This activity allows students to describe, draw, or color in their feelings about climate change and encourages them to share their feelings with others.
Students will explore the climate emotions wheel that is based on research from the University of Helsinki, fill in their blank climate wheel, and discuss how these feelings can be addressed.
Teaching Tips
Positives
The blank activity sheet is provided in the resource and can be printed out for students to complete.
The wheel covers a wide array of relevant emotions.
Additional Prerequisites
Students should understand each emotion on the wheel, so define any words that your students are unfamiliar with.
There are links to Parent Resources, Creative Art Therapy ideas, and a Guide for Action and Self Care at the end.
Check in with students as they complete this activity and be aware that some students may need to talk with a guidance counselor or other trusted adult to process negative emotions.
Differentiation
This activity can fit within a larger unit on the impact climate change has on personal health.
Teachers can use this activity as a conceptual introduction to climate grief and/or climate anxiety.
This activity can supplement a classroom discussion on how to effectively manage climate guilt, grief, or frustration.
Scientist Notes
Climate anxiety is a well-documented issue, especially amongst younger generations. This activity can help process students' emotions regarding climate change and is recommended for teaching.
Standards
Common Core English Language Arts Standards (CCSS.ELA)
Speaking & Listening (K-12)
CCSS.ELA-LITERACY.SL.7.1 Engage 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.
National Core Arts Standards
Visual Arts: Standard 1 - Generate and conceptualize artistic ideas and work.
VA:Cr1.1.Ia Use multiple approaches to begin creative endeavors.
National Health Education Standards
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
1.8.3 Analyze how the environment affects personal health.
1.12.3 Analyze how environment and personal health are interrelated.
Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
4.12.1 Use skills for communicating effectively with family, peers, and others to enhance health.
