SYNOPSIS: This lesson teaches students about the different ways farms and agriculture are being impacted by climate change.

SCIENTIST NOTES: This lesson allows students to explore the impact of climate change on agriculture. They would be able to identify the underlying climatic variables that affect farming systems in different geographies. All resources were fact-checked, and this lesson has passed the science credibility process.

POSITIVES:
-Students are able to learn about specific climate change topics that are interesting to them.
-Students can learn about the many different ways in which climate change impacts agriculture.
-Students can learn from their peers.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 6 in our 6th-8th grade Climate Change, Food Production, and Food Security unit.
-While not necessary, it is helpful for students to have a general sense of some of the global impacts of climate change.
-You must create a free account to access the Newsela article.

DIFFERENTIATION:
-Teachers can assign the Teacher Slideshow on Google Classroom and students can submit their work independently.
-Teachers can group students for the guided research section and assign them level-appropriate resources.
-Teachers can eliminate options in the guided research section if the options are overwhelming.
-Teachers can eliminate the video option in the guided research if they want to exclusively assign readings.
-Teachers can review the teacher slideshow as a class and answer the questions as a whole group assignment.

SYNOPSIS: This lesson teaches students about the different steps in food production and how each step contributes to climate change.

SCIENTIST NOTES: The lesson has students analyze carbon footprint from different sources of food. From production, packaging, transportation, consumption, and disposal, all these activities increase carbon footprint and cause harm to the environment. This lesson inspires students to take urgent action to reduce individual carbon footprint from the food system. All materials are well-sourced and were thoroughly fact-checked to ascertain their credibility. Thus, this lesson is recommended for teaching.

POSITIVES:
-Students are able to connect climate change to their everyday life by thinking about what foods they eat and how they may impact the planet.
-Students are able to analyze complex data in a way that is highly scaffolded and supported.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 6 in our 6th-8th grade Climate Change, Food Production, and Food Security unit.
-Students should be able to read a bar graph that has a key.

DIFFERENTIATION:
-Teachers can assign the Teacher Slideshow on Google Classroom and students can submit their work independently.
-For the Data Explorer section, teachers can use an open-ended version that has broad questions or a guided version that has more specific questions to help students identify trends.
-Teachers can eliminate options in the guided research section if the options are overwhelming.
-Teachers can review the Teacher Slideshow as a class and answer the questions as a whole group assignment.

SYNOPSIS: In this lesson, students learn the story of William Kamkwamba, build their own renewable-powered project, and share their project with the broader school community.

SCIENTIST NOTES: This lesson engages students to build a renewable energy product. It contains clear illustrations on how to create a product, test it out, and share the innovation with an audience. There are no misconceptions in this lesson. It is advised that this lesson be used in the classroom.

POSITIVES:
-Students learn the inspiring story of William Kamkwamba and how he brought power to his community.
-Students get to engineer with their hands!

ADDITIONAL PREREQUISITES:
-This is lesson 4 of 6 in our 3rd-5th grade Renewable Energy unit.
-You will need to procure a copy of The Boy Who Harnessed the Wind for this lesson.
-The Investigate section of this lesson plan is listed as 40 minutes long. However, some students may need more time to finish their projects. Perhaps they could keep building their projects before school, at recess, after school, or at home.
-It may be best to check with your administration or team teachers to see if your students can display their projects in a common area. Also, a "please do not touch" sign may be necessary for the display so your students' creations do not get broken.
-This lesson may need to be postponed if it is not sunny or windy enough on that day.

DIFFERENTIATION:
-You may not have enough specialized materials (small solar panel, hobby motor, etc.) for all students. Students can work in groups to share these limited materials.
-If you decide to have your students present to another class, encourage every student to have a speaking part.
-Perhaps you can allow students to bring in materials from home. Be mindful of students who have nicer materials and how other students feel if they are using school materials only.

SYNOPSIS: In this lesson, students investigate plant growth by measuring their own plants.

SCIENTIST NOTES: This lesson lets students discover the importance of plants in their environment and the basic materials plants need for growth. It also contains an activity for students to measure plant growth rate so as to discuss the factors that influence plant growth. All the accompanying materials in the lesson are well-sourced, and this lesson has passed our science credibility review.

