mal and nonformal learning opportunities to individ-
uals of all ages, including individuals of diverse cul-
tural and linguistic backgrounds; and 
(3) emphasize actionable information to help 
people understand and promote implementation of 
new technologies, jobs, career training, programs, 
and incentives related to climate change, climate ad-
aptation and mitigation, climate resilience, climate 
justice, and environmental justice. 
SEC. 5. GRANTS AND COOPERATIVE AGREEMENTS. 
(a) IN GENERAL.—Not later than 1 year after the 
date of the enactment of this Act, as part of the Climate 
Change Education Program established under section 4, 
the Administrator of the National Oceanic and Atmos-
pheric Administration shall establish a program to award 
grants to, or establish cooperative agreements with, the 
following: 
(1) State educational agencies, in partnership 
with local educational agencies and local nonprofit 
organizations, and, subject to subsection (c), local 
educational agencies— 
(A) for the development and implementa-
tion of aspects of climate literacy plans for 
grades 4 through 12 formal and nonformal cli-
mate change education that— 
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(i) are aligned with State education 
standards; and 
(ii) ensure that students graduate 
from high school with climate literacy; and 
(B) for the implementation of projects 
that— 
(i) in the case of State educational 
agencies, include— 
(I) relevant training and profes-
sional 
development 
for 
educators, 
which may include tiered mentorship 
frameworks; 
(II) integration of key climate 
change concepts into State education 
standards for science, technology, en-
gineering, and mathematics (STEM), 
civics and social studies, career and 
technical education, and other rel-
evant subject areas during the next 
revision of such standards; 
(III) 
development 
of 
climate 
change education frameworks and 
model curricula and curation and dis-
semination of existing such frame-
works and curricula; 
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(IV) creation of applied learning 
project-based 
models, 
particularly 
those that allow for student leadership 
in project development and applied 
field work, such as models making op-
timum use of green features improve-
ments, such as low-cost environmental 
monitoring sensors, to school facilities 
such as energy systems, lighting sys-
tems, food systems, water manage-
ment systems, waste management sys-
tems, and school grounds; and 
(V) 
incorporation 
of 
climate 
change mitigation and green tech-
nologies into new and existing high- 
quality career and technical education 
career 
pathways 
and 
work-based 
learning experiences in high-demand 
climate-related jobs, including devel-
opment of partnerships with labor or-
ganizations, trade organizations, and 
apprenticeship programs; and 
(ii) in the case of local educational 
agencies— 
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(I) develop, modify, or implement 
district-level plans to advance climate 
change education that consider facili-
ties, curriculum, environmental health, 
professional development for edu-
cators, student experiences, and eq-
uity; and 
(II) support community partner-
ships among local educational agen-
cies, nonformal education providers, 
community-based organizations, and 
other partners to advance climate 
change education priorities. 
(2) Institutions of higher education and net-
works or partnerships of such institutions to engage 
teams of faculty and students to develop applied cli-
mate research and deliver to local communities di-
rect services related to local climate mitigation and 
adaptation issues, with priority given to projects 
that— 
(A) foster long-term campus-community 
partnerships; 
(B) show potential to scale work beyond 
the term of the grant or cooperative agreement; 
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(C) involve significant student input in the 
project development process; 
(D) are inclusive for all segments of the 
population; and 
(E) promote equitable and just outcomes. 
(3) Professional associations and academic dis-
ciplinary societies for projects that build capacity at 
the State and national levels for continuing edu-
cation by practicing professionals and the general 
public in green economy fields. 
(4) Youth corps organizations to engage in 
community-based climate mitigation and adaptation 
work that includes a substantive educational compo-
nent. 
(b) COMMUNITIES
OF
PRACTICE.—The Climate 
Change Education Program shall establish communities of 
practice with respect to each of paragraphs (1) through 
(4) of subsection (a) in order to accelerate learning. 
(c) LOCAL EDUCATIONAL AGENCIES.—The Adminis-
trator of the National Oceanic and Atmospheric Adminis-
tration may not award a grant to, or establish a coopera-
tive agreement with, a local educational agency in any fis-
cal year under paragraph (1) of subsection (a) unless 
amounts appropriated for grants and cooperative agree-
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