Students in writing or English language arts classes could write an original climate action scenario for a role play. Students could brainstorm ideas that would have an impact on their local community and use those ideas to shape the story.
Role play is another qualitative method for engaging in good climate conversation with people with diverse backgrounds and perspectives on climate change. This resource is recommended for students to learn to role play quality climate conversations that might help change other people's belief systems.
Next Generation Science Standards (NGSS)
ESS3: Earth and Human Activity
HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
ETS1: Engineering Design
HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
LS2: Ecosystems: Interactions, Energy, and Dynamics
HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
College, Career, and Civic Life (C3) Standards
Dimension 4: Communicating and Critiquing Conclusions
D4.1.9-12 Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
D4.4.9-12 Critique the use of claims and evidence in arguments for credibility.
D4.5.9-12 Critique the use of the reasoning, sequencing, and supporting details of explanations.
Common Core English Language Arts Standards (CCSS.ELA)
Reading: History/Social Studies (6-12)
CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.