POSITIVES:
-This lesson includes elements of project-based learning through hands-on activities.
-This lesson is cross curricular.
-The materials are easily accessible for teachers and can be collected by students from home. Consumable items can be collected from home, donated by families, or even local companies that support education. If donations are not possible, seed and bean costs are minimal and can be shared among multiple teachers in a school.
-Parts of the lesson can be conducted outdoors to connect with nature.

ADDITIONAL PREREQUISITES:
-For the Inquire section, students need access to outdoor space with living things to observe.
-The lesson time is approximately 90 minutes, but the lesson also requires ~10 minutes daily for 2 weeks after the lesson to measure and log plant growth in their journals.
-Students should have a basic understanding of the difference between living and nonliving things.
-Students should have an understanding of what living things need to grow.

DIFFERENTIATION:
-This lesson can be taught as three separate ~30 minute lessons.
-Students can graph growth at the end of the 2-week time period showing how their plants changed. This is an assessment opportunity for teachers to determine understanding of measurement.
-If there is no possibility of a nature walk or finding space outside for observation, substitutions can be made such as observing a living plant in a pot, a photograph of a space outside, a raised garden bed, etc.
-Due to the hands-on aspects of this lesson, English language learners can engage and be supported with vocabulary in their native language.
-The Plant Growth Journal can be edited to include additional writing opportunities.
-Measurements can be made through standard or nonstandard units of measure.
-Graphing can be included for students ready to engage in graphing based on grade level.
-Enrichment lessons can be included through designing outdoor space at students' homes or creating a school garden.

SYNOPSIS: This lesson plan connects intergenerational justice with the federal budget.

SCIENTIST NOTES: This lesson asks students to analyze how the U.S. federal government splits its budget amongst all of the federal agencies. The website used to track the spending is routinely updated. This lesson has passed the scientist quality assessment.

POSITIVES:
-This is a powerful lesson connecting past, present, and future.
-Students can have agency as to which group they'd like to represent: the present or the future.

ADDITIONAL PREREQUISITES:
-The top 40 of 102 agencies by spending are included in the spreadsheet. The total (estimated) spending by all 40 of these agencies is $2,960,050,000,000.
-The numbers presented at usaspending.gov are pretty messy. The attached spreadsheet rounds to cleaner numbers.
-The numbers in red are rounded to the nearest billion.
-The numbers in orange are rounded to the nearest hundred million.
-The numbers in blue are rounded to the nearest fifty million.
-Students may be missing some background knowledge. Be prepared to answer questions and/or do some research along with them.
-For example, some students might not know the function of the Department of the Interior.
-Feel free to use this site to look up the function of the major federal agencies. These are one-sentence explanations.
-Feel free to also use this site from the White House where the major agencies (e.g., Agriculture, Defense) are outlined in one large paragraph.
-Note that one “agency” is simply called “unreported data.” That data is not made public. Students can simply leave that $8 billion alone.

DIFFERENTIATION:
-Students will most likely not finish. This is not really a “finishable” activity. The main goal of this activity is for students to figure out the best way to allocate money to the major federal agencies.
-It is not really worth it to discuss the really small expenditures like the Administrative Conference of the U.S.
-Students can wear armbands or robes to show that they are representing the future. Some physical representation of their role is a very powerful reminder of who they represent.

SYNOPSIS: In this lesson, students learn about food insecurity and analyze potential solutions for their own community.

SCIENTIST NOTES: This lesson introduces students to what food insecurity and food deserts entail, how it adversely impacts vulnerable populations, low-income communities, and the world at large. It offers them the opportunity to brainstorm on ideas to address food insecurity in their communities and across different geographies. All materials in the lesson have been reviewed, and there is a high confidence in using this lesson in the classroom.

POSITIVES:
-Students learn about difficult issues like food insecurity and food deserts but in the context of solution-based thinking.
-Students think about and analyze their community and think of ways they can make a tangible difference.

ADDITIONAL PREREQUISITES:
-This is lesson 5 of 6 in our 6th-8th grade Climate Change, Food Production, and Food Security unit.
-Students should understand food insecurity isn’t just about hunger, but also malnutrition.
-Students should understand that food insecurity is an issue for many people for a variety of different reasons, but there are potential solutions.

