Climate Impacts and Solutions
with En-ROADS
Welcome to the Climate Impacts and Solutions with En-ROADS Module
Hello Fellow Educators!
The UMass Lowell Climate Change Initiative (CCI) and The Climate Initiative (TCI) are excited to share this module, created through our new collaboration. These lessons give educators the tools and confidence to bring interactive, engaging climate education into their classrooms. The lessons combine working with real-world data, interactive simulations, and real-world projects. They incorporate a cutting-edge, easy-to-use, climate science and policy computer model, En-ROADS. The platform is used around the world by students and experts alike. En-ROADS enables students to learn about a complex global problem, while empowering them to translate that knowledge into solutions and actions within their own community. The Climate Action Simulation, co-developed by Climate Interactive, the CCI, and MIT Sloan Sustainability Initiative, combines an engaging and fun role-play with the interactive En-ROADS model. Through this module, students will create local action projects for their schools and communities. They will also get to build their systems thinking skills, which will enable them to be better critical thinkers and future innovators.
The CCI is an award-winning UMass Lowell Research Center that informs and supports evidence-based climate action. Our research, education, and community engagement foster a transition to a sustainable, resilient, and equitable society. We recognize that climate change is more than a scientific problem with a technical solution. This is why we work collaboratively, across diverse disciplines, with decision-makers, and in communities to ensure that our scholarly work benefits society directly.
TCI is a non-partisan, solutions-based youth organization. Through its three pillars of Educate, Empower and Activate, TCI builds hope and agency in the face of a timely threat. By working with teachers and students through their national education programming and youth mobilization with clubs and coalitions, TCI is creating a cohesive and inclusive voice at the grassroots level to push decision-makers across governments, businesses, and communities to embrace climate solutions.
About the Module
The six lessons listed below focus on climate change causes, impacts, and solutions. These lessons build students’ knowledge and confidence to take evidence-based action to address climate change. The design provides instructors with the flexibility to use synchronous or asynchronous formats, while accommodating different learning styles according to the Universal Design for Learning (UDL) Framework. Students can work in small groups or individually. We also include opportunities for students to share their work in a large group or potentially in a public forum.
The Learning Labs can be done in one class per week, or extended to fill an entire week for a deeper dive into the content. They are meant to be versatile and adaptable to different periods and ways of teaching and learning. We encourage you to use these resources in a way that works best for you. We also want to emphasize that we find the final action project important to give students a sense of agency and empowerment.
Introduction to climate change and En-ROADS -
(Lessons 1-3)
These lessons provide a basic understanding of weather, climate, and the introduction to climate change. You will review the impacts and effects of climate change on sea-level rise, ocean acidification, invasive species, and climate justice and equity. An Introduction to the En-ROADS program explains the basic dynamics of the energy system, Kaya identity, and non-CO2 emissions.
En-ROADS Climate Action simulation -
(Lessons 4-5)
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En-ROADS simulations help students interact with different climate scenarios and reveal the causes of climate change. Students can use En-ROADS to identify climate solutions and policies. There is also a simulation debrief with key takeaways.
Action project –
(Lesson 6)
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A hands-on action project will elevate student voices to start necessary conversations within their community. Given the tools to communicate effectively, a strong base of knowledge, and the inspiration to make a difference on a local level, students can be powerful agents of change.
Throughout the module, you will see these three icons. Teacher Presentations provides presentation slides that you can change and adapt to your classroom. Teacher Plans will bring you to an example lesson plan to coincide with the presentation. The student lab will link to student activities made for that particular lesson.
Climate Impacts and Solutions with En-ROADS Module
OVERVIEW
Lesson 1
HEADS UP! Lesson 1 is a moment to pre-assess students' recent experiences with climate impacts, knowledge of the causes of climate change, and perspectives on their role in collective action. See Lesson 3 for a video tour of the En-ROADS interface.
Lesson 2
HEADS UP! You may want to break up this lesson into different days or take out information to adapt it to your classroom time length.
