In this lesson, students view images of plastic pollution around the world, watch a video on plastic pollution, and analyze artwork about plastic pollution.

Step 1 - Inquire: Students complete a KWL on plastic pollution and view six images of plastic pollution around the world.

Step 2 - Investigate: Students watch a video on plastic pollution and discuss.

Step 3 - Inspire: Students analyze artwork with a partner and then choose one artwork to analyze using the art critique star.

SYNOPSIS: In this lesson, students view images of plastic pollution around the world, watch a video on plastic pollution, and analyze artwork about plastic pollution.

SCIENTIST NOTES: The lesson characterizes plastic pollution around the world. It deploys the power of arts to change people's beliefs towards plastic consumption and improve their understanding on the impact of plastic pollution on the environment. The lesson is well-sourced and is suitable and recommended for teaching.

POSITIVES:
-Students are exposed to the impacts of global plastic pollution.
-Students are exposed to a variety of ways activists can use art to create awareness and apply cultural and political pressure to create change.
-Students will understand that big companies are the ones creating major plastic pollution.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 6 in our 3rd-5th grade Art for the Earth unit.
-Students should have a basic understanding of plastic pollution.
-Partners or small groups will need a set of artwork critiquing question cards between them. To save time, cards can be cut out before the lesson or shared with students digitally.

DIFFERENTIATION:
-Students can be paired or grouped based on ability. Students who do not regularly shine in class may have the most insightful analysis of the artworks. Make sure to provide concrete, specific feedback on how their analysis is insightful.
-Make sure to guide students to "share the air" when discussing the artwork in partners or groups. Step in to make sure all students have their voices heard so that certain students are not always talking or always listening.

SYNOPSIS: In this lesson, students use New Jersey precipitation data to create graphs and discuss climate change.

SCIENTIST NOTES: This lesson has students working on their data analysis skills through the use of graphs which help students to interpret New Jersey’s precipitation data and how it relates to climate change. A class discussion encourages students to think critically about the raw data. Students then work independently to graph the precipitation over time, finding a line of best fit and the equation for the line. This is followed by a discussion of the relationship between time and precipitation. Data forecasting is touched upon when students are asked to think about what data they would need next and what is predictable about the data. Students then choose one of two choices that allow them to compare and contrast visually represented data. This is a well-rounded lesson that relays the information of climate change through graphing and data analysis and is recommended for teaching.

POSITIVES:
-This lesson can be used independently to practice application of math and reasoning skills or as ang point for longer research into data displays.
-Students can use graph paper or any digital platform schools and teachers are already familiar with.
-Students are given voice and choice in this lesson.
-Students learn to apply math skills to current situations to explore and explain relationships in nature.
-Students defend their chosen quantities and levels of accuracy in displaying data.

ADDITIONAL PREREQUISITES:
-Students should have some basic understanding of graphing, plotting points, and the relationship between x & y-axes.
-Students should have a basic idea of an equation of a line, line of best fit, and slope.
-Students should have a basic understanding of other types and purposes of graphs and charts.

DIFFERENTIATION:
-Teachers can adjust the degree of difficulty based on the math level of each class.
-If using a digital graphing platform, teachers and students can manipulate data to explore related questions.
-Teachers can explore deeper the purpose of different kinds of graphs in highlighting different parts of the same data set.
-Teachers can bring in a variety of graphs from scientific journals or magazines, such as National Geographic, as instructional tools.
-Teachers can extend this project to have students or classes graph the relationship between precipitation and time for all 50 states. Students can then display their graphs and conclusions. Teachers can moderate discussions comparing and contrasting various states and regions or make a conclusion as a whole.
-Using the same website resources, students can explore the average maximum and minimum temperature table. They can explore the relationship between temperature and precipitation using various graphs. Teachers can then use this to discuss causation and/or correlation.
-Teachers can use the lesson to introduce causation and correlation, asking students if there is a correlation between precipitation and climate change.

SYNOPSIS: This lesson will guide students through the process of creating and reviewing their stop motion animation video.

