This podcast challenges listeners to think critically about the climate crisis, talks about the Montreal Protocol, discusses climate justice, informs listeners about some climate myths, and delves into questions about online activism.
The interviews provide important information about climate justice topics, seeing past the headlines and checking sources before forwarding information online, and if it's constructive to play the blame game regarding climate change.
Teaching Tips
Positives
This podcast is hosted by students and is engaging, humorous, and relatable.
The podcast features compelling interviews with a variety of people including an ecological economist, a professional musician, and the host's dad.
Additional Prerequisites
This resource includes a few grammatical errors in the written summary of the podcast.
There is an ad within the podcast.
Differentiation
Due to the shifting topics in this podcast, it may help to break the podcast up into shorter segments or provide a divided note-taking guide in order to organize new learning.
Language arts classes can work on summarizing by writing or discussing the main ideas of each segment of the podcast.
After discussing the myth busting portion of this podcast, watch this video to learn more about deforestation in the Amazon or this article to take a deeper dive into the significance of wildfires.
Implement this StC lesson plan allowing students to see sustainability from a future perspective as they connect intergenerational justice with the federal budget.
Ask students to watch this video about why we don't hear as much about the ozone layer anymore to learn more about the Montreal Protocol discussed in the podcast episode.
Have students explore the many climate solutions available, including justice-based solutions that can address gender inequality and nature-based solutions that will also protect natural habitats, restore ecosystems services, and reduce species extinctions.
Scientist Notes
In this episode, the host discusses who is to blame for the climate crisis. Historically, the majority of emissions have come from the United States and Europe. More recently, China has taken on the title for most total carbon emissions. This episode asks an important question and is recommended for teaching.
Standards
Next Generation Science Standards (NGSS)
ESS3: Earth and Human Activity
HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
LS1: From Molecules to Organisms: Structures and Processes
MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
LS2: Ecosystems: Interactions, Energy, and Dynamics
HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
College, Career, and Civic Life (C3) Standards
Dimension 2: Civics
D2.Civ.14.6-8 Compare historical and contemporary means of changing societies, and promoting the common good.
Dimension 2: Economics
D2.Eco.1.6-8 Explain how economic decisions affect the well-being of individuals, businesses, and society.
Dimension 4: Taking Informed Action
D4.6.6-8 Draw 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.
D4.7.9-12 Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
Common Core English Language Arts Standards (CCSS.ELA)
Speaking & Listening (K-12)
CCSS.ELA-LITERACY.SL.6.3 Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
CCSS.ELA-LITERACY.SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
