In this lesson, students use a base number (1,000, 100, or 20) to compare the numbers of extinct, endangered, and vulnerable species and consider how their actions can help protect animals and plants.

Step 1 - Inquire: Students estimate the number of living things in a group to get a sense of the large number of species in the world.

Step 2 - Investigate: Students write numbers to represent the number of living things on the IUCN's Red List.

Step 3 - Inspire: Students compare and contrast numbers to compare groups of living things, reflecting on how to help living things in their community.

SYNOPSIS: This lesson introduces African environmentalist Wangari Maathai and links deforestation with the concepts of governance, poverty, and income opportunities for women in Kenya.

SCIENTIST NOTES: This lesson introduces students to the Nobel Peace Prize-winning Wangari Maathai and deforestation. The Global Forest Watch resource is continually updated. This lesson has passed the science quality assessment.

POSITIVES:
-Learning Wangari Maathai’s story is empowering for students because it emphasizes the fact that nobody is too small to make a difference. Maathai grew up in poverty in rural Kenya. Now she is remembered as one of the most powerful voices for environmental conservation, proper governance, and peace.
-This lesson can inspire students to take direct action, just like Wangari Maathai.
-This lesson is excellent for teaching the interdependence of environmental conservation, proper governance, poverty, income opportunities, and women's rights.
-Global Forest Watch is an incredible resource. It has beautiful, detailed data. Students may want to continue exploring on their own time.
ADDITIONAL PREREQUISITES:Wangari Maathai (1940-2011) was an environmental and political activist and the first African woman to win the Nobel Peace Prize.
-In 1977, she founded the Green Belt Movement, an environmental organization focused on planting trees and promoting gender equality.

DIFFERENTIATION:
-Making the connection between deforestation and other topics (governance, poverty, income opportunities, and women’s rights) might be difficult for some concrete thinkers.
-You could frame these topics using the UN’s Sustainable Development Goals.
-Goal 1: No Poverty
-Goal 5: Gender Equality
-Goal 8: Decent Work and Economic Growth
-Goal 15: Peace, Justice, and Strong Institutions

SYNOPSIS: This lesson activates students’ background knowledge about water and allows them to make connections while introducing the types and locations of water in the world.

SCIENTIST NOTES: The lesson discusses water, where it is located, spatial extent on Earth, the different forms of water, including estuaries, and how humans can connect with it for abstractive and non-abstractive purposes without altercation. It also provides clear insights for students to understand water resources and the interactions within the marine ecosystem. The images, videos, and accompanying materials in the lesson are well-sourced, and this lesson is recommended for classroom use.

POSITIVES:
-This lesson builds an understanding of the importance of water in our lives.
-This lesson features kinesthetic learning as students move their bodies into yoga poses.
-Students develop an understanding of different types of water.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 4 in our K-2nd grade Water and Plant Survival unit.
-You will need a copy of Wet by Carey Sookocheff or a similarly themed book for this lesson.
-You will need a large open area for students to complete the yoga exercises. This could be in the classroom or outside.
-Students need green and blue colored pencils or crayons for the Inspire section of the lesson.

DIFFERENTIATION:
-The Shared Reading Guide in the Teacher Document includes several discussion questions. Choose the ones that are best for your students’ interests and experiences with the topic.
-Students can think-pair-share during the read aloud to make predictions or answer questions.
-Sentence frames in the Inquire section are differentiated for student proficiency:
-Circle = basic
-Triangle = target
-Square = challenge
-You can pause the read aloud for students to make observations and predictions about the story.
-There are multiple graphic organizers to choose from in the Investigate section. Use the option menu in the Teacher Slideshow to choose the option that best suits your classroom and students.
-Students with restrictions in mobility can participate in mindful breathing and enjoy as many of the yoga poses as are comfortable for their bodies. Suggestions for modifications are listed in the speaker notes of the Teacher Slideshow.
-If specific directions for yoga poses prove difficult, read the prompts about the living things and play the videos. Instruct students to move their bodies naturally mimicking what they see.
-The Student Document includes several options for the Inspire section. Provide students with scaffolding as appropriate to their reading and writing level.
-Possible extension: Look at the map to find an estuary near your school.

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.

SYNOPSIS: In this lesson, students learn about watersheds, how human activities impact watersheds, and what communities can do to keep the watershed healthy.

