CCE FOR ME

ABSTRACT

While it should be common practice to talk about climate change throughout the curriculum (NGSS Lead States 2013), only addressing climate when it comes up in other classes results in students graduating high school still unable to articulate the causes or effects of climate change as well as what needs to be done to address the problem (Monroe, Oxarart, and Plate 2013;Reid 2019;Schreiner, Henriksen, and Kirkeby Hansen 2005). Even if building climate change into other science classes was an effective strategy for teaching climate science, students would still not have gained climate literacy because CCE should also incorporate societal effects and climate justice (Stapleton 2019). Students were encouraged to submit their projects to the potentially interested groups or organizations (e.g., Department of Transportation or city planning commission) once complete. Because climate change misconceptions abound (McNeil and Vaughn 2012), we identified common misconceptions ahead of time and provided tools to prevent or resolve these noncanonical understandings. Instead of telling students that the two can be confused, we start by discussing the ozone hole (because they are already familiar with it) and how ozone interacts with UV radiation before even mentioning the greenhouse effect and carbon dioxide interacting with infrared radiation.