Students begin by figuring out that heat waves and periods of extreme heat are occurring more frequently in California. They investigate what extreme heat is, leaving them wondering how extreme heat affects people, communities, and the environment. Through further exploration, they learn that certain groups, like older adults and people without air conditioning, are more vulnerable to extreme heat. Students also explore ways to stay cool, like fans, protective clothing, and hydration.
Students then investigate actions individuals and communities can take to prepare for and stay safe from extreme heat. Students explore solutions communities are already enacting. This includes setting up cooling centers, issuing heat warnings, and providing shade and water for outdoor workers. The unit culminates with students developing an action plan to help their community prepare for extreme heat and help create a cooler environment.
“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.”
“This did a great job of piquing students’ interest and sparking opposing points of view, which created lively discussions on the topic.”
“Students were curious and continue to be curious. They are more aware of their surroundings than before and continue to point out observations daily.”
“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.”
“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.”
“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.”
“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.”
“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!”
“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.”
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