Over the past couple months, interns from Antioch High School have been spending a lot of time working on their CLIC project funded by the California Environmental Protection Agency. They not only researched many advanced climate change topics, but they used that research to inform the curricula they developed for a series of climate literacy workshops. These workshops were hosted in partnership with local teachers at elementary and middle schools throughout the Antioch Unified School District. Each intern from Antioch has written a short reflection on their experience raising climate change awareness for youths through their workshop presentations. Read what they have to say below!
Hello my name is Adrian, and I’ll be reflecting on how appealing to the interests of children by using relevant and engaging examples helps them learn about climate science. I chose this topic because I feel like children don’t know enough about climate change and have questions about why there’s harmful algae, or have even been scared of sea level rising or polar bears losing habitat in the arctic.
Children are more likely to stay engaged when educational activities are aligned with their passions and when they can see something that they know and relate to. When kids are taught about climate change and the environment, it’s easy to give them visual examples because kids have much more imagination and curiosity when learning new subjects. Associating climate science with topics that kids are interested in helps them retain the information better.
The planet itself, our big beautiful earth, is in need of protection. We are like the super heroes of this earth and the sun is our warm blanket to help keep the earth safe. We can always help by turning our lights off when we’re not using them, planting trees, and always recyclingLastly, it is important to spread word about what we’re doing to keep the environment and ourselves healthy.
– Adrian Diaz-Posos
On March 2nd, my internship partners and I went to Turner Elementary to host a workshop on climate change for third-graders. Climate change education is increasingly important in elementary classrooms, but how it is presented can greatly affect how children respond. Young students are especially vulnerable to developing climate anxiety if the topic is framed in a fear-based way. For this reason, it is essential for educators to present climate change in a way that is both informative and hopeful. By focusing on solutions and positive actions, students can feel empowered rather than overwhelmed.
Our presentation focused on preventing a doomsday outlook by emphasizing hope and real-world solutions. Instead of focusing on the negative consequences, we highlighted ways people are helping the environment, such as recycling, saving energy, and planting trees. We aimed to show students that even small actions can make a difference.
As a team, we carefully considered how to present the material in an age-appropriate and engaging way. We avoided overwhelming statistics and instead used interactive discussion questions and simple examples. Encouraging student participation allowed them to feel involved and capable of contributing to change. Our approach helped create a positive learning environment where students could understand climate change without fear
This experience showed me how important it is to teach serious topics in a thoughtful and supportive way. Focusing on solutions can help students feel hopeful and motivated to take action. Overall, the goal of our workshop was to raise awareness while empowering students to believe they can make a difference.
– Alondra Cordova
On February 17th, 2026, four Antioch High Earth Team interns, including myself, made an appearance at Marsh Elementary. We shared our climate literacy curriculum in a presentation for fifth graders. Our ultimate goal was to introduce earth science through climate change starting at younger ages. By this, we hoped to build off of their prior knowledge, moving forward into information they may not know much about. I am so grateful to have been provided this opportunity to open the door for curiosity with these kids, encouraging questions and being able to connect in such a manner.
Talking to an audience is one thing, but being able to engage and promote further interest is another, especially with young kids. It is important that we prioritize and accommodate various learning styles. We took away negative feelings about what’s going on in the world, focusing on what we can do to help combat climate change and decrease the harmful impacts to the environment and our health. We attempted to simplify our scientific knowledge so that the kids would be able to get a better grasp of each topic moving forward.
I can understand how awkward it can be to want to raise your hand in class, but hold back because you aren’t comfortable with the group of presenters. I was once that kid. With that being said, my fellow interns and I worked hard to use each of our skills to encourage the kids to ask and answer questions, and to stay curious. We had kids who at the very beginning didn’t speak up at all until we brought in coloring sheets which allowed them to focus and absorb more information. And when we gave out candy as a reward for answering questions, suddenly all the kids wanted to participate. It’s the little things like that which make a bigger impact and appeal to younger generations.
Moving forward, our goal is to improve and reflect on what we have presented and how we can do better. We’ve established the need for more decorative slides and conducting trivia throughout the workshop so that the information is fresh in the students’ mind when we ask them questions. In conclusion, allowing their creative minds to remain curious is crucial to bringing a better understanding of climate change and environmental science.
– Amber Quesada
In my experience, using coloring sheets or activities to interact and teach children helps with the learning process. I think that it helps kids grasp what we are teaching by giving them a visual that they can make their own or using hands-on techniques to help out the hands-on learners.
When I and other Earth Team members went to teach our climate literacy curriculum to elementary schoolers, we were able to catch their attention by interacting with them and asking them questions. After that, we passed out coloring pages and walked around talking to the kids asking if they had any questions. The kids would ask some questions about the curriculum or about our daily school life. Many of the kids asked questions about other things, such as school, work, hobbies, and our opinions on different things.
