# data[].attributes.body
an online weather and climate curriculum for teachers.

The lesson packages were co-developed between NIWA’s climate researchers and meteorologists, and teachers and students from a group of West Auckland intermediate schools. Rangi (meaning weather or sky in te reo Māori) is designed to offer intermediate age students an engaging and interactive way to learn about Aotearoa’s weather and climate

# data[].attributes.attachment_link.readable_text
Rangi is an online weather and climate curriculum for teachers.

The lesson packages were co-developed between NIWA's climate researchers and meteorologists, and teachers and students from a group of West Auckland intermediate schools. Rangi (meaning weather or sky in te reo Māori) is designed to offer intermediate age students an engaging and interactive way to learn about Aotearoa's weather and climate, inspiring children to consider a future career in a STEM-related field. Rangi is supported by MBIE's Unlocking Curious Minds contestable fund.

Each lesson contains a teaching resource package with theory, videos, activities, experiments and quizzes.

# data[].attributes.attachment_link.title
Rangi - weather and climate lessons for teachers

# data[].attributes.attachment_link.description
Rangi is an online weather and climate curriculum for teachers. The lesson packages were co-developed between NIWA's climate researchers and meteorologists, and teachers and students from a group of West Auckland intermediate schools.

# data[].attributes.headline
Thin Ice - Year 10 Climate Change unit - NZ

# data[].attributes.subject
Thin Ice - Year 10 Climate Change unit - NZ

# data[].attributes.body
Science curriculum

# data[].attributes.headline
Exploring the impacts of climate change in through the eyes of women

# data[].attributes.subject
Exploring the impacts of climate change in through the eyes of women

# data[].attributes.body
For older students - which could include Y7-8. Uses poetry and drama to explore impacts and perspectives.

# data[].attributes.attachment_link.title
Making the Change - Female Climate Fighters: Learn how climate change impacts on people’s lives

# data[].attributes.attachment_link.description
Climate change is already having a huge impact on millions of people all over the world.

These resources for ages 11-16 use a film narrated by poet Roger McGough to look at how women in Bolivia, Philippines, Zimbabwe and the UK have been affected by climate change, and how they are respond…

# data[].attributes.attachment_link.readable_text
A Call to Action for all Teachers

Imagine how many teachers create wonderful coursework for students that is locked away in a file cabinet instead of being shared.

Imagine what could happen if that coursework was accessible to other teachers, schools, associations and youth around the world, with credit given to you.

Imagine volunteer translators could transform your coursework into languages recognized in over 100 nations, making it accessible to all students.

This can become a reality with your help. We need volunteer teachers to blog and post their coursework on this portal to be shared with teachers around the world. Contact us at: translate@zerofootprint.net

Youth Calculator - Getting Started!

Students can participate in the (OF)2: Our Footprints, Our Future! project by participating in the (CO)2 Youth Calculator and by joining the online discussion forums in which teachers and students are sharing their activities to reduce their carbon dioxide emissions/footprint.

The first step is for your students to register at the Calculator site: www.youth.zerofootprint.net, by selecting your language of choice and then clicking on the "Get Started!" button.

Students are first asked to create a username & password and then to identify their gender, age and school name. Students begin by typing the name of their school and it will appear from a list of options - select the correct school from the list. If it does not appear, please send an email to youth@zerofootprint.net to have your school added to our database.

Next, students are presented with a series of questions and tips, starting with "travel" followed by "tips" about different options for setting specific goals for themselves (for example, "I will ride a bike instead of riding in a car"). By setting a goal, they are helping to pledge a reduction of CO2, which will be joined and/or compared with goals set by students of the same age/gender at different schools and in different countries.

The categories are: Travel / What you eat / Home / What you use / What you throw away

At any time, students can click on the results button at the bottom right to calculate their carbon footprint. They do not have to finish all the questions at one time, but can log-off and return at any time to answer any remaining questions.

Calculating one's Carbon Footprint

When a student clicks on the results button, they are taken to the results page where they can compare their carbon footprints and goals with those of others in the same or different school, country, gender and age group. They can see these comparisons by clicking on the "My School" "Boys/Girls" "Country" and "Age". To compare with a specific school, the student should start typing the school name and keep typing until the desired school's name appears. A comparison with different countries works the same way.

They can also see how many earths it would take to maintain the level of carbon dioxide that they are producing from their lifestyles, assuming that everyone produces the same amount as they do.

In the upper right corner, they can also see the total amount of CO2 that students worldwide have pledged to reduce by changes in their lifestyle. The goal that students are collectively trying to meet this year is to reduce CO2 production by 35,000 tons.

Hopefully, these results and the issues raised in the tips/goals can become part of the discussion that students have together in the forum for Our Footprints, Our Future: http://www.iearn.org/

# data[].attributes.attachment_link.description
Imagine how many teachers create wonderful coursework for students that is locked away in a file cabinet instead of being shared. Imagine what could happen if that coursework was accessible to other teachers, schools, associations and youth around the world, with credit given to you.

# data[].attributes.body
Looking at climate change impacts in our region

# data[].attributes.attachment_link.readable_text
We're taking a leading role, working with government, mana whenua and our communities, to protect our region right now and for generations to follow.

We declared a climate emergency in 2019 and set a big, bold target to be carbon neutral by 2030. We're serious about this. We partner with all sorts of groups, working together to reduce emissions and prepare for the unavoidable effects of climate change. We're taking action now and planning for big changes ahead, to help us reach our carbon neutral goal.

Impacts on our region

We are already seeing the impacts of climate change on our region and these will continue to become more apparent over time.

# data[].attributes.attachment_link.title
Test | Greater Wellington Regional Council

# data[].attributes.attachment_link.description
We declared a climate emergency in 2019 and set a big, bold target to be carbon neutral by 2030. We're serious about this. We partner with all sorts of groups, working together to reduce emissions and prepare for the unavoidable effects of climate change.

# data[].attributes.headline
Living on the edge - A Maori perspective of Climate Change.

# data[].attributes.subject
Living on the edge - A Maori perspective of Climate Change.

# data[].attributes.body
Stuff article

# data[].attributes.attachment_link.readable_text
Taranaki woman Emily Bailey believes climate change is a Treaty of Waitangi issue.

The environmentalist thinks the issue presents a direct threat to Māori and she's not the only one.

Last year, a statement of claim was lodged with the Waitangi Tribunal by the Mataatua District Maori Council.

The claim, made on behalf of all tangata whenua, asserts the Government had failed to fulfil its Treaty of Waitangi obligations to protect Māori land and property.

As a result, it said Māori will suffer serious consequences.

In particular, the claim pointed to the "devastating" impact on the Māori economy as well as social and cultural practices. Water scarcity, the impact on Māori agribusiness and the million-dollar forestry venture were all highlighted as being at risk.

​ READ MORE:
* Second legal action against government emission targets
* Government lacks 'coordinated plan' for climate change, withheld report shows
* Jacinda Ardern's climate change challenge

​ A recent government report, from the Climate Change Adaptation Technical Advisory Group, also identified New Zealand's indigenous population as being vulnerable to the fall-out caused by climate change, in that it presents a risk to marae, cultural heritage sites and food gathering sources.

To date, Bailey said central government's response to the growing problem has been "shameful".

She said the country's decision makers have delayed making any major moves on the issue or been realistic about what is needed to cut emissions.

"The only solution is changing how we live," she said.

Climate change is an issue being spoken at during hui and gatherings Bailey attended around the Taranaki region.

"People are worried," she said.

One of the primary concerns is the impact warmer ocean temperatures will have on shellfish stocks.

"We're going to lose our kaimoana if we're not careful."

Another is the increased risk of flooding and drought, resulting from weather changes.

"It's just getting more extreme and unpredictable," she said.

Bailey, a keen gardener, said she nearly lost all her seeds last year and crops like potatoes had fallen prey to fungus.

"It's just getting really, really hard to grow food and collect food."

Marae on low-lying areas, like Oakura Pā, could also be under threat with rising sea levels and the impact of coastal erosion.

"Often, more importantly, a lot of urupā (burial grounds) are on the coast," she said, including those belonging to Te Ātiawa and Taranaki iwi.

This fact is stressful, Bailey said, and with the legacy of land confiscation still keenly felt by Taranaki Māori, creating new places to bury their dead were already limited.

Bailey works with the Para Kore or Zero Waste movement and sits on the Taranaki Regional Council's policy and planning committee as an iwi representative.

She said one of the recent wins at the regional council was getting an agreement to promote and encourage measures to mitigate the effects of climate change, albeit within the restrictions placed on local authorities under the Resource Management Act.

"There is a consensus that clearly we have to do something."

She said there were increasing numbers of people who were "on board" with the message and the number of people who denied the role humans played in climate change was almost non-existent.

The focus was now on how to deal with it, she said. For Bailey, this included a need for a change in consumer behaviour.

"We have to be happy with less, but nobody likes saying that."

# data[].attributes.attachment_link.title
Living on the Edge: A Māori perspective on the climate crisis

# data[].attributes.attachment_link.description
Taranaki woman Emily Bailey believes climate change is a Treaty of Waitangi issue. The environmentalist thinks the issue presents a direct threat to Māori and she's not the only one. Last year, a statement of claim was lodged with the Waitangi Tribunal by the Mataatua District Maori Council.

# data[].attributes.headline
Climate Change Implications for New Zealand

# data[].attributes.subject
Climate Change Implications for New Zealand

# data[].attributes.body
A report from the Royal Society.
Some good infographics that clarify the impacts for NZ

# data[].attributes.attachment_link.readable_text
2016: New Zealand is being affected by climate change and impacts are set to increase in magnitude and extent over time.

Floods, storms, droughts and fires will become more frequent unless significant action is taken to reduce global emissions of greenhouse gases, which are changing the climate.

Even small changes in average climate conditions are likely to lead to large changes in the frequency of occurrence of extreme events. Our societies are not designed to cope with such rapid changes.

This report describes in general terms the changes in climate that are expected globally and nationally during the 21st century, before focusing on six key areas of risk for New Zealand:

coastal margins

flooding from rivers

availability of and competition for freshwater

changes to our surrounding oceans

threats to unique ecosystems

flow‑on effects from climate change impacts and responses overseas.

Climate Change Implications for New Zealand report sections:

Blog: Infrequently Asked Questions

Read IAQS blog on the watery effects of climate change for New Zealand with Professor James Renwick: Floods for you; sea level rise for me

Blog: Infrequently Asked Questions

Read IAQs blog on why our ability to care for the environment depends, in part, on our ability to navigate risk with Landcare Researcher's Dr Alison Greenaway: Climate: considering future risk.

# data[].attributes.attachment_link.title
Climate change implications for New Zealand

# data[].attributes.attachment_link.description
2016: New Zealand is being affected by climate change and impacts are set to increase in magnitude and extent over time. Floods, storms, droughts and fires will become more frequent unless significant action is taken to reduce global emissions of greenhouse gases, which are changing the climate.

# data[].attributes.headline
Climate action for educators - Mātauranga Māui 

# data[].attributes.subject
Climate action for educators - Mātauranga Māui 

# data[].attributes.body
Closed Facebook page for educators.
A space to share ideas with other teachers.

# data[].attributes.attachment_link.description
到 Facebook 查看帖子、照片和更多内容。

# data[].attributes.body
While many areas of the curriculum are relevant to climate activism, I believe the Key Competenciesoffer a particularly helpful lens through which students can think about what climate activists actually do and how they do it.

