Seattle nsta 2011

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Leave a comment. Posted in Uncategorized. I co-authored a series of blog posts with Boldly Went about Outdoor Educational Activities to do with children during this unusual time. Bloom where you are planted, Explore more, and go Further Afield, but not too far. I prepared a web display for my current science students in the COVID school closure time as a chance for them to know more about me and my lifelong hero Dr.

Jane Goodall, for a chance to connect to my passion for travel and education, and for a chance to remind us all to wash our hands. When I first wrote to my school families, school was closed for at least 14 days. I tell my students regularly that math is the language of science. It is one of the language s to communicate patterns. This is an unprecedented moment in our world history and science.

Science requires math, sure. But science also takes creativity, courage, collaboration, and community. In short, it takes integrated thinking and a tolerance for ambiguity. It requires one to seek evidence to support challenging questions. She saw patterns, and problems, and had the courage to speak up. I see parallels between Dr. Helen Y. Chu, an infectious disease expert in Seattle, who knew that the United States did not have much time and was unwilling to wait to test Seattle Flu Study samples for the Coronavirus.

Data is changing daily. New information informs new protocols and new policies. There is much ambiguity. Students reflected on those acts of courage and creativity exhibited by her and other notable women in math and science throughout the movie. Thus, we also explored barriers due to racism and sexism. There are a few other important heroes in integrated thinking and courageous communication.

My lifelong hero, Dr. This approach also aligns with our view that the most effective way to engage in climate justice learning is to connect to issues that affect students and their communities. Recognizing that climate justice learning can be emotionally challenging, we work to create supportive learning spaces for teachers to connect, push their own learning, and explore new ideas for their classrooms. Teachers in the CJL come from a diverse mix of schools and school districts across Washington, and many are meeting each other for the first time.

As facilitators, we recognize that authentic engagement in equity and justice work requires trust, and we prioritize getting to know and understand our teacher partners and their local communities. Throughout the sessions, we build in ample time for teachers to work together in small groups to get to know one another and share about their students and communities. As a result, teachers report feeling less isolated because they know that there are others that support them. In fact, many teachers reflect that one of the most important benefits of the CJL has been meeting other teachers that share a similar passion for this work.

Teachers in the second year CJL cohort had already established strong and supportive relationships with one another, which allowed them to share openly about the challenges they are facing in their own schools and districts. By turning to one another for affirmation, resources, and advice, teachers in the CJL help create an ecosystem of collective empowerment that sustains and propels their work.

Not only do educators in the CJL gain support for infusing justice-focused teaching into their classrooms, they also begin to see themselves as agents of change in their communities. In the final meetings of each cohort, teachers' conversations shift to include recognizing injustices both inside and outside of the classroom.

Her conversations with other CJL teachers inspired her to vocalize her concerns and help her district explore other options that could better support all learners. Another teacher took on a leadership role in her local union, including presenting in front of the school board and leading equity work across the district.

The support and solidarity developed among teachers in the cohorts motivates them to engage in civic action in their communities. For many teachers, the CJL is the only professional space in which they can have conversations about these issues; for them, this professional learning community is an essential source of rejuvenation and collective power.

Grounding climate justice education in issues relevant to participating communities is another way to ensure that learning is personal and powerful for teachers and students.

The CJL supports teachers to connect students with local issues and give them opportunities to design solutions and take action. For example, teachers from communities that have suffered the impacts of wildfire explore the causes of fires and the effects on their communities, and learn ways to build resiliency, especially among those who are disproportionately impacted.

In many circumstances, these partners co-create the agendas for professional learning sessions. The stories and information they share often inspire ideas for local topics that students could explore. For example, Dr. Megan Ybarra from the University of Washington presented her research and community organizing work on the Northwest Immigrant Detention Center in Tacoma, which sits on the traditional lands of the Puyallup tribe.

Many teachers were not previously aware of the detention center or the related intersectional issues, which include being situated on a Superfund site and in close proximity to a proposed liquid natural gas facility. This in turn helps teachers bring local climate justice issues to their own classrooms and contexts.

CJL is also committed to focusing on action and solutions. During the Climate Justice League, we regularly experience and witness a sense of grief and powerlessness in the face of these interconnected crises. Knowing that young people struggle with these issues as well, we facilitate and model sense-making activities that can be used with students in the classroom. Another way we combat the sense of despair is by highlighting solutions, positive change, and people working for justice, especially in our local communities.

The story of Linda Garcia , a community leader who stopped an oil terminal from coming to her home of Vancouver, Washington , was inspiring to local teachers. Other examples of building local resilience include community-based food gardens, heat reduction strategies, and renewable energy projects. We support teachers to help their students design and implement their own solutions as well, and we encourage action projects that address authentic issues affecting their communities.

As a result, students have led anti-idling campaigns, designed and installed community gardens, and initiated conversations with their families.

In communities where climate change and social justice are controversial issues, starting a conversation at home can be a powerful action! Our goal is that both teachers and students develop a sense of agency to work for climate justice and understand that there are many ways to make a difference. Through our work with the Climate Justice League, we are learning how to facilitate rich professional development that supports educators to engage in climate justice teaching and learning.

