In this lesson, students complete real-world calculations related to residential solar energy use, including the number of solar panels needed to power the average house and how many solar panels could fit on their own home or a local building.

Step 1 - Inquire: Students complete calculations to determine if the average American home could be powered using solar panels.

Step 2 - Investigate: Students explore the Google Project Sunroof site and use data on their home address to solve problems.

Step 3 - Inspire: Students discuss the benefits and drawbacks to using solar energy and explore equity issues related to the affordability of solar panels.

SYNOPSIS: In this lesson, students complete real-world calculations related to residential solar energy use, including the number of solar panels needed to power the average house and how many solar panels could fit on their own home or a local building.

SCIENTIST NOTES: This lesson lets students evaluate the impact of solar energy in addressing the energy crisis and energy inequities, especially in low-income communities. It would build their analytic skills in calculating the amount of energy a solar panel can produce per hour, which is important information for houseowners to choose the size of solar panels to build. All materials embedded in the lesson are illustrative and were fact-checked thoroughly. On that account, this lesson has passed our science credibility process and is recommended for teaching.

POSITIVES:
-Students are able to use algebra skills in real-world applications.
-The lesson is engaging for students because it is personalized to each student's actual home or local building.

ADDITIONAL PREREQUISITES:
-This lesson is 2 of 5 in our 6-8th Grade Renewable Energy Algebra unit.
-If teachers did not complete lesson 1, omit questions 1, 3, and 5 on the Student Document and use this video to introduce solar energy and its connections to climate change.
-Slides 14-16 are vocabulary words from the first lesson that teachers may wish to review with students again or introduce if teachers skipped lesson 1.
-Students need access to computers and calculators for this lesson.

DIFFERENTIATION:
-Students can work individually or in groups.
-If students do not feel comfortable using their actual address, they can select a random nearby address to use.
-Teachers can walk students through certain calculations as a class. Teachers can also pull small groups to work through any areas with the most needs.

SYNOPSIS: In this lesson, students use algebra to calculate the number of wind turbines needed to power a local community.

SCIENTIST NOTES: This lesson has students determine the energy generated from a wind turbine. They would be able to analyze the number of units needed for a household, a community, or a small town and share with their community the pros and cons of investing in wind power. All materials were thoroughly reviewed, and this lesson has passed the credibility review process.

POSITIVES:
-Students use their algebra skills in a real-world application.
-The calculations are relevant to students because they estimate the number of wind turbines needed for their own city.
-Students practice supporting their ideas with evidence, which is a skill that is applicable across all disciplines.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 5 in the 6th-8th grade Renewable Energy Algebra unit.
-Students will need calculators.
-Teachers may need to provide the population of their city to students for question 5 on the Student Document.
-One-to-one technology is ideal. If this is not possible, omit questions 9 and 10 on the Student Document or complete these questions as a class.

DIFFERENTIATION:
-Teachers can have students work in pairs or small groups to complete the calculations instead of individually.
-The discussion at the end of the lesson could be done as a whole group instead of first in pairs.
-Teachers can complete the first few questions with students to get them started before letting them work individually.

SYNOPSIS: In this lesson, students use chemical reactions that occur in landfills and composting as a vehicle to learn about chemical changes found in their daily lives.

SCIENTIST NOTES: Students learn how to distinguish between physical and chemical changes in matter through this lesson. They can comprehend the chemical makeup, interactions, and changes that take place in landfills and other waste disposal facilities thanks to the films, articles, and class activity. Disastrous gases like methane are emitted into the atmosphere after the breakdown of various products and materials at waste disposal facilities due to their distinctive chemical properties. The environment and human health are likely to suffer as a result. So, it's crucial to separate these wastes since some of them can be reused or recycled to lower the amount of methane in the environment. Above all, students will be able to create a model for trash management, promote sustainably managed waste, and present solutions to local communities. To prevent injuries in the classroom, the teacher should oversee the balloon activity that involves using objects like banana peels and balloons on bottle mouths, among others. The lesson, including all accompanying materials and videos, has all been fact-checked, and it is appropriate for use in a classroom.

POSITIVES:
-Students work collaboratively in groups and with partners to share diverse ideas and perspectives.
-Students participate in hands-on learning to aid in understanding and participation.
-Students learn through a variety of pathways including kinesthetic, auditory, and visual learning to reach diverse and unique individuals.
-Students are given a variety of optional extensions to create the most meaningful change in their communities.

