SYNOPSIS: In this lesson, students discuss three effective strategies for talking about climate change, then write and present a speech using the three strategies.

SCIENTIST NOTES: This lesson encourages students to think about the words they use and how to effectively communicate their thoughts and opinions with others. The lesson walks students through the use of plain, obvious, and universal language that will create a vivid image in the listener’s mind. There is a discussion about the use of alternative words or phrases to convey a message that is more understandable and relatable. Finally, this lesson includes an example of how using personal experience will allow the audience to understand and comprehend material more readily. This lesson stimulates students' minds to think about how they speak and the words they use to relay information. This lesson is great for teaching the necessary skills of communication and is recommended for teaching.

POSITIVES:
-This lesson can be used in any English, science, or public speaking class.
-Students are given voice and choice in this lesson.
-Students learn to manipulate language to achieve specific outcomes.
-This can be a standalone lesson or it can be paired with any science lesson as a final activity.
-This lesson can be a short writing assignment or developed into a full essay.

ADDITIONAL PREREQUISITES:
-Students should have some basic understanding of climate change concepts and vocabulary.
-The Inspire section of this lesson is listed as 45 minutes in length. This may take longer depending on how you facilitate student speeches.

DIFFERENTIATION:
-This lesson can be adapted to focus more specifically on the writing process, editing process, or public speaking.
-Teachers can focus on speech delivery and presentation skills such as eye contact, body language, tone of voice, etc.
-This lesson can be adapted to Advanced Placement or honors level classes by incorporating specific literary and language elements in the writing.
-Teachers can mandate students include specific strategies in persuasive elements of writing.
-Students can vote to select the best speech in the class.
-Students can deliver their speeches to outside groups for extra credit.

SYNOPSIS: In this lesson, students analyze ideas about science and how misinformation about climate change spreads in different forms of media.

SCIENTIST NOTES: This lesson promotes students' critical thinking skills through the use of true/false questions followed by group discussion concerning the reliability of information, what type of people provide information, and how one’s knowledge can change. After a group activity, students discuss why they believe people are skeptical of climate change and how misunderstanding science and the role of the media perpetuate climate change denial. Students are then encouraged to investigate their own piece of media, assessing the validity of the piece in its relationship to climate change. The included videos and quotes are credible and well-sourced. This would be a great lesson for older students concerning not only climate change but how to determine the reliability of information.

POSITIVES:
-This lesson allows for lots of student choice and voice.
-This lesson can easily fit at any point of the year in any science or language course.
-This could be a standalone lesson or done as part of a research unit.
-Students love doing this project and find it very engaging!

ADDITIONAL PREREQUISITES:
-This lesson requires students to have a general understanding of climate science.
-Students need to use research skills in order to complete the project.
-Students need a device and the internet to access the resources and complete the project.

DIFFERENTIATION:
-The jigsaw resources are very different and can allow for students to be assigned to an appropriate resource for their level.
-Depending on the research skills of your students, more or less guidance and in-class time may be necessary for the project.
-Different modes of sharing the project are possible, including in-class presentations, screencasts, gallery walks, etc.

In this lesson, students use geometry to investigate the question "How much would sea levels rise if Antarctica melted?".

Step 1 - Inquire: Students speculate how one could use geometry to calculate the water level produced by a melting block of ice placed on a classroom table.

Step 2 - Investigate: Students follow mathematical steps to answer the question "How much would sea levels rise if Antarctica melted?"

Step 3 - Inspire: Students explore the effects of sea level rise on coastal communities and the measures being taken to build resilience.

SYNOPSIS: In this lesson, students investigate why sea level rise is occurring and consider how people’s actions can alter its course.

SCIENTIST NOTES: This lesson allows students to observe and measure the mean sea level, analyze the changes in the sea level, and convey the analysis using arts and painting. It improves their interdisciplinary skills and enables them to develop local strategies to respond to sea level rise impacts on their environment. All materials and videos have been reviewed and have passed the science credibility review.

