Act: Step 5 - Planning and Taking Civic Action

Activity - Classroom

Grades6, 7, 8, 9, 10, 11, 12Economics, Civics

Scientist Reviewed

Provided by Earth Force

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What it is

In this activity, students write an action plan to address a project goal and strategy statement developed previously.
Students will delegate roles and responsibilities among themselves, identify a budget, and determine strategies for securing the necessary funding and resources for their project.

Teaching tips

Positives

The action planning page is easy to follow and includes an example for students to reference.

Prerequisites

To access the lesson mentioned in this resource and other related materials by visiting the Environmental Action Civics Alliance website and creating a free account.

Differentiation & Implementation

This step in the problem-solving process is an opportunity to let students focus on a particular area of interest (action planning, budgeting, fundraising, etc.), so consider how you might help students delegate those different responsibilities.
If doing the full process, be sure to have students continue to gather their work in a project portfolio for use in the final reflection in the last step.

From the scientist review

This resource has the capability of enlightening students to plan objectively and take action using an Action Plan Sheet. It is a valid resource with logical procedures and can be replicated. The resource is recommended for teaching.

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At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Economics, Civics
Other types: Worksheets
Format: Google Docs
Language: English
Location: Earth
Provider: Earth Force
Authors: Earth Force
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · D1.1.6-8 + 16 more

Core

College, Career, and Civic Life (C3) Standards

D1.1.6-8Explain how a question represents key ideas in the field.
D1.5.6-8Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.
D2.Civ.2.6-8Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).
D2.Civ.13.6-8Analyze the purposes, implementation, and consequences of public policies in multiple settings.
D3.1.6-8Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
D3.2.6-8Evaluate the credibility of a source by determining its relevance and intended use.
D4.3.6-8Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
D4.6.6-8Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
D4.8.6-8Apply a range of deliberative and democratic procedures to make decisions and take action in their classrooms and schools, and in out-of-school civic contexts.
D1.4.9-12Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge.
D1.5.9-12Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
D2.Civ.13.9-12Evaluate public policies in terms of intended and unintended outcomes, and related consequences.
D3.1.9-12Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
D2.Civ.13.9-12.Evaluate public policies in terms of intended and unintended outcomes, and related consequences.

Common Core English Language Arts Standards (CCSS.ELA)

CCSS.ELA-LITERACY.W.6.7Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
CCSS.ELA-LITERACY.SL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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