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Somewhere Over the Rainbow is a Custom Weather and Climate Science Curriculum for K-12 Schools, 4-H and Agricultural Education Programs

Extension Education

Lauren Hood
Research Associate
Clemson University
Easley

Abstract

This research project was an innovative weather and climate science curriculum designed to address a need for improved climate literacy among K-12 students and educators (formal/informal) in South Carolina. Prior research identifies a lack of public understanding of climate concepts and highlights that many science educators feel underprepared to teach these topics effectively. To help fill this gap, the researcher developed a five-lesson, multi-modal curriculum adaptable for both formal classroom settings and informal education programs such as 4-H. Lessons were aligned with S.C. academic standards and the NGSS, and complete classroom kits—including a Tempest weather station and all necessary activity materials—were created to support teacher and facilitator implementation. Kits were provided as an incentive for participating educators and could be retained for future instructional use.

The curriculum was piloted across nine diverse sites in S.C., including high school agriculture programs, middle school science classrooms, two S.C. Governor’s Schools, and three 4-H programs. Quantitative and qualitative data were collected from students and educators to evaluate curriculum effectiveness. Students completed content knowledge pre-tests before Lesson One and post-tests after Lesson Five. Educators completed their own pre-assessments and recorded guided reflections following each lesson. These reflections captured teaching experiences, perceptions of lesson clarity, student engagement, and suggestions for improvement.

Student learning gains were evident across all pilot groups. Pre- and post-test comparisons showed increases in knowledge ranging from 28% to 82%, with an average gain of 54.8%. Educators rated each lesson and activity on a five-point scale. Overall ratings were positive, though Lesson Three’s activity scored lower than others, indicating opportunities for revision. Educators also noted that portions of the curriculum leaned more toward sustainability and energy concepts rather than explicitly focusing on weather and climate science. They reported that some lessons lacked cohesion or strong connections to S.C.-specific contexts.

Based on these findings, the researcher recommends a full redevelopment of the curriculum by trained curriculum specialists to ensure clearer alignment with weather and climate science content and state needs. The approximate value of each instructional kit is $1,000, though many materials may be adapted or grant-funded for future implementation.

Poster has NOT been presented at any previous NACAA AM/PIC

This poster is being submitted for judging. It will be displayed at the AM/PIC if not selected as a State winner. The abstract will be published in the proceedings.

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Authors: Lauren Hood, Dale Layfield, Christopher Eck, Joseph Donaldson, Qiong Su, Michael Plumblee
  1. Hood, L. Research Associate, Clemson University, South Carolina, 29640
  2. Layfield, D. Associate Professor, Clemson University, South Carolina, 29634
  3. Eck, C. Associate Professor, Oklahoma State University, Oklahoma, 74078
  4. Donaldson, J. Associate Professor and Extension Education Specialist, North Carolina State University, North Carolina, 27695
  5. Su, Q. Assistant Professor, Clemson University, South Carolina, 29634
  6. Plumblee, M. Assistant Professor and Extension Specialist, Clemson University, South Carolina, 29817