SCIENTIST NOTES: In this lesson, students will create an animation where they will convey a message of their choice about climate and the environment. The video about the climate activist includes information about how climate is specifically impacting Milwaukee, although the affects she mentioned in the video are applicable other places. This resource is recommended for teaching.

POSITIVES:
-Students learn how their projects can create change in their local community.
-Students have the opportunity to share their work with their community.

ADDITIONAL PREREQUISITES:
-This is lesson 4 of 4 in our 3rd-5th grade Animate for the Animals unit.
-Teacher will need to decide how students will create their stop motion videos and organize the required equipment.
-Teacher may need to learn one or more apps if students decide to use different technology.

DIFFERENTIATION:
-Instead of using the Analyzing Animations Worksheet, students could interview each other to get feedback.
-Students could plan and organize ways to share their videos. This could include a movie night or messaging local, state, and federal representatives.

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: In this lesson, students identify the causes and consequences of climate change, explore the Indigenous cosmovision of El Buen Vivir, and reflect on the values needed to live within the ecological limits of the planet.

SCIENTIST NOTES: The lesson highlights the importance of protecting nature and recognizes the role played by Indigenous Peoples in protecting biodiversity and living well with nature. Students will find this lesson promising and insightful as it prepares them to be environmental stewards. All the materials are credible, and this lesson is recommended for teaching.

La lección destaca la importancia de proteger la naturaleza y reconoce el papel que juegan los pueblos indígenas en la protección de la biodiversidad y vivir bien con la naturaleza. Los estudiantes encontrarán esta lección prometedora y perspicaz, ya que los prepara para ser administradores ambientales. Todos los materiales tienen buenas fuentes y esta lección se recomienda para la enseñanza.

POSITIVES:
-This lesson integrates interpersonal and presentational speaking skills with listening and reading activities from authentic Spanish-language sources.
-Students make interdisciplinary connections to science and global challenges.
-Students explore the diversity of Indigenous cultures in Latin America and are exposed to women who are Indigenous leaders.
-Many activities are student-led and reinforce new vocabulary in multi-modal ways.
-Answer keys are provided for the listening activities.
-The teacher can leave the posters or artwork visible in the classroom to refer back to when discussing values related to other topics or units later in the year.

ADDITIONAL PREREQUISITES:
-Students should have a minimum of novice-high proficiency to complete the activities in this lesson.
-Students should have a basic understanding of some natural cycles of the Earth in order to complete the activity in the Investigate section without teacher support.

DIFFERENTIATION:
-Teachers can divide this lesson into two or more class periods as needed. For example, students can complete the Inquire and Investigate sections in one class period, complete the reading and video comprehension activities for homework, then complete the Inspire section in a second class period.
-Teachers can extend the Inspire section to two class periods to accommodate in-class presentations or ask students to record their presentations for homework.

In this lesson, students identify the causes and consequences of climate change, explore the Indigenous cosmovision of El Buen Vivir, and reflect on the values needed to live within the ecological limits of the planet.

Step 1 - Inquire: Students brainstorm what it means to “live well” from different perspectives.

Step 2 - Investigate: Students watch a video, participate in a collaborative activity to explore the causes and consequences of climate change, and reflect on how climate change interferes with living well.

Step 3 - Inspire: Students learn about the Indigenous cosmovision of El Buen Vivir and identify values in their own culture that can help address climate change.

In this lesson, students identify the causes and consequences of climate change, explore the Indigenous cosmovision of El Buen Vivir, and reflect on the values needed to live within the ecological limits of the planet.

Step 1 - Inquire: Students brainstorm what it means to “live well” from different perspectives.

Step 2 - Investigate: Students watch a video, participate in a collaborative activity to explore the causes and consequences of climate change, and reflect on how climate change interferes with living well.

Step 3 - Inspire: Students learn about the Indigenous cosmovision of El Buen Vivir and identify values in their own culture that can help address climate change.

SYNOPSIS: This lesson plan connects redlining with current issues of environmental and racial justice.

