In this lesson, students discuss three effective strategies for talking about climate change, then write and present a speech using the three strategies.

Step 1 - Inquire: Students identify and discuss the communication disconnect between climate change scientists and everyday people.

Step 2 - Investigate: Students watch a video and evaluate three effective communication strategies for climate change discussions.

Step 3 - Inspire: Students write and deliver a 3-5 minute speech on climate change.

Positives

• This lesson can be used in any English, science, or public speaking class.

• Students are given voice and choice in this lesson.

• Students learn to manipulate language to achieve specific outcomes.

• This can be a standalone lesson or it can be paired with any science lesson as a final activity.

• This lesson can be a short writing assignment or developed into a full essay.

Additional Prerequisites

• Students should have some basic understanding of climate change concepts and vocabulary.

• The Inspire section of this lesson is listed as 45 minutes in length. This may take longer depending on how you facilitate student speeches.

Differentiation

• This lesson can be adapted to focus more specifically on the writing process, editing process, or public speaking.

• Teachers can focus on speech delivery and presentation skills such as eye contact, body language, tone of voice, etc.

• This lesson can be adapted to Advanced Placement or honors level classes by incorporating specific literary and language elements in the writing.

• Teachers can mandate students include specific strategies in persuasive elements of writing.

• Students can vote to select the best speech in the class.

• Students can deliver their speeches to outside groups for extra credit.

This lesson encourages students to think about the words they use and how to effectively communicate their thoughts and opinions with others. The lesson walks students through the use of plain, obvious, and universal language that will create a vivid image in the listener’s mind. There is a discussion about the use of alternative words or phrases to convey a message that is more understandable and relatable. Finally, this lesson includes an example of how using personal experience will allow the audience to understand and comprehend material more readily. This lesson stimulates students' minds to think about how they speak and the words they use to relay information. This lesson is great for teaching the necessary skills of communication and is recommended for teaching.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

Primary Standards

• Common Core English Language Arts Standards (CCSS.ELA)
  • Speaking & Listening (K-12)
    • CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
    • CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
  • Writing (K-12)
    • CCSS.ELA-LITERACY.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • CCSS.ELA-LITERACY.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Supporting Standards

• Common Core English Language Arts Standards (CCSS.ELA)
  • Speaking & Listening (K-12)
    • CCSS.ELA-LITERACY.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
    • CCSS.ELA-LITERACY.SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.