electronics, e-waste recycling programs and ways to extend the lifespan of devices. You might even organize an e-waste col- lection drive!


USING EDUCATORS’ VOICES TO AMPLIFY CHANGE


Educators have a unique opportunity to ad- vocate for climate action within their spheres of influence – from classroom and communi- ty to school boards and their union. Teachers can advocate for their organizations to align student achievement and well-being with cli- mate education goals. Lakehead University’s Climate Leadership within Canadian School Boards: 2023 Review provides recommen- dations for holding school boards account- able for aligning with the Paris Agreement, specifically the goal to halve greenhouse gas emissions by 2030.


INQUIRE IF YOUR BOARD OR UNION HAS:


• declared a climate emergency, like the Upper Grand, Toronto, Halton, Greater Essex County and Rainbow district school boards (this is one way to start holding your employer accountable)


• a climate action plan with specific green- house gas reduction targets and climate action initiatives at all levels of governance


• a designated sustainability position or committee responsible for climate action


Educators can take immediate action by join- ing committees, attending resolution meet- ings, and draſting letters to school boards or unions to push climate action forward. Even


small steps can contribute to a larger shiſt, one that ensures climate education and ac- tion remain at the heart of our schools.


ADDITIONAL RESOURCES FOR TEACHING CLIMATE JUSTICE


• EcoSchools EcoSchools empowers communities to adopt sustainability practices, reduce environmen- tal footprints, foster teamwork, and inspire lasting habits, preparing students to lead a greener future. Tey are developing a plat- form to use at the board level to support orga- nizational change and compare boards across the country. Imagine the strength of our com- munity if every school was an Ecoschool?


• Our World in Data


Interactive charts and data visualizations that help elementary teachers explore cli- mate change and sustainability. Te tools make complex topics more accessible and encourage critical thinking, while also track- ing global progress on the UN Sustainable Development Goals.


• Te Solutions Board Game


Inspired by Project Drawdown, this engaging game helps students explore climate change solutions. It presents strategies for reducing carbon emissions in sectors like energy, food and transportation. Trough teamwork and critical thinking, students learn how to con- tribute to a sustainable future.


• Sustainable Development Goals (SDGs) Te SDGs offer a global


framework for addressing climate change and promot-


ing sustainability. Tey can be used in the classroom to teach students about the inter- connectedness of environmental, social and economic issues, fostering a sense of global responsibility. Want to stay connected to a provincial en-


vironmental community of teachers? Join our Locals for a Greener Future WhatsApp com- munity: tinyurl.com/LocalsGreenerFuture. n Sarah Lowes is a member of the Halton Teacher Local.


WHAT STUDENTS SAY


Rose: We have all the solutions and methods to end climate change, so why don’t we get up and end it. Little things can have big impacts on the world, we might be doing something that can change the entire future of the world right now and not even be noticing it.


Anna: I’ve thought about this world that is growing but perishing all at once. Some skies no longer shine blue, and marshlands are no longer biodiverse. It’s crucial to think about the future. Similar to preparing an important presentation that’s coming up next week, you HAVE to prepare for the climate emergency. It’s not optional anymore.


Khaled: We need to ensure a better future for generations to come. Let’s work together to better the environment. I want future generations to live their lives without having to worry about pollution.


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 29


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