SCIENTIST NOTES: This is a thoroughly sourced and cited lesson plan. All of the external links meet our quality standards for accuracy and current information. Additionally, the external links are well-sourced, and the data is provided for tools like the Tree Cover Equity map. This lesson has passed our scientific quality assessment.

Positives
-This environmental racism lesson plan clearly connects redlining in the 1930s and environmental injustice today.
-This lesson is extremely powerful because students make the connection between redlined areas and their case studies. It is nuanced and will not always line up perfectly. Overwhelmingly, however, neighborhoods that were redlined are experiencing environmental injustice - higher rates of asthma, unbearable heat, air pollution, and less tree cover. It is an incredibly meaningful "aha moment" for the students.

ADDITIONAL PREREQUISITES:
-There might be some pushback with those who do not understand racism.
-Students might think “I’m not racist.” But it’s important to know that racism exists whether one perpetrates individual racist acts or not.
-For some background information and definitions, use this resource from Dr. Ibram X. Kendi’s book, How to Be an Antiracist.
-It may be useful to discuss how climate change is a “threat multiplier.” For things like urban heat islands and urban tree cover, climate change makes inequities even worse.

DIFFERENTIATION:
-It may be best to group students of different abilities when they are exploring their case studies.
-If you live in the United States you can adapt case study #4 - the American Forests Tree Equity Score Map - to whichever major city is closest to your school. The lesson is designed for students to explore Philadelphia, but students can simply look at any other city to make the connection between redlining and urban tree cover.

SYNOPSIS: In this lesson, students learn how redlining connects to tree equity and racial justice.

SCIENTIST NOTES: This lesson introduces the concepts of redlining, tree equity, and environmental racism to students. It walks students through the history of these practices and how the effects of these policies are still seen today. The links all provide detailed information about where their data is from and have been reviewed for accuracy. This resource is recommended for teaching.

POSITIVES:
-This lesson provides a clear story between redlining in the 1930s and environmental injustice seen today.
-This lesson shows students a tangible effect of systemic racism.
-Students are given voice and choice in this lesson.
-Students are empowered to think about solutions to environmental injustice.

ADDITIONAL PREREQUISITES:
-Students should have some basic understanding that racism exists whether one perpetrates individual racist acts or not.
-Students should have some basic understanding that systems or policies can be racist.

DIFFERENTIATION:
-Extension activities can have students explore other forms of environmental injustice stemming from redlining. Examples include health issues, air pollution, urban heat, industrial pollution, water quality, etc.
-Student groups can pair up to compare and contrast different regions in New Jersey.
-Students can research policies or movements in addressing redlining in New Jersey.
-Students can research the relationship between redlining and voter suppression.

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 analyze how much renewable energy is used around the world.

SCIENTIST NOTES: This lesson offers key insights for students to explore renewable energy, map countries' renewable energy sources, and analyze relative change and patterns. Students are able to compare and make recommendations for a just and fair transition to clean energy. All materials embedded in the lesson are thoroughly sourced and are void of scientific misconceptions. We recommend this lesson to be used for teaching.

POSITIVES:
-Students can study any countries they want!
-Students can internalize that renewable energy solutions already exist all around the world. They simply must be scaled up in order to address the climate crisis.

ADDITIONAL PREREQUISITES:
-This is lesson 5 of 6 in our 3rd-5th grade Renewable Energy unit.
-Some students may struggle with the x-axis and y-axis scales when comparing different countries. The scales are not the same for all countries.

DIFFERENTIATION:
-You have many options in the Investigate phase of this lesson. Students can complete worksheets for individual countries, two countries, or multiple countries. Students can complete these worksheets individually or in groups. Students can also complete more than one worksheet if they finish early.
-You can share the student worksheets digitally or you can print hard copies.
-Be sensitive with how you share the "Adapted" worksheets with certain students. Students may realize that they have different worksheets from some of their peers.
-If students would like to learn more about geothermal energy around the world, they can explore this interactive graph from Our World in Data.

SYNOPSIS: In this lesson, students discuss and evaluate artwork by Jill Pelto, investigate renewable and nonrenewable energy, and demonstrate their learning through writing or drawing.

