ClimeTime: Why Teach Climate Science?
Find out why teachers need to teach climate science education and what resources are available to help.
These Portraits of Practice represent the diversity of work done by ClimeTime and the many ways in which climate science and the focus on local phenomena-based learning can engage both teachers and students.
Key insights from the leadership team efforts include: leveraging distributed expertise and responsibility, liaising across systems, cultivating a collaborative stance within a community of practice, and advocating for expanded and equitable access to professional learning for educators and science learning for students.
In response to the COVID-19 pandemic, the ClimeTime leadership team and partner organizations adapted the network and project activities in several ways.
The Washington state program ClimeTime, which is facilitated by the state’s nine Education Service Districts (ESDs) and community partners, was recently cited as a popular and effective model for educator education in climate science. The Journal of Science Policy and...
Professional learning forms community and educators made connections in more ways than one at the recent Washington Green Schools’ STEM Seminar: Agriculture and Climate Change, which was held over three afternoon sessions in October and November. Twenty-six educators...
During the week of December 7th, 2020, 27 educators from six districts across the Eastern Washington region attended a three-day online workshop, Solutions Oriented Learning Storylines: Fire, with Pacific Education Institute’s FieldSTEM Coordinators Mike Nepean and...