Blue Planet Foundation | Empowering Youth

30c1615c-293e-11e7-a7a6-0eed2d80874f.png

Blue Planet Foundation is clearing the path for 100% clean energy.

On April 20, 2017, over 600 students from across Oahu rallied at the State Capitol in support of their 100% clean transportation future. Inspiring!

MORE VIDEOS
For Our Future - Overview of Blue Planet Foundation's programs and the climate challenge, through the eyes of a 7-year-old.

Student Energy Summit 2018 - Recap of our annual signature event bringing students together for a two-day energy and climate-focused summit

REFERENCE: BLUE PLANET FOUNDATION VIMEO

2019 Summer Newsletter

We support schools and communities learning in partnership for a sustainable future


THE CLOUD INSTITUTE FOR SUSTAINABILITY EDUCATION

We are committed to the roles that teaching, learning, and thinking play in contributing to the shift toward a sustainable future. We often partner with schools and organizations with similar goals and interests to deliver educational experiences that transform thinking and inspire collaborative learning and action.

We hope you will join us for one or all of these exciting events!

July 17 | ASCD Webinar

Re-Thinking Our Way to the Future We Want with Jaimie Cloud

Aug 5-9 | EfS Design Studio

Meet us at Omega to design curricula to implement EfS change initiatives

Oct 18-20 | Drawdown Learn

Get inspired and get the support needed to achieve Drawdown by 2050

Oct 21-24 | NJSBA Workshop

Attend for the tools and training needed for effective school leadership

FacebookTwitterYouTubeLinkedIn

FOLLOW US

Or give us a call at 1-212-645-9930

How Project Based Learning is the Key to Sustainability TEDxYouth@AvonRiver

How Project Based Learning is the Key to Sustainability TEDxYouth@AvonRiver

16-year-old E Wen Wong is the founder of plastic pollution organisation, P.S. Our Beaches and she has an important message for all of us: sustainability starts with sustainable education. E Wen Wong is a passionate environmental advocate, innovator, and founder of plastic pollution organisation, P.S. Our Beaches. E Wen was a recipient of one of this year’s New Zealand Youth Awards for her commitment to the environment and, in the past two years, has initiated litter audits, awareness posts on sustainability initiatives and interviews with the Department of Conservation and UNESCO to raise the profile of the beach pollution issue.

Read More

2019 Spring Newsletter

ARE WE EDUCATING FOR A

Sustainable Future?

The Cloud Institute is dedicated to the vital role of education in creating awareness, fostering commitment, and guiding actions toward a healthy, secure and sustainable future for ourselves and for future generations. 

The unique challenges that define our time require fundamentally new ways of thinking. If we intend to transition to a sustainable way of life, educators and young people have a critical role to play.

Join us as we explore what’s possible when we educate for sustainability.

Our popular Introduction to Education for Sustainability (EfS) immerses participants in systems thinking games and simulations, group discussions about economics and quality of life, and the science of sustainability. Stories and case studies are shared, we explore contemporary ideas in EfS and we envision what's possible when we're intentional about what kind of future we want to educate for.

Contact us about hosting a One Day Introduction to EfS at your school, or join us on August 5th at The Omega Institute to learn what education for sustainability is, and to discuss how teachers everywhere are doing their part to educate for a sustainable future.

Our Annual Curriculum Design Studio will once again be held at The Omega Institute in Rhinebeck, NY.

Join us for the immersive Introduction to Education for Sustainability (EfS) on Monday (as described above), and Tuesday-Friday we'll work together to design, innovate, document and map curricula, assessments and performance criteria that meet both academic and EfS standards, and that improve student achievement, civic engagement and school culture - all the while preparing students for the shift toward sustainability.

During the week you will gain access to expertise, resources and tools required to design elegant curricula for use in the classroom. You can also choose to develop protocols for professional development or action plans to implement EfS initiatives in your school or community. Onsite lodging and meals optional.

Cloud Commons is our EfS Digital Library housing units, lessons, templates, assessment protocols, design tools, workshop handouts, videos and podcasts that support education for sustainability.

 
https://www.facebook.com/cloudinstitute/https://www.linkedin.com/in/jaimiecloud/https://twitter.com/cloudinstitutehttps://www.youtube.com/user/cloudinstitute

FOLLOW US

The Fish Game In Play - In Germany | A Case Story

The Fish Game In Play - In Germany | A Case Story

The workshop was part of our "Land Use and Resources" day (other parts of the program that day included workshops, discussions and presentations on food, farming methods, waste management, and circular economy). We started the workshop by playing the Fish Game simulation in eight groups with 5-9 members, each recording their results in a table. We followed up on this in reflective group discussions, talking about why groups failed, what the different scenarios represent, and how this relates to real life/ in what ways this is not a 100% accurate representation of international (over)fishing. Afterwards, we provided some more theoretical context on overfishing by going through our own presentation on causes of overfishing, consequences for the ecosystem and the human population, and proposed solutions and strategies to prevent overfishing / fix the damage already done. Additionally, we went over some specific cases of overfishing e.g. in Canada and on the West African coast.