SCIENTIST NOTES: This lesson allows students to learn about watersheds, their spatial distribution, and the role they play in improving water quality. Students will also learn about ways of protecting their local watersheds from pollution and other harmful human activities. The materials, maps, and activities embedded in the lesson were thoroughly reviewed, and this lesson has passed our science credibility process.

POSITIVES:
-This lesson provides opportunities for social-emotional check-ins so that students can recognize and understand their feelings as they learn about human-caused problems in watersheds.
-Students will work effectively in small groups.
-Students will feel empowered as they learn how to protect their local watershed and educate others about the importance of keeping the watershed healthy.

ADDITIONAL PREREQUISITES:
-Students should be familiar with the water cycle. The following resources can help students who are unfamiliar with the topic:
-Drop: An Adventure Through the Water Cycle by Emily Kate Moon
-Coloring Page: The Water Cycle
-Students should be able to read a map.
-Teacher will need to gather the following items for each small group for the two Crumpled Paper Watershed activities:
-2 sheets of blank paper
-1 spray bottle filled with water
-A black, brown, red, and blue water-soluble marker

DIFFERENTIATION:
-Students can work on the two Crumpled Paper Watershed activities in mixed-ability groups, pairs, or individually.
-You can tailor the written response activity in the Inspire section to suit students’ needs. For example, stronger writers can be tasked with including three or more terms from the glossary in their response.
-In this lesson, students are required to share their written responses with their local watershed council. You can change how students share their written responses. Further, you can require that students share their responses in more than one way (e.g., watershed council, social media post, newspaper article, etc.)

In this lesson, students learn about watersheds, how human activities impact watersheds, and what communities can do to keep the watershed healthy.

Step 1 - Inquire: Students think about how they use water in their everyday life and the important role that their local watershed plays in their community.

Step 2 - Investigate: Students complete two hands-on activities to understand how watersheds work and the impact that human activities have on watersheds.

Step 3 - Inspire: Students write a poem, short story, or letter about the importance of watershed health and share it with their local watershed council.

SYNOPSIS: In this lesson, students learn about the importance of water to Indigenous Peoples and the need to protect water today.

SCIENTIST NOTES: This lesson allows students to brainstorm ways to support Indigenous Peoples in protecting their waterways. The Indigenous Peoples of Oregon have been living with nature from inception, and this lesson suggests sustainable ways humans can live in harmony with nature. All the maps, images, videos and supporting materials embedded in the lesson are well-sourced. This lesson is recommended for teaching.

POSITIVES:
-This lesson focuses on historical and current injustices faced by Indigenous Peoples.
-This lesson offers students an opportunity to creatively brainstorm ways to protect waterways in the Willamette Valley.
-Students may experience sketchnotes for the first time.

ADDITIONAL PREREQUISITES:
-It is necessary to acquire We Are Water Protectors by Carole Lindstrom before the lesson. You can check your school library or local library to borrow a copy of the book.
-Students should add to their sketchnotes throughout the Investigate section. It may be necessary to prompt students intermittently to add to their sketchnotes as they transition from one part of the lesson to another.

DIFFERENTIATION:
-Allow students the choice to complete their sketchnotes on paper or on a device.
-Students are encourage to share their One-Pagers in ways that fit their learning style the best.

In this lesson, students learn about the importance of water to Indigenous Peoples and the need to protect water today.

Step 1 - Inquire: Students describe their personal experiences with local waterways.

Step 2 - Investigate: Students investigate the importance of water to the Indigenous Peoples of the Americas, reflect on the need to live in reciprocity with rivers, and explore ways to be water protectors.

Step 3 - Inspire: Students create a One-Pager to demonstrate their learning and explain how they can ally with the Indigenous Peoples of Oregon to protect local waterways.

SYNOPSIS: This lesson introduces the importance of bees to humans, our food supply, and how children can create a healthy habitat for bees.

SCIENTIST NOTES: This lesson plan discusses pollination, bees' role in pollination, and how climate change may affect both bees and pollination. The climate change fact sheet provided is accurate, up to date, and includes references for more information. This lesson helps students think about how nature and the climate are connected. This resource is recommended for teaching.

