Subjects & Disciplines
- Consider common carbon-emitting behaviors, as well as constraints on why people are challenged to change those behaviors.
- Design a Planet Pledge, based on action steps that individuals can take to change their carbon-emitting behaviors.
- Create a final product for the Climate Change Challenge unit, including both visuals and text, to communicate about climate change and related action steps to audience members.
- Present their climate data representation and pledge to an audience of non-scientists.
- Convince others of the impact and importance of climate change.
- Review the criteria and rubric for the unit project and final presentations, and choose the data representations from their portfolio to include in their presentations.
- Write effective questions to identify key carbon footprint contributors from school community members.
- Interview school community members and accurately record their responses.
- Reflect on their learning in the Climate Change Challenge unit.
- Evaluate their carbon footprint.
- Perform research to explain how particular habits impact carbon consumption.
- Compare and contrast climate change adaptation with climate change mitigation.
- Gather and organize strategies for climate change adaptation and mitigation.
- Project-based learning
- Cooperative learning
- Experiential learning
- Hands-on learning
- Information organization
- Multimedia instruction
21st Century Student Outcomes
- Information, Media, and Technology Skills
- Learning and Innovation Skills
- Life and Career Skills
- 21st Century Themes
Critical Thinking Skills
- Geographic Skills
Science and Engineering Practices
- Constructing explanations (for science) and designing solutions (for engineering)
- Obtaining, evaluating, and communicating information
Connections to National Standards, Principles, and Practices
What You’ll Need
The resources are also available at the top of the page.
- Internet Access: Required
- Internet access: Required
- Tech Setup: 1 computer per learner, 1 computer per pair, Color printer, Monitor/screen, Projector, Speakers
- Computer lab
- Meeting space
Step 3: Select carbon footprint interviewees from throughout the school community, with student input and assistance, if possible. You may wish to ask other classes, administrators, and staff to participate in this activity to raise awareness of climate change and generate enthusiasm for students’ work and upcoming presentations. While students are conducting their interviews within the school community, generate an online chart with the class’s interview questions in the left-hand column. Make sure there is space for students to fill in responses on the right.
Finalize details for the students’ final presentations so community members from both within the school and outside of the school (including scientists, energy company or government officials, community activists with relevant expertise) can be invited. Finalizing these details should allow students to prepare their presentations accordingly.
Decide on a format for students to present their final products so that you can share them with students. Some options include digital slides, a dynamic digital presentation tool, chart paper, or other platforms for creative and compelling representations.
- Large-group instruction
- Large-group learning
- Small-group learning
- Small-group work
a modification of an organism or its parts that makes it more fit for existence. An adaptation is passed from generation to generation.
gradual changes in all the interconnected weather elements on our planet.
person forced to leave his or her home and community because of climate change.
person who has been forced to flee his home and community due to changes in the environment, such as drought.
increase in the average temperature of the Earth's air and oceans.
process of becoming or making something milder and less severe.
to guarantee or promise.