A Clean Future- My (virtual) day with a 4th grade class for Earth Day 2020!
In October of 2019, I received a call from my 9 year old niece, Harlow, asking me if I could help her with her school science project. I was of course thrilled to help her- but I was elated and surprised when she told me that her project would be on climate change! During this academic school year, majority of the science lessons in her class have focused on earth's changing environment and anthropogenic climate change- and they have become very passionate about the topic. Their teacher has done a fantastic job with framing the course in a way that presents the kids with basic facts, explaining how the environmental crisis will have an impact on systems they have previously learned about such as hurricanes, the water cycle, and animal habitats, as well as explaining how climate change will impact them. Ms. Thompson also gives them free time on these lesson days to openly discuss and think about what their futures may look like, and what mitigation strategies they can accomplish as young children in order to make a difference.
Because of the passion and determination I have seen and heard about through my niece, I decided to utilize my final climate change communication project to spend a few hours with her 4th grade class on Earth Day. The purpose of this lecture was to talk about climate change, what we can do to help, and how important it is to stand up for what they believe in. Our lecture first began with me asking what they know about climate change, which blew me away with how informed they are! We then began a brief lesson on solar energy in Florida, as they began to learn about natural energy sources that same week. I talked to them about how we can utilize solar energy in Florida, which quickly prompted a conversation about the solar panels some of them have seen at Walt Disney World while visiting with their families. We took some time at the end of our lesson to talk about what they individually feel the most passionate about when it comes to climate change. Many of them mentioned their favorite animals, but a few were deeply concerned about the ocean, the everglades, and other ecosystems.
Prior to our lesson, I mailed out post cards to Ms. Thompson who mailed them individually to each student. The postcards were to be mailed out to Florida Governer Ron DeSantis, so we talked for a little while about what is happening in the state, and what we can do to encourage state legislature to listen to our voices. The postcards were "The Lorax" themed, and had "Don't burn my future, the time for solar energy is now!" printed on the front. (Click the link for a read-along of the book!) I encouraged them to color the post cards in, and then write their own statements on the back about anything they felt or wanted to say about climate change and/or the use of solar energy in our state. At this point, it was hard for me to hold back the tears as they one by one read aloud what they had written. Here are just a few of their comments:
- "I love the everglades, but if the water keeps getting higher we won't see it ever again."
- "We need to save the planet if we want to breathe." (This one gave Ms. Thompson and I a giggle)
- "I want to always be able to see lots of flowers and lots of bees and animals forever." (</3)
- "The sun can help us."
- "It is too hot all the time, we can put the heat to solar panels instead." (adorable!)
- "Please."
- "We can save the polar bear and penguins, they are so cute and need to stay cold."
*Note that almost every single one has "we" and "us", as they all seem to understand that this is a global crisis that we need to work together to change.
This was such an incredible experience with a purpose of framing climate change in a more positive light, which I can already see the effect it has had on this class. During the semester, we spent a great time talking about how framing climate change in future tense in a positive light rather than to be doom and gloom can have a positive impact on the attitudes towards climate change, and can actually influence others to take action. Their teacher, as I mentioned before, has done an excellent job at encouraging them to be positive, to talk to their families about it, and empowering them by reminding them that they too can make a difference, even at a young age. Framing climate change in this way, especially to children, gives them the view of a long term commitment to change, and something that will impact them- giving them passion and determination to "be the change". This will give them the opportunity to be free thinkers, innovators, and have the mindset of using logical thinking to understand climate change as it changes our planet throughout their future.
I am honored and excited to let you all know that every single student, all 24, sent their postcards to Governor Ron DeSantis by the end of the week. Additionally, for extra credit, they were to go home and watch "The Lorax" with their families and talk about Earth Day as well as our time together that day. It brings me to tears of joy to think about how hopeful and passionate these kids are about climate change, and I truly wish I could have recorded our session to share with you all- It was by far the most heart warming day of my entire life. Using the techniques we have learned this semester was so exciting and I have already been invited to come back to Ms. Thompsons class for the 2020-2021 school year for not only Earth Day, but for other lesson days as well. I can confidently say that this project was a total success, and I cannot wait to do this again for Earth Day 2021!
*Name of Teacher has been changed for privacy. No photos were to be released due to the nature of the project for the privacy of the students.
