Teachers should be responsive to the needs of their students. Some may or may not be passionate about climate change. Some students may have loved ones who do not believe in climate change or consider it a real threat to our existence.
If students are comfortable, they can speak about their personal experiences communicating climate change in their social circles.
Social science and English language arts educators could use this article for persuasive writing, critical writing, analytical writing, or descriptive writing. It could also be used in a Socratic seminar.
The resource is recommended for educators to prepare students for a relatable climate conversation.
Next Generation Science Standards (NGSS)
ESS3: Earth and Human Activity
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
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: Communicating and Critiquing Conclusions
D4.1.6-8 Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
D4.1.9-12 Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
Dimension 4: Taking Informed Action
D4.6.9-12 Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.
Common Core English Language Arts Standards (CCSS.ELA)
Reading: Science & Technical Subjects (6-12)
CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.