# data[].attributes.headline
How does taking part in the School Strike 4 Climate connect with the curriculum?

# data[].attributes.subject
How does taking part in the School Strike 4 Climate connect with the curriculum?

# data[].attributes.body
A twitter thread from Stephanie Pride - 'Future focus is about supporting learners to recognise that they have a stake in the future AND A ROLE AND RESPONSIBILITY AS CITIZENS TO TAKE ACTION TO HELP SHAPE THAT FUTURE'

# data[].attributes.wish_content.attachment_props.text
Wondering what you should think about students spending their time supporting the #SchoolsStrike4Climate? Just letting you know what they are doing is completely aligned with the New Zealand Curriculum and their learning needs - here's a short thread about how: @schoolstrike4c1

# data[].attributes.wish_content.attachment_props.original_text
Wondering what you should think about students spending their time supporting the #SchoolsStrike4Climate? Just letting you know what they are doing is completely aligned with the New Zealand Curriculum and their learning needs - here's a short thread about how: @schoolstrike4c1

# data[].attributes.attachment_link.embed_code
Wondering what you should think about students spending their time supporting the #SchoolsStrike4Climate? Just letting you know what they are doing is completely aligned with the New Zealand Curriculum and their learning needs - here's a short thread about how: @schoolstrike4c1
— Stephanie Pride (@StephaniePride) March 5, 2019

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
Wondering what you should think about students spending their time supporting the #SchoolsStrike4Climate? Just letting you know what they are doing is completely aligned with the New Zealand Curriculum and their learning needs - here's a short thread about how: @schoolstrike4c1

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Wondering what you should think about students spending their time supporting the #SchoolsStrike4Climate? Just letting you know what they are doing is completely aligned with the New Zealand Curriculum and their learning needs - here's a short thread about how: @schoolstrike4c1

# data[].attributes.attachment_link.metadata.attachment_props.text
Wondering what you should think about students spending their time supporting the #SchoolsStrike4Climate? Just letting you know what they are doing is completely aligned with the New Zealand Curriculum and their learning needs - here's a short thread about how: @schoolstrike4c1

# data[].attributes.attachment_link.readable_text
To our elected leaders in Parliament.

We are the youth of Aotearoa. Your children. Your grandchildren. Your future leaders. We have an urgent message for you, supported by thousands of New Zealanders.

For over 50 years we have known that climate breakdown poses an existential threat to life on Earth. We have known that we cannot afford to keep burning fossil fuels, and depleting our oceans, rivers, forests and land. And yet we have continued to do just that.

Soon we will inherit the consequences of this inaction, and we are scared.

What's more, we know that thousands of people around the world are already on the frontlines of climate breakdown. Our neighbours in the Pacific are facing the loss of their homes, culture and livelihoods as the ocean rises to their doorsteps.

The great injustice is that those suffering most have done the least to cause this crisis. Our generation will not stand by while this injustice unfolds.

We have a vision for a safe climate future 🌿. One with plentiful native forests, clean rivers and thriving ecosystems that allow life to flourish. One where people live in harmony with nature and understand that our wellbeing is inextricably linked to its wellbeing. We envision a world where each generation actively works towards a more beautiful world for the next.

Intrinsic to this, is the need to acknowledge the knowledge and approach to guardianship of our natural environment that has been long demonstrated by Māori in Aotearoa and by Indigenous peoples all over the world.

As we sit on the brink of environmental collapse, we must follow the leadership of Indigenous communities who have for so long been fighting for the protection of Papatūānuku, our Mother Earth, and practice values such as Manaakitanga, Kaitiakitanga, and Whānaungatanga in order to restore balance on this planet, our only home.

Our generation, and those to come, have a right to this future and we will stand up for it. Since March 15th, tens of thousands of us have gone on strike from our kindergartens, schools and universities. We send a strong, united message to the New Zealand Parliament that the youth of Aotearoa demand climate justice. Our movement continues to grow every day, and we have seen an outpouring of support from New Zealanders of all walks of life ✊🏽.

We are committed to making changes in our own lives to minimise our environmental impacts; alongside strikes we have organised beach clean ups and tree plantings across Aotearoa. But we know that the scale of the problem is escalating. We need fundamental systemic change. We need to see meaningful action from Government and big businesses.

We are calling on our elected leaders to act now to safeguard our collective future. This means:

➡️ Parliament acknowledges the magnitude of the climate crisis and the damage it is causing our Pacific Island neighbours by declaring a Climate Emergency. This move will set the narrative for the urgent pace at which we need to act on climate change and must uphold our democratic values and obligations under Te Tiriti o Waitangi.

➡️ Parliament passes an ambitious Zero Carbon Act into law with cross-party support that puts in place a legally enforceable plan to get to net zero carbon by 2040.

➡️ The Government ceases all exploration and extraction of fossil fuels in NZ. This includes not granting any extensions of existing permits. This must be paired with Government investment in renewable energy production and sustainable transport systems to reduce our reliance on fossil fuels.

➡️ The Government invests in building a renewable and regenerative economy now. This means immediate investment in retraining and the provision of alternative jobs in clean, sustainable industries that don't harm the ecosystems on which we depend for survival. This must be done through meaningful partnerships with communities, Tangata Whenua and youth to ensure a just transition and that no one is left behind.

➡️ The Government honours its responsibility to our Pacific Island neighbours by ensuring its domestic climate policies align with the Paris Agreement 1.5 goal; releasing a public adaptation plan for Climate Change survivors to migrate to New Zealand with dignity; and actively supporting the regional and international diplomatic efforts of Pacific Islands Small Island Developing States to increase climate ambition and mitigate the climate crisis before it's too late.

If our generation is to have hope for a future worth living in, we need your bold leadership now.

We, the youth, have started to move. On September 27, we will be joined by adult allies from all backgrounds. United we will rise, and we will continue to do so until we see climate justice.

We are calling on you to be the leaders you say you are; work with us for a world that you can be proud to pass on 🌏.

From the School Strike 4 Climate movement with the support of the undersigned.

To solve this crisis, everyone has a part to play. We are calling on all New Zealanders to support our call for action, and commit to helping drive change.

➡️ We are asking our business leaders to step up and stand alongside us.

Current business practices are threatening our homes, our families and our communities. We will not stand by while greed for a quick profit undermines our future security, and fuels the loss of homes and livelihoods of our neighbours in the Pacific. If businesses want to continue to have the social license to operate, they need to be a part of the solution. We are the future of the economy, and we will not tolerate inaction on climate change. We ask you, our business leaders, to support our demands of Government and to commit to doing your bit by divesting your businesses from fossil fuels, reducing your emissions, and using your ingenuity and leadership to building the economy of the future; one which doesn't cost us, and future generations, but instead safeguards our continued existence on earth.

➡️ We are asking our parents, grandparents, teachers and communities to step up alongside us.

Think about the things you want for your children or the young people that you love; happiness, stability, freedom, peace, security, health. Climate breakdown puts all of these things at risk. Please listen to us, our hopes and dreams for the world, and help us to make them a reality. Your decisions every day, and your vote every three years, count. Empower your children to fight for their future, and stand in solidarity with them as they strike on September 27.

So, will you join us?

❤️

You can also support the local campaigns for councils to take action on a safe climate future - support and share the campaign for your local council here: https://our.actionstation.org.nz/efforts/declare-a-climate-emergency

We will deliver this Open Letter to our elected representatives at the Wellington Strike 4 Climate on September 27th. Please sign before midday Thursday 26th September. Find the details for our march on Parliament here: https://www.facebook.com/events/448745759188378/

# data[].attributes.attachment_link.title
An Open Letter from the Youth of Aotearoa

# data[].attributes.attachment_link.description
To our elected leaders in Parliament. We are the youth of Aotearoa. Your children. Your grandchildren. Your future leaders. We have an urgent message for you, supported by thousands of New Zealanders. For over 50 years we have known that climate breakdown poses an existential threat to life on Earth.

# data[].attributes.body
Greta has sparked a new wave of youth climate activism with her school strike and insistence that everyone needs to take responsibility.  "You cannot leave the responsibility to individuals, politicians, the market or other parts of the world to take. This has to include everything and everyone.”

# data[].attributes.attachment_link.title
School strike for climate - save the world by changing the rules | Greta Thunberg | TEDxStockholm

# data[].attributes.body
Raven Maeder and Sophie Handford explain what School Strike is all about.

# data[].attributes.attachment_link.title
New Zealand has just been served notice - from TVNZ breakfast Friday 15th February 2019 | By Get Up Stand Up | Facebook

# data[].attributes.attachment_link.description
73K views, 220 likes, 128 loves, 62 comments, 541 shares, Facebook Watch Videos from Get Up Stand Up: New Zealand has just been served notice - from TVNZ breakfast Friday 15th February 2019

# data[].attributes.attachment_link.title
This is serious, we're serious and we care. Climate change is affecting us here and now and the repercussions of inaction become greater with everyday we... | By School Strike 4 Climate NZ | Facebook

# data[].attributes.attachment_link.description
31K views, 332 likes, 190 loves, 46 comments, 435 shares, Facebook Watch Videos from School Strike 4 Climate NZ: This is serious, we're serious and we care. Climate change is affecting us here and...

# data[].attributes.body
Student inquiry looking at how people are moving to school and then supports taking action to improve environmental and social outcomes. It includes climate change learning and citizenship themes. Integrates Te Ao Māori.

# data[].attributes.body
A model to help us take action - thinking about our "social handprint" as well as our "environmental footprint"

# data[].attributes.attachment_link.readable_text
Help - my link to a Sciblogs post has broken!

To redirect any links, simply add the National Library archive address in front of your link,

For example, to get to the main Sciblogs page:

Copy:
https://ndhadeliver.natlib.govt.nz/webarchive/20220622093355/

https://sciblogs.co.nz/ to the end of the URL above

Result:
https://ndhadeliver.natlib.govt.nz/webarchive/20220622093355/https://sciblogs.co.nz/

# data[].attributes.attachment_link.description
Help - my link to a Sciblogs post has broken! To redirect any links, simply add the National Library archive address in front of your link, For example, to get to the main Sciblogs page: Copy: https://ndhadeliver.natlib.govt.nz/webarchive/20220622093355/ https://sciblogs.co.nz/ to the end of the URL above Result: https://ndhadeliver.natlib.govt.nz/webarchive/20220622093355/https://sciblogs.co.nz/

# data[].attributes.headline
Speech winner addresses climate change in the Pacific 

# data[].attributes.subject
Speech winner addresses climate change in the Pacific 

# data[].attributes.body
16-year-old Aorere College student Aigagalefili Fepulea’i-Tapua’i addressed the effects of climate change on the Pacific Islands in her winning speech at Storytellers.

She plans to become an environmental engineer and to continue advocating for her communities.

# data[].attributes.attachment_link.title
Aigagalefili Fepulea’i Tapua’i - Waiting Water- 1st Place

# data[].attributes.body
2018

# data[].attributes.attachment_link.readable_text
Thousands of schoolchildren across Australia walked out of class on Fridayto demand action by the federal government on climate change.

The "Strike 4 Climate Action", inspired by 15-year-old Swedish student Greta Thunberg, brought together children in capital cities and 20 regional centres such as Ballarat, Newcastle, Townsville and Cairns. A large protest was also held in Hobart on Thursday.

