Teachers across the country are preparing to teach the science and engineering called for in the new standards designed to address major world challenges and opportunities. Students will face issues, such as generating sufficient clean energy, building climate resilience for businesses and communities, maintaining supplies of food and clean water, and solving the problems of global environmental change that confront society today and in their future. The amount of time teachers are spending on these issues are going up significantly.
NOAA Climate.gov and a community of educational and science partners have developed and organized supporting resources and programs for those who want to teach climate and energy science, backed by some of the nation's most experienced professional educators, scientists, and engineers. The Climate Action Learning Process (CALP, below) provides a path teachers can follow to educate students about climate and energy science, develop the skills to take action, and then reevaluate teaching methods. A supporting toolbox (right) organizes and highlights resources from numerous teaching professionals and science partners all working toward supporting climate and energy education.
These science-based, interdisciplinary models of education and public engagement support learners of all levels and foster climate and energy literacy and action. Armed with newfound knowledge and skills, students will be able to develop their own action plans - in their own communities or on a global scale.
Climate Action Learning Process
Highlighted resources from numerous educational and science partners and programs that support the Climate Action Competence Learning Process. The resources in the toolbox are not comprehensive and will grow as new aligned and effective resources are identified. New resources can be nominated by sending them to email@example.com.