SCIENTIST NOTES: This lesson demonstrates the impact of climate change in our ecosystem through Jill Pelto's arts. Arts appear to be an effective tool in climate science communication. The lesson has passed our scientist review and is recommended for classroom use.

POSITIVES:
-This lesson creates a collaborative atmosphere for the unit.
-Students are able to identify how meaning can be created through art, especially when learning about fossil fuels and their damage to the environment.
-Students can identify and share their own thoughts and feelings about Jill Pelto's artworks.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 6 in our 3rd-5th grade Art for the Earth unit.
-iPads or computers with Internet connectivity are necessary.
-Students will need basic research skills and computer skills.
-Teachers will need to create a free Newsela account to access the readings on renewable and nonrenewable energy.

DIFFERENTIATION:
-Teacher can create groups to include mixed ability levels, especially when students are taking notes on renewable and nonrenewable energy in the Investigate section.
-Teacher can pause throughout the reading of Sven's Search for Clean Energy to encourage students to write in the "Learned" section of their KWL charts.
-The two Newsela articles on renewable and nonrenewable energy are available in many reading levels. Teacher can select the appropriate reading level for each student.

In this lesson, students discuss and evaluate artwork by Jill Pelto, investigate renewable and nonrenewable energy, and demonstrate their learning through writing or drawing.

Step 1 - Inquire: Students discuss and evaluate artwork by Jill Pelto and learn more about her career.

Step 2 - Investigate: Students learn the definitions of renewable and nonrenewable energy, read Sven's Search for Clean Energy, and take notes on renewable and nonrenewable energy.

Step 3 - Inspire: Students write a paragraph or draw a comic to demonstrate their new knowledge.

SYNOPSIS: In this lesson, students choose temperature data to graph in order to explore the relationship between maximum and minimum New Jersey temperatures over time.

SCIENTIST NOTES: This lesson encourages students to create a visual representation of an available climate dataset. A class discussion walks students through the data and how to navigate through the available information. Students are provided instructions on how to create a graph and are allowed to choose which data they will visually represent. The Student Document introduces and invites students to conduct data analysis on their chosen dataset and encourages critical thinking skills. A short video and discussion questions help students relate current information back to their chosen datasets. This is an interactive lesson that incorporates data analysis with the current issue of climate change.

POSITIVES:
-This lesson can be used in any math class.
-Students are given voice and choice in this lesson.
-Students learn to apply real-world data from a table into a comparable graph.
-Students explore the connection between data, graphs, and current effects.

ADDITIONAL PREREQUISITES:
-Students should have a basic understanding of average and how it is calculated.
-Students should have a basic understanding of reading data tables.
-Students should have a basic understanding of graphing and coordinate points expressed as (x, y).
-Students should have a basic understanding of the relationship between the x- and y-axes.

DIFFERENTIATION:
-Students’ communication and vocabulary can be simple or content-specific with math terminology.
-Students can use their graph to make an infographic about temperature and climate change. Students can then present their infographic in class, in a school club, or in the community to raise awareness.
-Students can find the line of best fit, find the equation of that line in y = mx + b form, and explain what that line shows about the relationship between average temperatures and time.
-Students can use the same data and make different graphs (e.g., bar graph, pie chart, etc.). Students can explain how each graph emphasizes different parts of the same data and explain which graph is best in conveying a specific conclusion.

SYNOPSIS: In this lesson, students reflect on how salt affects plants, learn how some communities are finding ways to grow plants in saltier conditions, and create a mural to share their learning with the community.

SCIENTIST NOTES: Soil is an important component for plants' survival. This lesson allows students to evaluate the impact of saline soil on plant growth. It explores two country case studies on ways farmers adapt to soil salinity to grow crops, especially testing out crops that can tolerate saline conditions. This lesson has passed the science credibility process and is recommended for teaching.

POSITIVES:
-This lesson creates a collaborative learning environment for students to share information about their learning with their community.
-Students do an art experiment to learn how salt affects plants.
-Students think about plant adaptations and changes to landscapes over time.