Lesson 3
HEADS UP! Lessons 3-5 involve preparing, facilitation, and debriefing for the Climate Action Simulation (CAS) and/or activities using the En-ROADS model. We encourage you to explore the facilitator guide, overview videos, and other resources in Lesson 4 to prepare for Lesson 3.
Lesson 4
HEADS UP! The Climate Action Simulation is adaptable to your classroom needs. You may choose to host it as a special event or break up the simulation over several class periods. The CAS is a fun, interactive experience that students will remember, in-person or virtual.
Lesson 5
HEADS UP! Prepare for responding to the emotional impacts of the simulation on students and directing them towards a course of action and causes for hope. The key takeaway videos and materials will reinforce insights into the action needed to address climate change strategically.
Lesson 6
HEADS UP! The Action Project may take longer than a week to roll out and for the students to complete. Be patient with it! Students' work will be valuable to them and the community. Students may need research guidance for finding local data to quantify 10,000 lbs of CO2-e.
Table of Contents
Educator Resource - Indigenous Perspectives | 7
Educator Resource- Int. Eds. | 8
Introduction to En-ROADS and the Climate Action Simulation | 11
Climate Action Simulation | 12
Weather vs Climate Activity | 17-18
Optional Climate Impact Activities | 21-28
Introduction to En-ROADS and the Climate Action Simulation Activity | 29
Climate Action Simulation Activity | 30
Have you seen our other modules?
CCI Modules
Public Service Announcement (PSA) for Grades 6-12
Using Systems Thinking to Understand Climate Change
Student-Led Video Production
Educator Resource
Indigenous Perspectives
Overview
Helps us continue to improve our resources: take this short survey!
Climate Change is a global Issue. At TCI, we recognize the critical role that first nation, native and Indigenous Peoples’ rights and knowledge systems must play in developing solutions to the climate crisis and achieving climate justice. Their perspectives are too often left out of conversations and education around climate and environmental issues. This page shares resources to support integration of Indigenous knowledge and perspectives into your teaching and learning. You’ll also find content specific resources tailored to the En-ROADs Learning Lab.
Climate Change is a global Issue. At TCI, we recognize the critical role that first nation, native and Indigenous Peoples’ rights and knowledge systems must play in developing solutions to the climate crisis and achieving climate justice. Their perspectives are too often left out of conversations and education around climate and environmental issues. This page shares resources to support integration of Indigenous knowledge and perspectives into your teaching and learning. You’ll also find content specific resources tailored to the En-ROADs Learning Lab.
The case to Recognise Indigenous knowledge as Science | Albert Wiggan
Indigenous Knowledge and Western Science: Dr. Gregory Cajete Talk
Integrating Western Science into Indigenous Knowledge Processes
Braids of Truth Part II: Climate Change
Documenting Traditional Knowledge: A Toolkit
What Indigenous Communities Are Teaching The Rest of Us About Climate Change
Regional Supplemental Resources For Learning Labs
Considerations When Learning About and Teaching Wabanaki Studies
Indigenous Led Organizations
Indigenous Environmental Network
KUA | A movement for land, people, culture & justice
Civic Laboratory for Environmental Action Research
Geographic Indigenous Features
Content Specific Resources
PBS: What Indigenous Communities Can Teach Us About Climate Change
Climate action projects in North America
Indigenous Solutions: droughts to floods
Indigenous Peoples Drought Adaptations
Leveraging Indigenous Knowledge for Effective Climate Solutions in the Arctic
Compendium on Indigenous adaptive solutions for climate change
Indigenous Solutions with Alexis Raeana
The Climate-Ready Tribes Initiative
Climate Ready Tribes 2022-2023
Videos
Indigenous Youth & Sea Level Rise
Indigenous Peoples Have Answers to the Climate Crisis | One Young World
Teacher Resources
Culturally Responsive Classrooms
Culturally responsive teaching centers the unique and diverse experiences and identities of learners, supporting educators in building learning partnerships. It has been shown to increase student engagement and ownership of learning. [1] Culturally responsive teachers and leaders practice reflective teaching in order to gain a deeper understanding of themselves and their own impact on others. [2] Cultural responsiveness applies reflective teaching to an educator’s ability to recognize students’ cultural displays of learning and meaning making. This makes it easier to recognize the inherent differences between students, and to respond positively and constructively using cultural knowledge to connect what the students already know to new concepts and content. Use CRT to support academic and social-emotional growth for all students and build relationships with learners.