POSITIVES:
-This lesson creates a collaborative learning environment as students engage with a variety of ELA applications to develop an action plan.
-The story highlights the value of friendship and the need for beekeeping.
-The story also suggests solutions for readers to help bee populations, such as growing flowering plants.
-The video on pollination provides a foundation for students to understand the importance of pollinators.
-Students are prompted to take action and develop a plan to make a difference, even at a young age, right in their own New Jersey schoolyards or backyards.

ADDITIONAL PREREQUISITES:
-Students will need a basic understanding of what pollination is and examples of pollinators (bees, hummingbirds, moths, etc.).
-Additionally, students should observe pollinators, such as bees, in their natural habitat, if possible.
-Teachers should be prepared with crafting materials and paper for letter writing.

DIFFERENTIATION:
-For remote learning classes, students can have access to teacher slides and digital resources to participate from home, as needed.
-This lesson provides opportunities for students to learn about the topic using various modalities including visual, auditory, kinesthetic, and tactile.
-Groups of students with mixed abilities can collaborate on their storybook scripts and action plans.
-Learning is structured around explaining or solving a social or community-based issue.
-Extension activities include:
-Sharing action plans with peers, other school community members
-Creating an outdoor pollinator garden on school grounds. Most home and garden supply stores will offer free seeds to schools.
-Join the Million Pollinator Garden Challenge. It’s free!

SYNOPSIS: This lesson introduces carbon emissions and the idea of carbon and ecological footprints to students.

SCIENTIST NOTES: Students understand key greenhouse gases that cause global warming, explain the greenhouse effect, identify carbon sources from the various transportation modes, and explore ways to reduce their individual carbon footprint from the transportation sector. All materials are well-sourced. As a result, this lesson has passed the science credibility process and is recommended for teaching.

POSITIVES:
-This lesson connects to science standards and the understanding of the relationship between human activities and Earth.
-Students will develop a strong connection to self and the environment.
-This lesson features interaction with technology and digital literacy.
-This lesson features excellent vocabulary development.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 6 in our 3rd-5th grade Green Transportation unit.
-If students do not have a prior understanding of photosynthesis, it may be best to do a mini lesson on photosynthesis.

DIFFERENTIATION:
-Definitions can be broken down for friendlier understanding.
-You can pause the videos to check for understanding and explain new ideas.
-Questions on the ecological footprint calculator quiz can be read aloud to students and taken as a whole class.

SYNOPSIS: This lesson introduces students to renewable and nonrenewable energy resources. Students read about an energy resource, complete a graphic organizer, explain to their classmates why their energy resource is the best, and vote for their favorite type of energy.

SCIENTIST NOTES: It is important for cities to shift to renewable energy. This lesson spotlights the offerings of renewable and nonrenewable sources and allows students to create and pitch a real-life renewable energy product. There are no contradictions in the lesson. Thus, this lesson is hereby approved for classroom use.

POSITIVES:
-Students will have to weigh the pros and cons of different energy resources. This is happening in real life, as policymakers and other leaders decide the best way to rapidly deploy clean energy.
-Students practice their public speaking skills.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 6 in our 3rd-5th grade Renewable Energy unit.
-It is important for students to understand the advantages and disadvantages of different energy sources. However, it is critical for them to know that burning fossil fuels is causing catastrophic climate and ecological breakdown. The students who are pitching the burning of oil and natural gas, therefore, should most likely "lose" the voting in the town hall. If natural gas or oil "win" in the voting, it's probably best to pivot and spend time teaching about the devastating effects of climate change.
-If your students need to see the clear disadvantages of burning fossil fuels, you can show them this video on the causes and effects of climate change, this video on the sixth mass extinction, or this video explaining how climate change makes extreme weather worse.

DIFFERENTIATION:
-It may be best to choose well-liked or confident students to research the fossil fuels. They will most likely "lose" when your students vote. These students should be good sports and have good humor.
-It may be best to group students of different abilities so stronger students can model good note-taking for weaker students.
-Each student should have at least one speaking part when they give their "pitch" to the rest of the class.

SYNOPSIS: This lesson engages students with various animations about climate change topics.

