"From my students: 'Thank you for teaching us this lesson because if you didn't it would be bad for our environment.' 'This was awesome! Can you do more? Thank you!' 'Thank you for helping us in taking care of the environment.'"

"For my students who may not engage with abstract concepts, the real-life relevance of turning waste into soil for growing plants offers a clear, meaningful goal that they can understand and feel proud to participate in."

"My students often refer to the experience and knowledge gained. I plan to use Seeds to Solutions lessons in the future."

"There is something for all different kinds of learners. We are moving spaces, drawing, talking in big and small groups, writing. Some of my kiddos who would have been disengaged quite possibly the entire time were engaged in at least two or more parts of this lesson."

"I truly enjoyed teaching this. It has been heartwarming to see them care about other living things and the environment."

"My kids have said, 'Oh good, I like doing this,' when we were starting the lesson each day. It's a great topic. I also think it has made them more curious and do their own research."

"This did a great job of piquing students' interest and sparking opposing points of view, which created lively discussions on the topic."

"The message that there are solutions to help us combat climate change and that people are working together to solve problems helped students stay in a place of curiosity; they didn't show anxiety over the content."

"Students were curious and continue to be curious. They are more aware of their surroundings than before and continue to point out observations daily."

"WOW! What incredible and engaging lessons to do with my students. They loved this opportunity to be scientists, explore and think about the food they eat, and I loved the ways that they began to model. I am so excited about these lessons and cannot wait to share them with my coworkers."

“The kids become more engaged because now they are actually actively doing things. They're really having to look for themselves. It's not given to them on a platter, but all the resources are right there.”

"Using the maps and seeing things like schools and how close they are to hazards is really cool. They may not be super connected personally, but they can put themselves in the shoes of other kids and try to relate. I know it's working because I have a kid that just watches Netflix all day, every day and he pulled out his earbud and participated!"

"They've never thought about stuff like this before, and now they're sharing it. One girl said this was the only class that she went home and talked to her parents about."

"Every lesson was so thoroughly designed, the case study design book was beautifully organized, and it helped to give my class a real-life understanding of how college/graduate-level academic research works. Being able to connect their research back to environmental issues they actually experience was simply icing on the cake. Well done!"

"I am so amazed and impressed by the depth of resources that you embedded in the teacher guide. This is really well put together."

"When you're out in the workforce, you're trying to solve problems that don't have a clear, immediate answer. So doing stuff like this helps give students practice."

"Students really wanted to share their food traditions and look into how climate change might affect their food traditions."

"What I find interesting is that students are discussing the material outside of class time. I heard students discussing the ideas before class in the hallways and even during lunch periods."

"This lesson brought in cultural stories from the original people who inhabited California. This is a perspective that is not often taught in science. I think that the kids liked having science be a little less facts and figures and more story."

"This is engaging because it uses real data about the state students live in and shows changes within their lifetime, like the rise of warehouses and trucking during the pandemic."

"Students really enjoyed the hands-on activity. They were very interested to learn about the different pollutants that they've never heard of. It also developed their curiosity about air quality and pollution. It was an eye-opener for some that they are able to see what is mostly 'unseen' by everyone."

"I heard comments like, 'I didn't realize how much climate change affects my community,' and, 'This project made me think about what I can do to help.'"

"I love how the data was more interactive and chunked into smaller pieces. I also like how there was a way to bring all the knowledge and wondering back to come up with a conclusion to the problem."

"I have learned ways to improve my teaching, and I have been at this for 38 years. The students are gaining a deeper understanding of what climate change is: what causes climate change, and the impact of climate change on crop yield."