Climate Literacy in Education

Introduction: Teacher Power, Teacher Impact

2026-09-09T20:33:37-05:00

In this introduction, we offer our observations on the first year of the University of Minnesota’s Climate Literacy Teacher Leader Fellowship Program—an eight-month professional development program that brought together sixteen in-service Minnesota teachers to deepen their knowledge of climate literacy education and produce scholarship that forms the content of this special issue. What are the possibilities when in-service educators are provided time, space, support, and funding to develop, create, teach, plan, assess, and share climate justice curricular projects? We hope their work in this issue gives you a peek into real-life classrooms in Minnesota that are brimming with ideas, creativity, innovation, and learning.

Beyond the Vocabulary List

2026-07-23T09:41:45-05:00

This reflection examines a cross-disciplinary, project-based Mandarin immersion curriculum designed to integrate English Language Arts (ELA) and Science units on wild animals’ habitat and ecological crises in a third-grade classroom. Moving beyond print-based instruction, I reflect on using multimodal pedagogy to alleviate the "linguistic bottleneck" where primary students' complex, higher-order climate awareness outpaces their novice-stage target language proficiency. The narrative details critical pedagogical struggles—ranging from the limitations of static vocabulary lists to the emergence of profound student climate anxiety (eco-grief). To ground abstract ecosystem parameters and process heavy climate emotions, I pivoted to incorporate picturebooks, physical movement such as Tai Chi (Cloud Hands) and Daoist cosmological lenses (Yin-Yang and Tian Ren He Yi). Leveraging non-Western cultural assets allows young immersion learners to bypass linguistic bottlenecks, transform eco-anxiety into actionable daily advocacy, and embody a relational, non-dominant worldview.

Reprogramming Planet Earth

2026-06-10T10:12:29-05:00

Students in pre-K through 5th grade designed programs that reflect what they learned about climate change through children's literature and videos. Students spent 1-3 weeks programming various physical computing devices like the Micro:bit, Robot Mouse and Dash, and they used various software like the Scratch Jr. App, Scratch online, and Microsoft MakeCode. A collection of student work can be viewed through this PDF document or view this video for a quick look. Below are resources with direct links to cross-curricular concepts applicable to this thematic unit of climate literacy and programming, and there are brief lesson plans and resources used for each grade level.

My Weather Journal

2026-07-28T12:00:19-05:00

This 1st grade climate literacy lesson, designed for bilingual or dual-language classrooms, introduces young learners to foundational weather concepts through literature, observation, and personal reflection. Centered around the Spanish-language picture book ¿De qué color es el cielo? by Mandie Davis, the lesson invites students to explore how the sky and weather change, and how these changes affect people’s daily lives. Aligned with Minnesota academic standards in science and language arts, the lesson engages students in describing current weather conditions, collecting simple observational data in a personal weather journal, and discussing emotional and sensory responses to weather patterns.

Cuando el Hielo se Derrite

2026-08-05T08:08:57-05:00

Abstract

This preschool lesson uses “When the Ice Melts” by Rosie Eve to introduce young children to the concept of climate change and its effects on polar animals. Through storytelling, discussion, and art, students build empathy for nature and learn simple ways to care for the Earth, aligned with Minnesota Early Childhood Indicators of Progress (ECIPs) in science, literacy, and social-emotional learning.

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Esta lección para prescolares utiliza “Cuando el hielo se derrite” de Rossie Eve para introducir a los niños pequeños en el concepto del cambio climático y su efecto en los animales polares, a través de la narración, la discusión y el arte. Los estudiantes desarrollan empatía por la naturaleza y aprenden formas sencillas de cuidar la Tierra, alineado con los estandares de Minnesota Early Childhood Indicators of Progress (ECIPs) en la s áreas de ciencias, literature y aprendizaje socioemocional.

Hello, Tree Explorations

2026-07-28T12:21:33-05:00

This literacy article presents a comprehensive unit curriculum designed for early childhood and primary educators inspired by Ana Crespo’s picturebook Hello, Tree. The curriculum leverages the book’s colorful illustrations and poetic narrative to foster environmental awareness, sensory exploration, and creative expression among young learners. Through interdisciplinary activities integrating literacy, science, and art, the unit encourages students to observe and connect with nature, develop descriptive language skills, and cultivate mindfulness. Educators are provided with practical strategies for using Hello, Tree to support social-emotional learning, promote curiosity about the natural world, and inspire stewardship. This curriculum aims to enrich classroom experiences by turning a simple story into a dynamic learning journey that nurtures both cognitive and emotional growth.

