Climate Crew

Adam, Kyle,
Michelle, Melissa
 WHAT IS THE CLIMATE CREW?

● The Climate Crew is a club on campus for students to:

○ Talk about the history of climate change
○ Discuss how human population is contributing to these changes
○ Determine the steps needed for the school to get involved with the
community & environment

● The Climate Crew will:

○ Organize field trips for beach clean-ups
○ Create a school-wide garden for students to plant trees and a variety of
vegetation that represents their culture
 WHY THE CLIMATE CREW IS IMPORTANT
Environmentalism
● Critical issue to current students
● Outside of their academic studies,
students are continuously questioning
the future of our planet
● Students are presenting ideas to find
new ways to reverse climate change
Beach Clean-Ups
● One of the most challenging aspect
of climate change: water pollution
● Conducting observation
School Garden
● Student involvement is key to
understanding
● Planting a variety of vegetation:
student consensus
STARTUP FUNDING

● Local Donations: Lowe’s, Home Depot,

Armstrong, Target
● Student donations of seeds/vegetables
that can be regrown
● Target Bullseye Field Trip Grant
● Youth Garden Grant
● Gro More Good Grassroots Grant
● Ames Companies Tool Grants
● Annie’s Grants for Gardens
● American Heart Association Grants
 CONTINUAL FUNDING

● Join local National Garden Club

○ Local chapters cover our dues
○ Plant America Community Project Grants
○ Western Growers: Collective School Garden Network Grants

● Upkeep:
○ Compost from school lunches
○ Donated Coffee Grinds
○ Farmer’s Market
○ Sunflowers for Grads
○ Recycling
 MULTICULTURAL EDUCATION
● Content Integration: The club will
explore how environmental
changes impact different cultures.
● Knowledge Construction:
Research why building a school
garden and doing a beach clean up
will help the environment and
their community.
● Empowering: Encourages
community engagement,
developes mindful citizens, and
allows students to pursue a topic
they’re passionate about.
● Equity Pedagogy: Different
learning strategies will be
implemented to help various
students understand the impact of
the changing environment and
why it’s important that they take
action.
● Prejudice Reduction: The club
will encourage a diverse group of
students to take action to protect
the environment, therefore,
putting aside their differences for
something greater than themself.
 CULTURALLY RESPONSIVE TEACHING
● Validating:This club will allow students
to validate their knowledge, beliefs, and
values. It will be a safe space where
diversity is encouraged and integrated.
● Comprehensive: Allows for students to
develop their own political ideology and
learn to give back to the community, all
while creating a community through a
common value: the environment.
● Multidimensional: Learning more about
the environment from the basis of the
Industrial Revolution allows the student
to not only explore History, but Science
and Government as well.
● Empowering: Students will learn about
climate change and how they can use
this knowledge to support change in
their school and community.
● Transformative: Students will be
encouraged to create their own
environmentally friendly initiatives that
can positively impact their
neighborhoods.
● Emancipatory: It will be a student led
club that empowers students to take
action and gives them the resources to
address environmental issues in their
own home and neighborhood.
 CONNECTIONS TO READINGS
● SES is the largest factor that
contributes to students’ success in
school (Parkay, pg. 275).
○ This program helps provide healthy
food to the community, relieves some
stress of low SES.
● “Learning derives from a basis of
strength and capability not weakness
and failure” (Gay, pg. 26).
○ Program enables students to feel that they
are contributing to their community.
○ Students feel empowered by seeing
tangible results of long-term effort.

● Low school funding is one of the

most significant ways that schools
reinforce economic inequality
(Gollnick and Chinn, pg. 82).
○ Our fundraising strategies allow us to
overcome those limitations.
 CONNECTIONS TO READINGS

● Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice (2nd ed.). New
York, NY: Teachers College Press.

● Gollnick, D. M., & Chinn, P. C. (2017). Multicultural education in a pluralistic society (Tenth).
Pearson.

● Parkay, F. W. (n.d.). Becoming a Teacher (9th ed.). Pearson.