Students should have a basic understanding of climate change prior to beginning this course.
Students will need a computer and Internet connection to use the interactive features.
This course provides two levels of learning. Use the button in the top left of the page to toggle between "Simple" and "Advanced." The "Simple" setting is recommended for middle school students, while the "Advanced" setting is recommended for high school students.
Stronger students can spend time reading and exploring any of the links to actual scientific papers.
Students can proceed through this course at their own pace.
Discussion questions for this resource could include:
How should global organizations or individual nations help support climate migrants and climate refugees?
Should simple and efficient design solutions, such as passive solar design/solar tubes, lighter-colored paint and roofing, efficient appliances, native plants and trees instead of grass, or higher-grade insulation be required for all new construction projects?
This resource provides a detailed understanding on mitigation and adaptive strategies and its importance to reduce climate risk globally. This is recommended for teaching.
English Language Arts
Reading: Science & Technical Subjects (6-12)
6-8.RST.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
11-12.RST.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
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.ETS1.1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.