SYNOPSIS: In this lesson, students investigate how artists use their platforms to spread awareness about climate change.

SCIENTIST NOTES: This lesson encourages students to think about how artists and their art can be used to teach and inspire others about climate change. Many videos are included in the slideshow. Videos include one of Sarah Lewis, an art historian discussing how one person’s artwork can shift things, and a second one featuring “Earthrise,” a poem by Amanda Gorman, the youngest inaugural poet in U.S. history. There are an additional six videos covering artists and their artwork about climate change. This lesson finishes with great reflection questions and an opportunity for class discussion. This would be a great lesson for teaching the effects of art on the public perception of climate change.

POSITIVES:
-Students consider the role of art as a form of climate activism.
-Students are exposed to a variety of artists and types of art addressing climate change.
-This lesson has significant cross-curricular possibilities, even though it focuses on art and artists.
-Students begin to think about ways they might use artwork as a means of taking climate action.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 3 in our 9th-12th grade Climate Heroes unit.
-This lesson should follow a basic introduction to climate change science, exploration of global and local impacts, and climate change solutions.
-Some prior knowledge of contemporary art practices is useful, but not required.

DIFFERENTIATION:
-Teachers can provide instruction multimodally.
-Teachers can modify the assignment and assessment as needed.
-Teachers can follow up with questions to ensure comprehension.
-Teachers can pair students with helpful peers.

SYNOPSIS: In this lesson, students investigate the effectiveness of visual art in addressing climate change.

SCIENTIST NOTES: Simply put, not everyone is swayed by a scientific expert. Often it takes other means to convey a message to someone. That is why is an integral part of climate change communication. Art, scientifically, has a different impact on our thoughts and decision-making than hearing a lecture from an expert. This lesson explores different climate change art projects and shows their potential to reach audiences. This lesson has passed the scientific review process.

POSITIVES:
-Students learn that art can be used to address issues that are usually just discussed in scientific terms.
-Students learn about a variety of artists whose work deals with climate change.
-Students can begin to visualize ways that they might make art about climate change, which can serve as a subsequent lesson.
-This lesson is interactive and simulates a real-world situation in the art world, requiring a variety of skills.

ADDITIONAL PREREQUISITES:
-This lesson can be paired with or follow a more in-depth discussion of climate change science.
-Students should know how to use Google Slides or a similar type of presentation format.
-Students should have a basic familiarity with rubrics.

DIFFERENTIATION:
-Teachers can provide instruction multimodally.
-Teachers can preview vocabulary with ESL students.
-Teachers can follow up with questions to ensure comprehension.
-Teachers can pair students with helpful peers.
-It can be beneficial for developing students’ interpersonal skills if groups were randomized.

SYNOPSIS: In this lesson, students discover, share, and evaluate what young people around the globe are doing to address climate change and utilize this information as the basis for a portrait.

SCIENTIST NOTES: This lesson plan includes information about youth climate activists and their motivation and actions for addressing climate change around the world. The video is short, focuses on the activists' individual motivation behind taking climate action, and introduces the idea of climate justice. The information presented in the provided articles links to information and other news articles where needed. The profiles on the climate activists may get outdated over time but are still useful for the lesson. This resource is recommended for teaching.

POSITIVES:
-Students are introduced to a diverse range of global youth climate leaders.
-Students learn that climate activism includes environmental justice.
-Students begin to identify ways that they, as young people, have agency in the fight against climate change and climate inequities.
-Students learn how to use a global issue as the source of their subsequent artwork.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 3 in our 9th-12th grade Climate Heroes unit.
-This lesson should follow a basic introduction to climate change science, exploration of global and local impacts, and climate change solutions.
-Students should know how to access and navigate Padlet.
-Students should know how to work on Google Slides or a similar format.

DIFFERENTIATION:
-Students can complete the projects individually or in groups.
-The Padlet exploration can be done as a whole class or as independent work. For students who need support working independently, teachers can assign them three youth activists to explore.
-If students have trouble selecting one activist, they can pick the person who is closest in age to them.
-Students can choose to go outside of the Padlet for information, but they should use the C.R.A.A.P. test for determining the validity of their source. A video explaining the test is linked in the Padlet.

SYNOPSIS: In this lesson, students create portraits of youth climate heroes.

SCIENTIST NOTES: The content of this lesson plan focuses on artistic techniques and uses climate activists as the inspiration. The activists’ stories and the video featured are accurate. Resources and the bulk of science information come from previous lesson plans in this series. This is recommended for teaching.

POSITIVES:
-Students will experience using real-world problems as the sources of their art-making.
-Students will use their art to impact others through education, influence, and inspiration.
-This lesson provides numerous choice-based approaches, from the content of the artwork, to the media used, to the composition and presentation of the work.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 3 in our 9th-12th grade Climate Heroes unit.
-Basic knowledge of drawing/painting art materials is required (such as pencil, colored pencil, pen, watercolor, acrylic, etc.). This lesson should only be attempted after students have some basic media familiarity.
-Basic understanding of elements of art/principles of design, composition, and use of thumbnails should be established prior to this lesson.
-Students should have some prior experience drawing facial features such as eyes, nose, mouth, etc.

DIFFERENTIATION:
-The timing of the lesson can be altered according to teacher preference.
-The Investigate section offers various supports for students about different art techniques. Teachers can eliminate or add to this depending on student ability.
-The Investigate section includes an advanced study of portrait composition that is 52 minutes long. It is sectioned into chapters, so teachers can select which clips are most relevant for their class.
-If students are overwhelmed with choice, teachers can assign a specific type of art media.