Educator Resource
International Educators
Overview
Climate Change is a global Issue. If you are an educator using this resources outside of the United States, this page is for you! TCI Learning Labs can be used to educate, empower, and activate youth from anywhere in the world. TCI is designed to be easily integrated into a wide variety of learning settings & curricular frameworks. To help with this, we’ve created a database of case studies and content specific resources by global region, and compiled a collection of resources to help you integrate this Learning Lab into any classroom or learning space.
Connect
Become a Global Classroom Partner: Connect with educators and university students around the world
Global Math Project: A week-long global event for students and teachers, Global Math Week invites students to find joy in mathematics.
Climate Cardinals Chapter Program: empowering youth leaders & build climate-ready, resilient communities through localized climate education, includes non-English-speaking regions.
Join The Clean Network professionally diverse community committed to improving climate and energy literacy locally, regionally, nationally, and globally, to enable responsible decisions and actions.
Join the TCI Educator community: explore stories of change in your region or add your own!
Standard Alignment
TCI Learning Labs are aligned with the Common Core State Standards [CCSS] and Next Generation Science Standards [NGSS]. Review this guide on adapting curriculum to global standards to support curricular alignment with a variety of standards. Learn more about how the NGSS & CCSS align.
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Global Climate Action Resources:
Lesson Objective
Teaching Tools
Key Learnings
Students will distinguish between climate and climate change definitions and relate regional change with global climate change. They will explain the causal connections between burning fossil fuels, rising concentrations of atmospheric CO2, and rising global average temperature. Students will use the climate simulator, En-ROADS, to become familiar with historical and projected trends in energy sources and global average surface temperature.
Main Topics Addressed:
Related Topics to Explore Further:
What are the causes of climate change?
What are some of the notable impacts of climate change?
What are the current or potential impacts of climate change in your local community?
How do you think individual action leads to systemic change?
How does a relatively small change in regional average temperature result in significant weather changes?
Teaching Links
Climate Impacts and Solutions with En-ROADS Module
Check out this video primer:
Lesson 1 Climate Change 101
Lesson Objective
Teaching Tools
Key Learnings
Students will learn about the impacts of climate change with lessons on sea level rise, ocean acidification, severe weather and wildfires, invasive species, and climate justice and equity. Students will then relate these impacts to their local community and share their knowledge with others based on these modules and activities.
Main topics addressed:
What are the consequences of climate change?
How are people adapting to climate change?
Weather patterns cause severe weather and wildfires.
What are invasive species?
People of color, low-income communities, the elderly, and women are impacted the most by climate change.
Teaching Links
Climate Impacts and Solutions with En-ROADS Module
Check out the video prior:
Related Topics to Explore Further:
Lesson 2 Climate Change Impacts
Lesson Objective
Teaching Tools
Key Learnings
Students will describe the perspectives and priorities of important global stakeholders across businesses, government, and civil society. Students will familiarize themselves with the summit process, the En-ROADS interface, climate and energy policies and actions, and major drivers of CO2 emissions from energy through videos or instructor-led tutorials. Students will draft key points for their opening speech.
Topics addressed:
What is the goal of the upcoming Climate Action Simulation?
Which industries, organizations, or countries does your stakeholder group represent?
What are the top policy priorities of your group?
What additional information have you researched to support your proposal and convince other groups to support your decision?