SCIENTIST NOTES: This lesson allows students to learn about animations that discuss climate change and the effects on people, other organisms, and the planet. Through the use of reflection questions, students can gain an understanding of how animations can relay information and elicit emotions. Students are then encouraged to create their own comic strip about how they feel about climate change. This is a great lesson that encourages creativity, imagination, and visualization of issues surrounding climate change.

POSITIVES:
-Students are exposed to a variety of engaging videos about climate change.
-Students are given opportunities to think critically, work collaboratively, and work independently.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 4 in our 3rd-5th grade Animate for the Animals unit.
-It is necessary to have worksheets printed or digitally shared before the lesson.

DIFFERENTIATION:
-Students could be grouped in mixed ability groups to support students of all ability levels.
-Students could extend and practice public speaking skills by sharing their findings with the class.

SYNOPSIS: This lesson explores ways in which students can address environmental injustice.

SCIENTIST NOTES: This lesson provides basic knowledge on how trees sink CO2 and give off O2. Trees are one of the key solutions to drawdown of CO2, and students learn how to interpret and analyze tree maps in relation to environmental justice and the right action to green their environment. This lesson, including additional links, is properly cited. In this light, we recommend this lesson for classroom use.

POSITIVES:
-This lesson directly shows the relationships among race, income, tree cover, and air pollution.
-It is very powerful when students compare the maps of Compton and Pasadena and begin to connect the dots.

ADDITIONAL PREREQUISITES:
-This is lesson 5 of 6 in our 3rd-5th grade Green Spaces unit.
-You will use two maps of Los Angeles during the Investigate phase of the lesson. The best move would probably be to print the maps beforehand. The lesson also calls for plastic sheet protectors and dry erase markers so students can compare the maps. If you do not have these materials or access to a printer, students can compare the two maps on a device.
-To learn more about youth climate activists, students can research groups like Zero Hour, Fridays for Future, or the Sunrise Movement.

DIFFERENTIATION:
-Depending on the needs of your students, it may be best to compare the two maps of Los Angeles as an entire class.
-Higher-level students can compare maps in another lesson designed for 6th-8th graders called Redlining & Environmental Racism.

SYNOPSIS: In this lesson, students learn about youth activists around the world, choose an environmental campaign, and collect data to support their campaign.

SCIENTIST NOTES: This lesson has students identify key environmental problems that concern them, learn from other young environmental activists, evaluate other activists' work, and take action to solve the environmental issues in their community. All materials embedded in the lesson are properly sourced. Accordingly, this lesson has passed our scientific credibility.

POSITIVES:
-Students are able to share their climate feelings with each other.
-Students are inspired by youth climate activists around the world.
-Students collaborate to create a class climate action plan.
-Students collect data in a real-world context.

ADDITIONAL PREREQUISITES:
-This is lesson 4 of 6 in our 3rd-5th grade Art for the Earth unit.
-Students will need enough iPads or laptops to complete Option #1 in the Investigate section. If there are not enough devices for every student, this can be completed in groups or as a whole class.
-Students will need an understanding of how to collect data in a table and the importance of accuracy and consistency in data collection.
-The Explore Youth Activists Student Document should be printed or shared digitally with the students before class.

DIFFERENTIATION:
-The Investigate section of this lesson features two options. Choose the one that fits best for your students.
-Be strategic with partnering and grouping students throughout this lesson. When discussing feelings and ability to make change, it may be best to group students together who have varying levels of interpersonal intelligence, intrapersonal intelligence, and existential intelligence.
-A talking stick may be a great tool to use when students are choosing the class campaign.
-The Inspire section calls for data collection. Depending on your campaign, it may be difficult for all students to participate. A select group of students could be the "data collectors" for the class. Another idea is to have students collect data in waves or groups outside of regular class time. Students could then collate the data into one larger data set.

SYNOPSIS: This lesson guides students to explore color in art and the connection of color to emotions.

SCIENTIST NOTES: This lesson builds the capacity of students to analyze the contents in an artwork, probe why the artists used the colors in the piece, and explore the underlying feelings attached to the colors. The activity in this lesson would also enable them to interpret the colors in artworks and communicate their feelings towards extreme climate impact. All the materials featured in the lesson have been verified, and this lesson is recommended for teaching.