ADDITIONAL PREREQUISITES:
-Teachers can use this as a multi-day lesson in two to three parts. Each of the Inquire, Investigate, and Inspire sections can be completed on a separate day.
-Teachers can cut the chemical or physical change sorting game cards out prior to teaching the lesson.
-Materials required for the hands-on landfill activity include the following:
-Clear plastic tub (~12-in long × 6-in wide × 5-in deep) (~30-cm x 15-cm x 13-cm) with about 1 inch (2.54 cm) of sand in the bottom
-Clay (~750 cubic cm); this clay does not need to be the high-quality type used for modeling; clayey or silty soil from your backyard works fine
-Sand (~1500 cubic cm) (available at home and garden stores)
-Gravel (~100 cubic cm) (available at home and garden stores)
-~15 cotton balls
-(Optional) Tiny houses and buildings (such as Monopoly game houses and hotels), or any other simple representation to simulate the presence of a town sitting on the sand base
-Materials required for the balloon activity:
-Plastic (or glass) bottles
-Balloons
-Food scraps
-Tape (for securing the balloon around the top of the bottle)

DIFFERENTIATION:
-All hands-on activities can be taught as demonstrations.
-Lab groups may be created with students of mixed abilities.
-Articles may be read in small groups, whole groups, or individually based on students’ needs.
-Students can do the optional activity listed in the Inspire section and complete another balloon activity with food waste.
-Students can explore deeper the differences between methane and carbon dioxide outputs as greenhouse gases in landfills versus composting.

In this lesson, students use algebra to calculate the number of wind turbines needed to power a local community.

Step 1 - Inquire: Students watch a short video introducing wind energy and discuss the possibility of wind energy powering their community.

Step 2 - Investigate: Students complete a series of mathematical calculations related to wind energy.

Step 3 - Inspire: Students discuss the benefits of wind energy using their calculations to support their ideas.

SYNOPSIS: In this lesson, students learn how climate change and deforestation are linked to the water cycle.

SCIENTIST NOTES: This lesson provides students with a background on the relationship between deforestation, water cycle, erosion, and climate change. It establishes the fact that deforestation poses stress on the forest ecosystem and services, including impacting the water cycle and speeding up erosion and climate change. These issues could be addressed with well-informed adaptive strategies and action to restore the forest and biodiversity. All materials have been verified thoroughly, and this lesson has passed the science credibility process.

POSITIVES:
-Students participate in multiple interactive and hands-on learning activities to engage in kinesthetic, auditory, and visual learning.
-Students continue to better their understanding of how Earth’s natural systems are interconnected and dependent on each other.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 4 in our 6th-8th grade Water Cycle, Deforestation, and Climate Change unit.
-Materials required for the erosion model activity include the following:
-Scissors or sharp knife
-Clean, empty one-gallon container with a lid (such as a plastic milk jug)
-Water
-Two aluminum bread pans
-Dirt
-Two aluminum, 9-by-13-inch cake pans
-12 to 14 plastic forks
-Two blocks, shallow plastic containers, or other items of the same height to prop up the aluminum bread pans
-Outdoor test area with a flat, level surface where it is easy to clean spilled water and soil

DIFFERENTIATION:
-The erosion activity may be completed as a hands-on activity in lab groups or as a demonstration by the teacher.
-Lab groups may be in mixed abilities to aid in understanding.
-Teachers can prepare examples of diagrams for students to reference during the Inspire section.

In this lesson, students learn how climate change and deforestation are linked to the water cycle.

Step 1 - Inquire: Students view an Indigenous perspective on deforestation and learn how climate change can lead to deforested areas.

Step 2 - Investigate: Students complete a hands-on activity to investigate the effects of deforestation on erosion and watch a video on deforestation and climate change.

Step 3 - Inspire: Students create a cause and effect diagram about erosion and the water cycle.

SYNOPSIS: In this lesson, students learn about how climate change is affecting flood risk in New Jersey.

SCIENTIST NOTES: In this lesson, students will learn about the common causes of flooding, how towns and cities can mitigate the effects of flooding, and how climate change is partially impacting flooding. As a note, another way climate change will impact flooding is by increasing the rates of prolonged drought and heavy rainfall. The videos and articles included in this lesson are accurate. The final article touches a lot more on emotions and a teenager’s perspective but includes key facts with references on the side. This resource is recommended for teaching.

POSITIVES:
-This lesson creates a collaborative learning environment for students as they build model houses and test their flood mitigation tactics.
-Students will develop a strong connection to self and community through viewing the impact of increased flooding in New Jersey.
-This lesson allows for creativity, design, engineering, and free thinking.

