This resource is an in-depth guide for introducing or using the "cli-fi" (climate fiction) and climate nonfiction genres for reading assignments.
The guide has suggestions for elementary school, middle school, and high school/adult, with each review including the targeted audience, reading levels, summary, and important quotes or news links.
This resource has everything needed to get climate reading into the classroom.
The discussion questions and action guides are especially helpful for getting students talking about their climate reading.
You will need to enter your e-mail and other information in order to download the reading guide.
This reading guide is a beneficial resource for teachers of language arts, science, or social studies who want to get their students reading and talking about climate in a powerful and meaningful way.
In lower grades, pair several of the book suggestions with the discussion questions in order to create a mini-unit about climate. Whether through read-alouds or small group reading, this guide can facilitate powerful climate conversations.
In upper grades, middle, and high school this guide could be used to facilitate climate book clubs. Group students by reading level, interest, or choice to read one of the books suggested. Use the discussion questions and action guide to get students thinking about their reading and acting towards better climate outcomes.
This manual is intended to help teachers engage students from various backgrounds in discussions on climate change. It is properly cited and it contains over 26 climate fictions and 19 nonfiction books for all grade levels and is essential for students to understand the science of climate change and get motivated to lead in climate justice movements. It is advised to use this resource when teaching.
Next Generation Science Standards (NGSS)
ESS3: Earth and Human Activity
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
College, Career, and Civic Life (C3) Standards
Dimension 4: Taking Informed Action
D4.6.K-2 Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems.
D4.6.3-5 Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.
Common Core English Language Arts Standards (CCSS.ELA)
Reading: Informational Text (K-12)
CCSS.ELA-LITERACY.RI.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
CCSS.ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Reading: Literature (K-12)
CCSS.ELA-LITERACY.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
CCSS.ELA-LITERACY.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
Speaking & Listening (K-12)
CCSS.ELA-LITERACY.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.