| Course Description: This course on simple sustainability with students offers K-12 teachers the unique opportunity to delve deeper into global environmental issues on a local level. Situated within the setting of a sustainable hydroponic greenhouse, this course focuses on the themes of water, waste, and energy to help teachers learn more about current environmental concerns through a blend of technology, discussion, self-reflection, and hands-on projects. In addition, guest speakers, informative tours, videos, and educational games offer a holistic approach to learning about real world environmental problems and how they affect different cultures, especially in terms of environmental racism. Participants will learn to question the presence of food deserts and inequities of the urban heat island effect in NYC. Climate education also involves studying how global populations are affected, with minority and indigenous peoples receiving the fewest resources and the largest impact on their communities. This six day hybrid course will consist of four in person morning sessions (9:00am-2:00pm) at 154 West 93rd Street (sessions 1,2,4, March 1, 8, 22 and April 5) followed by weekly 2.5 hours of independent asynchronous. Sessions 3 and 6 (March 15 and April 26) consist of remote synchronous (9:00am-2:00pm) and asynchronous instruction as participants apply their knowledge of water, energy, and waste to demonstrate their designs of lessons, games, and interactive activities about environmental justice for their students. All asynchronous assignments must be submitted by May 9, 2025 in order to receive full credit. The key texts include articles from diverse sources, organized in a binder, as well as access to all Powerpoint documents and website links via the course webpage: https://sites.google.com/nysunworks.org/wastewaterenergycourse/home Readings for the course can be accessed at https://nysunworks.box.com/s/430ks3yhmn8xlsxt5hzoh7nvdxg6sxja With a focus on the Danielson Competency 3c, Engaging Students in Learning, teachers will learn effective ways to motivate and maintain the interest of students with special needs and students who are learning English as a second language, as well as inspire general education and gifted students. This course will offer teachers the tools to design curriculum with equity for all, especially to those students who are historically underserved. Teachers will learn how to view their own identity and socialization in their context of their teaching. Teachers will create two lesson plans with rubrics to make students accountable for their work. Participants will critique each other’s lessons to maximize rigor and include critically conscious concepts. Teachers will use a culturally responsive toolkit to assess their current math and science curricula. After keeping track of their own progress through the reflection of learning goals, journal entries, and a science notebook, teachers will synthesize this information while they have students design goals in the classroom that will instill a sense of inclusiveness and a sense of respect for others. Participants will collaborate on a project to teach students about environmental racism, as it pertains to New York City residents. Given that NYC has historically demonstrated some of the worst records when it comes to environmental racism, it is important for participants to understand how and where to identify these inequities and thus share this information with their students. Teachers will implement a project into their own classrooms, record assessments, and share with the other participants in the course. There is no additional fee beyond registration. |
| Restricted: No |
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CTLE Area: Content |
Grades: Pre-K,K,1,2,3,4,5,6,7,8
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