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6th, 7th, 8th, 9th, 10th, 11th, 12th


Science, Social Studies, Civics, History

Resource Type

  • Ebooks

Regional Focus




Because IPCC! [Graphic Novel]

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  • This resource tells the history of the Intergovernmental Panel on Climate Change (IPCC) in the form of a graphic novel. 
  • The graphic novel reviews how the IPCC formed, how it works, and what kind of topics it assesses. 
  • The novel also explains concepts such as the scientific method and the peer-review process and examines why taking action against climate change is important. 

Teaching Tips


  • This graphic novel helps students answer the question: "How can we be so sure about what we know about climate change?"
  • It provides a detailed summary of the work of the Intergovernmental Panel on Climate Change in a student-friendly format.
  • The graphic novel refers readers to the Because IPCC website, where the graphic novel is available in several languages.

Additional Prerequisites

  • Students should be familiar with climate change and its impacts.
  • This graphic novel is in the form of a pdf. Students need access to technology to read it; otherwise, it needs to be printed.


  • Some students in middle school may need more scaffolded support with reading this text. Consider having students read out loud as a group or showing this video read-aloud instead.
  • Civics or government classes could discuss the diplomatic issues in the graphic novel.
  • Science teachers could pair this graphic novel with the 2018 IPCC report and analyze the data with their students.
Scientist Notes
This novel indicates the contributions of the IPCC in providing up-to-date climate science reports. It also elaborates on the latest knowledge, findings, and ways that the IPCC produces high-confidence climate information for governments to avoid climate crises and potential climate risks. This is recommended for teaching.
  • Science
    • ESS3: Earth and Human Activity
      • 6.ESS3.5 Ask clarifying questions based on evidence about the factors that have caused climate change over the past century.
      • HS.ESS3.3 Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • HS.LS2.6 Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
    • LS4: Biological Evolution: Unity and Diversity
      • HS.LS4.5 Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
  • Social Sciences
    • Civics and Government (K-12)
      • 8.9 Compare historical and contemporary means of changing societies and identify individuals and/or groups promoting the common good, including the importance of advocacy and activism related to socio-economic resistance (i.e., civil rights, LGBTQ+ rights, workers' rights) for the expansion of justice, equality, and equity for individuals and/or groups of previously historically underrepresented groups.
      • HS.7 Evaluate the relationships among governments at the local, state, tribal, national, and global levels.
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