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Database Provider

Authors

Project Look Sharp, Joanne Church & Sox Sperry

Grades

6th, 7th, 8th, 9th, 10th, 11th, 12th, AP® / College

Subjects

Science, Social Studies, English Language Arts

Resource Types

  • Activity - Classroom, 30-60 minutes
  • Lesson Plans
  • Worksheets

Regional Focus

North America, United States, USA - West, USA - South, USA - Northeast, Asia, California, Florida, Maryland

Format

PDF

Young People Taking Action to Protect our Warming Planet

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Synopsis
  • In this media literacy activity, students will analyze four article excerpts on youth from Baltimore, Indonesia, California, Canada, and the coast of Florida who are working for social and environmental justice. 
  • This resource includes a lesson plan and a student handout. 
Teaching Tips

Positives

  • The lesson plan provides discussion questions for a variety of academic subjects.
  • Students will enjoy reading about youth who took a stand against climate change and made changes in their communities.

Additional Prerequisites

  • Teachers must create a free account to access materials.
  • This handout will help students determine if the sources are reliable.

Differentiation

  • Students could respond to questions individually or in small groups before discussing the answers as a class.
  • Students could discuss environmental problems in their communities and think of ways to challenge those problems. 
  • Other resources on this topic include this video on youth activists fighting for climate justice, this SubjectToClimate lesson plan on getting involved in climate activism, and this TED video featuring a youth activist.
Scientist Notes

The resource is suitable for preparing students to develop tactics for local, national, regional, and global environmental stress. There is no contradiction in the methods used and this resource is recommended for teaching climate, environmental, and social justice.

Standards
  • Science
    • 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.
      • 8.ESS3.4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
      • HS.ESS3.1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
      • HS.ESS3.4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
    • 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.
  • Social Sciences
    • Social Science Analysis (K-12)
      • 6.27 Assess individual and collective capacities to take action to address local and regional issues, taking into account a range of possible levers of power, strategies, and potential outcomes.
      • 8.34 Analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
      • HS.75 Evaluate options for individual and collective actions to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
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