References:
Because of the passion and determination I have seen and heard about through my niece, I decided to utilize my final climate change communication project to spend a few hours with her 4th grade class on Earth Day. The purpose of this lecture was to talk about climate change, what we can do to help, and how important it is to stand up for what they believe in. Our lecture first began with me asking what they know about climate change, which blew me away with how informed they are! We then began a brief lesson on solar energy in Florida, as they began to learn about natural energy sources that same week. I talked to them about how we can utilize solar energy in Florida, which quickly prompted a conversation about the solar panels some of them have seen at Walt Disney World while visiting with their families. We took some time at the end of our lesson to talk about what they individually feel the most passionate about when it comes to climate change. Many of them mentioned their favorite animals, but a few were deeply concerned about the ocean, the everglades, and other ecosystems.
Prior to our lesson, I mailed out post cards to Ms. Thompson who mailed them individually to each student. The postcards were to be mailed out to Florida Governer Ron DeSantis, so we talked for a little while about what is happening in the state, and what we can do to encourage state legislature to listen to our voices. The postcards were "The Lorax" themed, and had "Don't burn my future, the time for solar energy is now!" printed on the front. (Click the link for a read-along of the book!) I encouraged them to color the post cards in, and then write their own statements on the back about anything they felt or wanted to say about climate change and/or the use of solar energy in our state. At this point, it was hard for me to hold back the tears as they one by one read aloud what they had written. Here are just a few of their comments:
- "I love the everglades, but if the water keeps getting higher we won't see it ever again."
- "We need to save the planet if we want to breathe." (This one gave Ms. Thompson and I a giggle)
- "I want to always be able to see lots of flowers and lots of bees and animals forever." (</3)
- "The sun can help us."
- "It is too hot all the time, we can put the heat to solar panels instead." (adorable!)
- "Please."
- "We can save the polar bear and penguins, they are so cute and need to stay cold."
*Note that almost every single one has "we" and "us", as they all seem to understand that this is a global crisis that we need to work together to change.
This was such an incredible experience with a purpose of framing climate change in a more positive light, which I can already see the effect it has had on this class. During the semester, we spent a great time talking about how framing climate change in future tense in a positive light rather than to be doom and gloom can have a positive impact on the attitudes towards climate change, and can actually influence others to take action. Their teacher, as I mentioned before, has done an excellent job at encouraging them to be positive, to talk to their families about it, and empowering them by reminding them that they too can make a difference, even at a young age. Framing climate change in this way, especially to children, gives them the view of a long term commitment to change, and something that will impact them- giving them passion and determination to "be the change". This will give them the opportunity to be free thinkers, innovators, and have the mindset of using logical thinking to understand climate change as it changes our planet throughout their future.
I am honored and excited to let you all know that every single student, all 24, sent their postcards to Governor Ron DeSantis by the end of the week. Additionally, for extra credit, they were to go home and watch "The Lorax" with their families and talk about Earth Day as well as our time together that day. It brings me to tears of joy to think about how hopeful and passionate these kids are about climate change, and I truly wish I could have recorded our session to share with you all- It was by far the most heart warming day of my entire life. Using the techniques we have learned this semester was so exciting and I have already been invited to come back to Ms. Thompsons class for the 2020-2021 school year for not only Earth Day, but for other lesson days as well. I can confidently say that this project was a total success, and I cannot wait to do this again for Earth Day 2021!
*Name of Teacher has been changed for privacy. No photos were to be released due to the nature of the project for the privacy of the students.
References:
Stoknes, P. E. (2015). What we think about when we try not to think about global warming: toward a new psychology of climate action. White River Junction, VT: Chelsea Green Publishing.
Ojala, M. (2012, March 8). How do children cope with global climate change? Coping strategies, engagement, and well-being. Retrieved from https://www.sciencedirect.com/science/article/pii/S0272494412000138?casa_token=oPDsUSYkQXMAAAAA:Knrhveto3TWDvg-iDYGZe_yjflYyOLnUaSJ2VX8GM2x5p6DyO31LvZa5N5KID-dkwMVG6HpX9S4
Ebi, K. L., & Paulson, J. A. (2007, April 19). Climate Change and Children. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0031395507000193
Seuss. (2018). The Lorax. London: HarperCollins Childrens Books.
Spence, A., & Pidgeon, N. (2010, August 8). Framing and communicating climate change: The effects of distance and outcome frame manipulations. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0959378010000610
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