Moreover, our focus on action and resilience is not only good pedagogy when engaging young people in the face of despair, it also supports our own endurance as educators engaged in this work. Engaging in justice-focused pedagogy in this way centers the voices and expertise of BIPOC climate justice leaders in our programs, especially youth. We offer these design principles, which have both guided and been further clarified through our work, as a framework for others to consider as they plan climate change education initiatives in their own diverse contexts.

As fellow travelers along this journey, we welcome your feedback, suggestions, and ideas. If we are going to meet the challenge of preparing students for the challenges of climate injustice, we need to do it together. Thank you to guest speakers Tiffany Mendoza, Dr. Liza Finkel, Tim Swinehart, Dr. Isabel Carrera Zamanillo, Dr. We appreciate Dr.

Ellen Ebert and the Washington State legislature for their leadership of the ClimeTime proviso, which made this work possible. Proposals are being accepted for downlink opportunities during space station missions scheduled for March to September Participants on Earth see and hear the crewmembers live from space, while the crew hears the questions but does not see the audience. The deadline to submit comprehensive proposals that target a large number of participants is Dec. Interested organizations should contact Teaching From Space to obtain information related to expectations, content, format, audience, proposal guidelines and forms by sending an e-mail to JSC-Teaching-From-Space mail.

Teaching From Space will hold several online information sessions designed to provide more information about downlinks and the proposal process. DPC teaches kids about science and conservation while empowering them to make a positive impact on their communities and planet.

Students will develop solutions to address a local environmental issue. Grand prize winning classes from the elementary and middle school categories will receive a trip to Walt Disney World in Orlando, FL, in April ! Learn more. In addition, through DPC's partnership with Underwriters Laboratories, classroom mentors are available to offer guidance to participating classes.

Registration is now open for the program, and runs through December The program, which will be implemented through a partnership between the White House Council on Environmental Quality CEQ and EPA, recognizes outstanding K teachers who employ innovative approaches to environmental education and use the environment as a context for learning for their students.

Two teachers from each EPA region will be selected to receive the award. For more information on eligibility requirements and selection criteria or to submit an online application, please visit www. The application deadline is December 30, One outstanding project from each region is selected for national recognition. Projects are developed by young individuals, school classes K , summer camps, and youth organizations to promote environmental stewardship.

Thousands of young people from all 50 states and the U. Winning projects in the past have covered a wide range of subject areas, including: -environmental science projects -recycling programs in schools and communities -construction of nature preserves -major tree planting programs -videos, skits, and newsletters that focus on environmental issues. Evaluation results consistently demonstrate that the experience is a life-changing event for many of the young people and sponsors who participate.

Find out how to apply. The annual deadline for the regional award program is December Climate and Energy Education Resources for Teachers from the University of Colorado The University of Colorado offers a variety of resources for teaching about climate and energy, including some materials specific to the American West.

We hope you find them useful! Einstein Fellowship - Application Now Open! The Albert Einstein Distinguished Educator Fellowship is a paid fellowship for K math, science, and technology teachers. Einstein Fellows spend a school year in Washington, D. To be considered for an Einstein Fellowship for the school year, apply and submit three letters of recommendation by January 5, For more information or to apply to the program visit www.

Entries will be accepted until January 6, Grants will initiate in fall The fellowships will sponsor U. Sponsored by NASA's Office of the Chief Technologist and the Space Technology Program, the fellowships' continuing goal is to provide the nation with a pipeline of highly skilled engineers and technologists to improve America's technological competitiveness.

Fellows will perform innovative space technology research today while building the skills necessary to become future technological leaders. The deadline for submitting applications is Jan. The application deadline is Jan. Graduate students must apply under a specific research topic to align with NASA's aeronautics research programs.

The list of available topics is posted online. NASA expects to award 20 undergraduate and five graduate scholarships to students in aeronautics or related fields. Eco-Hero Awards A notice for students Have you been working to preserve the world around you?

Have you been teaching others how to protect the environment? Have you been doing an environmental research project? If your answer to any of these questions is yes, then you are a Young Eco-Hero.

All Eco-Heroes serve as role models, showing others that each individual is important and can make a difference. Action For Nature is proud to honor the work of young people between the ages of 8 and 16 who have done creative environmental projects. This is a great chance for you to share your environmental activism and creative work.

We look forward to again supporting young people from all around the world working to save our planet. Please read the guidelines to see if you are eligible to apply to become a Young Eco-Hero. If eligible, fill out the Eco-Hero Awards Application. The application deadline is January 15, The projects should promote interaction and cooperation within a group and help young people develop planning and problem-solving skills.

Apply by January 15, Volvo Adventure - Young People Bringing the Environment to Life The Volvo Adventure, in partnership with the United Nations Environment Program, is an educational program that rewards environmental activities and the decision-makers of the future.

To enter, you form a team of 2 to 5 members ages 13 to 16 , perform an environmental project in your local community, and submit the project online.

The competition deadline is January 31, See the registration details and guidelines for more information. This national conference will be held February , , in Denver, Colorado. The conference will include over breakout sessions, exhibits, and chances to network with other like-minded peers from across the country.

Bob the Bunny's Environmental Cartoon Competition Bob the Bunny's environmental competition is aimed at young adventurers aged years old.