Pre-Service Teachers Enhance Climate Literacy Through Writing Children’s Books on Climate Literacy Concepts and Implementing Related Activities in the PK-12 Classroom

Monday, 15 December 2014
Loretta Jean Walton-Jaggers, Grambling State University, Grambling, LA, United States
Grambling State University faculty participated in NICE workshops during 2011, 2012, and 2013 that were designed to help pre-service teachers increase their knowledge about global climate change through the use of NASA Earth observation sets. The faculty members were encouraged to infuse climate education projects and activities into their courses from information and resources provided during the workshops. As a result, pre-service teacher candidates in the Department of Curriculum and Instruction of the College of Education at Grambling State University have written Children’s Literature that specifically focused on different climate change concepts. This project has served as the culminating Climate Change Signature Project that was designed to promote increased opportunities for PK-12 students to expand their knowledge and understanding of climate literacy concepts while enhancing Reading/Literacy skills. The pre-service teacher candidates completed several sequential steps in preparing for the culminating project.  This paper will include the presentation ofseveral formal and informal assessments that were used to determine the impact of the project on the teacher candidates and their students.