Climate Education Embraced by Teachers

Discover how elementary school teachers in New York City are working to integrate climate education into their lesson plans. The article by Hilary Howard in The New York Times explores their efforts, challenges faced, and the broader debate on including climate change in school curriculums. Dive into the details and join the conversation by reading the full article.

Climate Change Education May Soon Be Incorporated Into More NYC Classrooms - The New York

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The article by Hilary Howard discusses the efforts of elementary school teachers in New York City to integrate climate education into their lesson plans. The teachers participated in a four-day training session called "Integrating Climate Education in N.Y.C. Public Schools" to familiarize themselves with the topic. The goal is to incorporate climate change education across all grades and subject matters.

New York City is taking steps to address climate change in its schools, including composting lunches, decarbonizing school buildings, and preparing older students for careers in the clean energy sector. The Department of Education plans to co-host a larger climate change training session in February for up to 500 educators at all grade levels.

The article highlights the challenges faced by teachers, including the need for more training and instructional resources. Some states, like New Jersey, have already mandated climate change lessons, but others, including Texas, Virginia, and Florida, have resisted.

Despite challenges, teachers like Kristy Neumeister have introduced climate change topics in their classrooms. However, there is a call for more teacher training and resources to effectively weave climate change into subjects like math and English language arts. The article emphasizes the importance of starting climate education in kindergarten to build a foundation of knowledge for students.

Overall, the piece discusses the ongoing efforts to integrate climate change education in New York City schools, the challenges faced by teachers, and the broader debate on the inclusion of climate change in school curriculums across different states.

Read Full Article at The New York Times