• Harvey Thorleifson, Chair
    Minnesota Geological Survey
  • Carrie Jennings, Vice Chair
    Minnesota Geological Survey
  • David Bush, Technical Program Chair
    University of West Georgia
  • Jim Miller, Field Trip Chair
    University of Minnesota Duluth
  • Curtis M. Hudak, Sponsorship Chair
    Foth Infrastructure & Environment, LLC


Paper No. 7
Presentation Time: 10:00 AM


LEDLEY, Tamara Shapiro1, MCCAFFREY, Mark S.2, GOLD, Anne U.2, BUHR, Susan2, MANDUCA, Cathryn3, FOX, Sean P.4, GROGAN, Marian5, KIRK, Karin B.4, NIEPOLD, Frank6 and HOWELL, Cynthia7, (1)Center for STEM Teaching and Learning / CLEAN Network, TERC, 2067 Massachusetts Ave, Cambridge, MA 02140, (2)Cooperative Institute for Research in Environmental Sciences, University of Colorado Boulder, Campus Box 216, Boulder, CO 80309-0216, (3)Science Education Resource Center, Carleton College, 1 North College St, Northfield, MN 55057, (4)Science Education Resource Center, Carleton College, Northfield, MN 55057, (5)Center for STEM Teaching and Learning, TERC, 2067 Massachusetts Ave, Cambridge, MA 02140, (6)NOAA Climate Program Office, Silver Spring, 20910, (7)Colorado School of Mines, 1500 Illinois Street, Golden, CO 80401,

There is a clear need to support teachers, students, and citizens in becoming scientifically literate and to enable them to make responsible decisions about the environment for themselves and for society. The need for scientific literacy has been recognized through the establishment of essential principles in climate, Earth science, oceans, and atmospheric science. However, to pursue literacy in any of these areas it is necessary to identify educational materials that are scientifically accurate, pedagogically effective, and technically robust, and to use them effectively.

The CLEAN Pathway ( is a National Science Digital library ( project that is stewarding a collection of materials for teaching climate and energy science in grades 6-16. The collection contains classroom activities, lab demonstrations, visualizations, simulations and more. Each resource is extensively reviewed for scientific accuracy, pedagogical effectiveness, and technical quality, and is aligned with the Climate Literacy Essential Principles for Climate Science and the AAAS Project 2061 Benchmarks for Science Literacy. The CLEAN website hosts 100+ resources that represent the leading edge of climate and energy science resources for the classroom.

In addition, educators can use the CLEAN website to learn about pedagogic strategies for teaching climate and energy topics. Each essential principle is supported with a description of why the principle is important, why it is difficult to teach, information on how to effectively teach it, and links to resources in the collection that can be used to teach it at the middle-school, high-school, and undergraduate levels. Educators can also join the CLEAN community and attend professional development interactive webinars or workshops focused on effective strategies for bringing the principles of climate and energy literacy into their classrooms. In this presentation we will describe the CLEAN collection, the various avenues through which it can be used to identify resources relevant to educators, and the professional development activities that facilitate its effective use.

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