Climate Literacy in Education, Volume 1, Issue 1 (Spring 2023) 7 The Science Behind the Stories: A Research-Based Transdisciplinary Approach to Climate Literacy Mary-Alice Corliss, CogniaTM Lisa Vicens, CogniaTM Rebecca L. Young, CogniaTM Abstract In this article, we first outline an inquiry-based pedagogical model for studying scientific phenomena through the lens of a story. Then, we offer a middle school example that educators can pilot in their classrooms or use as a guide for constructing their own. The middle school pilot opportunity explores the science behind coastal erosion and the impacts of sea level rise in Julie Bertagna’s Exodus. Keywords climate change, sea level rise, climate science, pedagogical models, science fiction, fantasy, Exodus A Pedagogical Model for Exploring the Science Behind the Stories Storytelling is a practice that has a long history in helping humanity make sense of the world. Stories are powerful because they help bring data to life, allowing learners to connect meaningfully with information that may otherwise feel abstract. Stories, therefore, can be valuable teaching tools for promoting deeper learning of complex phenomena such as climate change and its impacts, direct and indirect, on each learner. As a universal lens, narratives about the environment can facilitate conversations about the impacts of climate change by encouraging exploration into the patterns of human behavior that https://www.climatelit.org/literature/exodus/ https://www.climatelit.org/topic/industry/human-impact/climate-change/ https://www.climatelit.org/topic/sea-level-rise/ https://www.climatelit.org/topic/climate-science/ https://www.climatelit.org/topic/pedagogical-models/ https://www.climatelit.org/topic/science-fiction/ https://www.climatelit.org/topic/fantasy/ https://www.climatelit.org/literature/exodus/ https://ncte.org/statement/teaching-storytelling-position-statements/ Corliss, Vicens & Young  The Science Behind the Stories 8 contribute to them. Leveraging cognitive research on mirror neurons, narrative empathy, and theory of mind, a transdisciplinary approach to climate literacy positions storytelling as a framing lens for critical topics that engage K-12 students in climate literacy education. Investigating the science behind stories that address the impacts of climate change can help teachers guide collaborative problem-solving, critical thinking, and communication. We offer here a visual (see Figures 1 and 2) and written outline of a 9-step inquiry-based pedagogical model designed to foster students’ climate literacy, empathy, and collective agency. If you are a teacher interested in piloting this model to help your students examine coastal erosion and sea level rise through the lens of Julie Bertagna’s young adult novel Exodus, please contact Mary-Alice Corliss and Rebecca Young (maryalice.corliss@cognia.org; rebecca.young@cognia.org). We are seeking educator and student feedback as we continue to develop this model and to build task designs merging stories and scientific phenomena across grade levels. Real-World Performance Task Design Read the Narrative Read a story or narrative excerpt that addresses an aspect of climate change. This story (fiction or nonfiction) frames the instruction and must feel relevant to students because of its setting, conflict or characters. Choosing an emotionally engaging story or episode cannot be emphasized enough— https://www.climatelit.org/topic/coastal-erosion/ https://www.climatelit.org/topic/sea-level-rise/ https://www.climatelit.org/literature/exodus/ mailto:maryalice.corliss@cognia.org mailto:rebecca.young@cognia.org Climate Literacy in Education, Volume 1, Issue 1 (Spring 2023) 9 this investment is critical for learning, not only helping learners better retain new information but allowing them to process information empathetically to promote prosocial action. Explore the Science Explore the science behind the phenomenon that drives the conflict of the story (e.g., sea level rise, coastal erosion, species extinction, pollution, weather). A phenomenon is more than simply a topic related to climate change: it is an observation that requires explanation of a problem that requires a solution. When framed in a storyline, students can use that context to develop a deeper understanding of the phenomenon. Reflect on Perspectives Reflect on the phenomenon as it relates to the broader context of climate change, including, as appropriate, its local and global impacts. Reflections should take place before, during, and after studying the narrative and should address both understanding and perception of the phenomenon (scientific, social, and others). The Empathy Continuum supports discussions related to the perspectives of characters and readers with the goal of engaging differing points of view and experiences. Analyze Contexts Analyze climate-related contexts illuminated by the narrative: from setting descriptions that illustrate environmental impacts, through historical, social, or political backdrops that inform the story’s central conflict, and on to the personal motivations that drive character actions and dialogue related to it. Targeted standards-based questions scaffold toward a culminating transdisciplinary performance task. Examine Data Examine the phenomenon as it is presented in the story and consider the science behind claims, challenges, and potential solutions the author or narrator is exploring. Real-world data stimuli are invaluable to support students’ understanding of the problem’s complexity, pervasiveness, and long- term impacts. Evaluate Solutions Evaluate existing and potential solutions based on real-world contexts related to the