Climate Action: Civic Action

Lesson Plans

Grades9, 10, 11, 12, APEarth and Space Sciences, Civics

Scientist Reviewed

Provided by OER Project

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What it is

In this module from OER Project: Climate, students will evaluate possible climate and civic actions to be implemented in their community.
Students will evaluate actions based on impact and feasibility, read about successful climate actions in Salt Lake City, Miami-Dade County, and Howard, MD, and select a climate action they think would be successful in their communities.

Teaching tips

Positives

Students will be inspired by the success stories illustrated in the graphic biographies and other specific examples.
This module involves many open-ended activities that give students freedom and agency in the direction of their learning.

Prerequisites

Teachers will need to create a free account to access the teaching guide and other resources for this module.
Students should have a basic understanding of climate change and some associated solutions.

Differentiation & Implementation

Teachers can make art connections by having students use the graphic biographies as an inspiration for writing their own graphic representation of their chosen climate action. Students can illustrate the necessary steps to implement their action.
To make connections to the UN Sustainable Development Goals, teachers can have students identify goals that align with the actions outlined in the activities and the actions they choose.
Teachers may want to have students work in partners or groups as they research actions or select their own action.
Students may need to do some research specific to their location to understand their communities' needs, resources, and assets to better determine an effective climate action to implement.

From the scientist review

This resource has students explore different student-led actions and projects that communities have done to help combat climate change and reduce their carbon emissions. Students will think about why different projects work in different areas, what makes a successful project, and who needs to be included. Students will also brainstorm a project idea for their own area. The lesson illustrates how students can take action and make a difference, even while they are still in school. The information presented is accurate, and this resource is recommended for teaching.

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At a glance

Grades: 9, 10, 11, 12, AP
Subjects: Earth and Space Sciences, Civics
Other types: Articles/Websites, Activity - Classroom, Worksheets
Language: English
Location: North America > United States > Florida, North America > United States > Maryland, North America > United States > Utah
Provider: OER Project
Authors: OER Project: Climate
Published: September 26, 2026
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · D2.Civ.12.9-12 + 10 more

Core

College, Career, and Civic Life (C3) Standards

D2.Civ.12.9-12Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
D2.Civ.14.9-12Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
D4.7.9-12Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.

Common Core English Language Arts Standards (CCSS.ELA)

CCSS.ELA-LITERACY.W.9-10.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Next Generation Science Standards (NGSS)

HS-ESS3-D.1.Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5)

Maine Climate Education Hub

English Language Arts

R.9-12.4Read various texts closely to determine what each text explicitly says and to make logical inferences; cite specific textual evidence to support conclusions drawn from the texts.
R.9-12.5Provide an accurate summary of various texts; determine the central idea(s) or theme(s) and analyze its development throughout each text.
W.9-12.3Routinely produce a variety of clear and coherent writing in which the development, organization, and style are appropriate to task, audience, and purpose.

Science and Engineering

HS-ESS3-2Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Social Studies

Civics& Government 1 (F3): Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world by describing the purpose, structures, and processes of the American political system.
Civics& Government 1 (D1): Students understand the ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world by evaluating and comparing the relationship of citizens with government in the United States and other regions of the world.

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