How to Use the Curricular Framework

This framework aims to take the work you already do in your teaching and support you in framing it as Climate Change Education. There are three components of the framework:

Supported Standards: Categorized by subject. Classroom teachers are probably already teaching to most of these standards. We have gone through and handpicked grade-level standards for Science, Social Studies, Math, Literacy, and Social-Emotional Learning that support the development of climate literacy in your students. We have hyperlinked the subjects and some of the standards for ease of use.
Making Sense of the Climate Connections: To make this framework more accessible, we explain HOW the standards support climate literacy in this column. Think of this as the "background section." It is for you more than your students. Though students at your grade level may not be learning the extent to how the Sun connects to the climate system, they will be learning the foundation of that science.
What it Looks Like in the Classroom: These are ideas meant to be molded by you. We have taken the standards and climate connections and created mini units.

**Each grade-level framework is split into three thematic strands:

Climate and Naturally-Caused Climate Change
Cause and Effects of Anthropogenic Climate Change
Adaptation and Mitigation of Anthropogenic Climate Change

When students are younger, these thematic strands are more integrated throughout each unit. In older grades, the thematic strands become more standalone units.

Continue reading below for A BRIEF GLIMPSE of the framework and an EXPLANATION OF THE STANDARDS LINGO.

Informal Educator?

Field trips are a great time for students to see environmental stewardship in action.

Check out especially the third strand, Adaptation & Mitigation of Anthropogenic Climate Change and consider highlighting what changes your organization has made (or plans to make) and why can be a great way to connect to learning.

Tip: If you have a group of 3rd graders coming in the fall, they are more likely to be familiar with 2nd grade material. When possible, check in with teachers in advance to find out what they're learning!

A Brief Glimpse (with notes!):

Deciphering the standards lingo:

Next Generation Science Standards (NGSS)

DCI: Disciplinary Core Idea

The fundamental ideas that are necessary for understanding a given science discipline. The core ideas all have broad importance within or across science or engineering disciplines, provide a key tool for understanding or investigating complex ideas and solving problems, relate to societal or personal concerns, and can be taught over multiple grade levels at progressive levels of depth and complexity. (NGSS)

CCC: Cross-Cutting Concepts

These are concepts that hold true across the natural and engineered world. Students can use them to make connections across seemingly disparate disciplines or situations, connect new learning to prior experiences, and more deeply engage with material across the other dimensions. The NGSS requires that students explicitly use their understanding of the CCCs to make sense of phenomena or solve problems. (NGSS)

SEP: Science and Engineering Practices

The practices are what students DO to make sense of phenomena. They are both a set of skills and a set of knowledge to be internalized. The SEPs reflect the major practices that scientists and engineers use to investigate the world and design and build systems. (NGSS)

History-Social Science Standards (HSS)

What does HSS.1.2.4 mean?

HSS: History Social-Science standards adopted by California. 1: Grade One. 2: Overarching Standard. 4: Standard.

Math (Common Core)

What does 2.OA.A.1 mean?

2: Second Grade. OA: Operations and Algebraic Thinking. A.1: Standards in the OA domain.

Literacy (Common Core)

What do RL, RI, W, and SL mean?

RL: Reading Literature. RI: Reading Informational Texts. W: Writing. SL: Speaking and Listening.

Social-Emotional Learning (SEL)

the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. (CASEL)

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