I think that when kids are able to express themselves through drawing, coloring, making something, or even just doing something creative with their hands they are more likely to understand what is being taught because they are seeing it, hearing it, and touching it, so it covers all of the common learning styles. For example, there was this little girl in the class who was very quiet, and when she started to color the page she started to answer and ask questions. She was very interested in marine life and all the animals that lived in the ocean. She also asked how we could improve the world we live in.
As of right now, we are reflecting on what we can improve to make our curriculum better and easier to grasp for younger audiences. In conclusion, using creative activities with kids while teaching them about climate education improves their concentration on the subject along with their interaction with it. Personally, it is a lot easier for me to understand something when I am using my hands because I tend to put whatever I’m learning into my work.
– Aubry Teixeira
Presenting on environmental sustainability and climate literacy at elementary and middle schools around the district helps teach future generations the importance of reducing fossil fuels emitted into our atmosphere. On Tuesday, February 24th, from 8am-3pm, I was one of five Earth Team interns that presented at Park Middle School. We presented on the definition of global warming and the difference between climate and weather in a total of six classes. Expanding children’s knowledge at a young age, really shows people the importance of protecting our planet.
Not only did we teach the middle schoolers about the effects of carbon emissions and ocean acidification, and how climate change is already affecting us now, we also learned so much while researching and creating our slide deck. Since we were presenting to middle schoolers, we had to modify our vocabulary to ensure their comprehension. We also made the activities more engaging to them by having trivia after our presentation and giving out candy as encouragement for participation. Overall, it was a very educational experience for both us interns and the students, and we were so glad to see them interested in Earth Team and learning about climate change.
– Bing Zhai
On March 2nd, my group and I visited Turner Elementary School to teach third-graders about climate change. Teaching younger students about this topic can be challenging because they might interpret the information differently or feel overwhelmed. Our goal wasn’t to scare them or make them feel anxious, just to simply help them become aware of climate change in a way they can understand. That’s why it’s important to make climate education fun and engaging. Interactive and hands-on activities help students stay interested, understand key concepts, and remember what they learn, while encouraging them to care about protecting the environment.
During our workshop, we talked about different topics related to climate change and explained it to them by using outside examples and references they were able to grasp more easily. One of our main activities was a trivia game where students answered questions about the second portion of the presentation, regarding topics like fossil fuels, ocean acidification, resource scarcity, biodiversity and how climate change affects people differently. If they got the answer right, they received a piece of candy, which made them excited to participate. This helped keep their attention and made learning feel like a game. At the end, we handed out Earth-themed coloring sheets so they could continue engaging with the topic in a creative way.
Overall, the goal of the workshop was to teach climate change in a fun and positive way. The activities helped students stay engaged and interested in what they were learning. If we could improve our workshop, we would have added more interactive activities or group challenges in between presentation topics. In the end, making climate education fun can help kids better understand and remember how to take care of the environment.
– Daniela Lopez
Climate literacy is the understanding of climate change drivers and impacts, especially in your community. Growing up in Antioch, CA with less resources, I wanted to try and make a change in my city. I joined the AHS (Antioch High School) Earth Team to learn how to make that change. Our team recently held workshops where we taught different grade levels about climate literacy and tried to encourage the younger students to help make a change. Making a difference in our city is important to keeping us alive and thriving. Informing the younger students now can help them be motivated to care more as they mature. Once grown, they can inform the new generations as well
During the workshops, we gave ten presentations in four different schools. Different groups of interns went to each school. The schools we taught and presented to were Marsh Elementary, Turner Elementary, Mission Elementary, and Park Middle School. I and two other group members presented to third-graders at Mission Elementary. We presented about climate change, the difference between climate and weather, how humans contribute to climate change, animal life in climate change, and more. Throughout the presentation, we gave the students time for questions and provided examples for topics they didn’t fully understand yet. Our goal was to create a space where students can think more critically about the information we presented. With the questions asked and examples given, we let their young minds dive deeper into curiosity. Presenting to students in a city where not a lot of resources are provided lets students know that others do care, and that they have people to support and guide them.
I think that presenting to these youth was an amazing experience because we brought awareness to real-world problems happening on a daily basis. With the younger minds being more aware of these global environmental issues, we will create a cycle of curiosity and action. My main takeaway was that educating others can inspire a change in our community.
– Denise Aburto Puente
On Tuesday, February 24th, from 8am-3pm, I was one of five Antioch Earth Team interns who co-hosted several Climate Literacy Committee (CLIC) workshops at Park Middle School, our alma mater! My peers and I eagerly presented to six different periods of varying classes and grade levels. The classes consisted of 7th grade science and 8th grade Advancement Via Individual Determination (AVID). My goal was to educate these students on the current circumstances of our global climate. By raising awareness, I hoped that these students would use their newly-gained knowledge to better our climate by being cautious of their individual contributions and passing their knowledge on to others!
