more years ago - this is frequently 'left out' of science education in my opinion as I see many teachers treat it as an individual unit rather than an integration across the subject matter. I see them 'save it' for the end of the year and then it conveniently gets dropped due to a 'lack of time' - I don't think there is enough climate justice in science education today

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Characteristics of Climate Change Science Education

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Characteristics of Climate Change Science Education

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A focus on such things as extreme weather event changes, sea level rise, ocean health/temperature increases, population changes due to temperature changes/climate changes such as migration patterns or insects at higher elevations attaching specific plant species due to temperature increases/shorter cold seasons, and possible mitigation methods - It's typically approached as a stand alone instead of an integrated approach throughout the school year and some teachers leave it out completely

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Using NGSS standards to teach students; however, it doesn't necessarily address culture, regional relevance, student interest - mostly indoors, mostly white/European bias, mostly traditional classroom setting

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Though I've heard of Climate Change Science Education, it is not something I have taught before. 

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Though I've heard of Climate Change Science Education, it is not something I have taught before. 

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NGSS standards, Data, Cross Cutting Concepts across units and STEM

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NGSS standards, Data, Cross Cutting Concepts across units and STEM