Produced by the Climate Change Education Partnership (CCEP) Alliance, the Climate Change Education: Effective Practices for Working with Educators, Scientists, Decision Makers, and the Public guide provides recommendations for effective education and communication practices when working with different types of audiences. While effective education has been traditionally defined as the acquisition of knowledge, Alliance programs […]
Mangroves are a critical part of ecosystems in many Pacific island communities. PCEP has created a unit – a set of 5 connected lessons – on mangroves for students in grades 3-5. These lessons integrate hands-on experiences and PCEP resources to help students understand the importance of mangroves on our islands. Lessons align with FSM […]
DASH Climate Education – Grade 4 is a curriculum resource adapted from the activities of Developmental Approaches to Science, Health, and Technology. From 2012-2015, DASH authors updated these sections to enhance how this internationally disseminated curriculum prepares students for higher grade-level climate science education. Units are aligned with the PCEP Climate Education Framework and relevant […]
DASH Climate Education – Grade 3 is a curriculum resource adapted from the activities of Developmental Approaches to Science, Health, and Technology. From 2012-2015, DASH authors updated these sections to enhance how this internationally disseminated curriculum prepares students for higher grade-level climate science education. Units are aligned with the PCEP Climate Education Framework and relevant […]
How is climate change affecting Hawaiʻi? This booklet by Dr. Charles “Chip” Fletcher can help teachers and students understand the climate in Hawaiʻi, and why climate is changing locally and globally. It also explains the impacts of global climate change on Hawaii’s ecosystems and communities. Information on other locations is available through other booklets in the Climate […]
Language & Content (L&C) Learning across the Curriculum Bilingual Texts are the products of a multi-year effort between PREL and the Chuuk Department of Education. These texts build language and literacy skills in the local language and English, through topics important to students and their communities. There are four texts in each grade, K5 through […]
The latest research in bilingual education tells us that having students continue to build their first language while also building their second language is the better approach to achieving higher levels of academic performance. With examples and critical reflection, this practice brief discusses ways to approach learning two languages in classrooms with indigenous students.
Have you ever thought of the world outside of your classroom as another type of classroom? These activities will allow you to use this poster as a door into that outdoor classroom, where you can learn about different island environments or habitats —all while being in your own unique place! Activities are meant to accompany […]
Why Place-Based Education? Learning to include place – people and their environment –in education can change the way we organize learning and teaching practices, making our lessons and resources more engaging and effective. This booklet is outlines 4 big ideas about place-based education and is targeted at teachers of all grade levels and subject areas interested in helping […]
Explore four impacts of climate change—sea level rise, higher air and ocean temperatures, changing rain patterns, and ocean acidification— that can cause major damage. Learn how ecosystems and human system services are affected by these four impacts, and explore how climate adaptation strategies can reduce the damage caused by climate change. Background Essay, Discussion Questions, […]
This material is based upon work supported by the National Science
Foundation (NSF) under Grants #1068123 and #1239733 to Pacific
Resources for Education and Learning (PREL).
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.