DIFFERENTIATION:
-Teachers can assign the teacher slideshow on Google Classroom and students can submit their work independently.
-Teachers can group students and assign them level-appropriate resources.
-Teachers can eliminate options in the guided research section if the options are overwhelming.
-Teachers can review the teacher slideshow as a class and answer the questions as a whole group assignment.

SYNOPSIS: In this lesson, students discuss what they know about air quality, play a game to facilitate understanding of air quality, and create an action plan to inspire solutions in their community.

SCIENTIST NOTES: In this lesson, students will learn about air quality and air pollution and its impacts on the human body. They will also discuss some of the causes of air pollution and think about ways they can make changes in their life to reduce the air pollution footprint. The resources on air quality all cite where they are getting their data from. Videos and links have been reviewed for accuracy. This resource is recommended for teaching.

POSITIVES:
-This lesson utilizes student choice, active listening, and active participation.
-The How’s Your Atmosphere game is engaging, and the Game Cards give specific examples of everyday actions that can have a positive or negative impact on air quality.

ADDITIONAL PREREQUISITES:
-Teachers should know how to use the resources Padlet or Jamboard.
-Teachers should know how to facilitate a Socratic seminar style discussion.

DIFFERENTIATION:
-Movement is encouraged but not required for this game.
-Students in class who need support can be paired or grouped with others who can assist and give guidance.

SYNOPSIS: In this lesson, students learn about habitats and how plants, prey, and predators interact based on their needs. Students see how factors like warming temperatures and human interactions can alter habitats and affect wildlife.

SCIENTIST NOTES: This lesson clearly demonstrates the interrelationships existing in an ecosystem. It allows students to identify species and analyze what they need to survive in a given habitat accounting for the impact of human-caused climate change on biodiversity. The games, activities, and all materials featured in the lesson have been reviewed and are suitable to improve students' understanding on the topic. On that account, this lesson has passed our science credibility process and is recommended for teaching.

POSITIVES:
-This lesson illustrates the interactions of living things in a habitat through student interactions.
-This lesson features kinesthetic learning to activate interest in the topic.
-In this lesson, students get the chance to receive feedback from peers, reflect on their work, and make changes to their work based on feedback and personal reflection.
-This lesson features speaking and writing practice using academic language.

ADDITIONAL PREREQUISITES:
-This lesson is 1 in 3 in our Number Sense & Biodiversity unit.
-A large area is needed for the game. If the classroom is used, you may want to move desks to one side of the room.

DIFFERENTIATION:
-During the Inquire section, students could be given a list of animal names or pictures to check off as they appear in the video.
-Species cards include pictures of animals for students who have more difficulty reading.
-Cause and effect language frames are differentiated.
-Teacher may wish to play a "fishbowl" version of the game and have students watch a few students play to see the interactions.

SYNOPSIS: This lesson connects Indigenous communities with the natural environment.

SCIENTIST NOTES: The lesson explores the relationship between man and nature and how culture influences ecosystem services. It gives a foundation for young people to be change agents in their generation. This lesson has passed our credibility process and is recommended for the classroom.

POSITIVES:
-This lesson connects government policy to Indigenous activism.
-Heterogeneous small groups allow for supported learning.
-Excellent social studies and ELA integration.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 6 in our 3rd-5th grade Green Spaces unit.
-If you choose to have the students walking around and writing on posters in the Inspire section, you must have the posters up and ready before the lesson. Students could also write their thoughts on a chalkboard or whiteboard.
-Prior knowledge of Indigenous Peoples and their resistance to colonialism is helpful.

DIFFERENTIATION:
-Newsela offers different reading levels and read alouds for students of varying abilities.
-Grouping students by ability may be helpful in the Investigate section if students are reading aloud to each other.

SYNOPSIS: This lesson explores different transit systems around the world and unpacks the decision-making process behind transportation planning.

SCIENTIST NOTES: This lesson has students investigate what transportation planners do and the transportation systems of different countries. All external links are valid, and this lesson has passed our scientific review process.

POSITIVES:
-Students have the opportunity to collaborate and reason with each other.
-Students conduct research and present their findings orally.
-Students are exposed to global connections.
-Students activate creativity and imagination.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 6 in our 3rd-5th grade Green Transportation unit.
-Students should have prior knowledge of accessing information using the Internet.

