Tag Archives: green

SJ Teen Pioneers Globally Lauded Biodiversity Project

Young people are integral towards the fight for a sustainable future. From social media to student platforms, teenagers have used their collective voice to pioneer a new wave of eco-friendly advocacy and innovation. To learn more about Gen Z’s unique position within the environmental movement, I had a chat with Almaden valley teen, Adarsh Ambati. A junior at Archbishop Mitty High School, Adarsh was the only U.S. finalist for the global Gothenburg Sustainability Youth Award and the International Action For Nature Organization’s Eco-Hero. After the devastating California wildfires, Adarsh learned more about the disaster’s impact on endangered species — most notably, California’s amphibian biodiversity.

IC: What prompted you to work in the sphere of environmental sustainability?

AA: The Californian drought was instrumental in developing my awareness of climate change. I found that changes in migratory patterns, habitat shifts, disruptions in food-web, the prevalence of pathogens, parasites and diseases, wildfires, and floods, are directly or indirectly a result of climate change. This interdependence of the climate on even niche areas of ecosystems developed in me an interest in understanding ecology and biodiversity, which propelled me into the world of environmental sustainability.

IC: Why amphibians? How do you learn about the pathogens impacting endangered species in the first place?

AA: Because of the California Drought, I grew up not only verbally hearing about the importance of water but practically witnessing the devastating effects of water shortage – lush green lawns turning brown, the creek in front of my home drying up silencing the croaking of the frogs, deers moving on, and ravaging wildfires.  As a 6th grader, I used to accompany my brother to BioCurious, our community lab. Seminars and workshops regarding climate change at the lab provided me with a lens for understanding the environmental effect of climate change on organisms and their ecosystems, which spurred my interest in environmental sustainability. After further research in the field, I discovered the Batrachochytrium Dendrobatidis fungus that is endangering hundreds of frog species around the world. After reading more about this crisis in the novel, The Sixth Extinction, I promised to do my part in helping maintain the Earth’s biodiversity. With the help of mentors from my local community lab, BioCurious, I embarked on this Amphibian Biodiversity Protection Project.

IC: Why do you think it’s important for young people to use their platform to advocate for sustainability and the protection of biodiversity?

AA: The environment encompasses all that we need to sustain life on the planet. Today, massive problems ranging from water shortage to raging wildfires, which are triggered by climate change, threaten the environment and, indirectly, all life as we know it. While legislation and grassroots activism are 100% necessary to curbing and reversing man-made problems, innovative solutions are also crucial to solving such issues. So, I would implore all young innovators today to pursue environmental projects as the destruction of the environment will affect our generation the most. If we as youth choose to ignore the problem, it will only magnify until it can no longer be solved. By setting our minds to developing innovative solutions that help the environment without drastically changing one’s life, we can little by little overcome such worldwide issues. As these issues pertaining to the environment affect youth the most, it is imperative that we start to create projects aimed to help, protect, or sustain our planet immediately.

IC: What’s the future of this project? Do you plan on further developing or refining your in-field technique?

AA: After further testing with the fungal protein, I hope to expand into the next phase of the project – manufacturing the physical lateral flow strips using Ribosome Display. These test strips would allow researchers the unique ability to test in-field and be able to better protect the amphibians. So far, I have proved that a protein can be biologically engineered to build an in-field diagnostic for this fungal pathogen. My next goal will be to manufacture and continue to test this project.

IC: Do you have any advice for other teenagers trying to initiate sustainability projects of their own?

AA: For any youth trying to initiate sustainability projects of their own, my advice would be to be aware of the environment, think critically for innovative problem solving, and most importantly be open to taking criticism. In our world, there exist many problems ranging from massive losses of biodiversity to the seemingly insurmountable problem of climate change. We have to be aware of these problems so that we can solve them. Next, we need to think critically across various scientific disciplines to create the best solution for the problem at hand. For example, for my amphibian project, I had to combine my passions for environmental sciences, biology, chemistry, and physics to develop the most optimal solution. The next step is arguably the most important. Being able to accept criticism is one of the hardest to develop yet the most valuable quality an innovator can have for their projects. Through these three steps of identifying a solution, critical problem solving, and accepting constructive criticism, your sustainability projects will be increasingly successful.

