School aged children have experienced growing up in a world where we discuss and hear the current status of the global climate. What if we empowered our students to find solutions to protect the planet? The project team at South Plantation High School in Plantation, FL did just that through their Environmental Science Pathway project. With the support of the McCarthey Dressman Education Foundation, they sought to develop a curriculum that is guided by the themes of reducing the carbon footprint, water issues, and human population issues.
What were the goals of the project?
The project team wanted to instill environmental stewardship in their students through their comprehensive Environmental Science Pathway Curriculum. In doing so, students will become more engaged in their coursework and gain industry-identified content knowledge and employability skills. To accomplish their goal, the team recognized their teachers needed time to work collaboratively to identify and address student challenges, develop shared goals for the pathway, and gain the skills necessary to implement the developed goals. They planned to continue with the Environmental Science and Everglades Restoration Professional Learning Community (PLC) and to collaborate with the Environmental Advisory Committee to train and support teachers.
What progress did they make to their goals?
Even with schools going virtual, the project continued on.
The PLC met virtually and in person on a regular basis. Members of the community were trained in new software and e-learning platforms and supported each other by sharing their new skill sets. Chemistry and Environmental Research teachers joined the magnet team.
The PLC team hosted monthly campus beautification days where the school’s outdoor classroom gardens and green spaces were maintained while providing training for faculty and teachers.
Teachers participated in professional learning by attending virtual workshops and on campus events. Students were provided with opportunities for community and civic engagement outside of the classroom through virtual symposiums and conferences.
Cambridge courses that are in alignment with the Environmental Science Pathway were infused into the magnet course selection. Environmental programs/ lessons and field trips were executed virtually, on campus, and at home with the help from their Environmental Advisory Committee across all grade levels. Most programs included an outdoor learning component. Teachers provided hands on learning opportunities that exceeded curriculum standards for in-person and virtual students.
What challenges did they face and how did they address them?
The greatest challenge for the project team was learning how to use the online learning software in which all school operations had to take place. The grant team learned a new set of tools and a very high level of patience as technology is a great educational vehicle until it doesn’t work or students cannot access.
The team also recruited an alumnus to provide additional technology support. The Environmental Advisory Committee shifted their work from the field to a virtual Environmental programming for students and teachers. The traditional Magnet Open House was in the style of a drive-thru using QR codes.
Another challenge the team faced is not being able to implement the PLC’s common research paper and lab report format due to teachers working in isolation and science labs being limited.
What will they do next?
The PLC teachers have collaborated with the Environmental Advisory Committee to come up with ideas for infusing the newly created virtual programming into their traditional project based learning and field trips. Cross-curricular connections, science research, and hands-on lab investigations will be part of the Environmental Science Pathway Curriculum.
The Everglades Foundation’s literacy training is being planned as professional development for all magnet teachers. In doing so, the project team hopes to become an Everglades Champion School that showcases the project’s success!
“When one country has an issue, it becomes the whole world’s issue. We as a planet have to try and make a change, because there is only one earth, which happens to be our only home… The small things affect the most, so definitely, I will do small things to save and conserve our planet.”
That’s a quote from one of the students, in the ESD: Sustainable Education Through International Understanding program, after collaborating internationally with Japanese students. It exemplified what the educators at Lakeridge Jr. High School were setting out to accomplish with this program.
Students Learn About Sustainable Education and How It Impacts the World
In an increasingly interconnected and globalized world the butterfly effect takes on new meaning. Emission problems in one country don’t just affect them; they affect all the surrounding countries and some that are not so close. As the rainforest is depleted we lose a global source of oxygen. When radiation leaks into the ocean, everything from algae to people are affected. Creating an awareness of global issues and sustainability is a necessary part of surviving in the modern world.
As Americans we often find ourselves a bit self-centered when it comes to world issues, but now that we can communicate across oceans with the click of a button, that distance has shrunk immeasurably and we can no longer afford to only think of ourselves.
How are 9th grade students in Orem, Utah learning about global issues through sustainability?
According to the initial proposal, submitted by Merida Davis’ team at Lakeridge Jr. High School, “Our goals are to stimulate and facilitate responsible sustainability awareness and interaction at the individual, community and global scales.” Their goal was to be realized by creating cross-curricular partnerships between the science department and the other subject instructors, initially in a professional development workshop. By creating this cross pollination of subjects teachers learned to “seamlessly incorporate sustainability into their subjects… and […] new perspectives on teaching their own subject area.” After this initial work with the educators was completed, the project moved on to address the students directly.
To become well versed in sustainability, students participated in sustainability-based community service projects. Part of those projects were about creating a documentary movie to highlight local issues, such as pollution, agriculture, climate change, resource management and depletion. Along with this, they also collaborated with Japanese students, giving them a perspective on this subject that they wouldn’t get otherwise.
This project includes plans to offer a Sustainability Fair where students will celebrate their work by sharing their service and other sustainability-based projects. The Fair will culminate with a student film festival showcasing their work from throughout the school year.
Is this project something other teachers can replicate?
While now the primary benefits go to those students and educators directly involved with the program, it is the hope with future funding that they will be able to create online archives of lessons, produced videos, and other student work to serve as an outline for educators to adapt the program to their own schools needs.
Though the bulk of the cost goes into covering the teachers training, the best part about this model is once that initial hurdle is cleared it becomes increasingly easier year after year to teach this program.
How has the project evolved?
Through the lessons learned the projects accomplished in the last year, the educators have a better grasp on how to replicate the program in other classrooms more efficiently. Being able to replicate the program will enable them to broaden their scope in the coming year.
Through the grant they’ve been also able to fund Pen Pal letters to Toyoda Jr. High School in Japan. The exchange went beyond traditional pen pal relationships in that they were also able to chat electronically with students in Japan and Pakistan. A few students started learning basic Korean which resulted in a field trip to a Korean restaurant for many of the students first encounter with that culture’s cuisine. As a result of these opportunities, exchanges have also begun over Skype with students in Korea.
All of these things are creating students with a wider worldview and a greater connection to a global society. Through building relationships between teachers, offering meaningful exchange opportunities to students and by taking time to integrate curriculum, the ESD team has made sustainability education a reality for their students.