Curriculum Supplement
DEFINE
GOAL 13: CLIMATE ACTION
● Goal 13 focuses on taking urgent action to combat climate
change and its impacts.
● Climate change is increasing the frequency and intensity of:
○ extreme weather events such as heat waves, droughts,
floods and tropical cyclones,
○ aggravating water management problems,
○ reducing agricultural production and food security,
● Climate change damages critical infrastructure and
interrupts the provision of basic services such
water and sanitation, education, energy and
transport.
CLIMATE CRISIS OVERVIEW
2020 global average temperature at Global emissions of carbon dioxide (CO2) have
1.2°C above pre-industrial baseline, increased by almost 50 per cent since 1990.
woefully off track to stay at 1.5°C or Emissions grew more quickly between 2000
below as called for in the Paris and 2010 than in each of the three previous
agreement. decades
125 of 154 developing countries are Oceans have warmed, the amounts of snow and
formulating and implementing national ice have diminished and sea level has risen.
From 1901 to 2010, the global average sea level
climate adaptation plans that include
rose by 19 cm as oceans expanded. The Arctic’s
food security, ecosystems, freshwater
sources, health, and key economic sea ice extent has shrunk in every successive
decade since 1979
sectors.
CLIMATE CHALLENGES & SOLUTIONS
ANTHROPOGENIC GREENHOUSE GAS
EMISSIONS have increased since Inform and inspire people and
the pre-industrial era, driven institutions to TAKE ACTIONS
largely by ECONOMIC AND AGAINST CLIMATE CHANGE
POPULATION GROWTH, and are now
higher than ever.
Innovate and adopt
THE WORLD IS WARMING at an technological solutions to
alarming rate, damaging our MITIGATE AND ADAPT TO
ability to grow food CLIMATE CHANGE
STORMS, FLOODS, HURRICANES AND PROTECT THE MOST VULNERABLE
DROUGHTS are intensifying, oceans against climate change
are warming and becoming more impacts
acid, ice is disappearing and seas
are rising.
U.N. FOCUS TARGETS & INDICATORS
● Target 13.3: Improve education, awareness-raising
and human and institutional capacity on climate
change mitigation, adaptation, impact reduction and
early warning
○ Target 13.b: Promote mechanisms for raising
capacity for effective climate change-related
planning and management in least developed
countries and small island developing States,
including focusing on women, youth and local
and marginalized communities
MEANING & RELEVANCE
FOR EARLY CHILDHOOD EDUCATORS
As climate change and its impact continue
to affect communities, education and climate Teachers must be equipped with the tools and the
mitigation efforts are paramount to ameliorate this knowledge to educate students on climate change
crisis. Climate change affects our future and those of in a developmentally appropriate way and
the following generations. As such it is an issue of empower children to take climate action through
significance to everyone, especially young people who’ll awareness of climate mitigation efforts. To achieve
have to face the brunt of the economic, political and this goal our group will design a climate action
ecological ramifications of irreversible climate change. As curriculum supplement for early childhood
conversations surrounding climate change continue to grow teachers. This supplement will serve to augment
in intensity, children become increasingly wary of the future. science curricula by guiding teachers to
The phenomenon called “eco-anxiety” wherein students
developmentally appropriate resources for
experience fear and uncertainty of the future due to
educating children on climate change and linking
climate concerns is of utmost importance to
educators to climate mitigation solutions.
educators of young children.
RATIONALE
As the climate crisis continues, conversation surrounding climate change and its impacts become
more prevalent. Through climate change education coupled with mitigation efforts, children are
empowered to address issues of climate change head on. First in their local communities, followed
by the world stage. As educators, this is exciting to us because we have the ability to empower
teachers to support young children about a topic that brings large amounts of uncertainty. It
makes us think about the topics, methods, and strategies that teachers can use to educate
children about climate change in a developmentally appropriate way and the programs and
initiatives that foster youth participation. We hope to learn more about the best practices to
achieve this goal and the local and global community organizations dedicated to empowering
young learners.
ASSUMPTIONS
● What are some key topics that we can focus
our curriculum supplement on?
● How can we incorporate a variety of
resources to help teachers support all
learners?
● How can we make sure that our curriculum
supplement respects teachers’ time?
● How can we make the information clear and
accessible to teachers?
EMPATHIZE
HABIT OF MIND
● As we prepare to listen to the stories of young people’s experiences with
climate anxiety and climate action, we invite to to use the following habit of mind:
listening with understanding and empathy.
● Practices of active listening include:
○ seeing through the lens of many different perspectives.
○ demonstrating understanding and empathy for another’s idea or feeling
by paraphrasing it accurately, building upon it, clarifying it, or giving an
example of it
○ paying close attention to what is being said beneath the words.
○ listening not only for what someone knows, but also for what he or she is
trying to represent through their facial expressions, body language,
voice intonation and eye movements
○ holding in abeyance their own values, judgments,
○ opinions, and prejudices in order to listen to and
○ entertain another person’s thoughts
CIRCLES OF ACTION
As an educator and an individual, what
can I do to contribute...
1. In my inner circle (of friends,
family, the people I know)?
2. In my community (my school, my
neighborhood)?
3. In the world (beyond my immediate
environment)
IDEATE
IDEATE
CONVERGE
FEASIBILITY
LIST
QUESTIONS
DESIRABILITY
VIABILIT
Y
PRIORITIZE
QUESTIONS
IDEATE
TO
EXPLORE
PROTOTYPE
Prototype #1: Online Module
We decided the best way to distribute a curriculum
supplement to teachers was using an online module.
Potential users reported thar links were not accessible
when module was shared via link. Users reported module
required extensive scrolling to access desired material.
Prototype #2: Electronic PDF
We decided to improve on the previous prototype by
changing the format to a PDF and adding QR codes instead
of clickable links
DEFORESTATION
QUICK FACTS
● KIDS BRITANNICA:
https://kids.britannica.com/kids/article/deforestation/443116
● ONETREEPLANTED:https://onetreeplanted.org/blogs/stories/forest-
facts-kids
● KIDDLE.ORG: https://kids.kiddle.co/Deforestation
Resources
● WHERE’S THE ELEPHANT:
Barroux
● THE GREAT KAPOK TREE:
Lynne Cherry
Watch
video at:
● FOREST: Brendan
Kearney
CLIMATE MITIGATION
ONE TREE PLANTED
Teachers & Students Get Involved Landing Page::
https://onetreeplanted.org/pages/school
ECOSIA
The search engine that plants trees:
https://www.ecosia.org/?c=en
SOIL DEPLETION
QUICK FACTS
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Resources
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CLIMATE MITIGATION
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POLLUTION
QUICK FACTS
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Resources
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CLIMATE MITIGATION
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SEVERE
WEATHER
QUICK FACTS
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Resources
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CLIMATE MITIGATION
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HABITAT LOSS
QUICK FACTS
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Resources
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CLIMATE MITIGATION
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ITERATE
TEST
THANKS!
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