Teaching Links
Climate Impacts and Solutions with En-ROADS Module
Check out the videos prior:
Facilitator Materials and Resources:
En-ROADS Resources:
Overview of the Climate Simulation:
Climate Change Solutions Simulator Interface Tour:
Lesson 3 Introduction to En-ROADS and the Climate Action Simulation
Lesson Objective
Key Learnings
Students will engage in a role-play of international leaders convened at a United Nations climate action summit. They will apply what they know of their stakeholder roles and En-ROADS policies. To do so, they will design proposals while public speaking and debating to persuade other delegations to support collective action. Throughout the simulation, students will compare the relative impact of En-ROADS sliders and ultimately craft a climate solutions scenario to achieve international climate goals.
What solutions or policies did all teams negotiate?
How does En-ROADS support your policy?
What agreement did everyone conclude?
What projections does En-ROADS show for the agreement?
How can you apply this experience to the real world?
Climate Impacts and Solutions with En-ROADS Module
Lesson 4 Climate Action Simulation
Teaching Tools
Topics Addressed:
Facilitator Materials and Resources
Student Materials
Teaching Links
Check out how to run the Climate Action Simulation online:
Lesson Objective
Teaching Tools
Key Learnings
Students reflect on their feelings and surprises during the Climate Action Simulation and re-evaluate the policies and actions that were most effective in bringing them towards their goal. Students review the En-ROADS model's key takeaways relating to the scale, urgency, and comprehensive action needed to address the problem strategically. Students brainstorm how this experience applies to the actions in their lives.
Topics addressed:
How did you feel advocating for climate action?
What actions had high or low leverage? Did it surprise you?
What were the most influential arguments or stakeholder groups during the negotiations? Why?
How much do emissions need to be reduced, and by when, to reach international climate goals?
How does this experience relate to action in the real world?
Teaching Links
Facilitator Materials:
Additional Resources:
Check out the video on En-ROADS key takeaways prior:
Climate Impacts and Solutions with En-ROADS Module
Lesson 5 Simulation Debrief
Lesson Objective
Teaching Tools
Key Learnings
This action project brings students’ enthusiasm and learnings for climate change and En-ROADS out into the community. Community action projects are valuable tools to make students feel energized, confident that they can make a difference, and confident that their voices are an integral part of this movement. Students will design a project to reduce 10,000 lbs of CO2 over a 10-week period. You can implement this project in your school or community over the next few weeks or months.
Topics explained:
What is your goal?
How will you achieve your goal using En-ROADS?
How will you pursue your community or school with your design?
How will you communicate with your community on what you learned about climate change?
How were the three lenses included in your project?
Teaching Links
Check out this video prior:
Facilitator Materials:
Student Tools:
Additional Helpful Videos:
Climate Impacts and Solutions with En-ROADS Module
Lesson 6 Action Project
Teacher Resources
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Climate Change 101 Activity
Overview: This activity allows teachers to briefly introduce the En-ROADS simulator and the impacts of climate change. The En-ROADS Climate Solutions Simulator is a fast, powerful climate simulation tool. The simulator helps us understand how we can achieve our climate goals through policy and action taken at a global level. This activity will cover different aspects of the simulator, such as the global sources of primary energy, greenhouse gas emissions, and temperature changes. Feel free to use this activity during your presentation or as a homework assignment.
Objectives:
Materials:
Students can look at the graph and see that oil, coal, and gas were the top 3 most prevalent energy sources from 2000-2020.
By looking at the graph, students can see that oil, coal, and gas will continue to be the most prevalent energy sources over the next 80 years. Even with the growth in renewable energy supplies, oil, coal, and gas will continue to be the most prevalent energy sources.
Students should find that carbon dioxide (CO2) and methane (CH4) are the two most prominent emission types.
Aside from CO2 and CH4, the other primary greenhouse gases sources are land-use CO2, F-gases, and N20.
