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.
“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.”
“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.'”
“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.”
“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.”
“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.”
“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.”
“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.”
“I am so amazed and impressed by the depth of resources that you embedded in the teacher guide. This is really well put together.”
“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!”
“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.”
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
Jennifer Janzen, WestEd
Maria Simani, CA Science Project
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
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
