We are proud to announce the completion of the South Bay Clean Energy Curriculum Program. We started back in fall of 2024 when we hired our year 1 intern, Daniel Hernandez, and got nine teachers from Hilltop High School, Sweetwater Union High School, and Bonita Vista High School together for our kickoff event and training. Throughout year 1 teachers worked with students, the California Global Education Project, and our clean energy workforce consultant Tanisha Jean-Martin to create their curriculum plans. After many rounds of feedback and hiring three high school interns for the second year, teachers implemented the curriculum in their classrooms. Students in the classes gave feedback on the curriculum and we made final adjustments before packing it and distributing the resources regionally. Read more to hear our three high school interns’ reflections on their experience in the program.
“During my time as a South Bay Intern, my responsibilities consisted of working alongside two students from different high schools, and three teachers at my school, Sweetwater High. As I expanded more in this field of work, I encountered joyous moments spending time and collaborating with Sofia and Frida, my intern partners. It was exciting to grow connections with other schools and bonds with students who have equal passion for environmental justice. An added bonus during this program was collaborating with teachers who I have previously grown close relationships with, establishing an easygoing work environment where I was able to communicate my ideas and concerns with ease and understanding.
While analyzing each teacher’s curriculum, I noticed that each of them tailored their curriculum to seamlessly fit within the core subject that was taught to that class, therefore students were not only absorbing information on clean energy, but transforming it as a main topic to practice conversational and writing skills. One other frequent pattern I saw with the teachers at Sweetwater High School was their decision to put the curriculum into practice near the end of their school year. This timeline for the curriculum was efficient as students were able to finish their school year with an engaging topic involving real world matters and bring along an environmental justice based thinking into the start of their summer. However, many students suggested that physical models and projects should be added to the curriculum as it would deepen their comprehension and fascination towards the topic of clean energy.” – Azul B., Sweetwater High School Intern
“I worked with three outstanding teachers at Hilltop High School. Before the beginning of the school year, we reviewed curriculum plans and gave feedback to each instructor. After the lessons were taught, we sent out a feedback form for students and teachers to fill out to learn the effectiveness of the lessons and how well the students received the information, as well as how many were interested in getting involved because of said lessons. I enjoyed making lots of new friends and meeting so many amazing people within SanDiego350. I am eager to see how many people from my school join our volunteer organization, Youth4Climate, as a result of learning about sustainable energy sources and how they can contribute to their community. My teacher’s curriculum consists of worksheets, online activities, and hands-on labs. I helped give feedback on the curriculum by suggesting more hands-on assignments because I know they help me learn as a student. Those receiving the curriculum shared similar experiences, as they took a liking to the labs. I’ve also been able to table with Youth4Climate, sharing information on clean energy resources and the work we’ve been doing with the program as well as how students can get involved and earn volunteer hours.” – Sofia M., Hilltop High School Intern
“Participating in the South Bay Clean Energy Program gave me the opportunity to help out on making climate education more accessible for students at my school, Bonita Vista High. I reviewed my teacher’s lessons from a student’s perspective, provided feedback to make them more interactive and relatable, and helped translate materials into Spanish so they could reach a broader audience.
One of my favorite experiences was tabling at community events along with Azul and Sofia, where I spoke with residents about clean energy resources and encouraged conversations about sustainability. It was rewarding to see how interested people were in learning about ways to reduce energy costs while protecting the environment. I am especially excited to see the curriculum implemented in classrooms because students who previewed the lessons were excited to contribute in interactive activities and discussions. Knowing that my feedback helped shape a curriculum that will educate and inspire future students makes me proud, and I hope it encourages more youth to become leaders in creating a cleaner and sustainable future.” – Frida V., Bonita Vista High School Intern