In this lesson, students play a game about fishing, write a story about what happened, and learn how climate change impacts fish populations.

Step 1 - Inquire: Students describe photos depicting different ways of fishing and discuss their knowledge and experience of fishing.

Step 2 - Investigate: Students play the fish game, a role-play about a fishing community.

Step 3 - Inspire: Students make connections between a news report about climate change and the results of the fish game and create a comic strip to tell the story.

SYNOPSIS: In this lesson, students play a game about fishing, write a story about what happened, and learn how climate change impacts fish populations.

SCIENTIST NOTES: In this lesson, students play the Fish Game to investigate sustainable fishing practices. This lesson passes our scientific review process.

En esta lección, los estudiantes juegan El Juego de Peces para investigar prácticas de pesca sostenible. Esta lección pasa nuestro proceso de revisión científica.

POSITIVES:
-This lesson includes hands-on, student-led communicative tasks and an authentic Spanish language listening activity.
-The fish game allows students to practice their extemporaneous speaking skills while learning about the impact of decision-making on communities.
-By playing the fish game, students encounter the economic, ecological, and social challenges of sustainable fishing.

ADDITIONAL PREREQUISITES:
-This is Lesson 1 of 3 in our Cambio Climático y la Pesca unit.
-This lesson is meant for students with an intermediate-low Spanish language proficiency level. However, novice-high level students can play the game by using the support materials in the Differentiation section below.
-Teachers can use paper clips or scraps of paper to represent the fish in the game to help students visualize their “catches” and the fish remaining in the lake.

DIFFERENTIATION:
-Students who need a review of basic grammatical concepts can complete the Grammar Review before playing the game.
-Students with novice-high proficiency levels can use the useful phrases included at the end of the El Juego de Peces Student Packet to help them interact in Spanish during the game.
-The tira cómica activity in the Inspire section can be modified to incorporate advanced grammar, such as the use of past tenses or the present tense subjunctive.

This National Geographic video explains the origins of the El NiÃo Southern Oscillation using animations and shows the impacts on humans, wildlife and habitat, particularly in the United States.

This video explains what El NiÃo is and provides the definition of El NiÃo. It goes into detail about the devastating terrestrial and aquatic effects an El NiÃo can have on living organisms and the climate (disease, storms, floods, tornadoes, drought, wildfire, increased air temperatures, decreased water temperatures, etc).

This short video illustrates the phenomena of El NiÃo and La NiÃa: their relationships to tradewinds and surface water temperatures, and their effects on precipitation in North America.

El Niño is marked by the appearance from time to time of warm water in the central and eastern Pacific Ocean. The end result of the evaporative process that follows is excessive rainfall.

SYNOPSIS: In this lesson, students play a game, participate in communicative activities, and research recipes to explore the role of consumers in supporting climate change resilience in the oceans.

SCIENTIST NOTES: Many people use fish as their primary source of protein. But climate change is hurting fish populations and the people who need them. This lesson has passed our scientific review process.

Muchas personas utilizan el pescado como fuente principal de proteínas. Pero el cambio climático está perjudicando a las poblaciones de peces y a las personas que los necesitan. Esta lección ha pasado nuestro proceso de revisión científica.

POSITIVES:
-Students participate in a variety of communicative activities and are exposed to authentic resources from Spain and Latin America.
-The post-game reflection allows students to make personal connections to the ideas in this lesson and reflect on cultural and social justice themes.
-The recipe competition is motivating and allows for student voice and choice.
-Since most activities are completed independently, this lesson can be used for substitute plans.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 3 in our Cambio Climático y la Pesca unit.
-This lesson can be used as a standalone lesson or added to units on food, shopping, the environment, global challenges, science, technology, or contemporary life.
-Students with intermediate-low proficiency will be able to successfully navigate the activities in this lesson.
-Students should have a general familiarity with vocabulary and concepts related to climate change and fishing.