ADDITIONAL PREREQUISITES:
-Prior to the lesson, the teacher must have:
-Cardboard
-Scissors
-Tape/glue
-Modeling clay
-Sand
-Cement
-Sponges
-Plastic wrap
-Plastic tubs
-Pitchers of water
-These materials can be recycled or donated. Possible substitutions include Play-Doh instead of modeling clay, buckets/cups instead of pitchers, tinfoil instead of plastic wrap, etc. Materials are not set in stone and can be substituted with similar materials as needed.
-You can explain more about the causes of sea level rise prior to the lesson. This video may be helpful to show before teaching this lesson.

DIFFERENTIATION:
-Groups of students with mixed abilities can collaborate on their section of the flood management article.
-Groups of students with mixed abilities can collaborate on their section of the flood management experiment.
-The flood management experiment could be done as a demonstration in front of the whole class if time, ability, or materials are limited. You can use different materials and flood the tub multiple times.

SYNOPSIS: In this lesson, students learn how cultural practices can spread not only ideas and traditions, but also invasive species into new areas.

SCIENTIST NOTES: This lesson gives students the go-ahead to explore the underlying cultural practices that could spread invasive species and ways to reduce the spread to maintain a healthy and balanced ecosystem. All materials embedded in the lesson are factual and accurate. That being so, this lesson has passed our science credibility review process and is recommended for teaching.

POSITIVES:
-This lesson features kinesthetic learning as students play Three Steps Forward, One Step Back.
-Students will develop a strong connection to self and community through learning about invasive species in their community.
-This lesson features excellent vocabulary development.
-Students learn through multiple games.

ADDITIONAL PREREQUISITES:
-One-to-one technology or cardstock with art supplies are required for poster creation.
-Students need access to research materials such as the Internet and/or books about invasive species.

DIFFERENTIATION:
-Groups of students with mixed abilities can collaborate on their educational posters.
-Possible Extension: Do a campus tour and have students take notes on species that could be invasive.

SYNOPSIS: In this lesson, students identify the main character in a story and identify their character traits.

SCIENTIST NOTES: This lesson allows students to demonstrate traits from 5 scenarios about energy conservation, biodiversity, and waste management. It is suitable to build their passion towards environmental sustainability and stewardship. All materials and activities in the lesson have been reviewed and are appropriate. On that account, this lesson is recommended for teaching.

POSITIVES:
-Students have the opportunity for auditory, kinesthetic, and visual learning.
-Students have the opportunity to work independently, in small groups, and in whole group discussions.
-Students are able to share their diverse ideas and perspectives in a variety of creative ways.

ADDITIONAL PREREQUISITES:
-Teachers should print handouts prior to the lesson.
-Art supplies are required for comic strips.

DIFFERENTIATION:
-You have many options for how your students read Saving Planet Earthly.
-Students can read independently or in small groups.
-You can read the story out loud to the entire class.
-You may play the audio version while students follow along. The audio version is 8 minutes, 57 seconds long.
-You may read the scenario sheet out loud before students begin acting in the Investigate section.
-Students may be placed in groups of mixed abilities.
-A word bank of personal characteristics can be used to assist students in learning and creating character reactions to scenarios.

SYNOPSIS: In this lesson, students analyze videos about students challenging the government to protect natural resources, research why natural resources are a source of conflict, and create a video summarizing their findings.

SCIENTIST NOTES: This lesson presents the public trust doctrine through two video resources and tasks students to produce their own videos that investigate how natural resources are a source of conflict. All of the materials are well-sourced, though the videos are a little out of date. The lesson also includes a list of credible sources to get students with their investigation. This lesson is recommended for teaching.

POSITIVES:
-Students use their unique voices and perspectives to communicate a complex topic.
-Students use their creativity and collaborative skills to create a video explaining their summary of the lesson.

ADDITIONAL PREREQUISITES:
-The resources from Project Look Sharp require a free login to download the materials.
-Laptops or other recording devices required.
-One-to-one technology is recommended.
-Students must have working knowledge of credible sources.

DIFFERENTIATION:
-The length of the student videos can be lengthened or shortened depending on student ability.
-Students can be placed in mixed ability groupings.
-The number of required citations can be increased or decreased depending on student ability.
-Optional Extension: Videos may be sent to local, state, or federal government to increase the likelihood of change being enacted.

SYNOPSIS: In this lesson, students engage in activities and experiments to explore the concept of physical changes, and apply their learning to understand climate change-induced sea level rise.

SCIENTIST NOTES: The lesson introduces students to the physical changes of state from solid-liquid-gaseous phase. All materials, including artcicles and simulations, are well-sourced and relevant to improve students' ability in understanding the impact of physical changes in ice caps and its ambient environment and how they could take action to limit these changes. This lesson has passed our science credibility process and is recommended for teaching.

