The umbrella effect is something I’ve been taught and talked about with students. The idea that conserving one species will inadvertently help other species in the same ecosystem. In a lot of cases, the charismatic megafauna’s management plan encompasses huge ranges and systems of interdependence.

We cannot stand idly by as DEI and environmental justice initiatives are reduced to conjecture. These are the cornerstones of imagining a better world for everyone. Equity is not a hypothetical it is mandatory for our world’s future. Every person deserves clean air and water, for generations.

Here is another resource from WWF and CLLC on sustainable infrastructure: www.worldwildlife.org/pages/align-...

We forget that even species of amphibian need to cross over roads and fragmented habitat. escholarship.org/content/qt7j... Designing an engineering unit for students to think of solutions to fragmented habitat could be cool!

I have always been interested in road-ecology and built out a unit to teach for high schoolers in CA. I would check out the Center for Large Landscape Conservation! A source from MT for comparison: www.vitalground.org/juan-carrito...

Project and place-based learning is a start, but it’s also social emotional learning, it’s also talking about climate anxiety, its peer work, its required reading and other forms of media. It’s immersive and transformational education.