POSITIVES:
-Students work collaboratively to collect and report their observations.
-This lesson features hands-on interaction with students’ predictions in order to dissipate misconceptions.
-Students learn how art can be a powerful motivator for change.
-Students collect data and build science practice skills.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 4 in our K-2nd grade Water and Plant Survival unit.
-You will need to assemble a number of materials to set up the stations. A list of supplies and directions is provided in the Station Directions document.
-You will need ice for a number of stations. Remember to plan ahead in order to freeze it!
-Station 4 (optional) must be run by an adult because it uses boiling water. Alternatively, you can do the experiment from Station 4 as a demonstration in front of the whole class.

DIFFERENTIATION:
-You can set up the stations in the classroom or outside.
-There are two versions of the Observation Journal, one with more room to write and the other with more room to sketch. Choose the one that is best for your students.
-All of the stations can be completed as whole group demonstrations.
-Possible extension: Ask students to consider how to test their ideas from the Inquire section. Try some of their ideas and discuss if the results proved or disproved their hypothesis.

SYNOPSIS: This lesson features a comparison of different travel options from New York City to six other cities. Students compare walking, biking, driving, taking the bus, riding the train, and flying. Students conduct research and calculate the CO2e for each travel option.

SCIENTIST NOTES: The lesson explores emissions from the transportation system. Students would be able to learn how the society can decarbonize the transportation sector and compute the cost, time, and emissions from different transportation modes. There are no misconceptions in the data source and additional links. Thus, this lesson has passed our scientist review and is recommended for classroom use.

POSITIVES:
-This is a fun, imaginative, engaging lesson.
-This lesson features many math skills: addition, subtraction, multiplication, and division by rational numbers; estimation; logic and reasoning skills; problem-solving skills; and algebraic thinking.

ADDITIONAL PREREQUISITES:
-You will need to share the Student Slideshow with students and grant them editing rights before the lesson. Students will be writing in the Student Slideshow.
-Transportation is the largest sector of greenhouse gas emissions in the United States. We must decarbonize our transportation systems immediately to avoid the worst effects of climate change.
-Students use equations derived from Peter Kalmus’s book called Being the Change: Live Well and Spark a Climate Revolution.
-The Ford F-150 is used as the example vehicle because it is the best-selling vehicle in the United States. The unit CO2e is used for all travel options. CO2e is used because traveling by plane creates non-CO2 warming effects. You can read more about aviation’s non-CO2 warming effects at the Stay Grounded Website. So in order to best compare the pollution from these travel options, we must use the unit CO2e.
-CO2e is a metric measure used to compare the emissions from various greenhouse gases on the basis of their global warming potential (GWP), by converting amounts of other gases to the equivalent amount of carbon dioxide with the same global warming potential.
-There may not be an easy travel option for each route, so students might have to problem-solve.
-The "How is it viewed by society?" column in the data chart is meant for students to discuss society’s views of that method of transportation. Do people think it is crazy? Normal? Only for the rich? Is one method considered only for "poor people"? Is one considered trendy or cool? Is it comfortable to travel in that way? Is it easy or difficult? These are all good prompts to ask students.
-Encourage students to have an open mind when discussing low-carbon travel options, such as riding the bus or train. Some students may have never traveled long-distance by bus or train. These are low-carbon options that are significantly better for the planet than driving or flying.

DIFFERENTIATION:
-Students can use the provided glossary to better understand vocabulary.
-Students can answer the extension questions if they finish early.
-Students can help other groups complete their charts if they finish early.
-Students can check over other students’ answers if they finish early.

This lesson features a comparison of different travel options from New York City to six other cities. Students compare walking, biking, driving, taking the bus, riding the train, and flying. Students conduct research and calculate the CO2e for each travel option.

Step 1 - Inquire: Students watch a short video on the climate crisis. In groups, students explore and discuss emissions from the transportation sector.

Step 2 - Investigate: Students are assigned one route between New York City and another city in the Northeast. Students calculate miles, cost, time, and CO2e for each travel option for their route.

Step 3 - Inspire: Students participate in a group discussion about the results and explore different ways to decarbonize our transportation system.

In this lesson, students listen to and analyze the song “Broken” by Xiuhtezcatl, then create their own art project to share their feelings about the future of the planet.

Step 1 - Inquire: Students listen to the song “Broken,” do a close reading of the lyrics, and reflect on the meaning of the song.

