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Project 2061, the science education reform initiative of the American Association for the Advancement of Sciences (AAAS), proposes to identify and translate into classroom materials a range of real-world phenomena (e.g., objects, systems, events) and representations (e.g., models, diagrams, simulations) based largely on data from NOAA's Earth observation systems. These materials will be designed to help increase middle school students' understanding of essential ideas about weather and climate. Our objective is to provide a wide audience of teachers, curriculum developers, teacher education faculty, and professional development providers with online access to a set of high-quality and interrelated activities built around Earth, ocean, and atmospheric phenomena and representations that can supplement or enrich their existing lessons or be integrated into new curriculum materials. This collection of climate literacy materials will be carefully aligned to the learning goals in Climate Literacy: the Essential Principles of Climate Science and in national and state science content standards. By disseminating this online collection widely within the science education community, we also aim to expand the use of NOAA-related scientific data, simulations, animations, and other types of representations in middle school curriculum materials and instruction and to stimulate research on how these materials can be used most effectively.

The Academy of Natural Sciences (ANS) of Drexel University is integrating multi-modal environmental education into a participatory research program with the goal of enhancing local resilience to climate change in Philadelphia neighborhoods impacted by environmental racism. Established in the Netherlands in the 1970s, the “Science Shop” is a model for community-based participatory research now found widely throughout the European Union. Science Shops are not “shops” in the traditional sense of the word; they represent the institutionalization—typically within universities—of spaces to help create novel applied knowledge in equal partnership with organizations that lack the capacity, resources, or expertise to carry out such research independently. SS4CR will adopt this model to connect community leaders and residents in Philadelphia with the educational, scientific, technical, and legal resources of NOAA, ANS, Drexel, City of Philadelphia, and other regional, state, and federal experts, as needed, in order build capacity among communities in carrying out impactful climate education, research, and policy advocacy. SS4CR will initiate collaboration with three Philadelphia-based community organizations (CBO) to undertake a deep exploration of local climate and environmental quality issues through co-designed, year-long programming that focuses on the exchange of local and “expert” knowledges and the creation of trusting relationships. Facilitated knowledge sharing activities may include, among others: “serious games,” asset mapping, deliberative forums, and hand-on, kit-based workshops. Over the 2nd and 3rd program year, SS4CR will build on this foundation to frame and articulate a unique research request with each CBO that includes methods, timeline, distribution plan, and expected outcomes, to be undertaken in partnership with community leaders and residents. SS4CR is focused on locally tailored, community driven climate solutions and building community capacity to enact those solutions. Through SS4CR, all parties should increase their knowledge of local climate hazards and their impacts on Philadelphia’s most disadvantaged neighborhoods; improve their ability to reason about and conduct research into the ways that human and natural systems interact; increase their awareness of the effectiveness and potential trade-offs of different resilience interventions for Philadelphia communities; and build capacity in effectively translating knowledge into action.

Minnesota and Wisconsin communities are facing multiple climate hazards including wildfires, drought, pollution, severe storms, flooding, health emergencies, and habitat and species loss. Climate Youth Labs (CY-Labs) is designed to build youth participation in local and state climate resiliency efforts. The goal is to support place-based climate change learning for youth (ages 11 to 15) who are Black, Indigenous, or from underserved populations, providing them with critical knowledge and experiences needed to ensure the resiliency of their communities in the face of climate hazards, and sharing their stories of discovery and action through public media podcasts. Educators will learn to use NOAA educational resources including Climate.gov, Teaching Climate, the Global Climate Dashboard, Climate Explorer and the U.S Climate Resilience Toolkit to help youth learn about climate change. Educators will help youth ensure the resiliency and protection of their communities in the face of climate hazards, create meaningful change within their communities, and advocate for climate resiliency solutions aligned with state resiliency plans. CY-Labs draws on recent research that shows that effective climate change education programs are personally relevant, encourage discussion to navigate controversial issues, engage in the scientific process, address misconceptions, and incorporate youth action projects. At the annual Youth Climate Justice Summit in St. Paul, MN and at Superior Days in Madison, WI students will share their solutions with state legislators. CY-Labs is a partnership between the University of Wisconsin-Superior (UWS) Center for Continuing Education, UWS Department of Communicating Arts, the University of Minnesota’s Hennepin County 4-H program in Minneapolis, Native Sun’s Solar Cub program in the Red Lake Nation, and the University Corporation for Atmospheric Research.

