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12th Grade: Interdisciplinary Environmental Science

Conducting Case Studies

How does bringing together different types of knowledge make an effective case for environmental justice?

Students investigate how to bring together different types of knowledge to make a case for environmental justice at a California school of their choice. Students learn that environmental injustices are deeply complex, interdisciplinary problems that require several different types of knowledge and expertise to effectively understand and address. Students investigate how to integrate different types of knowledge and evidence — such as ecological, historical, quantitative, qualitative, and moral — to make a case for an environmental solution. Students see this in action via a case study on dams on the Klamath River and the types of knowledge that led to their removal. 

Students explore where to find data and information on environmental hazards in their case study location and what to do when information is conflicting. They examine how different groups and parties are affected, identifying factors that influence how those groups respond and considering other injustices. The unit culminates with students bringing different types of knowledge and evidence together to present a case study and plan for action.

Lesson Overview

Anchor Lesson
  1. How does bringing together different types of knowledge make an effective case for environmental justice?
Investigation Lessons
  1. How do we figure out what is known about a place and what more we need to find out?
  2. How can we use civic data resources to understand the environmental hazards in a place?
  3. What shapes the capacity of different parties to address environmental injustice?
  4. How can we use evidence to understand how different types of injustices contribute to environmental injustice?
  5. How can we integrate knowledge of related cases into our understanding of a place to plan effective actions?
Consensus Model Building
  1. How does bringing together different types of knowledge make an effective case for environmental justice?
Culminating Engagement
  1. How can we bring together different types of knowledge to make an effective case for environmental justice in a community?
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Unit Standards

California Environmental Principles & Concepts
  • Principle 5
History-Social Science
  • Content Standards 12.2, 12.3, 12.8, 12.10
  • Historical and Social Sciences Analysis Skills
Science
  • NGSS HS-ESS3-1, HS-ETS1-1, HS-ETS1-2, HS-ETS1-3
  • NGSS Science and Engineering Practices
  • NGSS Disciplinary Core Ideas ESS3.A, ESS3.C, ETS1.A, ETS1.B, ETS1.C
  • NGSS Crosscutting Concepts
Common Core English Language Arts
  • W.11-12.2, W.11-12.7, SL.1, SL.2, SL.11-12.4, SL.11-12.5, RH.11-12.8, RST.11-12.1, RST.11-12.7, RST.11-12.8, RST.11-12.9

What Teachers Are Saying

“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.”

Elementary School
Teacher

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

Elementary School
Teacher

“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.”

Elementary School
Teacher

“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.”

Elementary School
Teacher

“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.”

Middle School
Teacher

“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.”

Middle School
Teacher

“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.”

Middle School
Teacher

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

Middle School
Teacher

“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.”

High School
Teacher

“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!”

High School
Teacher

“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.”

High School
Teacher

“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.”

High School
Teacher

Inside Each Unit

  • Teacher Guides Detailed, customizable lesson plans
  • Support Materials Visual aids, audio/video content for lessons, and more
  • Student Materials Worksheets, readings, handouts, and more
  • Standards Alignment Guidance on specific standards and frameworks being met
  • Professional Learning Handbooks for facilitation and culminating engagements

Acknowledgments

Unit Development Team

Kim Fortun, EcoGovLab, UC Irvine
Margaret Tebbe, EcoGovLab, UC Irvine
Prerna Srigyan, EcoGovLab, UC Irvine
Nadine Tanio, EcoGovLab, UC Irvine
Margaux Fisher, EcoGovLab, UC Irvine
Katie Vo, EcoGovLab, UC Irvine
Taranjot Bhari, EcoGovLab, UC Irvine
Aeris Melody Johnson, EcoGovLab, UC Irvine
Lena Fortun, EcoGovLab, UC Irvine
Sierra Howard, EcoGovLab, UC Irvine
Julia Lin, EcoGovLab, UC Irvine

Global Nomads Youth Design Team

Reviewers

Jennifer Janzen, WestEd
Maria Simani, CA Science Project

Consultants

Matt Ellinger, Designer
Hosun Kang, UC Irvine
K. Lily Wu, OEHHA and Cal EPA
Wongyong Park, University of Southampton
Doron Zinger, CSU Dominguez Hills
Jean Flanagan, BSCS
Susan Lyons, Development Editor
Stacey Lane, Illustrator
Darin Newton, Development Editor

Pilot and Field Test Teachers

Erica Brauer, Granada Hills Charter
Shannan Johnson, Windsor USD
Graham Lockett, Culver City USD
Craig Manges, Lemoore UHSD
Kate Morris, The Waverly School
Laura Rivera, Torrance UUSD

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