More than a thousand primary and secondary students filled Sydney's Martin Place and students in Melbourne marched through the streets, bringing traffic to a standstill.

The prime minister, Scott Morrison, had earlier this week urged students this week not to take part and told them to be "less activist".

On Friday, the resources minister Matt Canavan said he would prefer students to learn about mining and science. "These are the type of things that excite young children and we should be great at it as a nation," he told 2GB radio. "The best thing you'll learn about going to a protest is how to join the dole queue."

In Sydney, student Jean Hinchliffe, 14, took to the stage and told her fellow students the protest was just getting started. "This is our first strike," she said. "Our first action. And it is just the beginning. And we'll keep doing it until something is done."

Lucie Atkin-Bolton, 11, the school captain of Forest Lodge public school, said she had been let down by politicians.

"I wish I didn't have to be here today," she said. "I'm the school captain at my primary school. We've been taught what it means to be a leader. You have to think about other people.

"When kids make a mess, adults tell us to clean it up and that's fair. But when our leaders make a mess, they're leaving it to us to clean up."

Any mention of the prime minister brought boos from the crowd, as student after student criticised his comments. "If Scott Morrison wants children to stop acting like a parliament, then maybe the parliament should stop acting like children," Manjot Kaur, 17, from Ravenswood school said.

The noise was deafening as students waved homemade signs, chanted and sang along to a rendition of Stand By Me. Hinchchliffe called Morrison's electorate office, and encouraged students to call the prime minister every day for the next week.

Freya, 13, and Bee, 14, from Sydney Girls high school, said they felt like their voices were being heard. "Because we don't have a vote in the elections, it sometimes feels like you're silent," Freya said.

Bee added: "You can influence something. Now it actually feels like I am making a difference about something I believe in.

"I think they are misjudging who we are," Freya said. "They are underestimating us, You can look around and see how many people are here."

Elly, 14, was there with her sister Aidan, 10, and said they hadn't expected so many students to turn up. "I wasn't expecting this many," she said. "I thought it would be small. It's so good. I didn't know many people coming from my school, but it's so cool to have everyone else here."

Earlier in the week, hundreds of students from Canberra lined up outside Parliament House, waited on the lawns and met MPs from the Greens and Labor as well as independents.

The Canberra students voiced these concerns in a series of sit-down meetings with the federal Greens leader, Richard Di Natale, Labor MPs Ged Kearney and Julie Owens, Greens senator Jordon Steele-John and Centre Alliance MP Rebekha Sharkie.

On Tuesday, the Senate also approved a motion to support the students, moved by Steele-John and fellow Greens senator Mehreen Faruqi. Other students around the world have also posted messages of support on social media.

# data[].attributes.attachment_link.title
Climate change strike: thousands of school students protest across Australia

# data[].attributes.attachment_link.description
Thousands of schoolchildren across Australia walked out of class on Fridayto demand action by the federal government on climate change. The "Strike 4 Climate Action", inspired by 15-year-old Swedish student Greta Thunberg, brought together children in capital cities and 20 regional centres such as Ballarat, Newcastle, Townsville and Cairns.

# data[].attributes.attachment_link.description
School Strike 4 Climate NZ. 9,979 次赞 · 2 人在谈论. Join us on the streets on the 9th of April 2021, in demanding real, meaningful climate action from our Government ��

# data[].attributes.headline
Russell School pupils Kira Kammerer, aged 12, Evie Trotter, 9 and Lia Kammerer, 12

# data[].attributes.subject
Russell School pupils Kira Kammerer, aged 12, Evie Trotter, 9 and Lia Kammerer, 12

# data[].attributes.body
''We are striking from school to tell our politicians to take our futures seriously and treat climate change for what it is - a crisis. They can show us that they care by taking urgent action to move New Zealand beyond fossil fuels and get the job done of moving us to 100 per cent renewable energy for all.''

# data[].attributes.attachment_link.readable_text
Northern Advocate

Many of today's students see climate change as their ''Nuclear Free moment" and three Northland schoolgirls have organised their fellow pupils to strike from school for the day to protest about the lack of international action on the issue.

Russell School pupils Kira Kammerer, aged 12, Evie Trotter, 9 and Lia Kammerer, 12, were inspired by an international movement of schoolchildren striking to draw attention to climate change, which will affect young people the most into the future.

At least 15 other schools from elsewhere around New Zealand are taking part in School Strike 4 Climate NZ protest and the three girls hope more Northland pupils will take part too.

"We are striking from Russell school on March 15 for the climate, we're going to meet at the school swimming pool gate at 8.45am and then walk down to the village green next to the Russell town hall. We will strike there for the whole school day,'' Evie said.

''We are striking from school to tell our politicians to take our futures seriously and treat climate change for what it is - a crisis. They can show us that they care by taking urgent action to move New Zealand beyond fossil fuels and get the job done of moving us to 100 per cent renewable energy for all.''

So far they have about 23 children striking with them, and hopefully getting some more students involved in the next couple of weeks.

''We are also hoping lots of the community will strike with us. We are doing this because we care about the earth, and we want the government to care and do as much as they can too.''

The campaign is student-led.

''Climate change is one of the biggest problems facing the world and it isn't being addressed quickly enough. In New Zealand, education is viewed as immensely important, and a key way to make a difference in the world,'' the protest website says.

''But simply going to school isn't doing anything about climate change. And it doesn't seem that our politicians are doing anything, or at least not enough, about climate change either. If this is 'our generation's Nuclear Free moment' it's time to start acting like it.
Related articles
''So, as our contribution to the changes we want to see, we are striking from school. We are temporarily sacrificing our educations in order to save our futures.''

Check out which school are striking here:
https://www.facebook.com/schoolstrike4climatenz/?__tn__=kC-R&eid=ARC4U-92gjchWfVBJ3j9D5QG3F83KOX6IxcYHuKqTLVNVnTIN5dJe9M1vlJYRg9wGeFSpD9TfqKA09et&hc_ref=ARQsO-lp8MLMvIzHhkOPjDInr9sztkcwfiaIKKwxJnlG92g7ntfRU-DOenAxl-ikHOA&fref=nf

And what they want from Government here:
https://www.schoolstrike4climatenz.com/?fbclid=IwAR1B1AWmvMveWqBacnFg9NrUPTojsfFVxQTp4q7UcpdwotFsLu_n5jH99Lc

# data[].attributes.attachment_link.title
Three Northland schoolgirls organise strike to protest climate change

# data[].attributes.attachment_link.description
Northern Advocate Many of today's students see climate change as their ''Nuclear Free moment" and three Northland schoolgirls have organised their fellow pupils to strike from school for the day to protest about the lack of international action on the issue.

# data[].attributes.headline
Indigenous Youth Delegation from Aotearoa goes to UN Climate Change talks

# data[].attributes.subject
Indigenous Youth Delegation from Aotearoa goes to UN Climate Change talks

# data[].attributes.attachment_link.readable_text
For the first time ever an Indigenous Youth Delegation from New Zealand is heading to the 2017 Conference of Parties UN Climate Talks in Germany where they hope to present issues of climate change relating specifically to Māori and Pacifica.

Maia Ratana (Te Arawa, Taranaki, Ngāti Raukawa) says, "We're all aware of the state of our waterways in Aotearoa, at least 60% of our waterways are unswimmable now."

Noah Te Rama Thomas Pene (Te Arawa, Ngāti Whātua) says, "Islands that are sinking, when people are displaced around the Pacific, they move from their island and they join a certain system that requires them to purchase their food instead of growing it."

Ratana says, "Creating innovation for the future, so people are going to keep consuming but how can we do that in a thoughtful way."

They are members of the Te Ara Whatu, a group of Māori and Pasifika based in Aotearoa who is looking at climate change issues through an indigenous lens.

"If we manage to influence the policy-making that happens while we are there not just for Māori and Pacific but for Indigenous People around the world to ensure that they are considering Indigenous People in these talks and in these platforms."

The first Indigenous Youth Delegation from New Zealand, they're heading to the 2017 UN Climate Talks (COP23).

"Instead of being represented by the New Zealand Govt. talking on things like climate change that affect the indigenous population," says Pene.

Highlighting objectives Ratana says, "For one, network with other tangata whenua (Indigenous People) from around the globe. There will be all sorts of people from 195 different countries. Also, to try and encourage and influence policy within the negotiations."

Maia wants to leave a healthier world for her descendants.

"So how do we encourage and influence whānau, corporations, friends, businesses to try and improve that and bring that back so that our tamariki (children) and their tamariki get to live in a world that's as beautiful as ours."

The talks will take place from 6 to 17 November in Bonn, Germany.

# data[].attributes.attachment_link.description
For the first time ever an Indigenous Youth Delegation from New Zealand is heading to the 2017 Conference of Parties UN Climate Talks in Germany where they hope to present issues of climate change relating specifically to Māori and Pacifica.

# data[].attributes.body
Background and resources

# data[].attributes.headline
Lucy Gray, age 12 is one of the Christchurch strike organisers 

# data[].attributes.subject
Lucy Gray, age 12 is one of the Christchurch strike organisers 

# data[].attributes.body
“We are going on strike from school to urge our Government to act and protect our future from climate change. We know the use of fossil fuels is creating a climate crisis and is causing worse natural disasters, droughts, wildfires, heatwaves and the loss of our glaciers. We only have 11 years to prevent the worst impacts of climate change, but our politicians are wasting time and putting our future in danger. We are calling on all politicians to work together to limit global temperature rise to no more than 1.5 degrees celsius”.

# data[].attributes.attachment_link.readable_text
Christchurch students to join global Climate Strike on March 15 calling for political action on climate change.

WHAT: The Christchurch School Strike for Climate Action will be inviting students from around the region to join them to rally and speak out against climate change.

WHEN: 15 March 1pm

WHERE: Cathedral Square, ChCh
Christchurch students are going on strike from school on 15th March to call on our politicians to take urgent action on climate change.

School students from hundreds of schools in dozens of cities and towns will join students from around the world to go on strike from school on March 15 over political inaction on climate change. They will joined by adults who will also walk out for the day in solidarity with the students' actions.

The school strike movement was kicked off last year by Year 8 students in Central Victoria, Australia who were inspired by 15 year old Swedish student Greta who started striking in August 2018 and now strikes every Friday.

Lucy Gray, age 12, one of the Christchurch strike organisers said, "We are going on strike from school to urge our Government to act and protect our future from climate change. We know the use of fossil fuels is creating a climate crisis and is causing worse natural disasters, droughts, wildfires, heatwaves and the loss of our glaciers. We only have 11 years to prevent the worst impacts of climate change, but our politicians are wasting time and putting our future in danger. We are calling on all politicians to work together to limit global temperature rise to no more than 1.5 degrees celsius".

The NZ school strike for climate group has also launched an open letter to the NZ Parliament which is gaining support and signatures. https://our.actionstation.org.nz/petitions/climate-declaration-from-the-youth-of-aotearoa
For more information: https://www.facebook.com/schoolstrike4climatenz/
Media Enquiries: chchstrike4climate@gmail.com

www.schoolstrike4climatenz.com

# data[].attributes.attachment_link.title
Christchurch students to join global Climate Strike

# data[].attributes.attachment_link.description
Christchurch students to join global Climate Strike on March 15 calling for political action on climate change. WHAT: The Christchurch School Strike for Climate Action will be inviting students from around the region to join them to rally and speak ...

