Climate Literacy in Education

Connecting Math and Climate Justice

Erica Pierce

Keywords: water, pollution, pipelines, climate justice, math

Abstract

This three-day unit explores the connection between mathematics, science, and climate justice through a study of water systems in Minnesota. Because the climate crisis is not explicitly included in the Minnesota math standards, the unit is designed to help students connect mathematical thinking to real-world environmental issues. Students begin with a gallery walk and an introduction to We Are Water Protectors, generating questions and building prior knowledge, and then analyze competing perspectives on pipelines and examine water quality, river systems, and data on human and environmental impacts. In the final lesson, students explore Earth’s water distribution and Indigenous knowledge through the work of water protector Sharon Day, reflecting on stewardship and justice. While engagement was strong, reflection revealed a need for a more intentional foundation of climate empathy and personal connection, as well as more explicit and intentional connections to mathematical thinking and computation, both of which will be integrated into future iterations of the unit.