DIFFERENTIATION:
-As an alternative to the video in the Investigate section, teachers can print out MarViva's Guía de Trazabilidad and place the pages around the room. Students can walk around the room and take notes on the recommendations in the guide.
-The teacher can project the game board and students can play the game as a class instead of in pairs or small groups.
-Students can create personalized lists of vocabulary with expressions from this lesson to practice on a platform like Quizlet.
-Students can create a local guide in Spanish about where to buy sustainable seafood or write an article in Spanish for the school newspaper.
-Advanced classes can begin the lesson by analyzing Pablo Neruda’s poem “Oda al Caldillo de Congrio” instead of describing the photos.
-After completing this lesson, AP Spanish Language and Culture students can record a two-minute cultural comparison using one of these prompts:
-¿Cómo ha afectado el cambio climático la vida de las personas en tu comunidad? ¿Qué hacen para expresar solidaridad los miembros de tu comunidad?
-¿Qué hábitos o actividades se consideran una expresión de los valores en tu comunidad? ¿Qué opinión tienen las personas en tu comunidad con respecto a los avances en la ciencia y la tecnología?
-¿Qué papel juegan las tradiciones de la comida en las familias de tu comunidad? ¿Qué importancia tiene el trabajo en el bienestar de las familias en tu comunidad?
-As a culminating activity for this three-lesson unit, the class can watch this Youth for Sea music video and then create their own version of the video or create graphics to go with the song.
-The class can come up with their own criteria, based on the lesson, for the competition “La Gran Receta de los Océanos.”

In this lesson, students play a game, participate in communicative activities, and research recipes to explore the role of consumers in supporting climate change resilience in the oceans.

Step 1 - Inquire: Students describe photos and talk about cultural traditions related to eating fish and seafood.

Step 2 - Investigate: Students play an interactive board game to explore the challenges of buying and selling sustainable, climate-resilient fish.

Step 3 - Inspire: Students research and present recipes for a class competition, “La Gran Receta de los Océanos.”

SYNOPSIS: In this lesson, students conduct research on electric bicycles and electric cars, choose one of these technologies, and create a video promoting its use as a climate solution.

SCIENTIST NOTES: Over the course of their use, electric cars are far more environmentally friendly than conventional automobiles. This lesson examines those benefits as well as how to make cities friendlier to bikes and other commuting options. The external resources in this lesson have passed our scientific review process.

POSITIVES:
-Students must use hard data to promote either electric bicycles or electric cars.
-Students record quick, informative videos as their assessment in this lesson plan.

ADDITIONAL PREREQUISITES:
-Students should have a basic understanding of climate change. They should know that burning fossil fuels creates greenhouse gases and that greenhouse gases are heating up the planet.
-There are fourteen total images in the Inquire section. Feel free to disregard some of them based on your needs.
-Many students assume that electric cars do not create emissions at all. Students will learn:
-There are embedded emissions from the manufacturing of electric cars.
-Electric cars that use electricity generated by fossil fuels (coal, oil, and gas) are still creating emissions.
-Your students will need access to devices to record their advertisements. Students can record themselves on iPods, iPads, laptops, or other school devices. Depending on your school's phone policy, you can have your students use their own devices.

DIFFERENTIATION:
-Be sensitive to the socioeconomic situation of your students. Some students' families may not own bicycles or cars or be able to afford electric bicycles or electric cars.
-Creating the advertisement can be done as a homework assignment.
-Students may want to include drawings, puppets, props, or other creative items in their advertisements. Encourage their creative expression!

In this lesson, students will learn about how we can take renewable sources and use them for energy. Students will start by building an electric vehicle and then discussing the benefits and drawbacks of electric vehicles.

This resource is designed as a module with a storybook or web story, and four activities. In the storybook, the GLOBE Kids investigate colors in the sky and learn how air pollution affects sky color and our health. Learning activities engage students in describing sky color and conditions in the atmosphere, creating a model to learn how sky color and visibility are affected by aerosols, using prisms to explore properties of light and colors, and collecting aerosol samples.

