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.
Science and Engineering
ESS3: Earth and Human Activity
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
English Language Arts
R.9-12.4 Read 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.