phenomenon, gathering information from a variety of sources that helps extend appreciation both for what is happening in the narrative and in reality (present and future). Investigate the effectiveness of solutions and make data-based predictions related to the story and any real-world parallels. Collaborate to Problem-Solve Collaborate to collect information and engage in problem-solving. Compare narrative-based and real-world evidence to focus decisions, seek additional information, and develop solutions. Synthesize findings across content areas and prepare recommendations for narrative-based and/or real-world audiences. https://www.climatelit.org/topic/coastal-erosion/ https://www.climatelit.org/topic/coastal-erosion/ https://www.climatelit.org/topic/extinction/ https://www.climatelit.org/topic/pollution/ https://www.climatelit.org/topic/extreme-weather-events/ https://ib-innovate.com/2019/05/01/empathy-continuum/ https://ib-innovate.com/2019/05/01/empathy-continuum/ Corliss, Vicens & Young  The Science Behind the Stories 10 Create and Communicate Create a product or presentation designed to communicate your findings with others (connected to the storyline and/or the school community). Final products and presentations incorporate a transdisciplinary approach to learning, pulling from multiple subject and skill areas to respond to a real-world problem. Share learning experience using final products and/or presentations with peers, school leaders, or community panels. Sharing is designed to promote awareness and inspire action. Demonstrate Learning This task can be adapted for use as an instructional plan, as a formative or summative assessment based on scaffolded instruction, or as a performance-based project. Assessments of learning can include self-reflection, peer reviews, and rubrics. Interested in Piloting a Climate Literacy Task? In this last section we share an example of an opening task for the 9-step model of teaching climate literacy we introduced above. In this task, students are asked to analyze the science underlying the main conflict in the opening of Exodus by Julie Bertagna. Set in a dystopian future of 2099, the story opens on Wing, an island where the protagonist Mara lives with her family. The island is about to experience the same fate as most other land masses in the story’s world as global sea-level rise threatens to completely submerge it. The 6-page “The Swallowing Sea” chapter sets the conflict in motion as Mara tries to persuade her family and other residents that they must leave their home in search of higher ground, if any still exists. “The Swallowing Sea” establishes the conflict between Mara’s expectations to continue to live on the island of Wing and the reality of global sea level rise, due to climate change, that will https://www.climatelit.org/literature/exodus/ https://books.google.com/books?id=l9sT5bod3OcC&printsec=frontcover#v=onepage&q&f=false Climate Literacy in Education, Volume 1, Issue 1 (Spring 2023) 11 soon swallow the island. The chapter also comments on the patterns of human behavior that contribute to inaction. As the book unfolds, denial, fear, and misunderstanding are represented in the opposition Mara faces, making it an effective lens through which to explore the complex contexts fueling today’s real-world conflicts in attitudes about climate change. The chapter, as an excerpt, could serve as an introduction to the science of coastal erosion or sea level rise or as part of a broader study on the impacts of a warming planet, specifically climate-related migration and the limitations of natural resources. The novel itself could be studied in full as part of a climate-focused literature unit too. It is highly engaging for the age group and offers rich opportunities for analyzing human behavior in response to climate change challenges. https://www.climatelit.org/topic/coastal-erosion/ https://www.climatelit.org/topic/coastal-erosion/ https://www.climatelit.org/topic/climate-migration/ Editorial Collective About CLE Acknowledgements Volume 1, Issue 1, Spring 2023 Table of Contents Introduction: Climate Literacy as Resistance, Hope, and Activism Climate Change and Critical Literacy 11th Grade Language and Literature Climate Mini-Unit Abstract Keywords Overview Narrative Framing At a Glance Going Forward The Science Behind the Stories: A Research-Based Transdisciplinary Approach to Climate Literacy Abstract Keywords A Pedagogical Model for Exploring the Science Behind the Stories Real-World Performance Task Design Read the Narrative Explore the Science Reflect on Perspectives Analyze Contexts Examine Data Evaluate Solutions Collaborate to Problem-Solve Create and Communicate Demonstrate Learning Interested in Piloting a Climate Literacy Task? Seeing Through Water: The Impact of Our Decisions Abstract Keywords Overview Narrative Framing At a Glance Going Forward References Playing in a Patch of Dirt: Eleven Picturebooks and a Plug for Nearby Nature Abstract Keywords Acknowledgements References Reconnecting with Nature through Haiku Abstract Keywords Finding a Way Through: Teaching with Naomi Klein’s How to Change Everything: The Young Human’s Guide to Protecting the Planet and Each Other Abstract Keywords References Andri Magnason’s The Story of the Blue Planet: Toward Ecotopia Abstract Keywords References Critical Dialogue: Climate Literacy in Context Abstract Keywords References What is Climate Literacy? Abstract Keywords References Beyond the Barnyard: Boardbooks and Other Big Lies We Tell about Industrial Farming Abstract Keywords References “The Next Right Thing”: Frozen 2 and Youth-Led Activism Abstract Keywords References You Are Here Artist Statement