Step 2 - Investigate: Students watch a video and read a short autobiographical statement to learn more about the artist and activist, Xiuhtezcatl.

Step 3 - Inspire: Students create their own art project to share their emotions about the future of the planet.

SYNOPSIS: In this lesson, students listen to and analyze the song “Broken” by Xiuhtezcatl, then create their own art project to share their feelings about the future of the planet.

SCIENTIST NOTES: Music is critical to spreading climate education. It is one of the fastest ways to communicate the impact of climate change to a diverse audience. This lesson is a song study that allows students to improve their ability to make songs that will convey vital climate information to different people (to protect the environment against climate change impacts). The videos, song study guide, and images were fact-checked and this lesson has passed our science credibility process.

POSITIVES:
-This lesson integrates music and climate justice.
-Students create their own art projects to inspire change.

ADDITIONAL PREREQUISITES:
-You can learn to pronounce Xiuhtezcatl’s name correctly by watching this video.
-Students should already have some background knowledge of climate change and its effects, including the disproportionate impacts of climate change on Indigenous communities.
-Students should have experience brainstorming and creating art projects. This lesson offers students an opportunity to express themselves through an art project, but due to the wide range of possible options, it does not provide specific scaffolding on how to complete the projects.

DIFFERENTIATION:
-Art projects can be completed individually, in groups, or as a whole class project.
-Teachers can identify additional words from the lyrics to define ahead of time, depending on students' reading levels.
-Teachers can add or eliminate annotation techniques in the Inquire section. Alternatively, students can pick their own techniques that work for them.

SYNOPSIS: This lesson introduces students to narratives by young people impacted by severe weather and guides students in writing their own stories.

SCIENTIST NOTES: This lesson provides a profound insight for students to share their experience with hurricanes or extreme weather events and how it impacts their lives, livelihoods, and property. Then, students reflect on their feelings and share these narratives to encourage others to respond to any natural disaster in the future. All materials contained in this lesson have been verified, and this lesson is endorsed for teaching.

POSITIVES:
-The stories in this lesson include diverse geographical regions in the United States and young people from diverse backgrounds.
-Students learn about storytelling by listening to the stories of other young people.
-Students express their feelings and personal experiences of climate change through writing.
-Students reflect on how personal narratives could influence others, including leaders and politicians.

ADDITIONAL PREREQUISITES:
-Students need a device with an internet connection in order to access the videos in the Investigate section.
-Students should be familiar with some narrative techniques.

DIFFERENTIATION:
-Teachers can choose to focus on the oral elements of storytelling such as intonation, pauses, and pacing.
-Students can compare the audio-only podcast with the visual elements in the videos and choose an audio-only or video format to record their narratives.
-To shorten the lesson, teachers can pick one picture to use for the Inquire section and one video to use in the Investigate section.

SYNOPSIS: In this lesson, students learn about the Indigenous peoples of Oregon’s distinct ways of knowing and living, how colonization damaged Indigenous lands and natural resources, and what can be done to start to repair some of the damage.

SCIENTIST NOTES: This lesson underscores the importance of strengthening and building the capacity of the Indigenous peoples of Oregon to protect their lands, territories, and natural resources. It allows students to gain insights into the history of the Indigenous peoples, reflect on how they were colonized, and understand how the nine tribes have evolved from the past to the present. It also stretches students' ability to develop tactics to help support the Indigenous peoples to protect their lands from degradation. The materials, images, and videos used in creating this lesson were fact-checked, and this lesson has passed our science review process.

POSITIVES:
-Students will learn that even though Indigenous people’s land was forcibly taken from them, they continue to maintain and pass on their ways of living and doing.
-Students will gain a greater sense of place as they discover which federally recognized Native American reservations are located near their community.
-Students will have the chance to reflect on their feelings and emotions as they learn about colonization and forced relocation.

ADDITIONAL PREREQUISITES:
-Speaking about colonization can raise emotions. Both educators and students need to understand that colonization is an ongoing process with many lands still being occupied due to broken and deceptive treaties.
-Teachers may wish to view the film, Broken Treaties, before teaching this lesson to gain a greater understanding of the history of the Indigenous peoples of Oregon. The film includes information about violent massacres that may not be appropriate for younger students. The two short segments of the film that are included in the lesson were selected because they are age-appropriate.