In order to efficiently do this, our curriculum had to contain different presentation tactics to best accommodate multiple learning styles and personality types. The curriculum was curated to translate the academic knowledge from our research into words that are more accessible for middle schoolers. While the presentation slides stayed the same, I communicated differently in each presentation depending on the grade level of the students and the energy they were giving us. For more quiet classes, I tried to throw in a few little jokes and be as interactive as possible with my other interns so it could seem like a cozy, friendly environment. For the outgoing classes, I maintained a fair mix of professionalism and friendliness.This experience taught me how crucial it is to understand your audience in both social and academic scenarios.
– Janessa McGinnis
Hello, my name is Jonny Hernandez and I am a senior at Antioch High School. The future of our civilization depends and relies on children; making sure we keep them protected from vigorous outlooks and false narratives is vital. Enforcing positive outlooks stabilizes a child’s ability to think critically about future solutions and to make change. This is vital to understand in order to let future generations prosper and to develop solutions to problems that can not be solved quickly. Giving our children crucial information without enforcing a negative outlook can get more students intrigued and engaged overall.
To help our children stay protected from developing negative outlooks, the first step is presenting these topics in certain ways. Our workshops shared very important information about topics like fossil fuels, ocean acidification, and overall climate change. We included information that had positive solutions, but also gave information needed to fully understand how to get to these solutions. We also enforce positive engagement with trivia,giving candy to any student who tries to answer. To keep children from having anxiety about their environmental impacts, we also need to be aware of how we introduce those negative impacts. We need to be mindful about explaining the harsh realities, but provide future solutions on how they can thrive beyond childhood. Sustaining children to be more open-minded rather than fixed is the main goal, and by understanding how to achieve that we can set up the next generation for success. For future earth team workshops, we plan to expand and continue to improve on how we are able to speak to young generations about environmental science.
Overall, we must continue to believe in the future generations. If change is possible, it starts with the future. Informing our children and students about environmental stewardship with positive outcomes will hopefully spark even more awareness. If we keep continuing to improve how we teach children it can be very impactful to solutions overall. Learning from mistakes and giving valuable information will also help us believe in the future and provide key information so the outcome will only prevail.
– Jonny Hernandez
Growing up in the poverty-stricken and heavily polluted city of Antioch, I had always known that I grew up differently from the wealthy children living around the Bay Area. While children living in Walnut Creek and Moraga were able to roam free at the park past sunset, I had to triple-check that my Mickey-Mouse backpack full of toys was still present after I turned my back to the playground slides. Those children did not have to worry about if the lakes they swam in were contaminated with oil spills or if the air they breathed was full of PM2.5 due to constant sideshows. So, when I was presented with the opportunity to apply for the Earth Team, and educate others just like me about the environment that shapes us, I could not pass it up.
Learning about the environment and what affects it is not easily accessible, especially in areas, like Antioch, that are most affected by it. Still, even when someone is presented with the facts and information, it is not easy or fair to expect the individual to understand the terms, vocabulary, or content without prior knowledge or assistance. Learning starts in the classroom, but what happens when someone’s educational, social, or psychological needs aren’t met? Every child learns differently, which is why I believe education should be presented in a way that supports different needs, especially in the context of global climate change impacts. For example, Earth Team first hosted our climate literacy workshops in the beginning of March, and an issue had been brought up. The information on the slides that were presented were too complex, especially for a child who is just starting to learn the English language. My groupmates and I were able to meet this child’s, along with other’s, needs by simplifying and explaining the content more in depth. This way, the children were able to learn in a way that fit their needs.
In order to meet each child’s needs, you must take into consideration the area they reside, what knowledge or vocabulary they already have, and any sensitivities that might potentially arise due to the topic. It is also crucial to relate the topics (i.e. climate change) to one’s own background. For example, when I spoke about resource scarcity, I included that Antioch might be more scarce in some resources versus another city that has an abundance of that resource. Being able to explain relativity brings genuine connection and awareness of the topic. I hope that more children are exposed and taught about the issues relating to our current environment, and that efforts are made to make environmental education accessible to millions of underprivileged, uneducated, and curious children.
– Juan Rubio
On February 17th, 2026, Earth Team interns from Antioch High School presented their Climate Literacy workshop to 5th grade students at Marsh Elementary. We hoped to bring awareness to the increasing problems occurring in our environment. Some of the main topics we covered included the basics of climate change, ocean acidification, and burning fossil fuels. During presentations, we wanted to connect a variety of curricula and adopt different presentation tactics to accommodate multiple learning styles and personality types in order to make learning more accessible and engaging for students.
This is important because not all students learn the same way; some may prefer visual materials, while others benefit from discussion, hands-on activities, or interactive experiences. By incorporating multiple approaches, educators can reach a wider range of learners and keep students interested, even in subjects that may not initially appeal to them.