# data[].attributes.headline
Voices from the Red Tide International Indigenous Climate Action Summit in 2018

# data[].attributes.subject
Voices from the Red Tide International Indigenous Climate Action Summit in 2018

# data[].attributes.body
Climate change is not a taniwha far off on the horizon, it’s right before us demanding we address it

# data[].attributes.attachment_link.readable_text
Climate change is not a taniwha far off on the horizon, it's right before us demanding we address it. In the first week of May, members of Te Whānau-a-Apanui invited indigenous climate change activists and thinkers from Aotearoa and around the world to the Red Tide International Indigenous Climate Action Summit. Jason Renes travelled to Te Kaha to attend and learn what can be done to overcome this great challenge.
The wharekai at Pahaoa marae, just down the road from Te Kaha, is packed with an assembly of people. Mostly youth between 11 and 16-years-old, they fill the length of the dining hall called Kiritapu. None are eating. All are silently listening.

Manaia Sorensen from Te Ehutu hāpu of Te Whanau-a-Apanui is speaking. She is 16, dark-haired and clear-voiced, wearing the yellow and black dress blazer of her school Te Kura o Te Whanau-a-Apanui.

Sorensen talks about what it means to be from the East Coast, how the people of Te Whanau-a-Apanui commune with their tribal rohe by swimming in the awa, diving in the moana and hunting in the ngahere. She paints an idyllic lifestyle, then disrupts it with an important question.

"What if one day all of this was taken from us? What if one day you walked into the bush and heard no life? No trees, and no birds calling?

"'Oh, but this will never happen,'" she states rhetorically. "'So really, why should I even care?'

"Actually, no, this is all happening."

She is highlighting a stark consequence which may come to the East Coast if climate change continues to be ignored.

Earth is warming, waste is widespread in all parts of the environment, and fossil fuel extraction is having debilitating effects on the health of the land, sea, skies and the people of the planet.

Which is why these rangatahi are here, at the Red Tide International Indigenous Climate Action Summit. To discuss ways of tackling the biggest challenge facing them, facing all of us.

This is the youth conference. Learning about climate change is part of the agenda, but the real opportunity Red Tide offers is a chance for the young attendees to discover ways of actively addressing this great test. Over the course of two days they will take part in workshops, try tools and equip themselves with knowledge they can use when they take the lead on climate action.

Civil defence responses and management; mapping the changes in the environment with Geographic Information Systems (GIS); using 3D animation to design water bottles that use an alternative to plastic; trying out slam poetry to discover fresh ways of expressing their thoughts and spreading the message on climate change. Hands-on learning to inspire the youth to action as they look toward the future.

Before the workshops begin, however, Sorensen finishes laying down the wero not only to her peers, but also to the adults in attendance.

"The more we become consciously aware, the more we understand that our actions affect our environment - which affects our future. It is not just a change in action, it is a shift in mindset.

"And that is why we are all here today. From afar, or just from down the road. We have come together as a collective to talk, and discuss the changes that are happening."

One of those visitors from afar is Beangka Elliott. Her whakapapa is to the WSANEC nation and Lekwuagen/Songhees nation, whose territory is at the southern tip of Vancouver Island in Canada. They are known as the 'salt water people'.

Her work back home is centred around developing food systems using the traditional practices of her people with the goal of total food sovereignty for her community.

"I try to ground my work in the idea that violence on land is violence on our bodies," she says.

Her approach is to involve the youth, and have them take leading roles in the projects they work on such as the revitalisation of a trashed playground overrun with invasive plant species. Elliot and her team of youth arranged volunteer days to clean up the site, improving the soil and laying down leaf mulch, until eventually it was ready to be planted with their native foods. The tikanga of her people was what they turned to when it came to planting.

"You can't just plant a normal garden, you have to think about the whole eco-system and how that interacts. Then also the human and spiritual connection to that, we try to incorporate. Through that action we're resisting colonial violence, by taking food systems into our hands and into our public spaces."

The rangatahi at Red Tide are like Manaia Sorensen: they are eager and engaged to take action against climate change. Elliot's experience with the youth from her nation is similar.

"I think there's a hunger in youth to belong somewhere. It gives youth the space to be in a place together that's safe. There's no judgement. And we're just all there to learn.

"I think youth do have a really keen interest in that and they want to know more. We've actually had really good success and it's based on my relationship with them. They come because we're friends. I'm not just a youth worker, I'm somebody that's a part of their life."

Red Tide's on-the-ground organisers are Te Kaha locals. Ora Barlow-Tukaki (Te Whānau-a-Apanui), a co-director and manager at Toi Toi Manawa Trust, and her husband Ray Tukaki (Te Whānau-a-Apanui) both spent the last two years planning the event, and were adamant it take place in the heart of their tribal lands. Toi Toi Manawa are co-presenting the summit along with the Pacific Peoples' Partnership, a non-government organisation from Canada. The NGO is based in Lekwungen territory and they facilitate knowledge exchanges between indigenous communities across the Pacific. There are other allies on board for Red Tide. Seed, an indigenous youth climate network from Australia, and Indigenous Climate Action, another collective from Canada whose focus is climate justice.

Taking action on behalf of the environment is certainly the kaupapa guiding Red Tide, but the core focus of the summit is that indigenous worldviews ought to be at the fore of any response. This theme forms the spine of all kōrero delivered during Red Tide's summit proper, which takes place after the youth conference has finished - up the road from Pahaoa at Te Kaha marae, where the great tīpuna whare, Tukaki, stands.

More than a dozen guest speakers offer their views and wisdom over three days at Te Kaha marae. Te Whānau-a-Apanui's own Dayle Takitimu is the first presenter, and she lays down the importance of indigenous worldviews, which is the whole reasoning behind Red Tide.

"If the way that we live in harmony with the land as part of a sacred ecosystem, could rise to the top, if our values based decision making could be pulled into the mix at an international level, I firmly believe today we could arrest this pathway that we're on."

Takitimu is an indigenous rights and environmental lawyer who has, among other things, advocated directly at the UN Committee for the Elimination of Racial Discrimination, the UN's Working Group for Indigenous Peoples and Permanent Forum for Indigenous Issues.

Her thoughts on how indigenous worldviews can shape effective climate action take into account the inbuilt capacity of indigenous peoples to keep balance with the environment. By honouring its sacredness. And this comes from an understanding of where humans fit in the grand scale of things.

She sums up: "In [the Māori] creation story, we're the bottom of the food chain. We are the tēina. We are the pōtiki. We're not the master of this universe. We mihi to the moki, to the kahawai as our tuakana.

"In that, you start to get looking at your role - what you can and can't do with the world - a bit differently."

# data[].attributes.attachment_link.title
Iwi and the fight against the rising tide of climate change

# data[].attributes.attachment_link.description
Climate change is not a taniwha far off on the horizon, it's right before us demanding we address it. In the first week of May, members of Te Whānau-a-Apanui invited indigenous climate change activists and thinkers from Aotearoa and around the world to the Red Tide International Indigenous Climate Action Summit.

# data[].attributes.body
bringing young people's voices to the forefront as they take a case to the US courts to secure the right to a safe and stable climate.

# data[].attributes.attachment_link.readable_text
Our Children's Trust partnered with the international human rights organization WITNESS and Montana State University's Master's in Science and Natural History Filmmaking, to produce 11 short documentaries featuring the brave young people leading the effort to secure the legal right to a stable climate and healthy atmosphere.
Click here for media interviews and outside documentaries featuring the youth plaintiffs.

# data[].attributes.attachment_link.description
Our Children's Trust partnered with the international human rights organization WITNESS and Montana State University's Master's in Science and Natural History Filmmaking, to produce 11 short documentaries featuring the brave young people leading the effort to secure the legal right to a stable climate and healthy atmosphere.

# data[].attributes.body
These are posted on the fb page too.

# data[].attributes.headline
Zak is a Logan Park High School pupil,  in Dunedin.

# data[].attributes.subject
Zak is a Logan Park High School pupil,  in Dunedin.

# data[].attributes.body
"The message we're trying to get across with this is how we need to limit global warming to 1.5degC."

More urgent action, including by the New Zealand government, was needed to prevent uncontrolled global warming.

"We won't have an economy or an education system if we don't step up and do something."

# data[].attributes.attachment_link.readable_text
An information night at Knox Church's Stuart Hall at the weekend, to discuss the Schools Strike 4 Climate rally in the Octagon on March 15, was a "great success", Zak Rudin (16) said yesterday.

The gathering was "filled with enthusiastic people keen to help make this a huge success", he said yesterday.

Zak is a Logan Park High School pupil, and one of four young people co-ordinating the upcoming youth climate campaign event in Dunedin.

About 25 people attended the Saturday evening meeting to share information, discuss plans for the event, and consider a range of matters, including maintaining traffic safety for participants.

About 200 pupils from across the city had earlier registered their intention to attend the March 15 event, but Zak said this number was likely to rise, given more school pupils were likely to participate, and other supporters would also take part.

Zak said pupils from at least five Dunedin secondary schools were likely to attend, and there were indications pupils from some other schools, including primary schools, also wished to attend.

Some people had said that policies designed to rapidly reduce the use of fossil fuels could harm the economy, and that education could be harmed by school pupils attending the protest.

But the latest report from the Intergovernmental Panel on Climate Change highlighted the need for urgent action, over the next 12 years, if irreversible damage to the global climate system was to be avoided.

"The message we're trying to get across with this is how we need to limit global warming to 1.5degC."

More urgent action, including by the New Zealand government, was needed to prevent uncontrolled global warming.

"We won't have an economy or an education system if we don't step up and do something."

The planned strike event is one of many to be held by schools around New Zealand on March 15.

# data[].attributes.attachment_link.title
Dunedin pupils show support for youth climate campaign

# data[].attributes.attachment_link.description
An information night at Knox Church's Stuart Hall at the weekend, to discuss the Schools Strike 4 Climate rally in the Octagon on March 15, was a "great success", Zak Rudin (16) said yesterday. The gathering was "filled with enthusiastic people keen to help make this a huge success", he said yesterday.

# data[].attributes.body
A group of kids who advocate for climate action, especially through planting trees, but through a ton of other efforts as well

# data[].attributes.attachment_link.readable_text
Kid Climate Activists Still Planting Trees, Inspiring Grownups

"Kids save the future!" says nine-year-old Theo Faloona.

Nine-year-old Theo. Photos by Sara Bernard.

Seattle's new Plant for the Planet president-elect, 13-year-old Athena Fain, has begun to think about the way that she talks about climate change.

For three years, she's been part of a group of kids who advocate for climate action, especially through planting trees, but through a ton of other efforts as well (i.e. urging the Gates Foundation to divest from fossil fuels, urging the City Council to put warning labels on gas pumps, continuing to support those members who're still involved in a climate-change lawsuit against the state Department of Ecology, and standing with Standing Rock). But this summer, the rousing speech Fain made at the NW Solar Fest was a good learning opportunity "as far as my speech-making ability goes," she says. "I made everybody feel kinda negative. I don't want that. I don't want people to feel negative."

From now on, "I'm gonna try to give positive speeches! Because now is definitely not the time" for gloom and doom, she says. "I'm also gonna focus on telling people what they should do, as opposed to what they should not do." For instance, "As a favor to me and my future, why don't you try walking more, instead of driving?"

