High Schoolers Connect Science, Journalism, Civic Advocacy in Lesson on Extreme Heat

Danielle Jo White-Yelito is an environmental science and physics teacher at Greater Lowell Technical High School in Lowell, Massachusetts. White-Yelito created the lesson plan “Voices for the Heat: Writing Op-Eds on Climate and Delivery Workers” as part of the fall 2025 Pulitzer Center Teacher Fellowship “Examining Interconnected Health Inequities Through Global Reporting,” reaching 80 students.

At the conclusion of the Fellowship, White-Yelito shared the following reflections on her experience developing and teaching the lesson.

What is the focus of your lesson plan, and why did you write this lesson for your community?

It is an honor to share about my students and community at Greater Lowell Technical High School, where I teach upperclassmen enrolled in a two-year environmental science cycle. These juniors and seniors bring with them not only the prerequisite foundation of biology, but also the resilience and creativity that comes from being part of our Special Education Department. Under IDEA and Massachusetts General Law c.71B/CMR 603 28.00, our school provides comprehensive programming through Individualized Education Plans, ensuring that each student receives the support they need to thrive. Many of my students alternate weeks between environmental science and Study Skills, where they strengthen organization, note-taking, and self-advocacy—skills that directly inform their success in the lab and classroom.

When I design lessons, I keep in mind that these students are not simply mastering content; they are learning how to connect scientific theory to the pressing dilemmas of our world. Whether we are studying climate change, pollution, or Earth’s scarce resources, I see them rise to the challenge with curiosity and determination. They benefit from scaffolded activities, visual supports, and opportunities to collaborate, yet they also shine when given the chance to take ownership of their learning. This is not a group that half-heartedly engages. They meet each challenge with persistence, and they remind me daily that equity, rigor, and creativity must go hand in hand.

How did you build this lesson with your community in mind?

It is a privilege to describe the lesson I wrote, "Voices for the Heat: Writing Op-Eds on Climate and Delivery Workers." This unit was created to connect environmental science content with civic responsibility, ensuring that students at Greater Lowell Technical High School see how global climate challenges intersect with local labor realities. By focusing on delivery workers—individuals whose daily lives are shaped by extreme heat and gig-economy structures—the lesson invites students to analyze scientific data alongside human stories of vulnerability and resilience.

“Students not only master content but also practice empathy, advocacy, and creativity. They leave the unit with confidence that their ideas can influence others, and with the skills to contribute meaningfully to a more equitable and resilient future.”

—Danielle Jo White-Yelito, Massachusetts educator and Teacher Fellow

I wrote this lesson for my community because our students deserve opportunities to see themselves as advocates, not just learners. Many of them balance school with jobs, and they understand firsthand the pressures of work and environment. Giving them the chance to write persuasive op-eds allows them to elevate their voices, apply disciplinary literacy, and propose solutions that matter to their families and neighborhoods.

The focus of the lesson is twofold: to deepen scientific understanding of climate change impacts and to empower students to communicate those insights through structured, authentic writing. Its value lies in the way it bridges science and society. Students not only master content but also practice empathy, advocacy, and creativity. They leave the unit with confidence that their ideas can influence others, and with the skills to contribute meaningfully to a more equitable and resilient future.

What did your students learn while engaging with this lesson?

While engaging with "Voices for the Heat," students demonstrated powerful interdisciplinary learning—connecting environmental science, journalism, and civic advocacy through structured writing and creative expression. Their op-eds and comics revealed a deep understanding of climate change’s impact on vulnerable workers, especially delivery drivers facing extreme heat.

Students used graphic organizers to scaffold their arguments, citing evidence like “Heat waves are becoming more frequent and intense” and proposing solutions such as “Cities should require water breaks and cooling stations.” One comic showed a character overwhelmed by fossil fuel pollution and rising sea levels, ending with a hopeful message about solar energy and reforestation. Another visual PSA warned, “Heat exhaustion can lead to heat stroke,” and offered actionable safety tips like hydration, cooling pads, and schedule adjustments.

Their Instagram-style captions reflected empathy and insight. One wrote, “It is burning hot out here… I almost had a heat stroke once while working. We need better schedules to keep track of our health.” Another shared, “I didn’t even notice until now that I can very well die from this job—the more you know I guess.”

Through these multimodal products, students showed they could synthesize scientific data, personal narratives, and policy analysis into persuasive, audience-centered advocacy. Their work was not only academically rigorous—it was emotionally resonant and socially urgent. They proved that when given the tools and trust, they can speak truth to power and envision a safer, more just future.

What did you learn by creating and teaching this lesson?

One of my biggest takeaways from teaching this lesson was the importance of listening to student feedback and adjusting the design accordingly. Initially, I embedded multiple creative projects throughout the unit—comics, PSAs, infographics, social media posts—but students expressed that it felt overwhelming. In response, I restructured the final product into a choice board, allowing them to select one creative advocacy piece to complement their op‑ed. This shift gave students ownership over their learning, reduced cognitive overload, and increased engagement.

I also learned that pacing and scaffolding matter as much as content. Some groups needed direct guided instruction for reading and annotation, while others thrived with independent digital work. By offering flexible entry points—guided notes, podcasts, or graphic organizers—I was able to support diverse learners while keeping the focus on climate and labor justice.

“Treat student feedback as a design tool. When learners feel heard, they invest more deeply, and the lesson becomes not just about climate change, but about equity, agency, and advocacy.” 

— Danielle Jo White-Yelito

For other educators, my advice is to build adaptability into your lesson plan. Provide multiple modalities, but don’t require all of them—let students choose the format that best showcases their strengths. Pair scientific rigor with civic voice, and use authentic products like op‑eds to connect classroom learning to real-world issues. Most importantly, treat student feedback as a design tool. When learners feel heard, they invest more deeply, and the lesson becomes not just about climate change, but about equity, agency, and advocacy.