RiSC Partner Schools

Mary Lu

IS 228, David A. Boody JHS  (2017 -  )

228 Avenue S, Brooklyn, NY 11223

The concept of resiliency and increasing literacy about climate change brought me to the RiSC program. What motivates me to continue in this program is being part of a change that students are setting forth with their ideas about resiliency in our city. Their engagement in the program inspires me to be a more active citizen in resiliency changes.

Roberto Lòpez

K 525, Edward R. Murrow HS (2017-18)

1600 Avenue L, Brooklyn, NY 11230

I was motivated to join the RiSC program due to the destructive effect that Super Storm Sandy had on the Rockaways. I saw my childhood neighborhood torn to shreds and then I learned that these storms have been intensified due to climate change. This is why I decided to join the RiSC team, to raise awareness about climate change. Through RiSC I have learned a lot about small things that can be done in the school community to take a step forward in making NYC sustainable.  

     I think climate and resiliency education is important especially for NYC students because we live in a society where information is prevalent (albeit false or real). Our future generations are entitled to scientifically sound information and they should be able to apply this information to make their immediate community a better place while living in harmony with our Earth.

Michael Luppino

John Dewey HS   (2017 -  )

50 Avenue X, Brooklyn, NY 11223

I teach Living Environment and AP Biology at John Dewey High School, with students ranging from grades 9 through 12. Outside of being the RiSC Leader of John Dewey High School, I am the founder of John Dewey High School's Science Magazine, The Next Generation, am a Teacher Collaborative Coach, and an Adjunct Professor at Pace University.

     I believe that climate change and resiliency should be known by each and every citizen in New York City. Each citizen is aware of the sheer force of natural disasters and the impacts they have on our communities. Rising temperatures and sea levels are having devastating effects on the infrastructure of our city, and future generations must propose solutions to these pressing concerns. Many buildings were created in a time period where heavy rain or flooding was not a concern; but today creative strategies must be employed to create resilient infrastructure in buildings that are vulnerable to extreme weather in response to climate change.

Britney Golembe

IS 239, Mark Twain School for the Gifted and Talented   (2017-2019)

2401 Neptune Ave, Brooklyn, NY 11224

I was motivated to participate in this program because I thought it was the perfect addition to our science and nature program called Young Naturalists. This program gives students an opportunity to connect with science and nature in a hands on and collaborative way. Such ideals are also critical in the RiSC program and therefore students can use what they know and are learning in order make change .

Out of this experience I have been able to show my students that although they are young, they have the ability to make a difference and play a role in helping climate change. I have also been blessed with the ability to connect with other educators who have the same hopes and goals.

     I believe our hope for a better Earth depends on how we treat it now and in the future, and our students are the future. By helping to educate them on these issues, we are ensuring that they will work towards making positive changes and developing leadership skills to teach others the same .

Resiliency education ensures that these critical concepts are taught, as middle school curriculum doesn’t even address it . Middle school truly is a major part of formative learning and by educating these children on the topic at this level we are helping to invest in not only their future but ours as well.

Aimee Villacres

IS 239, Mark Twain School for the Gifted and Talented   (2017-2019)

2401 Neptune Ave, Brooklyn, NY 11224

I have witnessed severe climate events, especially in the last 10 years, and wanted to become a part of something that could help to educate my students. I wanted to be part of a program like RISC that would get them more involved in combating climate change and building resiliency.

Hannah O'Leary

Rachel Carson HS   (2017 -   )

521 West Avenue, Brooklyn, NY 11224

While I did not live in NYC during Hurricane Sandy, I was fascinated by the experiences and impact that it had on the lives of my students. When I joined the staff at Rachel Carson High School, I found out the huge impact that the storm had on our school building and learned that we were still dealing with the consequences 5 years later. Facilitating the RiSC program in Coney Island has opened my eyes to the impact that climate change has on certain communities within big cities, the environmentally destructive choices that humans make when city planning, and the enthusiasm of those fighting for change.

     Climate and resiliency education is important because it helps our students to understand that the fate of our world is in their hands and that they can actively work to make their communities a safer, greener, more resilient place to live.

