A Required Environmental Program for High Schoolers
Michael and Adrian testing a bioplastic lesson
In Philadelphia's school systems, there is a significant lack of education about environmental issues such as recycling, climate change, pollution, deforestation, and extinction. According to a study by the Pennsylvania Department of Education, only 25% of Philadelphia schools offer a standalone environmental science course (1).
This lack of education is concerning, as it fails to provide students with the knowledge and skills needed to understand and address these nested and complex issues. It is crucial for students to be educated about environmentalism, as it is one of the key leverage points for preserving and protecting our planet, as individuals who are educated about environmental issues are more likely to engage in environmentally responsible behaviors (2).
Michael and Adrian, two high school students from Philadelphia believe that by providing comprehensive education about environmentalism in schools, we can empower the next generation to make a positive impact on the environment. That’s why they have developed the curriculum for a mandatory environmental program for the Philly school district.
Meet the Team
Michael and Adrian are 17 and 18 year olds about from Lankenau Environmental Science High School.
Both students are curious individuals with bright futures. Michael is an aspiring mechanical engineer. Adrian is interested in business and cooking, and is a self-proclaimed future accountant. Both discovered Aula through their schools and were looking for more experience in the theme of sustainable design.
During the Design for a Sustainable Future (dsf-2022) program, students learned the history of plastic, how it is made, and how it impacts our environment. Students also explored various approaches to achieving what we called a “post-petroleum future” and were exposed to ideas such as regenerative and circular design. Furthermore, we introduced biodesign as a possible solution. This included lessons and activities around biomaterials and microbiology.
Project conceptualization
At the start of the program, Michael and Adrian were concerned about the lack of education around environmental issues in their community. In order to better understand the problem, they conducted interviews with locals to test their knowledge about issues such as littering and pollution. To their surprise, they found that many people were unaware of the environmental problems our society and planet face.
As their concern grew, the two continued their research online, where they discovered a number of surveys and studies confirming that many young people are still unaware of the importance of things like recycling and climate change. This lack of knowledge, they realized, was a key factor contributing to the environmental problems we face, such as trash, plastic pollution, and harmful chemical and gas emissions.
Inspired by their findings, Michael and Adrian decided to take action. They developed an outline for a mandatory environmental program for high school students in Philadelphia. Through this program, they hope to educate and engage young people in their community, empowering them to positively impact the environment.
“Our project mission is to educate young people like us about the environment and increase empathy for the planet.”
Bringing the environment into the classroom
Michael and Adrian’s concept for a high school program is divided into four different grade-level themes, each focused on a different aspect of environmentalism. The themes for each grade are as follows:
Freshman year, focused on foundational learning in Earth Science, covers topics such as recycling, global environmental issues, government plans for the environment, and an overview of climate change and global warming. This year would include practical activities such as creating biomaterials (also a module in the dsf-2022 program).
Biomaterials are materials derived from living organisms or their byproducts and are important for environmental preservation because they are renewable, biodegradable, and have a lower environmental impact during their production and use. Using biomaterials can help to reduce waste, conserve resources, and minimize the negative impacts of material production on the environment. To test this idea, the team decided to make bioplastic based in pectin, which is found in the cell walls of plants, particularly in the peel and rinds of fruits.
Mixing ingredients for a pectin-based bioplastic
After their Freshman year, students will focus on Life Sciences, covering topics such as plant life and its evolution, wildlife and its evolution, and the actions being taken to protect these areas.
Junior year, focused on Agriculture & Wildlife Education, includes activities such as volunteering at a wildlife institution or park, nature walks to study land and habitat, and environmental-based trips to see different types of habitats and lands. The goal of this year is to have students interact increasingly with the outside environment.
Senior year, focused on Environmental Awareness & Education, includes internships or programs that allow students to learn more about how they can positively impact the environment. This year also includes a project-based class and an overview of everything students have learned in the past three years. The goal is for students to be able to educate others on the environment and to further develop their class projects.
Michael and Adrian plan to upload the course and its modules to a website, making it easily accessible for teachers to view and download. This allows teachers to easily incorporate the material into their classrooms, ensuring that all students have the opportunity to learn about the environment and their role in protecting it.
Setting the bioplastic mixture out to dry for seven days
Conclusion
Michael and Adrian’s environmental program for high school students in Philadelphia not only has the potential to produce people who are more aware and empathetic with the planet, but also to open up new career paths for the students who participate. With a deeper understanding of topics such as agriculture, wildlife management, and life science, students will have access to a range of exciting and meaningful career opportunities in these fields.
For example, those interested in agriculture can explore careers in farming, ranching, and food production, while those interested in wildlife management can work to protect and preserve natural habitats and ecosystems. Students interested in life science can pursue careers in fields such as biology, ecology, and environmental science, working to understand and address complex environmental issues.
Additionally, participation in this program can also lead to involvement in organizations such as Minorities in Agriculture, Natural Resources, and Related Sciences (MANRRS), which support underrepresented groups in these fields and provide networking and professional development opportunities. Additionally, demand for designers who are able to think in a circular and regenerative way which coincides with the environment we are nested within is rapidly increasing.
The final product: dried bioplastic is sturdy and waterproof
In short, the purpose of their program is to address the significant lack of education about environmental issues in the city’s school systems (I for one would have loved an environmental class!). By providing comprehensive education about environmentalism, Michael and Adrian hope to empower the next generation to make a positive impact on the environment and address the pressing issues of recycling, climate change, pollution, deforestation, and extinction. Through their program, they seek to educate and engage young people like themselves who come from low-income communities, as a whole fostering a greater understanding and appreciation of the environment and the importance of protecting it.
Thank you!
Reference List
Pennsylvania Department of Education. (2020). Environmental Science Courses in Pennsylvania Schools.
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239-260.