DIFFERENTIATION:
-Students can complete the research activity individually, in pairs, or in small groups. You can also choose to go over the research materials (articles, videos, etc.) as a class and have students answer the research questions after.
-You can give students the chance to choose any project in the Inspire section, you can limit the choices to one or two project ideas, or you can choose to have the students all complete the same project.
-As an extension, invite a Tribal member to visit the class in person or via video call.

SYNOPSIS: In this lesson, students learn about the role the sun plays in our daily lives and how solar energy can be used.

SCIENTIST NOTES: In this lesson, students learn about the role the sun plays in our daily lives and how solar energy can be used.

POSITIVES:
-Students participate in whole and small group discussions and exploration.
-Students explore topics through hands-on inquiry-based activities.
-Students share information and encourage positive climate action.

ADDITIONAL PREREQUISITES:
-Most required materials are typical classroom items. However, the teacher will need to source some additional materials to complete the mini-lessons and stations, such as pizza boxes, aluminum foil, thermometers, etc.

DIFFERENTIATION:
-This lesson was designed to be used in a kindergarten classroom but can easily be modified for first and second grade. See Station and Mini-Lesson Guide for more information about scaffolding the lesson up or down for students.
-Students work at their own pace in stations.
-Students choose a method of sharing knowledge according to their personal learning.
-Additional or alternative texts:
-Sun! One in a Billion by Stacy McAnulty
-This text focuses on the sun and space, with the sun serving as the narrator.
-The Sun Is My Favorite Star by Frank Asch
-Narrative with beautiful imagery.
-Simple text. It may be appropriate for some students to read independently.
-Running on Sunshine: How Does Solar Energy Work? by Carolyn Cinami DeCristofano
-nonfiction text
-This book can be quite dense, so it may be best to read it in chunks for younger students.

In this lesson, students learn about the role the sun plays in our daily lives and how solar energy can be used.

Step 1 - Inquire: Students listen and respond to the text Sun Up, Sun Down by Gail Gibbons.

Step 2 - Investigate: Students investigate the different roles that the sun plays in our daily lives.

Step 3 - Inspire: Students create a representation of learning and share the importance of renewable energy.

SYNOPSIS: In this lesson, students engage in critical media literacy, investigate the impacts of petroleum extraction, and create media to promote sustainable alternatives to petroleum-based products.

SCIENTIST NOTES: The effects of petroleum exploration on the environment and human health are covered in this lesson for the pupils. Petroleum drilling is typically done on Native territories, in low-income areas, and in Black neighborhoods. Since unsustainable oil extraction will endanger lives and communities, the course is aimed to give students the tools they need to develop media and advocacy messages that would encourage systemic change. This lesson passed our science review process after all the materials were fact-checked.

POSITIVES:
-Students engage and interact with multimedia and develop critical media literacy skills.
-Students participate in hands-on learning to aid in understanding and participation.
-Students participate in group discussions to share diverse ideas and perspectives.
-Students have agency and choice over their culminating project and next steps to display their work further.

ADDITIONAL PREREQUISITES:
-This lesson is designed to be taught as a multi-day lesson in five parts. The Multi-Day Schedule Visual provides appropriate stopping points.
-Students should have some background knowledge about petroleum and should know that it is a broad category that includes both crude oil and petroleum products.

DIFFERENTIATION:
-The culminating project can be completed independently, in pairs, or in small groups. Teachers may choose to allow students to work individually based on students' preferences and needs.
-Worksheets may be completed individually, in mixed-ability groups, or as a whole group led by the teacher.
-Videos may be paused and discussed in short segments.

SYNOPSIS: This lesson introduces students to the relationship between health and climate change through play and movement.

SCIENTIST NOTES: This lesson allows students to learn about the importance of trees in addressing climate change and improving air quality. Students get to play an interactive game to understand why we should conserve and restore the forests. The lesson has no scientific misconceptions, and all materials are well-sourced. This is recommended for teaching.

POSITIVES:
-This lesson can be adapted to all environments and spaces.
-Students will understand the importance of trees.

