From Storms to Stories: An interdisciplinary placemaking approach to climate change education for young science learners.
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| Title: | From Storms to Stories: An interdisciplinary placemaking approach to climate change education for young science learners. |
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| Authors: | Fackler, Ayça K.1 (AUTHOR) facklera@missouri.edu, Good, Madeline W.2 (AUTHOR) mwhitakergood@gmail.com, Champagne, Andrée3 (AUTHOR) andree.champagne@jpschools.org |
| Source: | Science & Children. Mar/Apr2026, Vol. 63 Issue 2, p32-40. 9p. |
| Subject Terms: | *Climate change education, *Place-based education, *Contextual learning, *Next Generation Science Standards (Education), *Culturally relevant education, *Interdisciplinary education, Water pollution, Coastal ecology |
| Geographic Terms: | Lake Pontchartrain (La.), New Orleans (La.) |
| Abstract: | In coastal communities like New Orleans, young learners are already living with the realities of climate change. Flooding, water pollution, and storm-related displacement are not distant threats, but lived experiences. This paper shares an interdisciplinary, NGSS-aligned placemaking unit co-designed by researchers and a fourth-grade teacher to engage students in meaningful, community-centered climate change education. Taught in a racially and linguistically diverse classroom near Lake Pontchartrain, the unit wove together science, art, literacy, and engineering to help students explore water pollution through local contexts. Students reflected on their emotional and sensory connections to the lake, investigated pollution causes through visual analysis and storytelling, and designed their own water filters as potential solutions. Through culturally and linguistically sustaining practices, the curriculum fostered both scientific understanding and a sense of agency. This study offers a compelling model for how climate literacy can begin early, not through fear, but through wonder, connection, and community-rooted problem-solving. [ABSTRACT FROM AUTHOR] |
| Copyright of Science & Children is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193691404 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: From Storms to Stories: An interdisciplinary placemaking approach to climate change education for young science learners. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fackler%2C+Ayça+K%2E%22">Fackler, Ayça K.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> facklera@missouri.edu</i><br /><searchLink fieldCode="AR" term="%22Good%2C+Madeline+W%2E%22">Good, Madeline W.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> mwhitakergood@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Champagne%2C+Andrée%22">Champagne, Andrée</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> andree.champagne@jpschools.org</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+%26+Children%22">Science & Children</searchLink>. Mar/Apr2026, Vol. 63 Issue 2, p32-40. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Climate+change+education%22">Climate change education</searchLink><br />*<searchLink fieldCode="DE" term="%22Place-based+education%22">Place-based education</searchLink><br />*<searchLink fieldCode="DE" term="%22Contextual+learning%22">Contextual learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Next+Generation+Science+Standards+%28Education%29%22">Next Generation Science Standards (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br /><searchLink fieldCode="DE" term="%22Water+pollution%22">Water pollution</searchLink><br /><searchLink fieldCode="DE" term="%22Coastal+ecology%22">Coastal ecology</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Lake+Pontchartrain+%28La%2E%29%22">Lake Pontchartrain (La.)</searchLink><br /><searchLink fieldCode="DE" term="%22New+Orleans+%28La%2E%29%22">New Orleans (La.)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In coastal communities like New Orleans, young learners are already living with the realities of climate change. Flooding, water pollution, and storm-related displacement are not distant threats, but lived experiences. This paper shares an interdisciplinary, NGSS-aligned placemaking unit co-designed by researchers and a fourth-grade teacher to engage students in meaningful, community-centered climate change education. Taught in a racially and linguistically diverse classroom near Lake Pontchartrain, the unit wove together science, art, literacy, and engineering to help students explore water pollution through local contexts. Students reflected on their emotional and sensory connections to the lake, investigated pollution causes through visual analysis and storytelling, and designed their own water filters as potential solutions. Through culturally and linguistically sustaining practices, the curriculum fostered both scientific understanding and a sense of agency. This study offers a compelling model for how climate literacy can begin early, not through fear, but through wonder, connection, and community-rooted problem-solving. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science & Children is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193691404 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00368148.2026.2620816 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 32 Subjects: – SubjectFull: Climate change education Type: general – SubjectFull: Place-based education Type: general – SubjectFull: Contextual learning Type: general – SubjectFull: Next Generation Science Standards (Education) Type: general – SubjectFull: Culturally relevant education Type: general – SubjectFull: Interdisciplinary education Type: general – SubjectFull: Water pollution Type: general – SubjectFull: Coastal ecology Type: general – SubjectFull: Lake Pontchartrain (La.) Type: general – SubjectFull: New Orleans (La.) Type: general Titles: – TitleFull: From Storms to Stories: An interdisciplinary placemaking approach to climate change education for young science learners. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fackler, Ayça K. – PersonEntity: Name: NameFull: Good, Madeline W. – PersonEntity: Name: NameFull: Champagne, Andrée IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar/Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00368148 Numbering: – Type: volume Value: 63 – Type: issue Value: 2 Titles: – TitleFull: Science & Children Type: main |
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