On Saturday, Fain, along with about a dozen or so Plant for the Planet kids, some as young as six, gathered to make announcements, recite poems, sing an original song that 16-year-old activist and musician Aji Piper wrote for the event, and put five baby redwood trees in the ground on the north side of Beacon Hill's Jefferson Park. As part of the Moving the Giants to Puget Sound project, organized by former Boeing-employee-turned-tree-advocate Philip Stielstra, 300 coast redwood saplings will be planted at 26 different sites across the region in December and January. Saturday's event was the kickoff. These particular redwoods, it turns out, store more carbon dioxide per acre than any other tree in the world, according to a seven-year study published this summer by researchers at the University of Washington and Humboldt State University. Stielstra predicts that if everything goes well for these trees, they'll still be standing in Jefferson Park in 3,000 years.

Yes, they are just trees, and there are just five of them. But it's heartening to do something tangible in the face of all the bad stuff, Plant for the Planet kids say, especially post-election - though on this point, too, Fain is compassionate: "I want to keep an open mind and an open heart ... I don't want to believe that Donald Trump is as bad as he acts."

Nine-year-old Theo Faloona, official coordinator of Saturday's event, says he only got involved with Plant for the Planet a month or two ago ("I think it's a good group and I'm going to continue with it for a while"). As for his feelings on climate, he's definitely concerned. "I'm worried, because I would be affected... my generation, and my children and my grandchildren would be affected the most. That's one of the reasons Plant for the Planet got started," he explains. "Kids save the future!" And as for his immediate future? "I hope to get more involved with politicians and stuff."

# data[].attributes.attachment_link.title
Kid Climate Activists Still Planting Trees, Inspiring Grownups | Seattle Weekly

# data[].attributes.attachment_link.description
"Kids save the future!" says nine-year-old Theo Faloona. Seattle's new Plant for the Planet president-elect, 13-year-old Athena Fain, has begun to think about the way that she talks about climate change. For three years, she's been part of a group of kids who advocate for climate action, especially through planting trees, but through a ton of other efforts as well (i.e.

# data[].attributes.body
Starting his project as a nine-year-old, Felix Finkbeiner aims to restore the world’s forests.

# data[].attributes.headline
Science Learning Hub - Resources on the theme of Climate Change.

# data[].attributes.subject
Science Learning Hub - Resources on the theme of Climate Change.

# data[].attributes.body
Activities - articles - all levels.

# data[].attributes.attachment_link.description
Science education resources related to the topic Climate change

# data[].attributes.body
Connected 2014 level 3 - Why Is That?

# data[].attributes.attachment_link.title
Rising Seas / Connected 2014 level 3 - Why Is That? / Connected / Instructional Series / English - ESOL - Literacy Online website - Instructional Series

# data[].attributes.headline
Climate Change  - House of Science Kit - Wairarapa

# data[].attributes.subject
Climate Change  - House of Science Kit - Wairarapa

# data[].attributes.body
https://houseofscience.nz/wairarapa/If you are part of the programme - book this kit. 7 activities demonstrating the importance of plants and the sea to our planet.

# data[].attributes.body
Includes new Kit exploring climate change, and existing kits on related topics e.g. fossil fuels.

# data[].attributes.body
An overview from 2008 with activities to support learning - some aspects are out of date but still useful

# data[].attributes.headline
Citizen Science with schools to look at environmental change

# data[].attributes.subject
Citizen Science with schools to look at environmental change

# data[].attributes.body
Ahi Pepe explores our moths as indicators, opening up a world of wonder.

# data[].attributes.attachment_link.description
Sorry, it seems you were trying to access a page that doesn’t exist. Please check the spelling of the URL you were trying to access and try again.

# data[].attributes.headline
The Next Generation Asks World Leaders at UN: Why Not Act on Climate Change?

# data[].attributes.subject
The Next Generation Asks World Leaders at UN: Why Not Act on Climate Change?

# data[].attributes.body
Young people prepare to go to the UN climate talks in 2014

# data[].attributes.attachment_link.title
The Next Generation Asks World Leaders at UN: Why Not Act on Climate Change?

# data[].attributes.body
Short films about young people who take action -

# data[].attributes.body
Para Kore delivers education and training on marae to create behaviour change that aligns with the principles of a circular economy by eliminating waste in the planning process, sorting waste so that as little as possible goes to landfill and educating whānau about how to reduce plastic and recycling. As a Māori organisation, Para Kore is grounded in relationships with and whakapapa to Papatūānuku, Ranginui me ō rāua uri.

# data[].attributes.attachment_link.title
Home Page - Para Kore Para Kore - Para Kore

# data[].attributes.attachment_link.description
Nau mai ki Para Kore We provide education through wānanga that supports groups, whānau and communities to design out and reduce their waste. Para Kore is a national Māori zero waste organisation available throughout Aotearoa.

# data[].attributes.body
This Irish resource explores what climate change is, how it effects different people and ways we can take action as individuals and collectively. It has sections for juniors and seniors.

# data[].attributes.body
An activity to critically reflect on one’s own and others’ ideas or perspectives on impacts of climate change on people’s lives as a means of developing empathetic understanding

# data[].attributes.body
An introduction of "A People's Curriculum for the Earth" from the US - mainly background information, with a great perspectives activity and timeline of awareness and action on climate change.

# data[].attributes.body
This is not a petition. This is a Declaration of our commitment to a different kind of future - and involves developing a climate action plan.

A future based on respect, democracy and fairness, which takes care of people and of Nature. A future we create by acting together.

# data[].attributes.attachment_link.description
The transition to a no-growth Economy of Enough is key to achieving these goals. We stimulate debate on this new economic paradigm.

# data[].attributes.headline
Secondary students hold a Climate Justice Fair 

# data[].attributes.subject
Secondary students hold a Climate Justice Fair 

# data[].attributes.body
Research "Climate Warriors" - groups and individuals making a difference.

# data[].attributes.attachment_link.readable_text
Column: Earth, Justice, and Our Classrooms

By Bill Bigelow

Illustrator: Rose High Bear

Rose High Bear

We're sitting in the cozy, inviting library of Portland, Oregon's Madison High School. For her research and presentation on a "climate warrior," Ana chose the late Stephen Schneider, a leading scientist on the U.N.'s Intergovernmental Panel on Climate Change. I ask what impact it had on her to study Schneider. She simply says, "He makes me want to be a better person."

In an audacious embrace of Portland schools' 2016 climate justice resolution, teachers in Madison's Citizen Chemistry for All course - a class enrolling more than 300 sophomores in the school - adopted an essential question for the past two years: "Why are human changes to Earth's carbon cycles at the heart of climate destabilization?" In a paper on Madison's approach to studying climate change, "Warrioring Up for Climate Justice," chemistry teacher Treothe Bullock and Restorative Justice coordinator Nyanga Uuka explained that teachers "wanted to support students in building a bridge between the personal and the planetary." Students would demonstrate their learning in an annual two-day "Climate Justice Fair," and would represent "communities which are engaging as 'climate warriors,' providing critical analysis of their work and/or proposing additional needed activism."

An honest, rigorous look at the science of climate change can be terrifying and disheartening. Falling into cynicism is a hazard one confronts simply by living in our society, with its inequality, violence, and lack of democracy. But add to that, knowledge of the inexorable rise of greenhouse gases in our atmosphere - and what this heat-trapping pollution means for the Earth - and despair feels like more than a threat, it feels like common sense. Knowing this, Madison chemistry teachers focus not purely on the science of climate destabilization, but also on individuals and organizations taking action to reverse it, inviting students to research "climate warriors," those who have not given up, those who "know the truth," and yet are not defeated by it.

Madison chemistry teachers - which included Bullock and Rachel Stagner, both members of Portland schools' Climate Justice Committee, and Tim Kniser - required students to identify one of the climate-related crises or issues explored in class and to create a slideshow, poster, short film, podcast, or some other way to "show how a 'climate warrior' is fighting against this issue." And at the fair, students are expected to offer verbal and written feedback to at least four other presenters.

I attended the fair each of the last two years. In addition to other chemistry students, audience for the presentations includes other staff members, 9th-grade students, and community members.

At the inauguration of the first Climate Justice Fair in spring 2017, the library buzzed with anticipation. Bullock launched the day with an invitation: "There isn't anyone who has the answer. We're figuring it out." Every student received a "Climate Justice Passport" to take notes in and had to identify the climate warrior, the issue they are involved in, the chemistry connection, and to evaluate the proposed solution.

Over the past two years, students' "warriors" have been diverse and included: Xiuhtezcatl Martinez, a plaintiff in the landmark Our Children's Trust lawsuit, Juliana v. United States of America; Nobel Peace Prize winner and former Irish president Mary Robinson, who works on the intersection of climate change and women's issues; Rose High Bear (Deg Hit'an Dine), producer of the NPR series "Wisdom of the Elders"; West Virginia mountaintop removal activist Maria Gunnoe; Berta Cáceres, the Honduran Indigenous and peasant organizer who won the Goldman Environmental Prize in 2015 and was assassinated in 2016; Crystal Lameman, of Canada's Beaver Lake Cree Nation, featured in the film This Changes Everything; and Zack Rago, a reef aquarist and scuba diver who appears in the film Chasing Coral.

The young woman presenting Rago as her "climate warrior" taught me more about coral during her short presentation than I'd ever known. (Did you know that coral is simultaneously rock, plant, and animal?) With a lovely smile, she admitted to having a crush on Rago.

In this year's fair, one student presented on Robert Bullard, a scholar and activist often referred to as the father of environmental justice. One of the Latina students listening to the presentation said, "I'd never heard of environmental racism. I never really heard that this affects people of color more than others."

Other students chose organizations or movements as their warriors rather than individuals. One student focused on 350.org, especially their "Keep it in the ground" campaign - "They really want you and me to get involved in this." A couple students presented the Indigenous movement to oppose DAPL, the Dakota Access Pipeline. About the pipeline's builders, Energy Transfer Partners, one student presenter commented: "There is not much depth to what they want. They just want more." Another pair of students presented on the 350 Pacific Climate Warriors. One presenter, Julia, began intensely: "Before I get into it more, I just have to say that people's homes are at risk. And how would we feel if we lost our homes?" After the short presentation, one student said, "I find it inspiring that they are working together to save their home. Their mantra is 'We're not drowning, we're fighting.'"

One of the tensions in teaching about climate justice is that the more students come to recognize how dire the crisis is, the more they want to try to make a difference. And that's great. But our culture is soaked in individualism, and inevitably, some students' default reaction is to think only about what they can do individually. As I listened to presentations, I asked students what they intended to do with all that they'd learned from their "climate warriors." One student said, "I intend to take five-minute showers from now on." Another committed to drinking only from reusable water bottles. And one student, clearly moved by her research, described her personal commitment to abandon eating meat, because of cattle's outsized carbon footprint.

There is nothing wrong with any of these. But we can't consume - or conserve - our way to climate sanity. That's going to take organizing and collective action. Encouragingly, a number of students emphasized this in their presentations. Leticia said that learning about the work of Indigenous activist Winona LaDuke, of Honor the Earth, "makes me want to protest pipelines." Another girl, whose climate warrior was the Marshall Islands poet and activist Kathy Jetnil-Kijiner, said that Jetnil-Kijiner taught her: "Don't ignore the issue. Talk to people. Participate in protests against coal mines and pipelines. And make changes in your own life."