ADDITIONAL PREREQUISITES:
-Teachers should be familiar with the basics of climate change and the carbon cycle.
-Teachers should become familiar with the Take It to the Forest Game and set up the game before students arrive to class.
-Make sure to steer students away from possible misconceptions. Some students may think that:
-Fewer trees is a good thing so there is more carbon dioxide for humans to breathe.
-Breathing is bad because humans are creating more carbon dioxide.

DIFFERENTIATION:
-The game is designed to have independent work happening within a group and whole class setting. As such, modifications for students with needs are inherently built into the game, as each student is performing what they need to be successful.
-The game can be modified for classrooms and gyms that have limited space by adjusting the exercise activities and reducing the size of the circle pattern the students travel through.
-Safety issues about spatial awareness and proper exercising techniques should be reviewed before starting the game.
-Reminders for students to "honor the game" might be necessary.
-Students with mobility limitations can go at their own pace and work with a partner if needed. Depending on the situation, the partner can assist or take directions from the student.

SYNOPSIS: In this final lesson in the green spaces unit, students will use their knowledge to take action.

SCIENTIST NOTES: The lesson emphasizes ways to create awareness to localize green spaces in classroom or community. This technique is suitable for students to adopt. This lesson has no scientific misconceptions and is recommended for use in the classroom.

POSITIVES:
-Students have great agency and control over their projects.
-Students can have a direct and positive impact on their classroom space.

ADDITIONAL PREREQUISITES:
-This is lesson 6 of 6 in our 3rd-5th grade Green Spaces unit.
-Students should be familiar with green spaces by completing the previous lessons in this unit plan.
-Following up with all the students and their projects will most likely take a lot of time. For example, writing a short letter to the principal is very different from planning and executing a school garden. Make sure to provide reasonable guidelines for how much extra class time can be spent on the projects.

DIFFERENTIATION:
-Students can pursue their projects individually or in groups.
-Weaker students may need more support than others, depending on which project they choose to pursue.
-Some students may have difficulty choosing a topic. Finding them a good partner or partners might help them fully engage in this project.

SYNOPSIS: In this lesson, students learn about transpiration and how transpiration plays a role in cooling cities that experience extreme heat due to climate change.

SCIENTIST NOTES: This lesson succinctly explains the effect of climate change on the transpiration process. Transpiration helps to improve microclimate in urban cities and addresses the urban heat island effect. The lesson also draws attention for students to experiment the transpiration process, identify spatial distribution of redlining, evaluate tree equity in their community, and draft concept notes and proposals to seek supports to implement tree planting and restoration of green spaces. All materials have been well-sourced, and this lesson has passed our science credibility process.

POSITIVES:
-Students share diverse perspectives and ideas in journal prompts encouraging action.
-Students participate in multiple interactive and hands-on learning activities to engage in kinesthetic, auditory, and visual learning.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 4 in our 6th-8th grade Water Cycle, Deforestation, and Climate Change unit.
-Materials required for the lab include the following:
-Three small, thin-leafed plants
-Three small, broad-leafed plants
-Small watering can
-Scale
-Six plastic bags large enough to fit completely around each plant pot
-Masking tape
-Previous student knowledge of the water cycle and climate change will be beneficial for this unit.
-Prior to the lesson, the teacher should post different emotions around the room for the SEL activity during the video on heat islands.
-Teachers should familiarize themselves with the Tree Equity Score resource prior to teaching the lesson. Students might also benefit from definitions of certain terms used in the resource including temperature, canopy cover, and demographics.

DIFFERENTIATION:
-Students can complete the demonstration in lab groups.
-Lab groups may be in mixed abilities to aid in understanding.
-Students may use the Emotions Board for vocabulary support as they complete the SEL activity in the Investigate section.
-Journal prompts can be used for a whole group discussion if desired.
-The class discussion in the Inquire section can be a writing assignment first to give students time to process and think about their responses.
-The Inspire section may be completed in groups or individually at the discretion of the teacher.

In this lesson, students learn about transpiration and how transpiration plays a role in cooling cities that experience extreme heat due to climate change.

Step 1 - Inquire: Students explore the idea of transpiration through a hands-on experiment.

Step 2 - Investigate: Students learn about trees' connection to urban heat island.

Step 3 - Inspire: Students create a proposal to improve tree equity in their neighborhoods.