Through learning activities, students learn how weather over a long period of time describes climate, explore how sea level rise can affect coastal communities and environments, and describe how humans are contributing to climate change and how we can take action to solve this problem.

In these activities and story book, students wonder why hummingbirds have stopped visiting their school. They learn about the needs of the hummingbirds, the seasonal changes where they live, and the environment where the hummingbirds spend the winter. Students describe the seasonal changes in a local habitat, observe how colors in nature change through the seasons, and research hummingbirds.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"All living things need phosphorus to survive. However, its low availability in soil is often a limiting factor for plant and microbial growth. Microorganisms in the plant root-soil interface (rhizosphere) can convert non-labile phosphorus into bioavailable forms. One way microbes do this is the mineralization of organic phosphorus compounds like phytate. Rising atmospheric CO₂ levels may accelerate mineralization, but the molecular mechanisms are not yet understood. Recent research confirmed that elevated CO₂ (eCO₂) increased the mineralization of phytate in the rhizosphere of wheat. Tracing the carbon flow showed that plants grown under eCO₂ increased the release of bioavailable carbon belowground, which corresponded to increased microbial growth and altered community composition. The bacterial community under eCO₂ favored groups of bacteria capable of degrading aromatic phosphorus compounds and the mycorrhizal fungi benefited from the increased supply of phosphorus and carbon..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

The northern reaches of the planet are melting at a pace few nations can afford to ignore, yielding potentially lucrative returns in energy, minerals, and shipping. But debate is mounting over whether the Arctic can be developed sustainably and peaceably.

SYNOPSIS: In this lesson, students compare and contrast emissions from different modes of transportation and explore the concept of transportation planning.

SCIENTIST NOTES: This lesson asks students to investigate the amount of carbon emitted by different forms of transportation. The numbers used for the calculations are backed by peer-reviewed science, and the methodologies come from the Intergovernmental Panel on Climate Change. This lesson has passed our scientific review process.

POSITIVES:
-This lesson builds upon students' understanding of place in the world and the impact of individual lifestyle choices.
-It features relevant real-world math problems.
-It offers career path integration in the sector of transportation planning and transit.
-Students creatively brainstorm solutions for real-world issues and civil concerns.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 6 in our 3rd-5th grade Green Transportation unit.
-Students should have knowledge of reading a bar graph and a basic understanding of interpreting data.
-If students do not have background knowledge of their community's public transportation systems, they should be appropriately introduced to the basics of how buses, metros, and railways work.
-The graph in the Inquire section uses the unit CO2e to measure emissions from different modes of transportation. CO2e stands for carbon dioxide equivalent, which is the measure of the impact of all greenhouse gases in terms of the amount of CO2 that would create the same amount of warming. For the purpose of this lesson and the age of the learners, it is probably best to just use the terms “carbon dioxide” and “CO2.”

DIFFERENTIATION:
-There can be number-set choices for math problems available for different abilities and skill sets.
-Students can work in pairs or small groups.

This climate simulation tool makes it intuitive to see how changes in energy, land use, agriculture, and other policies will affect Earth's projected temperature. Users move sliders on various policy actions and see immediate feedback on energy sources, emissions, and global temperature.

The En-ROADS guided assignment challenges participants to use the free online En-ROADS simulator (https://en-roads.climateinteractive.org/) to create a scenario that successfully addresses climate change while considering implications across the economy, environment, and society. The En-ROADS assignment is used in classrooms, ranging from middle school to graduate level students, and comes in short and long forms. It can also be adapted as an exercise for non-academic settings. Often, the assignment is given following an En-ROADS workshop or Climate Action Simulation role-playing simulation game (https://www.climateinteractive.org/en-roads/).

This video is from the Energy 101 video series. It explains the process for converting micro-algae into fuel and makes the case that algae-based biofuels hold enormous potential for helping reduce our dependence on imported oil.

This video highlights the benefits of electric vehicles, including improved fuel efficiency, reduced emissions, and lower maintenance costs.