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Author

King's Centre for Visualization in Science

Grades

9th, 10th, 11th, 12th

Subjects

Science, Social Studies, Earth and Space Sciences, Geography, Engineering

Resource Types

  • Lesson Plan
  • Interactive Media

Regional Focus

Global

What Now? Responding to Climate Change

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Synopsis
  • In this lesson, students will explore many possible solutions to climate change across the sectors of electricity, transportation, land use and agriculture, buildings, and materials. 
  • An interactive module allows students to design a combination of solutions and visualize the total impact those solutions would have. 
Teaching Tips

Positives:

  • This lesson plan really gets students considering the impacts of and possible solutions to climate change at a deep level.
  • The "Design Our Climate" simulation is outstanding.

Additional Prerequisites

  • This is part 9 of 9 in Explaining Climate Change, a series of lessons from The King's Centre for Visualization in Science.
  • This lesson assumes students already have an understanding of the science behind climate change.
  • Teachers should instruct students to closely read the text and follow all directions carefully.

Differentiation

  • The readings in this lesson are extensive. Teachers should consider reading scaffolds for students who would benefit from that support.
  • The lessons are set up so that students can proceed at their own pace.
  • Teachers can have students work individually, as a small group, or as a class.
  • Students can present their solutions plan from the "Design Our Climate" simulator to their classmates and discuss the pros and cons of different plans.
  • Check out this similar climate change solutions simulator by Climate Interactive.
  • Other resources on this topic include this table of solutions, this video on engineering solutions, and this interactive webpage and podcast on various solutions.
Scientist Notes
This resource provides insight into community climate response mechanisms such as site-specific climate adaptation, resilience, and risk management. It is recommended for teaching climate science and environmental justice.
Standards
  • Science and Engineering
    • ESS3: Earth and Human Activity
      • HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
      • HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
    • ETS1: Engineering Design
      • HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
      • HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
      • HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
      • HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
  • English Language Arts
    • Reading (K-12)
      • R.9-12.12 Read with sufficient accuracy and fluency to support comprehension.
  • Social Studies
    • Geography
      • Geography 1 (D2): Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future by using inquiry to predict and evaluate consequences of geographic influences.
  • Related Resources

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