When teaching about certain cycles that occur naturally, such as the Milankovitch cycles, to bring it more relevance for students, we could analyze the cycles in Georgia and compare it to cycles that occur in different parts of the country, such as out west.  One of my biggest connections for my students is to relate it all back to agriculture.  So with that, I can talk about why we grow certain crops, and what we may have to be aware of here versus out west in terms of these cycles, and how our climate changing can also affect these cycles, making them more intense.  What does that mean for our crop growth, what does that mean for our food?

I teach Environmental Science, so climate change really fits in everything: adaptations (what happens when organisms can't adapt fast enough), atmosphere and air pollution, loss of natural resources (the changes in the water cycle).  I think one of my struggles is how to incorporate it without feeling like I'm pushing it.  My kids definitely don't believe climate change is a problem we're facing, so this has to be a gradual approach.  I felt I couldn't openly communicate about climate change before I explained the greenhouse effect, and how it impacted the climate.  I don't think I did a strong enough job of tying them together, so I want to be better at showing my students the true effect of climate change and why they should care.