DIFFERENTIATION:
-Teacher can modify the Investigate section through the following ways based on students' needs:
-Low Level: Teacher provides students with mostly visuals and/or audio recordings describing the different transportation systems and allows students to write keywords and share.
-On Level: Teacher provides students with a mix of visuals and brief sentences from articles describing the different transportation systems. Students can write 1-4 sentences to share.
-High Level: Teacher provides students with complete articles describing the different transit systems and allows students to highlight in the text. Students then write 5+ complete sentences prior to their sharing with the whole class.
-In the Inspire section, students have the option to work independently or in groups.
-If working in groups, students can choose the specific role that fits their personality the best.

SYNOPSIS: This lesson introduces students to air quality.

SCIENTIST NOTES: The lesson introduces to students to basic knowledge on air quality and how it is interpreted using the AQI. This lesson is void of any scientific misconceptions. Thus, it is recommended for classroom use.

POSITIVES:
-Journaling is great for students to reflect and explore how they feel about air pollution.
-Why Is Coco Orange? is a great book for students to build empathy for those with underlying health conditions.

ADDITIONAL PREREQUISITES:
-It may be best to split students who read the book and students who watch the read aloud video. Perhaps these two groups can use two separate spaces if possible.
-Students will use these journals throughout this entire unit. Students could create new journals or use journals that they use all year or for different subjects.
-"Air pollution" is kind of a catchall term, referring to things like ozone, particulate matter, and even greenhouse gases. This can be tricky for elementary students to sort out. The purpose of this lesson is for students to learn that breathing in the pollutant ozone is harmful to their health.

DIFFERENTIATION:
-You can have students complete the KWL chart in groups instead of a whole class. One student can act as the scribe while the group discusses.
-You can assign students to read the book or watch the read aloud video, depending on their strengths and weaknesses.
-You can provide sentence stems for weaker students when they are journaling. For example, if they select option #1 - written reflection - you can provide them with the following sentence stems:
-Today I learned that...
-I am thinking...
-I am feeling...

SYNOPSIS: Students will learn about renewable and nonrenewable sources, ways they use energy in their everyday lives, and ways to conserve energy.

SCIENTIST NOTES: The lesson allows students to explore the differences between renewable and nonrenewable energy sources and to analyze U.S. energy data to broaden their understanding on carbon footprint from the energy sector. There are no scientific misconceptions in the lesson, and all materials are properly sourced. Thus, this lesson has passed our science credibility process.

POSITIVES:
-This lesson on renewable energy may lead to students' first exposure to climate change.
-There is a useful glossary at the end of the slideshow.

ADDITIONAL PREREQUISITES:
-This is lesson 1 of 6 in our 3rd-5th grade Renewable Energy unit.
-Students may have trouble differentiating between coal, natural gas, and petroleum. You can explain that they are all fossil fuels and take a long time to develop underground.
-Students may inquire about nuclear energy, which is not included in the sort. Nuclear energy is nonrenewable because it uses uranium, a finite resource.
-The term "natural gas" is used in this lesson instead of gas, methane, methane gas, fossil gas, or other names because "natural gas" is the most recognizable name for it. The term "gas" is incredibly confusing because it is one of the states of matter and refers to any number of gases. It also is shorthand for the liquid fuel called gasoline that is used in motor vehicles. If you're interested in learning about the problems associated with calling it "natural gas," check out this intriguing data from the Yale Program on Climate Change Communication.

DIFFERENTIATION:
-Before the lesson, you may want to review natural resources with the students, which is typically taught in K-2. Natural resources are anything in nature used by humans.
-You can group students of different abilities together when they are completing the energy sort.
-You can share the energy sort with your students on paper or in digital form.
-Students can complete the energy audit on paper or in digital form.

SYNOPSIS: In this lesson, students examine the nutritional value and environmental impact of non-dairy alternatives as a replacement to traditional dairy.

SCIENTIST NOTES: Milk sourced from cows has, by far, the largest environmental impact of all of the milk options. But when it comes to the non-dairy competitors, there is no clear winner, as this lesson investigates. All of the resources in this lesson have passed the scientific review process.

