By: Kat Husiak

As the urgency of climate change becomes increasingly apparent, it is essential to equip young minds with the knowledge and tools to understand and address this global crisis. In May of 2022, I responded to a request from Newport High School looking to supplement their sophomore chemistry curriculum with a guest speaker. As a result, I developed a 50 minute guest lecture to Newport High School sophomores in Bellevue, WA as part of my capstone project for the Graduate Certificate in Climate Science. The aim was to contextualize their curriculum within the broader context of climate science, and to empower them to find their place in the fight against climate change. I repeated this presentation seven times during the school day, speaking to approximately 280 students during their chemistry class period. The following section describes the outline of my presentation, followed by some key takeaways. 

PRESENTATION STRUCTURE

Introduction

I began by sharing my academic and professional journey, emphasizing the importance of addressing climate change and managing climate anxiety. This personal touch helped establish a connection with the students and created a space for open dialogue.

Climate Change and Ocean Acidification

To set the foundation, I introduced the concept of earth systems—land, water, and atmosphere—and their role in climate change. Using visual aids and open-ended questions, I reviewed the basics of climate change science, focusing on how carbon dioxide (CO₂) cycles through the atmosphere and oceans. We worked through figure 1 slowly; I started with the red line that represents atmospheric [CO₂] and discussed the anthropogenic cause of the upward trend. I then showed the corresponding blue line that represents CO₂ in seawater and its parallel trend. I finished with the third green line that represents the pH of said seawater. I described how photosynthesis changes seasonally, causing the seasonal variation (wiggles) and compared the seasonal variation to how we as humans breathe as well. They were also excited to hear that climate change research could take them as far as Hawaii, prompted by my explanation of the Mauna Loa and Aloha station names. 

As the students were learning about ocean acidification in their chemistry class, I delved deeper into this topic. I used a solubility chart, familiar to them from their chemistry curriculum, to prompt their thinking about how temperature changes in the oceans could impact CO₂ dissolution in seawater.

Temperature-Dependent CO₂ Solubility

Next, I introduced the concept of feedback loops, both positive and negative, using simple examples. I then explored the amplifying feedback loop of CO₂ solubility in warming oceans. This connection between chemistry and climate science showcased how their curriculum was relevant to broader Earth systems and carbon cycling. One of my goals during the presentation was to use more intuitive language around feedback loops, so I referred to positive feedback loops as “amplifying feedback loops”, and similarly referred to negative feedback loops as “dampening feedback loops”. This amplifying feedback loop of gas solubility in warming oceans and how it might alter the carbon cycle looks as if it might spiral out of control, and I did not want to leave the students in an anxious state. 

Climate Anxiety in Youth

Recognizing the psychological distress caused by climate change, often referred to as “climate anxiety,” I attempted to address the emotional impact of climate education on young individuals. I introduced a practice popularized by Dr. Ayana Elizabeth Johnson, which aimed to help students find their place in the world of climate action. Figure 2 is the version I shared during the presentation.

TAKEAWAYS

Addressing Climate Anxiety

The inclusion of a segment on climate anxiety resonated with students, acknowledging the emotional impacts of climate change education. This served as a reminder of the importance of addressing the psychological well-being of young individuals in climate discussions. Going forward, I would explore additional strategies to support students in managing climate anxiety, providing them with tools to cope and find resilience in the face of global challenges.

Tailoring Content to Diverse Knowledge Levels

The inclusion of both standard and AP chemistry level students presented a challenge in catering to differing levels of prior knowledge. While attempting to cover the basics, I also wanted to engage students with more advanced understanding. If I were to do this presentation again, I would like to work more closely with the students’ teacher about tailoring the content to their students’ knowledge. Regardless, most students enjoyed the open-ended questions and opportunities to “talk and turn” with their neighbors about their perceived state-of-the-world and their unique place in a future of climate change. 

In conclusion, presenting to the Newport High School sophomores was a wonderful experience; it emphasized the need to connect academic subjects to real-world issues and empower young minds to take action. The survey results showed that students demonstrated improved understanding of climate science concepts and an increased inclination to commit time towards addressing climate change in their future. I am grateful for this opportunity and the lessons learned, and I am looking forward to continuing the vital work of engaging and inspiring the next generation to address the climate crisis.

References

Feely, R. A., Doney, S. C., & Cooley, S. R. (2009). Ocean Acidification: Present Conditions and Future Changes in a High-CO₂ World. Oceanography, 22(4), 36–47.

@allwecansave. (2021, March 19). @ayanaeliza’s framework for figuring out what you should do about the climate crisis. https://twitter.com/allwecansave/status/1372939917861474308/photo/1

Kathryn (Kat) Husiak graduated from the School of Marine and Environmental Affairs at the University of Washington in June of 2023. They are passionate about environmental and climate justice, and hope to pursue this work through community engagement and science and policy communication. You might find Kat this summer backpacking in the Olympic Peninsula, crafting with friends, and preparing for their wedding in October. Contact information: kahusiak@gmail.com.