Christopher Joya

MS 88, Peter Rouget MS   (2017 -    )

544 7th Avenue, Brooklyn, NY 11215

I wanted to join the RiSC program because I felt a need to educate my students about what is going on with the planet, and to help them realize that this is something that won't go away. Given the political climate (especially now), I really want my students to come away from this experience knowing that their voices do inspire others to act, and that they can make change where previous generations have not.

      Climate change should be taught - not as a controversial topic as some state governments are deciding - but as a sound scientific theory that needs to be addressed now, or we will hit the point of no return. When others tell me that we shouldn't or can't teach it, I'm reminded of this political cartoon and an equally powerful quote: "We do not inherit the Earth from our ancestors; we borrow it from our children." What's the harm in having renewable energy sources? What's the harm in having a Green New Deal where we have a more sustainable economy and are able to preserve the Earth's biodiversity for future generations to enjoy and marvel at? At the same time, resiliency needs to be taught not only to the kids, but the adults as well. We all have one home: Earth. If we want to continue living here comfortably, we're going to have to face the hard truth that we are warming the planet, and we need to make changes to our lifestyles. Yes it'll be hard, but if we really are emphasizing resiliency in our education, we need to be able to show the next generation that we can do this, and with minimal whining about the negatives.

 

Samantha Tilts

MS 88, Peter Rouget MS   (2017 -   )

544 7th Avenue, Brooklyn, NY 11215

My first year teaching I found myself asking students to complete projects built around fixing systems that were broken or breaking. I was asking students to "save the world", but soon realized that they could not do so until they had fallen in love with it. Having been involved with organizations aimed at environmental reform, I soon found myself searching for a way to take the many mini-projects I had and actually fulfill some of mine, and my students’ dreams. RiSC was the perfect opportunity to take both my passion and my students’ passions and see them through. This program has given my students a voice in a time where many of them feel they don't have one. It has given them an opportunity to see their work through and feel valued in their research and knowledge. This program has given me and my students a renewed sense of hope for what we can achieve together.​

     Young students are one of the most important constituents of our society. Their minds, opinions, and dreams will soon start to shape the world we live in. Students have dreams, and often go full force with their creative and ever growing minds. I truly believe that children can see things that adults sometimes cannot, and therefore can oftentimes find solutions we have written off. Climate and resiliency education gives students access to credible information that they may have had misconceptions about. It gives them the opportunity to give input into conversations that are being had across the world, and it gives them a chance to be part of the change. A lack of knowledge in this field leaves them to find whatever sources they can on their own, credible or not.

Andy Zimmermann

MS 88, Peter Rouget MS  (2016 -   )

544 7th Avenue, Brooklyn, NY 11215

I participated in the RiSC program because I see it as a pathway for mobilizing communities around climate resilience education and advocacy, particularly by promoting student voice in our city’s efforts to build resilience. The RiSC program

is a model for student empowerment in the areas of Climate Change and Resilience, a critical area of need for our city, state, and nation.

     Education is an essential component of climate resilience, and for vulnerable cities such as ours, should be central to our city's strategy as we move toward a climate resilient future. Too often, youth voices are not included the decision-making processes and policies that shape their schools, neighborhoods, and lives.

Lynn Shon

MS 88, Peter Rouget MS   (2016 -   )

544 7th Avenue, Brooklyn, NY 11215

I was motivated to join RiSC because I believe teaching and learning should actively address the most pressing environmental, political, and social needs of the community it serves. RiSC has given me an opportunity to design and implement learning experiences that empower schools to build a more physically and socially resilient NYC. RiSC has also helped me grow in facilitating professional learning for teachers who want to teach climate change and resiliency.

     The impacts of climate change will disproportionately impact our children and our most marginalized communities already suffering from social inequities. Climate and resiliency education is so important because it empowers our children to learn and take actions that address both risk and social injustice. Many of the solutions that will address climate change can, and will, also address social injustice. These are two of the most pressing issues facing our students and our world, and our students deserve an opportunity to have a voice and lead in this work.

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