POSITIVES:
-Students undergo the process of identifying a possible issue, gathering evidence to prove or deny it, and proposing a solution to it.
-Students have a voice in their school environment and culture.
-Students learn about new foods and lifestyles.

ADDITIONAL PREREQUISITES:
-Teachers may need to prepare for the possibility of their students presenting to the school administration and/or board.
-Teachers may need to clarify the meaning of “dairy” and “non-dairy” to students.

DIFFERENTIATION:
-Students work in small groups, providing multiple opportunities for students to problem solve before asking the teacher.
-Teachers can have students explore the more advanced table in the science article or look through FoodData Central if that is too advanced.

SYNOPSIS: In this lesson, students learn about greenwashing, watch a series of videos, and write a paragraph arguing if an advertisement is greenwashing or not.

SCIENTIST NOTES: This lesson introduces the concept of greenwashing and ways students can spot greenwashing by companies. The videos and accompanying materials embedded in the lesson are suitable to explain this concept. This lesson has passed our review process, and it is recommended for classroom use.

POSITIVES:
-This lesson teaches students to critically examine digital media. As digital citizens, they must be aware of how to tell fact from fiction.
-Students get voice and choice in this lesson. Students select their own videos and are able to argue if it is greenwashing or not.

ADDITIONAL PREREQUISITES:
-Students will most likely argue that all the videos are examples of greenwashing.
-Encourage students to dig around the corporation’s website to see if the claims are actually true.
-Encourage students to scroll to the bottom of the corporations' websites. Students can usually find a site map, including pages like "sustainability."
-Students can use the "More Resources on Greenwashing" slide to help them understand greenwashing.

DIFFERENTIATION:
-In their paragraphs, weaker students can focus on music, the tone of the narrator’s voice, or imagery in the videos.

-You can push stronger students to include more concrete evidence in their paragraphs.
-Most students will benefit from color coding their sentences. Encourage them to keep their text highlighted as they write. They can even keep their paragraphs color coded after they finish.
-Weaker students may write only five sentences. Stronger students may write more sentences by adding context to their supporting evidence sentences.
-If students are struggling with their closing sentences, ask them to read their claim sentences aloud. Sometimes this helps guide their thinking.
-Stronger students who finish early can edit one another's paragraphs for mechanical errors, read their paragraphs out loud to one another, or discuss their chosen videos and greenwashing in general.
-Students may be interested in reading a series of fact sheets on greenwashing in the aviation industry, like this one on electric flight.

SYNOPSIS: This lesson gives students the opportunity to experience a simplified version of how mathematicians and scientists use data analysis and statistics to determine how much our planet is warming due to climate change. Students will create a data table and scatter plot and use linear regression to make predictions about the future.

SCIENTIST NOTES: This lesson develops students' statistical skills to analyze weather data, compute trends and variance, and fit scatter plots in regression to understand climate variability in U.S. cities. All materials embedded in the lesson are thoroughly sourced. Accordingly, this lesson is recommended for classroom use.

POSITIVES:
-This lesson fosters independence by letting students choose their city, find their own data, create their own data table and graph, and analyze their data using guiding questions.
-Students get to use what they learned in the lesson to practice discussing climate change with people who might be skeptical or misinformed.

ADDITIONAL PREREQUISITES:
-Students need access to their own computer (or teachers could have students work in partners if devices are limited).
-Students should be familiar with graphing in Google Sheets.

DIFFERENTIATION:
-Teachers could use this lesson as a mini-project to assess students' understanding of graphing, data analysis, and/or linear regression.
-For lower levels, teachers can instruct all students to select the same city (use the city from the example graph if you want to make sure there is a positive association).
-For higher levels, students can look at multiple cities in different regions and compare their scatter plots.
-This article can be used as an extension or follow up activity for early finishers or students who are interested in learning more.

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 explore the impact of climate change on small-scale fishing communities and best practices for building resilience.

SCIENTIST NOTES: In this lesson, students explore how climate change is changing industrial fishing. This lesson passes our scientific review process.

En esta lección, los estudiantes exploran cómo el cambio climático está cambiando la industria pesquera. Esta lección pasa nuestro proceso de revisión científica.