POSITIVES:
-Students engage with hands-on activities to demonstrate their understanding of the relationship between color and emotions.
-Students understand the meaning of climate change artworks.
-Students understand why artists use color in their artwork.
-Students practice painting techniques.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 3 in our K-2nd grade Emotive Art unit.
-The Teacher Slideshow does not feature an Inquire section. You can use the Teacher Slideshow for the Investigate and Inspire sections of this lesson plan.
-Make sure you prepare the Feelings Cards, templates, and painting materials prior to the lesson.
-You can alternatively use cut-up colored paper instead of printing the Feelings Cards.
-You will need to have artworks printed if you want students to participate in a gallery walk.

DIFFERENTIATION:
-Students can complete the activities in pairs, small groups, or a whole class, dependent on ability.
-Students could also split into ability groups to support all students.

This lesson guides students to explore color in art and the connection of color to emotions.

Step 1 - Inquire: Students explore colors, matching colors that relate to how they are feeling.

Step 2 - Investigate: Students investigate climate change artworks and identify colors and the feeling connected to that artwork.

Step 3 - Inspire: Students create their own color artwork to demonstrate a chosen feeling related to an artwork they are viewing.

This lesson engages students with identifying their own emotions through responding to artworks with body language, facial expressions, and their own artwork.

Step 1 - Inquire: Students identify different emotions and identify their emotional responses to artworks.

Step 2 - Investigate: Students engage with their emotions and share their emotions about climate change artworks.

Step 3 - Inspire: Students share their emotional responses through the creation of a collaged emotions artwork.

SYNOPSIS: This lesson engages students with identifying their own emotions through responding to artworks with body language, facial expressions, and their own artwork.

SCIENTIST NOTES: This lesson features artworks that would engage students to communicate their feelings about climate change. They would learn how to use cutting, gluing, collaging, and other art techniques to create a piece and lead the climate conversation. This resource is verified and is recommended for teaching.

POSITIVES:
-Teacher engages students by asking them to demonstrate using their face and body different feelings (happy, excited, sad, angry, worried, etc.).
-Teacher introduces students to the vocabulary words.
-Teacher explains the difference between emotions (what's inside), facial expression (our face showing our emotions), and body language (our body showing our emotions).
-Teacher explains that students will be learning about emotions in artworks.

ADDITIONAL PREREQUISITES:
-Teacher shows the climate change artworks and encourages students to use their facial expressions and/or body language to demonstrate their emotions when looking at the artwork.
-Students can explain why they feel those particular emotions.
-It is important for the teacher to emphasize to the students that it is also OK if they do not know why they are feeling a certain emotion and that they may need time to process their feelings.
-It is important to highlight to students that people have emotions when looking at the artwork. Art impacts everyone in different ways.
-Students discuss as a class why the artist would want us to feel certain emotions whilst looking at artworks.
-Teacher explains to students what each artwork is about.

DIFFERENTIATION:
-Teacher creates groups of students.
-Teacher gives each group of students collaging materials and a copy of one of the artworks discussed during the Investigation stage.
-Students use the provided materials to create an emotional portrait of how they feel looking at the artwork in front of them.
-Students share their work and explain why they feel that way. Students may write a simple sentence using sentencers or verbally explain their emotions to their peers, depending on student ability.

SYNOPSIS: This lesson introduces the idea of green spaces to students.

SCIENTIST NOTES: This lesson introduces students to green spaces and how they can be identified and mapped. The read aloud, vocabulary, and external links are thoroughly sourced and written. This lesson has passed our science review.

POSITIVES:
-This lesson creates a collaborative learning environment for students as an introduction to green spaces and how to create more green spaces.
-This lesson features kinesthetic learning if teachers walk with their students around their school.
-Students will develop a strong connection to self and community through the read aloud of Sofia Valdez, Future Prez.
-This lesson features excellent vocabulary development.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 6 in our 3rd-5th grade Green Spaces unit.
-It is necessary to procure a copy of Sofia Valdez, Future Prez for this lesson.
-Identify the green spaces on your campus on your own before introducing this lesson to your class to make sure that you have accounted for all the green spaces.

DIFFERENTIATION:
-Think-pair-share during read aloud where students can make predictions or answer questions.
-You can pause the read aloud before the text is read for students to make observations and predictions about the story.
-Groups of students with mixed abilities can collaborate on their green spaces map.
-Possible extension: Do a campus tour and have students take notes on green spaces they observe.