Urban Design

2026-07-23T09:41:25-05:00

Students participate in an urban design project whereby they design a city for the future. It is a gamified simulation where cities (classes) compete for scarce resources and funding. Through this unit students learn about climate action and how public and private systems work. The speculative fiction, “City of Choice” and city future planning documents are used prior to the simulation to help students understand how imagination and creativity are essential for designing any city.

Connecting Science to Real Lives

2026-06-10T10:07:04-05:00

This article describes the development of empathy in 8th grade before students conduct interviews for a design thinking project on environmental sustainability. The goal of this lesson is for students to develop a better understanding of how people hold different views on climate change and their connections to the climate they live in. The use of the text Unikkaaqatigiit: Arctic Weather and Climate Through the Eyes of Nunavut's Children to demonstrate climate stories, as well as other texts, helps students be more prepared when entering into conversations with others about their needs in creating a sustainable society.

A Case for Environmental Health in the Health Classroom

2026-06-28T10:09:49-05:00

The real-world impact of the climate crisis on our students’ physical and mental health makes climate health a critical topic for health programs to address. However, due to the amount of content already mandated in Minnesota’s health curriculum, teachers should look to interweave climate health topics into established lessons instead of incorporating them as a new, standalone unit. This article provides ideas on how to incorporate climate literacy into the health classroom.

When We Care for the Earth, The Earth Cares for Us

2026-06-16T10:54:58-05:00

This five-day unit is designed to help students see the important connection between people and the Earth. The idea that when we care for the planet, it, in turn, cares for us. Using The Giving Tree by Shel Silverstein and The Apple Tree by Sandy Tharp-Thee, students explore how our choices affect the world around us and the ways that giving and receiving can exist in balance. We start the week by building background knowledge about how the Earth provides for us every day with clean air, water, food, and beauty, and our responsibility to care for it in return. Students analyze the two stories: The Giving Tree shows what happens when we only take, while The Apple Tree demonstrates what happens when we nurture and care for something over time. Through discussion, journaling, and reflection, students begin to see themselves as part of a circle of care, capable of making small actions that truly matter.

Ayni

2026-06-10T10:11:36-05:00

This project is a multimedia collage to explore sources of climate education and community strength beyond the classroom walls. The collage uses interview recordings, videos, photos, and text to explore the Quechua concept of ayni, a deeply valued practice of community reciprocity: today for you, tomorrow for me. The setting of this learning is the high Andes in Perú and is facilitated by the Sinkumunchis Foundations. The Foundation is a non-profit that hosts soccer schools and programs in rural communities with the intention to develop children through sport while honoring their community and cultural heritage. The soccer schools work with the players in Spanish and Quechua. In 2024, on my second research trip to the Sinkumunchis Foundation, I sat down with three of its leaders: Gonzalo Garcia (Founder), Diego Garcia (Founder), and Lucero Totocayo (Data Intern and Coach). We discussed ways that sport and movement can be used as a vehicle for social, academic, and emotional wellbeing. We looked at ways mindfulness and movement can contribute to positive development for students and communities. We shared educational experiences we had grown up with outside of the classroom. At that time, I was researching ways that classroom teachers like me could implement sports education strategies in our curriculum. What I was taught was the concept of ayni. I learned the word during our interviews then was able to immediately understand it in practice—we spent the day taking care of the fields that one of the soccer player’s family uses to farm. Controlled burns have been practiced by Indigenous communities in the Americas for thousands of years.

Climate justice work requires a strong community and does not stand apart from other social movements. Climate justice education can take place anywhere because nature is everywhere- we are all parts of nature and I was reminded of that. Not only can sports be a tool for physical health, emotional wellness, and academic wellbeing: Sinkumunchis has demonstrated that sports can also be a source of community and climate education.