By 2029, the globe will reach a 1.5°C temperature increase since pre-industrial times.
By 2048, the globe will reach a 2°C temperature increase since pre-industrial times.
By 2100, the increase will be 3.6°C.
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Weather vs Climate Activity
Overview: This activity allows teachers to teach students about data sets and the difference between weather and climate. Data is all around us, and it is essential to teach students how to read and interpret data to understand the world better. Data helps create strategies to improve the world. You can use the weather vs. climate presentation to introduce the topic of weather and climate to students.
Objectives:
Materials:
Introduction: Anchorage, AK, has recently faced climate change due to warming temperatures. Figure 1 shows the average monthly temperatures in 2020 in Anchorage, AK, while Figure 2 shows the average monthly temperatures from 1989 to 2020.
Figure 1
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Weather vs Climate Activity (continued)
Anchorage is north of the equator, located in the northern hemisphere.
Since Figure 1 shows monthly temperatures, this graph represents weather. Figure 2 shows average temperatures throughout the years, which better represents climate.
Examples of an answer: The weather was very cold in January 2020 and warm in July 2020 in Anchorage, AK.
Example of an answer: The climate in Anchorage, AK, is an Arctic climate.
Examples of similarities: It is colder in January and warmer in July.
Example of differences: A gradual increase in overall temperature throughout the years.
Overall temperature has increased. Example of causes: climate change caused by greenhouse gases.
Students get to describe their reactions here.
Figure 2:
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Climate Impacts Quiz
Overview: This activity allows teachers to give a brief multiple choice quiz on the impacts of climate change on sea level rise, ocean acidification, severe storms and wildfires, invasive species, and climate justice and equity. Students can choose to do the quiz here, or you can print out the student activity sheet.
Objective:
Materials:
Answer Key (highlighted responses are the correct answers):
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Climate Impacts Quiz (continued)
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Sea Level Rise Activity
Overview: Students will watch this free documentary, Waterworld - Living with Climate Change, which shows how sea level rise affects communities living on the coast. This documentary also gives an alternative solution to sea level rise consequences by describing innovative projects that help coastal communities coexist with rising water levels. The following activity has guided questions that students can answer while watching or after the video.
Objective:
Materials:
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Ocean Acidification Activity
Overview: This activity allows students to see how ocean acidification has changed globally from 1861 to now. It provides more information by using NOAA’s Data Exploration Tool and short module, Understanding Ocean and Coastal Acidification. The Data Exploration Tool shows the increase of ocean acidification by detecting current carbon dioxide levels. That is a significant contributor to ocean acidification and predicts levels to 2100. Students will be able to answer questions while looking at this simulation. The other module, Understanding Ocean and Coastal Acidification, lets students answer a few multiple-choice questions from Level 1 to Level 4. Level 5 allows students to investigate ocean acidification on their own.
Objective:
Materials:
Part 1:
The oceans are becoming more acidic.
7.7.
For 2021, examples include the Hudson Bay, Baltic Sea, Black Sea, Yellow Sea, Arafura Sea, Malacca Strait, and others.
Part 2:
Level 1 questions:
Question 1: On the graph, trace your cursor over CO2 measurements from 1958-1960. Notice how CO2 changes over the course of one year. These regular ups and downs are likely caused by:
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Ocean Acidification Activity
Level 1 questions (continued):
Question 2: Next, notice how CO2 changes over the 60-year time period. The long-term, upward trend is likely caused by:
Question 3: In the ocean, CO2 has increased by approximately_____ percent since 1988.
To calculate percent change, find the difference between the starting and ending values, and then divide by the starting value.
Level 2 questions:
Question 1: Between 1988 and 2019, the pH of the ocean has
Question 2: Which statement best describes the relationship between ocean CO2 and pH?