Positive

-Students work collaboratively in groups and with partners to share diverse ideas and perspectives.
-Students participate in hands-on learning to aid in understanding and participation.
-Students learn through a variety of pathways including kinesthetic, auditory, visual, etc. to engage with different learning.
-Students are given a variety of optional extensions to create the most meaningful change in their communities.

ADDITIONAL PREREQUISITES:
-It is recommended that teachers use this as a multi-day lesson in 5 parts. Use the Multi-Day Schedule Visual to determine appropriate stopping points for each day.
-Materials needed for the Physical Change Activity include the following:
-Ice
-Cup
-Playdough (one container per group)
-Different shaped cookie cutters (two per group)
-Materials needed for each group for the Investigate section experiment include the following:
-Two identical, clear, plastic containers (e.g., 6x6 inches)
-Clay, playdough, or small rocks
-Tray of ice cubes
-Ruler
-Cold water
-Piece of paper
-Permanent marker (optional)
-Materials may be substituted as necessary
-Students must create free accounts on the CK-12 website to participate in the simulations.

DIFFERENTIATION:
-All activities, experiments, and simulations can be completed in differentiated groups or as demonstrations at the discretion of the teacher.
-The article may be read aloud in groups or as a class to aid in understanding at the discretion of the teacher.
-Student Document questions may be completed individually, in mixed ability groups, or as a whole group led by the teacher.
-Videos may be paused and discussed in short segments.
-As noted in the TED video, the economic influences on climate change cannot be ignored. An extension to this lesson may be to include a social studies educator to teach students about the local economic elements and issues that contribute to climate change.

In this lesson, students learn about extreme weather, create an infographic, and educate others on the knowledge gained from this unit.

Step 1 - Inquire: Students watch videos to understand why weather is becoming more extreme.

Step 2 - Investigate: Students create an infographic about extreme weather impacts in their area.

Step 3 - Inspire: Students educate others on the knowledge gained from this unit.

SYNOPSIS: In this lesson, students learn about extreme weather, create an infographic, and educate others on the knowledge gained from this unit.

SCIENTIST NOTES: This lesson allows students to understand the difference between weather and climate, the important variables that cause changes in weather, how weather and climate are predicted, the impact of weather extremes on the climate, and how human activities have accelerated wildfires, disrupted the water cycle, and caused other erratic weather disturbances in their communities. They would be able to explore which weather events are frequent and the overall combined impacts. All materials were rigorously reviewed, and this lesson has passed our science credibility process.

POSITIVES:
-Students participate in multiple interactive and hands-on learning activities to engage in kinesthetic, auditory, and visual learning.
-Students have an opportunity to share their growth and knowledge throughout the unit with other students and community members.

ADDITIONAL PREREQUISITES:
-This is lesson 4 of 4 in our 6th-8th grade Water Cycle, Deforestation, and Climate Change unit.
-Teachers need to determine how to choose the best course of action for sharing student learning. Options include the following:
-Class vote
-Teacher predetermines based on their best judgment
-Student panel is created
-Different groups choose different courses of action

DIFFERENTIATION:
-Students may use the Emotions Board for vocabulary support as they watch the videos in the Inquire section
-At the end of the unit, a classroom gallery walk is recommended.
-Some ideas for extensions at the end of the unit include:
-Inviting other classes in for a gallery walk
-Hosting a community night where community members can be educated on what students have learned in the unit
-Mailing student materials to different leaders in the community, particularly leaders that are in charge of the local water sources

SYNOPSIS: This lesson introduces the idea of reduce, reuse, recycle and has students create a classroom waste management plan.

SCIENTIST NOTES: This lesson introduces students to the sustainable waste management principles of reduce, reuse, and recycle. They would be engaged in sorting waste and disposing of it into appropriate recycling bins. They would also be able to explain the implications of waste recycling on the environment. All materials are thoroughly sourced and written. Accordingly, this lesson has passed our science review.

POSITIVES:
-Students participate in a hands-on and physically active learning activity.
-Students collaborate and develop long-term plans together.
-Students get a sense of ownership from developing a classroom waste management plan.

ADDITIONAL PREREQUISITES:
-Teacher needs to either:
-Bring in materials to sort for The Great Reduce Reuse Recycle Relay.
-Print the alternate materials in advance.
-Some sort of large poster needs to be available to hang in an easily viewed space for students to have easy access to the classroom waste management plan.

DIFFERENTIATION:
-Students could work in groups to complete the cut and sort in the Investigate stage if time is limited.
-Students with physical limitations may do The Great Reduce Reuse Recycle Relay at their desk with the alternate materials or be the “bin monitor” to help ensure each relay team is sorting their materials correctly.