Despair is always a step away when we begin looking deeply at the contours of our climate emergency. But in Madison's Climate Justice Warrior project, students encountered the hope and determination of activists alongside the disturbing science of climate change. And as dire as the news can appear, our curriculum needn't be similarly grim. During both years of the Climate Justice Fair, the Madison library was electric with laughter - students telling stories, others listening respectfully, blurting out the frequent "wow" and "I never knew that."

This is the kind of teaching that needs to be going on in every high school in the country.

# data[].attributes.attachment_link.title
Students "Warrior Up" for Climate Justice

# data[].attributes.attachment_link.description
By Bill Bigelow Illustrator: Rose High Bear We're sitting in the cozy, inviting library of Portland, Oregon's Madison High School. For her research and presentation on a "climate warrior," Ana chose the late Stephen Schneider, a leading scientist on the U.N.'s Intergovernmental Panel on Climate Change.

# data[].attributes.body
Oxfam GB's Climate Challenge resources focus on the human impact of climate change: how communities around the world are being affected by climate change and how people are responding and adapting to these challenges. You could pull out a few of these activities to find what kids know already.

# data[].attributes.attachment_link.description
Climate Kids is produced by the Earth Science Communications Team at

# data[].attributes.headline
Young Voices for the Climate - curriculum support

# data[].attributes.subject
Young Voices for the Climate - curriculum support

# data[].attributes.body
Like Enviroschools - uses an action planning approach and stories of kids' work to inspire action.

# data[].attributes.attachment_link.title
Young Voices for the Planet | Award-Winning Film Series and Civic Engagement & Democracy Curriculum | Civic Engagement & Democracy Curriculum

# data[].attributes.attachment_link.description
Young Voices is a series of short films featuring children and young people using science and data to reduce the carbon footprint of their homes schools communities states and planet

# data[].attributes.attachment_link.title
What is the greenhouse effect? | Global Ideas

# data[].attributes.headline
NIWA - Student resources - Climate change, global warming and greenhouse gases

# data[].attributes.subject
NIWA - Student resources - Climate change, global warming and greenhouse gases

# data[].attributes.attachment_link.title
Climate change information for climate solvers

# data[].attributes.attachment_link.description
Helping you understand the science of climate change. The things we can do to combat climate change, individually, and alongside our whānau, school and community, can and will make a difference.

# data[].attributes.headline
School strike prompts climate change learning in GreenGold Enviroschools

# data[].attributes.subject
School strike prompts climate change learning in GreenGold Enviroschools

# data[].attributes.body
Too young to join high school climate change protesters at Virginia Lake on Friday, Amalia and all her friends at school had been spending the week studying the effects of climate change and what can be done about it.

# data[].attributes.attachment_link.readable_text
Whanganui Chronicle

What do you do to help our planet earth?

Asking the question is Amalia Lerner, a 7-year-old pupil at St Johns Hill School in Whanganui.

Too young to join high school climate change protesters at Virginia Lake on Friday, Amalia and all her friends at school had been spending the week studying the effects of climate change and what can be done about it.

St Johns Hill is an enviroschool and the staff and Board of Trustees have a mandate "to foster a generation of people who instinctively think and act sustainably".

"In room 9, we do things to help the earth by having a 'Womble' lunch box with reusable plastic, we plant trees and help grow them and we re-use scrap paper and turn cans into pencil holders," said Amalia.

Amalia's sister Evelyn 10, and her friend Jack Heerdegen, also 10, have written a letter to Prime Minister Jacinda Ardern.

"We are a green gold school and we care about this earth. We are doing a lot to try to change and save our planet. We would like you to make a change to stop global warming with us. Please!"

St Johns Hill principal Michael Fitzgerald said all the children at the school from year 1 to year 6 have been working on letters, poems and artwork all week and they had plenty to say on the topic of climate change.

"Climate change is a huge problem and companies should stop making things that produce toxic fumes," said Galen Mayo, 8.

Elizabeth Adrole, 10, said we can minimise climate change by installing more solar panels and using biodegradable or reusable wrapping.
Related articles
"The world is getting hotter and we need to plant more trees to produce oxygen," said Phoebe Tripe, 10.

Carter Watkins, 9, said we should all use our cars less and cycle more.

Sam Ellingham, 6, thinks we should use solar-powered cars when we need to travel further.

Alex Beitchef, 8, said he thinks electric car charging stations could be solar-powered and expressed concern about unsustainable methods of power generation.

"We should have more wind turbines," said Jack Reid, 8.

"I'm worried about the coral reefs dying too."

James MacPherson, 6, said the sun is melting the ice caps and polar bears are becoming confused about the seasons.

"I would like to see a lot more people doing good things to save the planet and spreading the word to everyone," said Alma Erstad, 9.

Saransh Kumar, 10, said electric cars should be cheaper so everyone can afford them.

"People should use more paper straws, paper bags and reusable bags," said Elle Limpus, 9.

Lucy Reid, 10, said it is very important to think of ourselves as caretakers of our planet and all of us can take some responsibility for saving the earth for future generations.

# data[].attributes.attachment_link.title
Junior climate change protesters make their own stand on environmental concerns - NZ Herald

# data[].attributes.attachment_link.description
Whanganui Chronicle What do you do to help our planet earth? Asking the question is Amalia Lerner, a 7-year-old pupil at St Johns Hill School in Whanganui. Too young to join high school climate change protesters at Virginia Lake on Friday, Amalia and all her friends at school had been spending the week studying the effects of climate change and what can be done about it.

# data[].attributes.headline
Celebrating the Schools Strikes 4 Climate in our region

# data[].attributes.subject
Celebrating the Schools Strikes 4 Climate in our region

# data[].attributes.body
A special newsletter sharing the stories of empowered students.

# data[].attributes.attachment_link.title
🌿 Schools Strike 4 Climate - Enviroschools Te Upoko o Te Ika a Māui Special Edition

# data[].attributes.attachment_link.description
Here, in this special edition of our newsletter we would like to honour the energy, commitment and passion that went into the events held across Te Upoko o te Ika a Māui. We would also like to highlight for teachers and principals the learning and leadership opportunities that this movement presents for students as they engage with an issue that matters to them.

# data[].attributes.body
The basics of the climate emergency from a New Zealand Perspective

# data[].attributes.attachment_link.readable_text
Most CO2 is naturally absorbed through what is known as carbon sinks - primarily forests and oceans.

The carbon dioxide exhaled by 30 people in a year, for example, would be comfortably absorbed by one rugby field-sized area of forest.

But our planet's capacity for soaking up carbon has long since been exceeded. The excess is now building up in the atmosphere.

Which brings us back to those 407 parts of carbon per million particles of air.

For most of the last 2000 years, that figure remained between 270 and 290 ppm. It has skyrocketed since the industrial revolution.

Over the last 800,000 years, it went as low as 150 parts per million during the ice age, and as high as 300 ppm.

# data[].attributes.attachment_link.title
407, and rising: The basics of the climate emergency

# data[].attributes.attachment_link.description
Most CO2 is naturally absorbed through what is known as carbon sinks - primarily forests and oceans. The carbon dioxide exhaled by 30 people in a year, for example, would be comfortably absorbed by one rugby field-sized area of forest. But our planet's capacity for soaking up carbon has long since been exceeded.

# data[].attributes.headline
Our House Is on Fire — Time to Teach Climate Justice

# data[].attributes.subject
Our House Is on Fire — Time to Teach Climate Justice

# data[].attributes.body
A US-based online library of free, downloadable K–12 climate justice curriculum and other teaching resources, host conversations for teachers to reflect on issues in teaching climate change, offer workshops on climate justice teaching, and promote the urgency of climate justice education. Includes activities from "A People's Curriculum for the Earth".

# data[].attributes.attachment_link.title
Our House Is on Fire - Time to Teach Climate Justice

# data[].attributes.attachment_link.description
In the latest installment of our regular column "Earth, Justice, and Our Classrooms," Rethinking Schools curriculum editor Bill Bigelow writes about global youth activism around climate justice and the urgency of the crisis, and introduces readers to the Zinn Education Project's Teach Climate Justice campaign.

# data[].attributes.body
Dunedin primary school kids spent a day walking and bussing around South Dunedin to learn about climate change at the annual Enviroschools Primary Hui.

# data[].attributes.attachment_link.readable_text
Enviroschools students to learn about climate change at hui

Dunedin (Thursday, 1 December 2016) - Dunedin school kids will spend a day walking and bussing around South Dunedin to learn about climate change at the annual Enviroschools Primary Hui.

40 staff and students from nine Dunedin primary schools will take part in the hui on Friday, 2 December. They will visit sites in South Dunedin to find out about climate change issues and how they can positively influence their future climate.

"Knowledge of climate change can be scary and debilitating for many people, which is why it's so important to use the 20:80 rule. A 20% focus on what the issue is and 80% on the action we can take," says Dunedin Enviroschools facilitator Anna Hughes.

Students will use maps and bus timetables to work out how to get to their allocated site. At the different sites, they will learn about groundwater and sea level rise, coastal erosion, methane production at the landfill, mud tanks and stormwater, civil defence and preparing for natural disasters, threatened marine mammals, and what Z Energy is doing to address sustainability.

"Some students may never have taken the bus or may have forgotten that it's enjoyable and easy to walk to places that aren't too far away. Learning about active and public transport will be one of the hui's highlights," says Ms Hughes.

Each group will make a poster about what they learnt to present at the end of the hui. Students will record the presentations to share with their school and community.

The ORC funds the Enviroschools programme regionally and the Dunedin City Council funds the programme for Dunedin city schools.

Schools that would like to find out more about the Enviroschools programme can contact Robyn Zink, the Enviroschools Coordinator based at the Otago Regional Council, for more information.

# data[].attributes.attachment_link.title
Enviroschools students to learn about climate change at hui

# data[].attributes.attachment_link.description
Enviroschools students to learn about climate change at hui Dunedin (Thursday, 1 December 2016) - Dunedin school kids will spend a day walking and bussing around South Dunedin to learn about climate change at the annual Enviroschools Primary Hui. 40 staff and students from nine Dunedin primary schools will take part in the hui on Friday, 2 December.

# data[].attributes.body
Jointly authored by Stephanie Peter of the Cowichan Tribes on Vancouver Island and Deyna Kiriata Marsh of the Cook Islands. Together, they crafted a work of fiction about a friendship that began with a message in a bottle, exploring the impacts that climate change is inflicting on their families, peoples and homelands.

# data[].attributes.headline
Our Map My Waahi 2020 Virtual Field Trip

# data[].attributes.subject
Our Map My Waahi 2020 Virtual Field Trip

# data[].attributes.body
.

LEARNZ, in partnership with Land Information NZ bring you this large scale educational event.

Join thousands of students from all around New Zealand. Ages 8-12yrs.

Students will learn from international experts all about climate science, map the evidence, and learn how they can support future endeavours to reduce emissions and raise awareness using StoryMaps.

# data[].attributes.attachment_link.readable_text
Summary Page: Climate Change: science, evidence, response
Term 1 starting 17 March 2020.

As a result of Covid-19, completetion of this field trip has been deferred. We will confirm a new date when we can. Go to

150 years of Global Temperature Change

2018 was the fourth warmest year on record,
part of a decades-long warming trend. Map animation: NASA

In March 2020, as one of the Map my Waahi series of LEARNZ field trips, we're inviting you to join an expedition of discovery to find out what climate change is all about.