Question 3: CO2 and pH both change in a predictable pattern from year to year. These regular ups and downs are not caused by carbon dioxide emissions in the atmosphere. Instead, they are likely caused by:
Question 4: By 2100, the pH of the surface ocean is projected to decrease to approximately:
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Ocean Acidification Activity
Level 3 questions:
Question 1: Along the coast of Washington, pH can vary between:
Question 2: In Washington, pH is much more variable than it is in HI. This variability is likely caused by:
Question 3: In Washington, ocean acidification
Level 4 questions:
Question 1: When carbon dioxide enters the ocean, it reacts with water and carbonate to form:
Question 2: When carbon dioxide enters the ocean, the amount of carbonate available for shell-building animals:
Question 3: In Washington, larval oysters may not have enough aragonite to grow and build shells over 50% of the time during which month(s)?
Question 4: In March, conditions are lethal for larval oysters:
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Ocean Acidification Activity (continued)
Level 4 questions continued:
Question 5: By 2100, the average Ω of seawater in coastal Washington will be approximately:
Question 6: By 2100, shell-building animals in coastal Washington may:
Level 5: Have students design their own investigation on ocean acidification by applying what they have learned about ocean acidification along the Pacific Coast to the Gulf of Maine. More information on this is available in Level 5 of the module.
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Severe Storms and Wildfires Activity
Overview: This activity allows students to independently research an area affected by severe storms or wildfires and relate it to other areas in the world. Examples include:
This way, students can use their own area of interest and learn how severe storms or wildfires impact that area. Students will then answer questions about the area impacted.
Objective:
Materials:
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Invasive Species Activity
Overview: Students will learn about the Browntail moths, an invasive species, by researching it through Invasive.org. The platform is a joint project between the University of Georgia - Center for Invasive Species and Ecosystem Health, USDA Animal and Plant Health Inspection Service, USDA Forest Service, USDA Identification Technology Program, and USDA National Institute of Food and Agriculture. This project helps people learn about invasive species around the United States. Students can also learn about other invasive species through this website and even those invasives in their community.
Objective:
Materials:
United States Department of Agriculture.
Around springtime of 1897, someone first found the brown moth in Somerville, Massachusetts. It is native to Europe. The lack of natural control agents contributed to its rapid spread throughout the Northeast.
The Northeast. By the 1970s, brown moths were only on a few islands in Casco Bay, Maine, and Cape Cod, Massachusetts.
They feed on leaves of many trees and shrubs and sometimes can completely defoliate the tree or shrub. One way to combat browntail moths is by clipping the webs during winter months and soaking them in water and detergent while still inside.
Examples include businesses depending on leaves of trees/shrubs, animals/insects using leaves for shelter or food, and others.
Students should give examples of invasive species in their area and describe how this can help them.
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Climate Equity and Justice Activity
Overview: Students will write their own case study on a specific climate justice and equity issue for this activity. Some examples include:
Case studies help students view different perspectives on a topic and better understand it.
Objective:
Materials:
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Introduction to En-ROADS and the Climate Action Simulation Activity
Overview: This activity introduces students to En-ROADS and the Climate Action Simulation Activity. Students will be put into their stakeholder groups and learn about their group’s priorities and briefing statements. This activity will help students understand what industries fall within their stakeholder group, as well as industry roles concerning climate change, policy priorities, and negotiation skills.
Objectives:
Materials:
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Climate Action Simulation
Overview: This activity helps students compare and contrast solutions or policies their stakeholder group created with other solutions or policies. This activity also allows students to show how En-ROADS supports their solutions or policies and how they came into an overall agreement.
Objectives:
Materials:
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Simulation Debrief
Overview: This activity helps students reflect on their feelings and surprises during the Climate Action Simulation. Students will re-evaluate the policies and actions that were most effective in bringing them towards their goal. The emotional experience of the Climate Action Simulation is an important area to discuss, and this activity will help students talk about their experiences.