ADDITIONAL PREREQUISITES:
-This is lesson 4 of 4 in our K-2nd grade Water and Plant Survival unit.
-It is necessary to prepare materials for the Inquire section before class:
-Distribute 3 containers of water to each group.
-Add 2-3 drops of food coloring to each container to make red, yellow, and green paint. Alternatively, students can use watercolor paints.
-Distribute paintbrushes or manipulatives to paint with (ex. plant material, grasses, leaves, sponges, or Q-tips).
-Distribute cardstock for each student.
-Prepare a small container of salt for each table, but do not distribute it until it is time for students to sprinkle the salt on their paintings.
-In the Investigate section, students will read about farming in Bangladesh and Pakistan. The texts explain that both countries are in Asia, but you may want to show students where the countries are located on a globe or a world map to give them a more precise understanding of the countries' locations.
-Students need a large section of butcher paper for the final version of their group’s mural. Additional materials may include markers, paint, or crayons.

DIFFERENTIATION:
-Students can read on their own using the leveled texts about Bangladesh or Pakistan, or the teacher can read aloud to the whole group using the Farming in Bangladesh slides.
-Students can dictate their ideas to an adult to write about the mural.
-Students can answer specific questions about the mural one by one or work to put their ideas in paragraph form using either option in the Individual Writing Sheet.
-Possible extension: Share the mural with a group or organization in the community by displaying it in the neighborhood, in a city building, in a store, or in another school.

SYNOPSIS: This lesson introduces students to sea turtles and the human-caused dangers they face while encouraging them to create a way to help save these beautiful creatures.

SCIENTIST NOTES: There is an intrinsic benefit in conserving sea turtles, and this lesson lets students to understand the impact of sea turtles in our ocean. It would equip them to design a real-life project to save sea turtles from extinction. All accompanying materials in this lesson are appropriate to provide better understanding on the subject. Above all, there is a high confidence in using this lesson in the classroom.

POSITIVES:
-This lesson allows for a collaborative hands-on learning environment for students as sea turtle conservation is introduced.
-This lesson features creative learning and engagement for all students.
-Students develop a strong connection to student-led activism through the book Follow the Moon Home by Philippe Cousteau and Deborah Hopkinson.
-This lesson features a step by step guide to follow the engineering design process.

ADDITIONAL PREREQUISITES:
-Teacher needs a copy of the book Follow the Moon Home by Philippe Cousteau and Deborah Hopkinson.
-Students should have a basic knowledge of sea turtles and global problems like pollution and plastic in the oceans.
-Teacher can print out worksheets prior to the lesson if desired.

DIFFERENTIATION:
-Students can think-pair-share during the reading, making predictions or answering questions.
-Groups of students with mixed abilities can collaborate throughout this lesson.

SYNOPSIS: This lesson introduces students to sea turtles and the human-caused dangers they face while encouraging them to create a way to help save these beautiful creatures.

SCIENTIST NOTES: There is an intrinsic benefit in conserving sea turtles, and this lesson lets students to understand the impact of sea turtles in our ocean. It would equip them to design a real-life project to save sea turtles from extinction. All accompanying materials in this lesson are appropriate to provide better understanding on the subject. Above all, there is a high confidence in using this lesson in the classroom.

POSITIVES:
-This lesson allows for a collaborative hands-on learning environment for students as sea turtle conservation is introduced.
-This lesson features creative learning and engagement for all students.
-Students develop a strong connection to student-led activism through the book Follow the Moon Home by Philippe Cousteau and Deborah Hopkinson.
-This lesson features a step by step guide to follow the engineering design process.

ADDITIONAL PREREQUISITES:
-Teacher needs a copy of the book Follow the Moon Home by Philippe Cousteau and Deborah Hopkinson.
-Students should have a basic knowledge of sea turtles and global problems like pollution and plastic in the oceans.
-Teacher can print out worksheets prior to the lesson if desired.

DIFFERENTIATION:
-Students can think-pair-share during the reading, making predictions or answering questions.
-Groups of students with mixed abilities can collaborate throughout this lesson.