Most people are concerned about what's happening to our planet and we want to get the facts right from the people who really know. More importantly we want to know what we can do as individuals, as families and schools to turn things around.

On this expedition you're going to become a climate scientist. Part of your mission is to build your own story using some easy to use tech tools. This will be an empowering and fun opportunity to become part of the solution to climate change.

Parents and Teachers Note: Climate change can be a difficult topic for students and teachers. We will aim to keep the science simple and to emphasise responses to climate change.

To prepare for this field trip, LEARNZ content will support inquiry into:

the difference between climate and weather

what is climate change and how we know it is happening

the science of climate change

what climate change could look like

how climate change could affect us

the Carbon Cycle and carbon dioxide

using StoryMaps and Google Earth, map-based storytelling tools

During the field trip you will:

follow tweets from Andrew, the LEARNZ field trip teacher

meet experts from organisations that are adding to our understanding of climate change, such as IPCC, NIWA, LINZ, Wellington Regional Council

find out how satellites help us understand weather and climate

use live climate maps that show real world data

become informed about the likely effects of climate change on Aotearoa

learn about responses to climate change

individual action such as GEN LESS

what's happening in your region

Carbon-neutral Aotearoa by 2050?

After the field trip:

Talk about Climate Change at home

Watch additional curated videos on our resources pages

Watch movies about Climate Change, such as "2040: Join the Regeneration" - watch the trailer

Visit your Regional Council's website to find out their response to Climate Change

Find out what our government is doing about Climate Change

Identify one action you can take that could help reduce the effects of Climate Change

Help someone to take action that could help reduce the effects of Climate Change

Use a digital tool such as StoryMaps to create a mapping project that records your learning about Climate Change, share it, and enter it into the competition to win a Carbon Dioxide Air Quality Monitor for your school.

Teachers, in relation to this field trip find out more from CORE Ten Trends.

The LEARNZ Team think that joining NZASE and staying connected through NZ Science Teacher will help you become a better teacher of science.

Teacher comments

"This trip gave different students a chance to shine and it linked strongly to cultural competencies. LEARNZ helps me link my teaching to what is actually going on for us in New Zealand, and keeps lessons and unit plans real". Katherine Smeaton from Waimata School

"It was great that our students had access to real people; students from other schools and experts. We were most interested in the pepeha sections but used the web conferences (live and replay), videos, and the activities on the web site". Jean Waretini-Paul from Mercury Bay Area School.

"It was great. They loved learning about GPS and GIS as it was something the students hadn't done before. It covered a wide variety of subjects". Tracy Cappel from St Helier's School.

Go to more comments about similar field trips.

Where you will go

Travel to Wellington, our capital city and the home of many government agencies and organisations, each with its own story about what it is doing about Climate Change.

Learning Areas/Levels

Health and Physical Education: Healthy Communities and Environments Levels 2-5; Mathematics and Statistics: Number and Algebra Levels 2-4, Statistics Levels 2-4, Geometry and Measurement Levels 2-4; Science: Nature of Science Levels 2-5, Living World Levels 2-4, Physical World Levels 2-4, Material World Levels 2-4, Planet Earth and Beyond Levels 2-4; Social Studies: Continuity and Change Levels 2-4, Identity, Culture and Organisation Levels 2-4, Place and Environment Levels 2-4

Vision, Values, Key Competencies, Principles, Literacy and Numeracy

By their nature, LEARNZ field trips integrate with the higher levels of the NZ Curriculum. Participation encourages development of the Key Competencies around Thinking, Using language, symbols and text, Managing self, Relating to others, and Participating and contributing. Teachers indicate this in testimonials. LEARNZ field trips have support and activities for Literacy, with opportunities to develop skills in Listening, Reading and Viewing and in Speaking, Writing and Presenting. More about LEARNZ as a Reading Resource and student writing opportunities with LEARNZ. Select LEARNZ field trips have support and activities for Numeracy, encouraging the development of skills in Number and Algebra, in Statistics and in Geometry and Measurement.

As well as providing visual and audio material and access to real experiences, LEARNZ links well to ESOL Principles, especially Principle 3 Maintain and make explicit the same learning outcomes for all the learners. How can I make the lesson comprehensible to all students? How can I plan the learning tasks so that all the students are actively involved? Do my students understand the learning outcomes? Principle 4 Begin with context embedded tasks which make the abstract concrete. How can I put these concepts into a concrete context?

What's in a Field Trip

Every LEARNZ field trip has its own newly-built, self-contained web site ready for integration into your teaching and learning programme. Teacher Support has curriculum integration, resources, newsletters, support and evaluation. Prepare Students provides opportunities for student inquiry on two sets of image-rich background pages at reading levels 2 years apart, (students can click to have those pages read to them out loud), online interactive and other activities to check students' understanding, and a glossary. During the field trip there are daily additions such as a diary, video clips, profiles of the experts (ideal careers education), a photo gallery, live tweets on twitter, and ambassador (mascot) page updates. Live web conferences on our enterprise-level Zoom platform scales to enable multiple teachers to manage students putting prepared and spontaneous questions to experts (recorded for replay). After the field trip, teachers are encouraged to take further action with their class in the community or to go on a related field trip, or to invite a guest speaker, or to present what they have learned to a school assembly or wider group. Teachers also fill in an online evaluation (more about reflective practice), the field trip prize winner is drawn, and the final newsletter is sent. Content remains online for continued use.

How teachers use LEARNZ

View some of over 1,000 teacher comments in testimonials. There are two main ways teachers use a LEARNZ virtual field trip with their class. Firstly, a LEARNZ field trip is ideally an immersive, engaging, synchronous, online learning experience with real-time components and a myriad of opportunities for teachers and students. Secondly, and less ideal but still effective, a LEARNZ field trip can be used as a retrospective experience where the resources such as photos, text, activities, videos and audioconferences/web conferences comprise a unique collection of authentic, contemporary New Zealand teaching and learning material.

Not Registered with LEARNZ? Are you a New Zealand Registered or Provisionally-Registered Teacher on the Teaching Council of Aotearoa New Zealand website? Register free with LEARNZ Now.

Already Registered with LEARNZ and activated your account? Log in to your personal MyLEARNZ Control Panel and then enrol your classes at no cost in field trips. Note: Enrolment is only needed for the current and future year's field trips.

Registered but need help? Check your email for activation instructions - contact us if the message did not make it to your email inbox. Log on to MyLEARNZ. Go to Using LEARNZ.

Teachers - Lost your password? Recover it here.

Field trips:

Introductory video for this field trip: Watch, embed or share on Vimeo or click below to watch here.

Meet Andrew, your LEARNZ Field Trip Teacher
carbon, carbon cycle, changing values, citizenship, climate, climate change, coast, data, data gathering, data visualisation, earth cycles, earth processes, earth science, emissions, energy, environment, future focus, GIS, government, GPS, hauora, human impacts, interactive maps, maps, oceans, satellite, scientific research, story telling, viewpoints, weather

# data[].attributes.attachment_link.title
Summary of Climate Change: science, evidence, response | NZ teachers, use this LEARNZ virtual field trip

# data[].attributes.attachment_link.description
As a result of Covid-19, completetion of this field trip has been deferred. We will confirm a new date when we can. Go to 150 years of Global Temperature Change 2018 was the fourth warmest year on record,part of a decades-long warming trend.

# data[].attributes.headline
What do our student climate strikers want?

# data[].attributes.subject
What do our student climate strikers want?

# data[].attributes.body
Schools strikers share their thoughts and feelings about what climate education should look like.

# data[].attributes.attachment_link.title
What Do our Student Climate Strikers Want?

# data[].attributes.attachment_link.description
Sally Birdsall of the New Zealand Association for Environmental Education (NZAEE) shares the student leaders of Auckland’s School Strike 4 Climate panel discussion.

# data[].attributes.headline
Climate Change Learning Programme – Teacher Resource 

# data[].attributes.subject
Climate Change Learning Programme – Teacher Resource 

# data[].attributes.body
This level 4 programme aims to: increase awareness of climate change and explain the role science plays in understanding it; understand both the response to and impacts of climate change – globally, nationally and locally; explore and act on opportunities to contribute to reducing and adapting to the impact of climate change on everyday life - with well-being woven through

# data[].attributes.headline
We’ve only got one planet: Let’s re-think school science

# data[].attributes.subject
We’ve only got one planet: Let’s re-think school science

# data[].attributes.body
I am interested in exploring how our school curriculum might better prepare our children to deal with the intractable problems they are inheriting from previous generations. The openness of the New Zealand Curriculum and the current Ministry of Education focus on local curriculum gives schools permission to explore this question. To get you started in thinking about how you could design such a curriculum for your school, in this blog I set out some ideas of my own.

# data[].attributes.attachment_link.description
The page you’ve requested could not be found. To find what you’re looking for, please use the navigation above or return home.

# data[].attributes.headline
Climate justice activities from the Zinn Education Project 

# data[].attributes.subject
Climate justice activities from the Zinn Education Project 

# data[].attributes.body
A range of activities to explore global justice issues of climate change

# data[].attributes.attachment_link.title
Teaching Materials Archive - Zinn Education Project

# data[].attributes.headline
Teaching to the Heart: Poetry, Climate Change, and Sacred Spaces 

# data[].attributes.subject
Teaching to the Heart: Poetry, Climate Change, and Sacred Spaces 

# data[].attributes.body
A teacher shares how her class of 12-13 year old explored the climate poetry of Pacific poet  Kathy Jetñil-Kijiner

# data[].attributes.attachment_link.description
By Michelle Nicola Illustrator: GIFF JOHNSON/AFP/Getty Images Take a deep breath in. Hold it for 5, 4, 3, 2, 1. Now let it out. This is what I tell myself as I feel my anxiety start to rise along with the temperature of our tender planet - and this is what I tell my class of 7th graders as we begin our first conversation about climate change.

# data[].attributes.headline
Research Q&A: Climate change education and student voice

# data[].attributes.subject
Research Q&A: Climate change education and student voice

# data[].attributes.body
Professor Amy Cutter-Mackenzie-Knowles discusses her research with her co-researcher, Dr David Rousell on a Climate Change + Me, which has involved working with young people as co-researchers in understanding young people’s climate change perspectives in Australia.