This lesson introduces the idea of reduce, reuse, recycle and has students create a classroom waste management plan.

Step 1 - Inquire: Students are introduced to the idea of reduce, reuse, recycle through an engaging video and cut and match sorting activity.

Step 2 - Investigate: Students practice RRR by sorting recyclables in The Great Reuse Reduce Recycle Relay!

Step 3 - Inspire: Students make a classroom waste management plan using the information they have gained throughout the lesson.

SYNOPSIS: In this lesson, students learn about transpiration and how transpiration plays a role in cooling cities that experience extreme heat due to climate change.

SCIENTIST NOTES: This lesson succinctly explains the effect of climate change on the transpiration process. Transpiration helps to improve microclimate in urban cities and addresses the urban heat island effect. The lesson also draws attention for students to experiment the transpiration process, identify spatial distribution of redlining, evaluate tree equity in their community, and draft concept notes and proposals to seek supports to implement tree planting and restoration of green spaces. All materials have been well-sourced, and this lesson has passed our science credibility process.

POSITIVES:
-Students share diverse perspectives and ideas in journal prompts encouraging action.
-Students participate in multiple interactive and hands-on learning activities to engage in kinesthetic, auditory, and visual learning.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 4 in our 6th-8th grade Water Cycle, Deforestation, and Climate Change unit.
-Materials required for the lab include the following:
-Three small, thin-leafed plants
-Three small, broad-leafed plants
-Small watering can
-Scale
-Six plastic bags large enough to fit completely around each plant pot
-Masking tape
-Previous student knowledge of the water cycle and climate change will be beneficial for this unit.
-Prior to the lesson, the teacher should post different emotions around the room for the SEL activity during the video on heat islands.
-Teachers should familiarize themselves with the Tree Equity Score resource prior to teaching the lesson. Students might also benefit from definitions of certain terms used in the resource including temperature, canopy cover, and demographics.

DIFFERENTIATION:
-Students can complete the demonstration in lab groups.
-Lab groups may be in mixed abilities to aid in understanding.
-Students may use the Emotions Board for vocabulary support as they complete the SEL activity in the Investigate section.
-Journal prompts can be used for a whole group discussion if desired.
-The class discussion in the Inquire section can be a writing assignment first to give students time to process and think about their responses.
-The Inspire section may be completed in groups or individually at the discretion of the teacher.

In this lesson, students learn about transpiration and how transpiration plays a role in cooling cities that experience extreme heat due to climate change.

Step 1 - Inquire: Students explore the idea of transpiration through a hands-on experiment.

Step 2 - Investigate: Students learn about trees' connection to urban heat island.

Step 3 - Inspire: Students create a proposal to improve tree equity in their neighborhoods.

SYNOPSIS: In this lesson, students learn about the water cycle and how climate change impacts its patterns.

SCIENTIST NOTES: This lesson introduces students to water cycle, water scarcity, and issues related to water conservation and climate change, including the global water crisis. Water scarcity and pollution are also discussed, and students are required to test hypotheses to determine if there is a relationship between climate change and the water cycle. All the data sources are properly cited, and this lesson has passed our science credibility process.

POSITIVES:
-Students share diverse perspectives and ideas using the journal prompts which encourage action.
-Students build on their unit journal with each additional lesson in the unit.
-Students participate in multiple interactive and hands-on learning activities to engage in kinesthetic, auditory, and visual learning.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 4 in our 6th-8th grade Water Cycle, Deforestation, and Climate Change unit.
-Prior set-up is necessary for the Inquire section.
-Materials required for the demonstration include the following:
-4 heat lamps (on a hot sunny day you can use the sun along with a way to amplify the sun's rays)
-3 bowls
-3 mugs or cups
-Plastic wrap
-A recommended heat lamp can be purchased here.
-Previous student knowledge of the water cycle and climate change will be beneficial in this unit. This interactive game can help students learn about the water cycle.

DIFFERENTIATION:
-Students may use the Emotions Board for vocabulary support as they watch the video in the Inquire section.
-The demonstration may be completed in lab groups with each group experimenting with a different system (control, drought, global warming).
-Students may be placed in mixed-ability lab groups to aid in understanding.
-Interactive diagrams can be differentiated based on ability.
-Journal prompts can be used for whole group discussions.

In this lesson, students learn about the water cycle and how climate change impacts its patterns.

Step 1 - Inquire: Students contemplate their relationship with water and observe a demonstration to determine if shifting climates may affect the water cycle.

Step 2 - Investigate: Students explore an interactive diagram about the water cycle.

Step 3 - Inspire: Students watch a video and complete a series of questions in their student journals.