Read More

Recap of Webinar- Staying Hopeful: Gathering Strength for the Work Ahead

Recap of Webinar- Staying Hopeful: Gathering Strength for the Work Ahead

How can we remain creative and hopeful in these crazy times?  Jaimie has been thinking deeply about this question for the past few months.  Her recent blog posts, Game on or Game over?  (with video) and Easier Done than Said:  Move from Fear to Action by Educating for a Sustainable Future address this topic and encourage us to get to work. In her recent webinar, Staying Hopeful: Gathering strength for the work ahead, Jaimie asks the question, “Why should we be hopeful?” She offers up three big ideas that have been a source of inspiration during this time of negativity and chaos.  These concepts are useful, natural occurrences that can serve, both as metaphor, and as examples of how life organizes towards life on our spaceship called Earth.  

Read More

Exciting Update on our Partnership with NYC DOE CTE

Exciting Update on our Partnership with NYC DOE CTE

Our work with the NYC Department of Education’s High School Career Technical Education continues and has now been merged into the CTE Academic Integration Blueprint.  This document aims to bridge the gap between graduation rate and low college readiness by facilitating the integration of CTE and academic coursework, training teachers to develop integrated curriculum and promoting high quality project-based learning (PBL) practices in academic classes.  One of the plan’s five objectives is to “Infuse sustainability principles throughout CTE and academic content curricula”.  

Read More

Easier Done than Said:  Move from Fear to Action by Educating for a Sustainable Future

Easier Done than Said:  Move from Fear to Action by Educating for a Sustainable Future

In my experience, it is harder for people to think about what it will take to educate for sustainability, than it is to actually educate for sustainability. This makes sense, given that change of any kind is threatening to our reptilian brains. We have a biological fear of change. Add to this the fact that most educators think of “sustainablizing” as an add on to an already packed life, curriculum and to do list. Given the flavor of the month way that schools often operate, it seems like just one more thing to do.  It isn’t.  It can’t be. It is the thing we all must do if we want to thrive over time.

Read More

Starter Unit Plan: Can we surpass self-righteousness? What do we need to know? What can we do about it?

Dear Readers, 

I started a unit plan to respond to the unacceptable things people have been saying and doing in the U.S. because of racism, sexism and xenophobia. I draw from the Enduring Understandings, Standards and Performance Indicators of Education for Sustainability. I  completed Stage I and invite educators everywhere to build out Stages II and III as appropriate for your students, grade levels and disciplines. 

We ask: 

How can the new brain science help us to understand what is going on when people feel threatened by “the other”?
Throughout history, there are many examples of people who stood to gain economically and/or politically from creating and fueling conflict between diverse groups of people. Is the U.S. experiencing this phenomenon right now? Who stands to gain? Who stands to lose?
What good does diversity do us?
What do we need to know?
What kind of future do we want?


Please share your unit plans with us and with our larger community. This is a participatory design process and I look forward to seeing what you will build from this foundation. 

Jaimie P. Cloud

Game Over or Game On?

Game Over or Game On?

For the past three years, I’ve taught a required graduate course on the Ethics of Sustainability in the Design for Social Innovation Program at the School of Visual Arts in NYC. During this time, I’ve witnessed the unintended results of educating about unsustainability.  Although my students come from all over the world, they have at least a few things in common at the beginning of the year. These young people report feeling depressed, hopeless and guilty. Many of these students, believing they hold degrees in sustainability, have become experts in its opposite--unsustainability. They are nervous at first at the thought of discussing the ethics of sustainability. They tell me that their professors were very effective at pointing out that it’s too late, that we’ve already exceeded too many critical thresholds and that there is no way back. Game over?   

My response to them is always the same, “I think what your professors have actually been saying is that they cannot imagine and they don’t know how we are going to pull off the mid-course correction that is required if we want human and other life to flourish on Earth indefinitely.  I think this has more to do with their imaginations, mental maps and knowledge base than it does our fate.”  Game on.

Read More

How to Sustain Sustainability Education

I have been working with Kapalama Middle School at the Oahu campus of Kamehameha Schools for the past seven years. We would like to continue our work together, but for now, the contract has been completed.  How can we know if the work we have done together to educate students for a sustainable future will last and will be improved over time?  We can’t.  What we can do is create favorable conditions for it to flourish over time—just like everything else we want to sustain.  As I always say, there is no such thing as “sustain-guaranteed” but there is such a thing as “sustain-able”.

Read More

New Education for Sustainability Benchmarks Developed to Guide Adoption, Implementation

Originally posted by Green Schools National Network on June 15, 2017. 

Why, What, and Where are the Education for Sustainability Benchmarks?

Education for a Sustainable Future Benchmarks for Individual and Social Learning was published by The Journal of Sustainability Education on Earth Day 2017. This 70-page account is authored by and represents the current and best thinking of forty-two of the major scholars and practitioners in the EfS field. The Benchmarks include the Big Ideas, Thinking Skills, Applied Knowledge, Dispositions, Actions, and Community Connections that define EfS. Following the Benchmarks are Supporting Instructional Practices and Perspectives, Organizational Policies and Practices, and an Afterword. Several Appendices provide information about the topics often associated with EfS: contributing disciplines, aligned innovations, preliminary research findings on the impact of EfS, and a bibliography.