The ACLIPSE project leveraged NOAA assets including the NOAA-funded Ocean Sciences Sequence for Grades 6–8: The Ocean–Atmosphere Connection and Climate Change, data from NOAA-supported ocean, estuarine and atmospheric observing networks, and NOAA-affiliated scientists. ACLIPSE developed strategies for incorporating real-time ocean observing data into climate and ocean science education; designed and implemented an undergraduate curriculum in climate science for pre-service (student) teachers at multiple universities (http://mare.lawrencehallofscience.org/college-courses/ACLIPSE); offered a variety of workshops for teachers and educators across the country and at National Estuarine Research Reserves (NERRs); and developed materials specifically designed to provide professional learning and instructional materials for middle and high school teachers to use with their students and other learners (http://mare.lawrencehallofscience.org/curriculum/climate-data-aclipse-a…). The professional learning workshops for local teachers and NERR Education Coordinators and research staff (i.e., System Wide Monitoring Program (SWMP) Technicians) were located at five NERR sites representing different regions of the US, including the Pacific Northwest (Kachemak Bay NERR, Alaska and Padilla Bay NERR, WA), central West Coast (San Francisco NERR, CA), Southeast (GTM NERR, FL), and Northeast/Mid-Atlantic (Jacques Cousteau NERR, NJ). Resources and instructional materials focused on climate and ocean acidification were provided to all participants for learning about and teaching these important and relevant content areas, and as the context for teaching about and applying current teaching and learning research. Emphasis was placed on helping the teacher audiences to becoming more expert on how to use NOAA monitoring data in the classroom in authentic and engaging ways to build teacher and student data skills. NERR educators and their local in-service teachers were provided with professional learning opportunities and a collection of activities providing online data, place-based, locally relevant observing data, NGSS teaching and learning pedagogy, and climate change topics. The project built capacity of formal and informal science educators by providing (1) opportunities to become knowledgeable about global environmental change and real-time data; (2) exposure to place-based connections with the ocean through technological observing systems; and (3) materials and expertise to apply their learning to teaching practice in a long-term, sustainable manner. ACLIPSE instructional materials are based on the principle that real-time environmental data is a valuable tool for providing students with opportunities for self-directed exploration of the natural world. Students engaging in these activities gain a deeper understanding of carbon cycling, ocean acidification, and other phenomena related to climate change. These activities were designed with the three-dimensional approach to teaching in mind (e.g. NGSS-designed), and also use a data literacy framework to build educators and their learners’ skills in using data visualizations. The materials for informal educators and grades 6-8 teachers can also be accessed from the NOAA Education site, Classroom- Ready Data Resources, Climate & Data ACLIPSE Activities at https://www.noaa.gov/education/resource-collections/data/classroom-ready. Partners in the project included Rutgers University, Padilla Bay National Estuarine Research Reserve, Florida State University, California State University East Bay, Louisiana State University, and multiple NERR sites and Education Coordinators across the country and their local secondary teachers.

Arizonans face environmental hazards from extreme heat, drought, and flooding. Watershed Management Group and partner Arizona Project WET’s “Recharge the Rain” project addressed these threats by building environmental literacy among 4-12th grade teachers, students, and the public. The project centered on educator professional training and hands-on water harvesting skills. Participants moved through a continuum from awareness to knowledge gain, to conceptual understanding, and ultimately to action. Utilizing data and experts from NOAA assets, we strengthened the capacity of residents to be resilient to our local climate threats. This 4.5 year project 1) developed and immersed 14,452 students in STEAM curriculum incorporating water harvesting that increases understanding of earth systems, engineering design, and weather; 2) applied systems thinking to train 52 teachers and 191 community volunteers in water harvesting practices and citizen-science data collection; 3) involved 8,289 Tucson community members in water harvesting principles; 4) implemented 21 teacher/student-led water harvesting projects at schools; and 5) celebrated our community work with student artwork. RtR became a call for action and an inspiration for change and adaptation to extreme weather conditions in the urban environments of the Sonoran Desert putting Tucson at the core of understanding climate, adaptation, and community.