The Teacher Community is composed of teachers with 40+ years of collective K–12 experience across STEM, humanities, performing arts, and foreign languages. Members have taught in classrooms throughout the United States and around the world. Together, they focus on best practices and creating supportive, engaging learning experiences for all students and educators.
Students deepen their understanding of the ahupua‘a system and the area in which they live. Students outside of Hawaiʻi could use the ahupua‘a system as an example to investigate watershed systems where they live.
Inquire: Students share their knowledge of the word ahupua‘a and the ahupua‘a system.
Investigate: Students learn more about the ahupua‘a system and its importance.
Inspire: Students identify the water sources of their ahupua‘a.
Students learn about different sources of pollution that affect water sources in Hawaiʻi and consider how pollution affects their ahupua‘a. Students outside of Hawaiʻi can use this lesson to discuss pollution sources that are specific to their own watersheds.
Inquire: Students share images of water sources in Hawaiʻi and discuss how seeing pollution makes them feel.
Investigate: Students explore various causes of water pollution in Hawaiʻi.
Inspire: Students consider how pollution affects the specific water sources in their ahupua‘a.
Students explore how cultural water management practices can address the source of pollution they have observed in their ahupua‘a. Students design and lead an effort to clean up a local water source.
Inquire: Students compare and contrast sources of pollution affecting different ahupua‘a.
Investigate: Students learn about cultural water management practices in Hawaiʻi.
Inspire: Students create a call to action and participate in cleaning up a local water source.
In this lesson, students investigate how climate literacy shapes decision-making by analyzing New York case studies through an Ignorance Cost-Benefit Analysis framework. Students use evidence from multiple sources and a current New York City infrastructure challenge to write an argumentative essay on whether climate literacy should be required in high school.
Inquire: Students define “climate literacy” and consider how environmental data influences decisions and accountability within a community or city.
Investigate: Students analyze the Love Canal environmental disaster and Hurricane Sandy, using multiple sources to evaluate the economic, cost-of-living, social justice, and health impacts.
Inspire: Students apply their knowledge to a current New York City transportation challenge, then write an evidence-based argumentative essay on climate literacy and its professional application.
In this lesson, students step into climate-related careers and explore ethical dilemmas using five decision-making frameworks. Students balance competing priorities in real-life scenarios through a debate and advocate for specific climate solutions in a memo.
Inquire: Students discuss local climate scenarios to identify difficult trade-offs and values involved in environmental decisions
Investigate: Students apply five ethical frameworks to climate career dilemmas and develop claims based on different priorities and impacts.
Inspire: Students defend ethical positions in a structured debate and synthesize their reasoning into a memo recommendation.
In this lesson, students apply calculus concepts, including derivatives, to analyze climate change trends using real-world data, then collaborate to synthesize their findings into a report that informs and inspires climate action.
Inquire: Students explore the Intergovernmental Panel on Climate Change and consider how modeling is used for understanding climate change.
Investigate: Students calculate and interpret derivatives of CO₂ emissions plus one extra dataset (Arctic sea-ice cover extent, NYC average annual temperature, or NYC relative sea-level rise).
Inspire: In groups, students synthesize their findings from across datasets into an IPCC-style report to persuade policymakers to take climate action.
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