Read More

New Support for "Sustainablizing" your Curriculum: EfS K-12 Scope and Sequence

There are many options when it comes to designing curriculum that educates for sustainability.  Some educators prefer to "sustainablize" their curriculum by working with the commencement edition of The Cloud Institute’s EfS Standards and Performance Indicators and cross walking and embedding them where and when appropriate.  This also involves determining which ones are developmentally appropriate at each grade level. Others prefer we do that for them. If you would like to see how we would  "sustainablize" our K-12 curriculum from the first quarter of Kindergarten to the last quarter of 12th grade, check out our new EfS Scope and Sequence.  
 

Read More

Long Awaited Education for Sustainability Benchmarks Released on Earth Day

Educating for a Sustainable Future:  Benchmarks for Individual and Social Learning will be released by The Journal of Sustainability Education on Earth Day, April 22, 2017.  This 70-page account is authored by, and represents the current and best thinking of forty-two of the major scholars and practitioners of the field of Education for Sustainability (EfS).  The Benchmarks include the Big Ideas, Thinking Skills, Applied Knowledge, Dispositions, Actions, and Community Connections that define Education for Sustainability.  They embody the essential elements that administrators, curriculum professionals, faculty, board and community members need to adopt Education for Sustainability; to align with it; to self-assess their own performance, and to intentionally and effectively educate for the future we want by design. In addition, The Benchmarks embody the consensus that the field needs to demonstrate the impact of EfS and to catalyze wide spread implementation.

Read More

PNW BOCES: A Regional Approach to EfS

In previous blog posts, we’ve featured stories about schools or districts across the country that have integrated EfS into their curriculum.  Today, we’d like to tell you about Putnam and Northern Westchester Board of Cooperative Educational Services (PNW BOCES), a regional education agency whose innovative approach to EfS is worth exploring.

New York State’s PNW BOCES is a regional collaborative serving approximately 60,000 pre-K through 12th graders in 18 school districts.  In 2008, the PNW BOCES Curriculum Center undertook the development of a K-12 web-based Education for Sustainability curriculum to address the question, “How are we all going to live well within the means of nature?” The curriculum development project was a multi-year undertaking that included capacity building for administrators to lead in this area as well as support for teams of teachers to develop the cutting edge sustainability education curriculum. To implement the project, PNW BOCES assembled a diverse group of sustainability, curriculum design, and instructional technology experts to work with the educators in involved in the project.

Read More

New Jersey: An Unexpected Leader Emerges in Sustainability Education

As the new administration in Washington questions the role of the federal government in protecting the environment, there is a growing sense of urgency for all parts of society to step up to the plate, and they are. As Einstein said, “The significant problems we face cannot be solved with the same thinking we used to create them.” We need new ways of thinking, not just to solve today’s problems, but to lead us to a healthy and regenerative future. Now imagine that schools could prepare young people to think about the world in this entirely new way.  Here’s the good news—it’s happening. Right now, all over the state of New Jersey.

Read More

EFS in Schools: Trevor Day School

Today we’d like to introduce you to Trevor Day School, a Pre-K through Grade 12 independent day school located in New York City. Trevor’s commitment to sustainability is evident inside and outside the classroom.  Jaimie Cloud has been working with the school since 2009, providing training and resources to help the school integrate Education for Sustainability across grade levels and academic disciplines.

Read More

Educating for Sustainability: Case Studies from the Field, PreK-12

 
 

The Cloud Institute and The Derryfield School contributed to the newly released Educating for Sustainability: Case Studies from the Field, PreK-12.  Jaimie Cloud and Brentnall M. Powell were two of the authors selected for the e-book, which showcases inspiring stories of Education for Sustainability (EFS) in action across the country. The case study, Inventing the Future: The Teaching of Environmental Studies, features Jaimie's work with Powell, the course instructor and Dean of Faculty and Academic Programs at The Derryfield School in Manchester NH. The two worked together to "sustainablize" Derryfield's year long, humanities based environmental studies course.

“When we were first growing the field of Education for Sustainability, all we had were aspirations,” states Jaimie.  “Now we have case studies, research and student work as evidence. It is joyful work and it improves lives. Not bad.”  

Educating for Sustainability: Case Studies from the Field, PreK-12 is a publication of Shelburne Farms, Shelburne, Vermont. Shelburne Farms is a nonprofit organization educating for a sustainable future. The Farm collaborates with educators, schools, and other partners to advance education for sustainability in Vermont, nationally, and internationally. Shelburne Farms’ campus for learning is a 1,400-acre working landscape and National Historic Landmark. Shelburne Farms serves over 150,000 program participants and visitors annually on-site alone.   

To access the FREE e-book, Educating for Sustainability: Case Studies from the Field, PreK-12 please visit Shelburne Farms website

Photo Credit: The Derryfield School: A digital poster made by a student as part of the Consumption/Waste/Design Unit.