• Views 212
  • Favorites
Photo by tribesh kayastha via Unsplash

Database Provider

Grades

6th, 7th, 8th

Subject

Social Studies

Duration

150 minutes

Regional Focus

Global

Format

Google Docs, Google Slides

Share

This lesson plan is licensed under Creative Commons.

Creative Commons License

Developing Climate Change Community Solutions

Created By Teacher:
Last Updated:
Mar 4, 2024
|
Ask a Question

SubjectToClimate

Synopsis
In this lesson, students learn about the importance of communities working together to design climate change solutions.

Inquire: Students participate in a community-building web activity and then define and reflect on the term community.

Investigate: Students complete a jigsaw activity with resources about community resilience and strength in relation to climate change solutions.

Inspire: Students work as a class community to design and implement a campaign to lower emissions.
Accompanying Teaching Materials
Teaching Tips

Suggestions

  • Student Documents can be collected and used as a formative assessment.

  • This lesson can be taught in a Social Studies classroom or with any class or after-school club trying to strengthen their sense of community.

  • During the web activity, students may discover similarities they share with classmates.

 Prerequisites

  • Some of the resources in the Investigate section jigsaw may not be developmentally appropriate for all 6th, 7th, and 8th grade students. Teachers are encouraged to find resources that are better suited to their unique classroom.

  • Books about the importance of building strength in a community include Emergent Strategy by Adrienne Maree Brown and It’s Not That Radical by Mikaela Loach.

  • Students should understand how diversity can strengthen the community, and that no one person can solve a communal problem.

Differentiation

  • Optional steps to support students with defining community include:
    • Ask if there is a difference between a group of people and a community. For example: Are people standing in line together the same as a sports team?
    • Students can think-pair-share ten examples of what they consider to be a community and share them with the class for further discussion.
    • Students can identify similar characteristics between the different examples of community.
    • Ask the question: Is our class a community? Why?
  • As an alternative to the web activity, students can say something kind or something they admire about a classmate before passing them the yarn.

  • Students who finish the jigsaw activity early can explore other resources.

Scientist Notes

This lesson explores community traits and rethinks community-led approaches to mitigating the effects of climate change on a local scale. It passed our science credibility rating after a thorough review.

Standards

Primary Standard

  • College, Career, and Civic Life (C3) Standards
    • Dimension 4: Taking Informed Action
      • D4.8.6-8 Apply 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.

Supporting Standard

  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Civics
      • D2.Civ.7.6-8 Apply civic virtues and democratic principles in school and community settings.
Related Resources

Reviews

Login to leave a review