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Este proyecto es un collage multimedia que explora las fuentes de educación climática y la fortaleza comunitaria más allá de las aulas. El collage utiliza grabaciones de entrevistas, videos, fotos y texto para explorar el concepto quechua de ayni, una práctica profundamente valorada de reciprocidad comunitaria: hoy por ti, mañana por mí. El contexto de este aprendizaje son los altos Andes en el Perú y es facilitado por la Fundación Sinkumunchis. La Fundación es una organización sin fines de lucro que promueve escuelas y programas de fútbol en comunidades rurales con la intención de desarrollar a los estudiantes a través del deporte, honrando al mismo tiempo su comunidad y patrimonio cultural. Las escuelas de fútbol trabajan con los jugadores en español y quechua. En 2024, en mi segundo viaje de investigación a la Fundación Sinkumunchis, reuní con tres de sus líderes: Gonzalo García (Fundador), Diego García (Fundador) y Lucero Totocayo (Datos y Entrenadora). Discutimos cómo el deporte y el movimiento pueden ser un vehículo para el bienestar social, académico y emocional. Analizamos cómo el mindfulness y el movimiento pueden contribuir al desarrollo positivo de los estudiantes y las comunidades. Compartimos experiencias educativas con las que habíamos crecido fuera del aula. En aquel entonces, investigaba cómo los docentes, como yo, podíamos implementar estrategias de educación deportiva en nuestro currículo. Aprendí el concepto de ayni. Conocí la palabra durante las entrevistas y la comprendí de inmediato en la práctica: pasamos el día cuidando la chacra que la familia de uno de los jugadores de fútbol utiliza para cultivar. Las comunidades indígenas de las Américas han practicado quemas controladas por miles de años.

El trabajo por la justicia climática requiere una comunidad fuerte y no está aislado de otros movimientos sociales. La educación sobre justicia climática puede tener lugar en cualquier sitio porque la naturaleza está en todas partes; todos somos parte de ella, y eso me lo recordó. El deporte no solo puede ser una herramienta para la salud física, el bienestar emocional y el rendimiento académico: Sinkumunchis ha demostrado que también puede ser una fuente de educación comunitaria y climática.

Connecting Math and Climate Justice

2026-06-10T10:16:30-05:00

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.

Todo Está Conectado

2026-06-28T10:12:00-05:00

This unit was implemented with 6th grade students in a Spanish Immersion classroom in Saint Paul, Minnesota. The curriculum moves beyond traditional science instruction by grounding climate literacy in identity, language, community, place, and connection. Through multi-day instructional activities, students were asked to make personal, local, and global connections with the world around them. The following texts, Old Enough to Save the Planet / Ya soy mayor y puedo salvar el planeta and Our World Out of Balance were used to help students identify and explain relationships and interconnectedness with the Earth and with one another.

Applying the Ojibwe Seven Grandfather Teachings to Our Relationship with the Land

2026-06-18T13:22:05-05:00

In this reflection, I consider the concept of the traditional Ojibwe teachings known as the “The Great Law” or Seven Grandfather Teachings. By allowing students to interact with these concepts, both with and without deeper cultural contexts, they are asked to consider how applying the values of truth, humility, respect, courage, honesty, love, and wisdom to their relationship to the natural world could enhance their sense of ownership in taking better care of Niimama Akii (Our Mother Earth).

Youth Leadership / 青年领导力

2026-08-26T08:12:00-05:00

This project-based learning unit challenges students to investigate the "hidden costs" of modern lifestyles, examining the intersection of environmental health and global equity. Through research into four critical areas—soil integrity, fast fashion, energy consumption, and city development—students deconstruct traditional definitions of "progress." The curriculum integrates scientific inquiry with Chinese language arts, tasking students to synthesize their findings into original, illustrated digital storybooks. By personifying environmental crises and proposing actionable solutions, students transition from passive consumers to global advocates.

Learning from the Land through Community Partnership

2026-07-31T11:32:30-05:00

This paper describes a climate education curriculum developed and implemented over the course of the 2025-2026 school year in a high school magnet program for Indigenous students. Co-developed and implemented with Dr. Annette Lee, the project’s community partner, the curriculum extended climate literacy education from a single, stand-alone unit to be infused into my students’ learning experiences throughout the year as part of a culturally and linguistically sustaining learning experience. Ultimately, the curriculum benefited students, community members, facilitators, and the land.

Expanding Access and Agency in Special Education

2026-05-27T13:24:16-05:00

Special Education teachers consistently balance high academic expectations with the responsibility to remove barriers that limit students’ access to grade‑level content. Students are also entitled to full participation in rigorous curriculum. This article details my work over the past two years to integrate Gemini, an Artificial Intelligence (AI) based tool, into my instructional practice. This reflection examines how intentional, teacher‑guided AI use can strengthen independence, agency, and inclusion while supporting culturally responsive practice and democratic participation. In doing so, I argue that supporting my students’ participation with AI is an ethical use of environmental resources.