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.
English Language Arts
Reading: Science & Technical Subjects (6-12)
9-10.RST.1 Analyze what science and technical texts say explicitly as well as inferentially, citing evidence attending to the precise details of explanations or descriptions.
ESS3: Earth and Human Activity
6.ESS3.3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
6.ESS3.5 Ask clarifying questions based on evidence about the factors that have caused climate change over the past century.
Social Science Analysis (K-12)
7.30 Construct arguments using claims and evidence from multiple sources and diverse media while acknowledging the strengths and limitations of the arguments.
HS.71 Construct arguments using precise claims, integrating and evaluating information provided by multiple sources, diverse media, and formats, while acknowledging counterclaims and evidentiary strengths and weaknesses.