POSITIVES:
-This lesson builds on lesson 1 of the Cambio Climático y la Pesca unit by providing real-life examples of what students experienced in the role-playing game, El Juego de Peces.
-The authentic texts, game, and student choice in this lesson engage students in discovering new information while developing their Spanish language skills and increasing their capacity for intercultural understanding.
-In this lesson, students are invited to explore the topic of gender equity through data and by listening to the voices of women in the small-scale fishing industry.

ADDITIONAL PREREQUISITES:
-This is lesson 2 of 3 in our Cambio Climático y la Pesca unit.
-To successfully navigate this lesson, students should be at an intermediate-low proficiency level.
-Students familiar with the imperfect tense will be prepared to understand the interviews in the videos in which fisher people describe their childhoods.
-Students with the ability to use the present subjunctive will have the opportunity to employ this concept to express recommendations, doubts, and perspectives.

DIFFERENTIATION:
-The Conecto game in the Inquire section can be played in small groups or pairs by sharing the link with students.
-Students may want to watch the video in the Inquire section one time with the closed captions off and then again with the Spanish closed captions on.
-The tic-tac-toe activity in the Investigate section can be assigned as a graded mini-project or as un-graded collaborative classwork.
-The mural can be painted directly on a wall, or students can use a long sheet of bulletin board paper.
-After completing this lesson, advanced students can research small-scale fishing in their own community and record an AP-style cultural comparison presentation.

In this lesson, students explore the impact of climate change on small-scale fishing communities and best practices for building resilience.

Step 1 - Inquire: Students interpret infographics, play a game, and share what they know about the impact of climate change on fishing.

Step 2 - Investigate: Students deepen their understanding of sustainable small-scale fishing through a matching exercise and a tic-tac-toe research activity.

Step 3 - Inspire: Students create a mural to educate others about the importance of supporting sustainable, small-scale fishing.

SYNOPSIS: This lesson explores ways to reduce carbon emissions through the reduction of disposable plastics in daily routines.

SCIENTIST NOTES: We have a problem with plastics; they are everywhere. And they are bad for the climate and our health. This lesson shows how some countries are trying to reduce the use of plastics. This lesson passed our scientific review process.

Tenemos un problema con los plásticos; están por todas partes. Y son malos para el clima y nuestra salud. Esta lección muestra cómo algunos países están tratando de reducir el uso de plásticos. Esta lección pasó nuestro proceso de revisión científica.

POSITIVES:
-This lesson can easily be integrated into a unit on daily routines, the environment, or the present tense.
-Students are exposed to ways that Latin American countries are leading the way in solving the plastics problem.
-The lesson engages students with two games, Quizlet live and Kahoot.
-The vocabulary related to plastic items is scaffolded so that students can independently navigate the Spanish-language websites and complete the final project with confidence.

ADDITIONAL PREREQUISITES:
-The activities presume novice-high Spanish-language proficiency.
-Students should be familiar with reflexive verbs in the present tense, verbs like gustar to express opinions, and daily routine vocabulary.
-To prepare to teach this lesson, teachers can learn about plastics and recycling.
-This NPR/Frontline report from 2020 and this in-depth Greenpeace España report analyze the limits of recycling as a solution to the plastic problem.
-Bioplastics are made from natural ingredients such as corn. This flier, produced by Break Free From Plastic, provides data about the drawbacks of this solution.

DIFFERENTIATION:
-The lesson can be shortened by eliminating the vocabulary activities in the Inquire section or eliminating either Parte 1 or Parte 2 in the Inspire section.
-The lesson can be extended for advanced students by including supplemental reading and listening activities.
-Students can explore the 2024 international treaty on plastics using this summary in Spanish of the 22 foundational points.
-This RTVE report "La Unión Europea dice adiós al plástico de un solo uso" includes text and a short video.
-Recicladores de base are an important part of the recycling process in many countries. Marce La Recicladora from Colombia has an informative YouTube channel.

This lesson explores ways to reduce carbon emissions through the reduction of disposable plastics in daily routines.

Step 1 - Inquire: Students watch a music video and identify actions and objects in the daily routine associated with disposable plastics.

Step 2 - Investigate: Students learn about the connection between plastics and climate change.

Step 3 - Inspire: Students explore efforts in Spanish-speaking countries to reduce plastic consumption, and then complete an individual or group project.