# data[].attributes.attachment_link.readable_text
Young people are expressing their frustration through climate change activism. ©SewCream/Shutterstock

The children and young people of today are growing up in uncertain times as the effects of global climate change begin to permeate their everyday lives and communities. At the same time, these young people are often positioned as the next generation of leaders who will potentially overcome the legacies of climate and environmental inaction.
Professor Amy Cutter-Mackenzie-Knowles, Dean and Head of School in the School of Education at Southern Cross University, joins Teacher to discuss her research in this area. She's been working with her co-researcher, Dr David Rousell from Manchester Metropolitan University, on a government funded project called Climate Change + Me, which has involved working with Northern New South Wales young people as co-researchers in understanding young people's climate change perspectives. The researchers have also written a systematic review of climate change education, focusing specifically on giving children and young people a 'voice' and a 'hand' in redressing climate change.
Q: To begin, I'd like to ask you specifically about the Climate Change + Me project. Could you tell me a little bit about it? So what is it? Who is involved? And why was it established?
A: It commenced in 2014. It was established because at the time very little research had been undertaken about young people's climate change perspectives from the 'perspective' of children and young people. Research was about them rather than with or by them. This is coupled with the fact that climate change education (for children and young people) has tended to be, designed and implemented by adults, rather than genuinely involve children and young people as curriculum co-designers. So the Climate Change + Me program was really about trying to understand children and young peoples' voices in climate change where 135 children and young people were co-researchers, but then taking it a step further and working with young people in co-designing and co-implementing curriculum in climate change education.
Q: You co-authored a systematic review of climate change education with Dr David Rousell that explored giving children and young people a voice and a hand in redressing climate change. What were your aims for this review?
A: In any research project it's important to undertake an extensive review of the literature. Being such an emerging area in research, we wanted to get a real sense of what has actually been published and written in this space, particularly where there's a focus on children and young people in climate change education. And we identified that there were 220 publications, which worldwide, is actually not that high, but it gives you a bit of a sense of the scale of research in this space.
Q: The paper examined existing climate change education research published between 1993 and 2014, with a specific focus on the relevance of this research to children and young people, and I found it really interesting too that it wasn't just Australian research, it was from a global perspective. Could you give me a sense of what climate change education looked like during this period?
A: Well, it's interesting. Climate change education programs tended to focus on building up children and young people's knowledge of climate change. In that regard the bulk of existing research studies have focused on determining children and young people's content knowledge (what they knew about it). Interestingly, what our broader research in this space has shown is that yes it's important that they do have some understanding of climate change science, but what we know is that that understanding alone will not lead to any kind of action or behaviour change in climate change.

Our systematic review revealed that many existing research studies portrayed young people's knowledge as limited, erroneous and highly influenced by the media. That research however has been done 'on' children mostly via survey research, rather than in collaboration with young people as co-researchers. What our research has shown is that young people do have a fairly wide breadth of knowledge in climate change science and climate change education but they're very frustrated, which you can see now through all of the climate change activism happening by young people.
Q: Children and young people are confronted with vision of the impacts of climate change - particularly through the internet and social media and the news. And, in fact, your review cites a large-scale Australian study from 2007 that found 25 per cent of children are afraid that the world would end within their lifetime. It's understandable then, that children today have really legitimate concerns about the environment and the effects of climate change, isn't it?
A: And we've found too in previous studies that that fear certainly exists, but when you look at broader research around children's most common fears generally ... their top five most common fears: first, the death of their parents; second, some sort of catastrophic event (war/nuclear related but also environmental); and then the next three are spiders, snakes and illness. And what that shows is that they've got general fears around the environment itself (a fear of ecology), but also there's this emerging fear as well around these climate change disaster events.
Q: A lot of the discussion positions young people as the future leaders who will inherit this climate crisis that we're talking about, but it also assumes that they will have solutions to overcome it. Despite this, you found that children currently have limited opportunities to express their understandings and concerns about climate change within their communities. Could you tell me a little bit more about that?
A: Sure, so as I was saying at the very start, a lot of the research and education in this space tends to be designed by adults. So that's been a significant problem, which is why you've got young people like Greta Thunburg and others who are really taking much more drastic action because they don't want programs that are simply focused on how the climate basically works. They know these things and taking such an approach is grossly inadequate. They want a far more active, driven education. So in that sense there's a bit of a mismatch between what they want and then what is actually available.
Q: On a school level, have you seen any examples of children positioned as the actual researchers?
A: I think it's certainly growing across the world but perhaps not as much as people would think. My experience though is that schools and early childhood centres absolutely jump at the chance, in extending opportunities to children and young people to be co-researchers on university research projects. It's important to appreciate that schools and early childhood centre do research everyday as part of their practice. It just might not necessarily be called a university research project or considered research in a formalised sense. But what my team and I have been really focussing on is formalising it, so working with teachers, working with young people, in not only understanding their voices in climate change but coming at the curriculum as co-designers so that children and people have a say in their climate change education. In essence we provide a platform for this type of work.
Q: Let's talk about creativity now. Did you uncover any emerging trends in the literature that could inform a creative and participatory approach to this education?
A: When we came to the Climate Change + Me project, we had in mind a child framed participatory research methodology, so that's where the children are co-researchers in collaboration with us (as university researchers). And that process involved training them as researchers and philosophers, because you can't do research without philosophy. It has to have underpinning theories so we were experimenting with philosophies of thought in the broader context of the Anthropocene. Methodologically we came at it through an approach called 'visual ethnography', and so we gave the children and young people iPads and research journals to assist with their research. With those tools, they experimented creatively taking their research far beyond traditional realms. While some children carried out ethnographic interviews and observations with other children and young people, they also produced video installations, visual essays and photomontages (just to name a few).

But then they took it further again where they wanted to, with their photos, not simply just have these stagnant type photos, they used beeswax which is an encaustic, and traditional archival technique from the Egyptian times. They encausted thousands of images to exhibit at their exhibition (called the Changes) which was another key phase of the project. Back to the actual technique though. The Egyptians used an encaustic method using beeswax to record visual images. It retains the image for thousands and thousands of years. And so the reason the co-researchers applied this technique was because they wanted their research to be long lasting. They were connecting this to the history of the Earth noting that the planet is 4.5 billion years old. And because we were conducting this project in the context of the Anthropocene which is the current geological era that we're in - they wanted their research to speak to the concept of deep time - meaning the deep time of the Earth and the universe.

As I mentioned earlier, existing research has tended to focus on how little children and young people know, rather than what they do know as it concerns climate change. And I think that's been highly problematic in the research, in taking that approach, because it doesn't actually progress the field of climate change education let alone climate change action. It simply results in researchers recommending that children need to know more, but as I mentioned earlier - a content-only approach is entirely ineffective in changing behaviour. The works of Anja Kollmuss and Julian Agyeman has been ground-breaking in that regard revealing the complexity of environmental behaviour change and how knowledge/values/action don't and can't work in isolation.
Q: And another thing I took from reading your work was your call for new ways of making climate change meaningful for young people through arts-based modes of engagement. I'm wondering from a teachers' perspective though, what would this creative approach look like in practice?
A: Essentially a creative approach, in climate change education, is where you're empowering children and young people applying Arts-based methods. That might be where they're capturing other children and young people's voices through video/photography/drawing because we know when you really focus on trying to understand your own/other beliefs, values, knowledge and actions, then that's how you can develop deeper understandings and potentially make shifts in your own behaviour or thinking. In another project I've been doing with Associate Professor Lexi Lasczik we've been mapping the Gondwana with children and people (as co-researchers). We've been applying scientific mapping techniques, but also artistic and Indigenous mapping techniques. My point is that creativity cuts through boundaries in practice and thought. Creativity doesn't operate in a vacuum - it operates across/through disciplines such that it is transdisciplinary. It opens up other modes of engagement for young people where they can essentially understand and express themselves, and in an area such as climate change education that is vitally important.
Q: And so just finally, in your view then, how could educators seize this learning moment and use children's attitudes to position them as those active researchers, with the potential for significant social and political impact?
A: I think the way that they can do that is to provide a platform for children and young people and one of the ways that that platform can be provided is through collaborating, with universities or other industries. Or even working within the school itself and then branching out into the community. My point is that children need to know that what they're doing is real, that it's going beyond the school gate.

So let's say that they are doing a unit of work on climate change, I would strongly recommend that children are empowered to do their own research on their own positionings in climate change alongside scientific research in understanding how climate change works. As I've mentioned, we know from research that it's not until you really understand your own positionings that shifts can start to happen leading to deeper understandings. So I would suggest commencing there. Commencing at that personal level while also working to understand climate change scientifically, but then working outwards where you're creating that platform for children to genuinely have a voice and collaborate with places like universities in progressing climate change education.
References
Rousell, D., & Cutter-Mackenzie-Knowles, A. (2019). A systematic review of climate change education: giving children and young people a 'voice' and a 'hand' in redressing climate change. Children's Geographies, 1-18.

# data[].attributes.attachment_link.title
Research Q&A: Climate change education and student voice

# data[].attributes.attachment_link.description
The children and young people of today are growing up in uncertain times as the effects of global climate change begin to permeate their everyday lives and communities. At the same time, these young people are often positioned as the next generation of leaders who will potentially overcome the legacies of climate and environmental inaction.

# data[].attributes.body
Developed from a pilot in Chch schools. Comes with Wellness Guide

# data[].attributes.body
To accompany Climate Change Learning Programme. Has student and whānau tip sheets.

# data[].attributes.body
The New Zealand Curriculum places a strong emphasis on sustainability and global citizenship. They are integral to living and participating in our changing world.

Pūtātara draws on three fundamental concepts in te ao Māori. These will support your students to explore and act on sustainability and global citizenship.

# data[].attributes.attachment_link.provider_name
Climate Change: Vital Signs of the Planet

# data[].attributes.attachment_link.readable_text
The following organizations provide reviewed listings of the best available student and educators resources related to global climate change, including NASA products.

The CLEAN project, a part of the National Science Digital Library, provides a reviewed collection of resources to aid students' understanding of the core ideas in climate and energy science, coupled with the tools to enable an online community to share and discuss teaching about climate and energy science.

› http://www.cleanet.org/

# data[].attributes.attachment_link.title
For Educators | NASA Global Climate Change

# data[].attributes.attachment_link.description
The following organizations provide reviewed listings of the best available student and educators resources related to global climate change, including NASA products. The CLEAN project, a part of the National Science Digital Library, provides a reviewed collection of resources to aid students' understanding of the core ideas in climate and energy science, coupled with the tools to enable an online community to share and discuss teaching about climate and energy science.

# data[].attributes.headline
Action Aid Climate Change Teaching resources

# data[].attributes.subject
Action Aid Climate Change Teaching resources

# data[].attributes.body
Looking at climate change through the eyes of different global communities - and seeing what action we can take.

# data[].attributes.headline
Climate Change Resources for Students and Teachers

# data[].attributes.subject
Climate Change Resources for Students and Teachers

# data[].attributes.body
Resources and lesson plans for digging into data on everything from CO2 emissions to population density, analyzing environmental and ecological systems, and understanding renewable energy and conservation. With these resources, students can reckon with the realities of climate change and feel like a better world is possible.

# data[].attributes.attachment_link.title
Climate Change Resources for Students and Teachers | Common Sense Education

# data[].attributes.attachment_link.description
Climate Change Resources for Students and Teachers is a Top Picks list of 26 apps and websites curated by Common Sense Education edtech editors.

# data[].attributes.headline
NIWA Climate change information for climate solvers

# data[].attributes.subject
NIWA Climate change information for climate solvers

# data[].attributes.body
Helping us understand the science of climate change and what we can do.

The problem can feel immense – but it doesn’t have to be overwhelming or cause us to switch off. That’s because the things we can do to combat climate change – individually and alongside your whānau, school or community – can and will make a difference.

# data[].attributes.attachment_link.title
Climate change information for climate solvers

# data[].attributes.attachment_link.description
Helping you understand the science of climate change. The things we can do to combat climate change, individually, and alongside our whānau, school and community, can and will make a difference.

# data[].attributes.body
Themes coming from NZCER's research into climate change and education

# data[].attributes.headline
Table of competencies - putting climate change education into practice

# data[].attributes.subject
Table of competencies - putting climate change education into practice

# data[].attributes.body
Competencies to help us learn to know, do, live together and be as we learn and work for sustainable development.

# data[].attributes.headline
Climate change and sustainability in primary and intermediate schools infographic (2019 research)

# data[].attributes.subject
Climate change and sustainability in primary and intermediate schools infographic (2019 research)