Kanchan Naik is a senior at the Quarry Lane School in Dublin, California. Aside from being the Youth Editor at India Currents, she is also the editor-in-chief of her school newspaper The Roar and the 2019-2020 Teen Poet Laureate for the City of Pleasanton. Follow Kanchan on Instagram at @kanchan_naik_

The Bioma Project Brings Nature into the Classroom

As the climate change crisis threatens the world as we know it, it becomes the new generation’s responsibility to spread awareness and foster action. Large-scale organizations like UNICEF have been handing their social media handles to youth environmental activists. Half a million teen advocates have fought climate change by requesting government grants for their communities. According to the UNEP, 73% of surveyed youth from a global population say they feel the effects of climate change. Young people everywhere are demanding action — with and without access to the voting booth. It is amid this environment that Bay Area students are promoting environmental education through a national collaborative, the Bioma Project. With more than two thousand students and 40 supporting schools, the Bioma Project aims to “change the way young people think about the environment”. To find out more about what that entails, we had a chat with Raghav and Krishna, rising seniors from Monta Vista High School and co-founders of the project’s Cupertino chapter. 

What made you decide to start a chapter of the Bioma Project? 

Climate change, in the past few years, has become an increasingly prevalent issue in society. And there’s a good reason for it. The average global temperature has been steadily rising for the past 100 years, which in turn has risen sea levels, and increased the frequency of natural disasters like heat waves and flooding. But what’s worse is that the problem doesn’t seem to be going away. It’s worsening. And although there have been and still are a myriad of efforts directed towards raising awareness for climate change and pushing for legitimate change in society, we believed that there was something missing in our local community. There is an abundant amount of attention paid toward various sciences in the Bay Area(CS, Mathematics, etc.), but we were convinced that a larger emphasis on the environment and climate change awareness- specifically directed towards elementary and middle school students – in the Bay Area was something missing in our community. And we saw the Bioma Project as a valiant effort in promoting a positive change in our community. The Bioma Project maintains the belief that people can only care about a certain issue if they have been educated about it, which is why we direct our efforts towards younger students who will be forced to confront climate change in the coming years. Students, who are the generation that will have to face the brunt of climate change, should learn about the current state of our Earth, and what they can do to play a part in mitigating the disastrous effects that are currently scheduled to affect us. 

The Bioma Project’s website mentions how “students weren’t given the autonomy to run their own projects and enough field experience.” Could you elaborate on this concern, and how your chapter addresses the issue? 

Bill Tong, Founder of Bioma Project

Founded in Maryland by high school student Bill Tong, the program became popular and has been incorporated into forty schools in Maryland and is in the process of getting implemented into 3 classrooms here in the Bay Area. We offer two programs: one consists of placing a fish tank in a classroom and effectively constructing a stream water ecosystem in classrooms to allow students to understand various aspects of an ecosystem and understand more about the environment that surrounds us through a set of lesson plans; the second program consists of a lecture-style program in which teachers are provided an amalgam of presentations on different areas of the environment(such as an introduction to climate change, a presentation on fossil fuels, etc.) and activities that allow students to interactively learn more about our Earth. 

What kinds of activities are included in your program? 

Kid’s learning using the Bioma Project Model.

An example of an activity is a kid-friendly mining lab where students would have to “mine” chocolate chips out of a chocolate chip cookie without making a mess, which is used to simulate safe mining practices. We believe that by gradually introducing elementary and middle school students to fun activities like the one mentioned above induces learning and improves the reception of serious topics. Teachers have the option of choosing either program(or even both!), and we are willing to accommodate and customize lesson plans for teachers who prefer to incorporate the lesson plans differently. In addition, the lessons can be taught at the speed the teacher prefers to teach them at; each lesson plan spans between 15 to 45 minutes and teachers can allocate a fraction of their teaching time for the activities.

How has the coronavirus outbreak impacted your program? Will you continue your efforts virtually?  

Although the coronavirus pandemic has prevented us from expanding in the way we had envisioned, the Bioma Project has not stopped putting in an effort to reach a larger audience. We recently recruited few people in the Washington D.C metro area and Dallas, Texas to introduce this program to more students, and we are currently planning to create some form of a virtual continuation of the program in case school does not reopen next school year. In the meantime, we are continuing to email teachers in school districts all around the Bay Area to work out ways in which teachers can utilize the resources we provide to educate their students about the environment.

What advice can you give to other young teenagers who want to change the public’s perception of environmental science? 

 To any students or parents who are reading this and are interested in this program, we strongly encourage you to ask your teachers if they would be willing to dedicate a little amount of their time to teach their students about the environment and refer them to our website, https://www.biomaproject.org/ or email us at californiabioma@gmail.com. To any teacher interested in this program, we would love for you to visit our website, email us, and discuss how we could help you incorporate this program into your classroom.

Kanchan Naik is a junior at the Quarry Lane School in Dublin, California. Aside from being the Youth Editor at India Currents, she is also the Editor-in-Chief of her school newspaper The Roar and the Teen Poet Laureate of Pleasanton.