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Science learning reforms require shifting epistemic and power structures so students and teachers build knowledge together within the context of meaningful questions and problems. Curricular customization allows teachers to preserve these reform-oriented goals while adapting for their specific contexts and students. This paper presents three cases from professional learning communities (PLCs) who followed the same curriculum customization model, but with different equity goals: supporting bi/multilingual learners’ ownership of learning, increasing the relevance of curriculum for students, and encouraging more student voices and multiple perspectives. Together, these cases highlight how the collaborative customization model facilitated productive tensions that lead to teacher learning. 

Abstract This assessment by the Environmental Effects Assessment Panel (EEAP) of the United Nations Environment Programme (UNEP) provides the latest scientific update since our most recent comprehensive assessment (Photochemical and Photobiological Sciences, 2019, 18, 595–828). The interactive effects between the stratospheric ozone layer, solar ultraviolet (UV) radiation, and climate change are presented within the framework of the Montreal Protocol and the United Nations Sustainable Development Goals. We address how these global environmental changes affect the atmosphere and air quality; human health; terrestrial and aquatic ecosystems; biogeochemical cycles; and materials used in outdoor construction, solar energy technologies, and fabrics. In many cases, there is a growing influence from changes in seasonality and extreme events due to climate change. Additionally, we assess the transmission and environmental effects of the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), which is responsible for the COVID-19 pandemic, in the context of linkages with solar UV radiation and the Montreal Protocol.