SYNOPSIS: This lesson introduces the concept of weather to students.

SCIENTIST NOTES: Observing the weather to track changes is an important activity. This lesson allows students to understand the local weather and observe the patterns and their impact on their daily activities and the environment. All materials are suitable techniques for qualitative weather forecasting. On that account, this lesson has passed our scientific credibility process and is recommended for teaching.

POSITIVES:
-This lesson creates a collaborative learning environment for students as they are introduced to weather and its importance.
-This lesson features sensory learning as students use their five senses to make observations about the weather.
-This lesson features excellent vocabulary development.
-This lesson provides an introduction to the relationship between climate and weather.

ADDITIONAL PREREQUISITES:
-You can place a thermometer in an easily accessed outside location (e.g., near the recess area) and check the temperature daily.
-It is necessary to print the weather journal and weather wheel ahead of time.

DIFFERENTIATION:
-You can have students think-pair-share during the read aloud. Students can make predictions or answer questions.
-You can pause the read aloud before the text is read for students to make observations and predictions about the story.
-Groups of students with mixed abilities can collaborate on their weather wheel and their future climate prediction.
-Possible Extension: Work with the school administration to find a way for students to share a daily weather report with the school (e.g., live morning assembly, email blast, TV announcement, etc.).

SYNOPSIS: This lesson promotes students' understanding of the power and influence of the media. Students will leverage this understanding to develop their own media campaigns for their reimagined metro systems.

SCIENTIST NOTES: This lesson enables students to reimagine and pitch ways to advertise public transportation as a key strategy for sustainable green transportation. All materials have been verified and are accurate. For that reason, the lesson is recommended for classroom use.

POSITIVES:
-Students connect professional media practices to their own opinions, ideas, questions, and values.
-Students explore different types of media messages and critically think about their influence on consumers.
-This lesson supports collaboration amongst peers.

ADDITIONAL PREREQUISITES:
-This is lesson 4 of 6 in our 3rd-5th grade Green Transportation unit.
-Students should have an understanding of various platforms or settings people might view advertisements.

DIFFERENTIATION:
-Students can use personal devices and work in pairs or small groups to jigsaw the advertisement analysis for each example.
-Teacher can provide an extension activity for advanced students to look for alternative transportation advertisements that highlight sustainable options like public transportation or bikeshare.
-There are differentiated products for culminating projects that are attuned to diverse strengths from students. Students have the option to complete a poster, TikTok, billboard, video ad, or social media post to market their design.

SYNOPSIS: In this lesson, students use a base number (1,000, 100, or 20) to compare the numbers of extinct, endangered, and vulnerable species and consider how their actions can help protect animals and plants.

SCIENTIST NOTES: This lesson lets students build their capacity to quantify and have a sense of the state of biodiversity in their community. This activity enables them to have a grip of species richness and conditions that impact biodiversity, track changes to biodiversity loss, and learn ways to protect biodiversity loss. All materials embedded in the lesson are credible. As a result, this lesson has passed our credibility review process.

POSITIVES:
-Students will consider how responsible decision-making impacts them and their environment directly.
-Students will link the math skills of writing and comparing numbers to real-life applications.
-Students at all levels of proficiency with number sense can participate using differentiated materials.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 3 in our Number Sense and Biodiversity unit.
-This lesson reinforces concepts of place value by giving students partner and independent practice. Students should already have an understanding of place value to at least 1,000 to fully engage with the materials.
-The Teacher Script can be used as a guide during the Investigate section.
-Work in the 1,000 Number Packet could be done outside of the designated time for lessons if students are working independently and the given time isn’t sufficient.
-The Number Packets include teacher keys.

DIFFERENTIATION:
-Students can work independently or in groups to complete the Number Packet.
-The Number Packet has some numbers filled in for students to stay on track. More numbers could be added for support.
-For K-1st, there is a 100 Number Packet that converts the number of species on the list to 100, instead of 1,000.
-For early kindergarten, there is a 20 Number Packet that converts the number of species on the list to 20 and does not specify by category. The packet uses simple terms such as “in danger,” “not enough information,” and “not in danger.” If you choose to use this resource, do not use the IUCN category vocabulary cards.