When we presented our Climate Literacy Workshop to elementary school students, we focused on making the lesson interactive and engaging. We began by asking the students questions to get a sense of their prior knowledge and to involve them in the discussion. Afterward, we handed out coloring pages related to the lesson and walked around the classroom, talking with students and answering their questions. This created a more relaxed and open environment where students felt comfortable asking not only about the lesson, but also about high school, hobbies, and everyday life.
Incorporating creative activities proved to be especially effective. For example, there was a quiet student who initially did not participate much in the discussion. However, once she began working on her coloring sheet, she became more engaged, asking and answering questions, particularly about marine life and how we can improve their habitats. This showed how hands-on and creative methods can help draw out students who may not feel comfortable participating in more traditional ways.
As we continue reflecting on how to improve our curriculum, it is clear that incorporating creative, interactive elements makes the material more accessible and engaging for younger students. Overall, using a variety of teaching methods helps improve students’ understanding, focus, and willingness to participate.
– Kaden Gilbert
By celebrating progress with positive reinforcement via rewards and words of encouragement, kids are motivated to learn and to not be afraid to ask questions. This is important for education because sometimes kids are already uninterested in learning about subjects that don’t appeal to them, so giving out candy inspires them to learn and engage with the subject matter. This is the same for words of encouragement. Kids may be afraid of asking questions, fearing that they will ask a stupid question or get the answer wrong. Implementing words of encouragement helps children have the courage of asking questions.
During this year with Earth Team, one of our projects involves bringing awareness to elementary and middle school students about climate change. On February 24, 2026, I and four other interns were given the opportunity to present to seventh graders and eighth graders during their science and AVID classes. One of our presenting methods was implementing positive reinforcement with candy for anyone who answers a question, even if they got it wrong. All that matters in the case of positive reinforcement is that they were brave enough to ask a question and try. This resulted in many students participating and asking engaging questions.
I believe that using positive reinforcement and words of encouragement, we were able to make our workshops fun and foster a safe learning environment for everyone, which is how it should always be. In the end, what really mattered was that these students were able to learn about climate change in an engaging and fun way without having to be afraid to ask questions.
– Kiley Johnson
On Tuesday, February 24th, I and four other Earth Team interns traveled to Park Middle School. Our purpose was to teach youth in our community about the importance of reducing carbon emissions, why we need to adopt sustainable practices, and the current state of our environment. We presented to six classes, spanning from seventh grade science to eighth grade AVID. These workshops were a part of our Climate Literacy Committee (CLIC) project, one of the many projects that we have been working on throughout the year. This is my first year in Earth Team so the notion of going out in the community and presenting topics that I researched was both interesting and daunting.
One of our focuses as we put together the slides and activities was to make sure that we could appeal to the diversity of the students we were presenting to. To achieve this goal, we modified our vocabulary to be of interest to our middle school audience, and made sure to elaborate on more obscure jargon. We also wanted to ensure that our presentation covered diverse perspectives on climate change and global warming. To do this, we took care to discuss global climate policy and climate justice efforts as well as disparities in how climate change affects different communities and peoples. Although this was my first time doing something like this, I was eager to interact with the younger students and learn what they knew and thought about climate change. In the end, students were engaged and showed their curiosity, asking many questions not only about our environment, but also about our high school experience.
The only drawback of our presentation was that we were not able to offer English to Spanish translation for students who would have benefited from it. To account for that, we shifted our talking speed and diction to accommodate for students who might have struggled to understand otherwise. Overall, I feel that our climate literacy workshops were a resounding success and I’m glad we were able to educate students at Park Middle School about the environment.
– Sabree Musawwir
Carbon dioxide levels in the atmosphere are the highest they’ve been in two million years. It is important to be educated on climate literacy for this exact reason. Climate literacy is the understanding of climate change and its causes.
In total, our team attended four schools and held 10 workshops. We visited Marsh, Turner, and Mission Elementary, and Park Middle School. At these workshops, we taught many different grade levels. We touched on climate science background, human behaviors and climate feedback loops, the impacts of climate change, and global climate policy. These topics are important to be taught to younger students so that they are aware of the environmental problems our world is currently facing and of what they can do to help.
My topic is celebrating progress with positive reinforcement via rewards and words of encouragement. For the 10 workshops my team and I held, we made a combined slideshow touching on these four topics. We simplified the information for young elementary students and even had a trivia section. During the trivia game, we passed out pieces of candy to whichever student answered the question correctly. We also created coloring pages of the earth for the students’ engagement. These activities seemed to really entertain the students and made them more engaged with the lesson we were presenting. I believe that handing out prizes during the lesson encouraged the students to answer our questions, and it was exciting to hear their responses.
– Yareli Leal Mata