Objectives:
Materials:
Teachers Guide
Climate Impacts and Solutions with En-ROADS Module:
Action Project Guided Questionnaire
Overview: Students will be completing the Action Project by reducing heat-trapping gases by 10,000 lbs over a 10-week period. They will design a project over the next few weeks or months in their school or community. Since this is the final project, this organized activity will guide students on the requirements needed to complete this project.
Objectives:
Materials:
Sociocultural | Economic | Ecological |
| | |
Action Project Guidelines
Teacher Instructions
Overview:
Students will work independently or in groups to take the information they have learned about climate change impacts and solutions over the last five lessons and do something about it. They will create action plans to share their learnings with the community.
Objectives:
Timeline: To be completed over 3 weeks- three in class work days, one-two weeks to work at home, one day of in class presentations.
Grading:
You can grade students on the standards listed below. Additionally, you can grade the assignments in Steps 1, 3, and 5 separately.
We provide an example rubric so that students understand what you expect from their projects. An example of a rubric that you can use is here.
Rubrics:
Every teacher uses different rubrics for evaluation. We include this article on Rubrics to get you started.
Project Competencies
Competency | How to Demonstrate Competency in the Action Project |
Climate System Literacy | Explain how your action project addresses the causes and impacts of climate change. |
Knowledge of Climate Solution | Describe your solution’s impact at a global scale and thoughtfully design a local application that would work for your community. Demonstrate how your project would reduce 10,000 lbs of CO2 in 10 weeks. |
Application of the Three Lenses | Besides the climate impacts, name your solution’s sociocultural, ecological, and economic impacts. How would people, habitats, and the economy be impacted? |
Communication of Action Project | Present your action project that speaks to the above competencies. Show that you have thought about how this project could be implemented locally by naming the following steps and identifying whom you would need to involve to make it happen. |
Summative Assessment
Action Project
Possible Supports/Scaffolds:�
Optional-- you can use any combination of these supports or none, depending on where your students are and what you want to assess!
Tasks
Step 1: Students reflect on the last 5 lessons. They answer the following questions in writing in an assignment in Google Classroom. This assignment can be completed as homework the day before introducing the action project.
Step 2: Review the Student Instructions and Expectations with the students. Include any supports you feel are necessary for your group of students.
Step 3: Students choose to work independently or with one or two people to complete this project.
Step 4: Students brainstorm with their groupmates or independently. They can use the graphic organizer to aid in the brainstorming process if you choose. The graphic organizer can be an in-class assignment or as homework.
Step 5: Provide feedback on the student brainstorming. Once they have received feedback, they can draft their plan during class time. Their plans should include the following information:
Materials needed - Development Timeline - Outcomes you are looking for - How you will measure the outcomes
Step 6: Once groups have drafted plans, plan a peer review and feedback day. Pair up groups and have them present their drafts. Encourage them to give feedback using the questions below, which also can be put in Google Classroom to count as an assignment. They can complete the peer-review process during class time.
Step 7: Students then finalize and implement their plans outside of class.
Step 8: Set up a day for students to present their plans to the class. Their presentations should include the following:
The plan itself - Goals - What feedback you included and how it was incorporated - How you measured the outcomes - Outcomes - What you learned through this action plan project
**These instructions refer to a Google Classroom. If you do not use Google Classroom- no worries! Consider taking out the references to Google Classroom and replacing them with where your students can find the assignments and where they should turn their work in as they go.**
Action Project - Summative Assessment
Student Instructions
Objectives:
Due Date: The final presentation will be in class on __________.
Grading:
You will be graded on the above standards using the rubric below. Additionally, the separately graded assignments in Steps 1, 3, and 5 are in Google Classroom.
You will not be directly graded for the draft of your plan, but please take this part seriously, as the farther along your draft is, the more fruitful the peer review process will be!
Tasks:
Step 1: HOMEWORK DUE ON:
Reflect on the unit you have engaged in over the last 5 lessons. Answer the following questions in writing (these questions are in the REFLECTION assignment on Google Classroom).
Step 2: IN CLASS ASSIGNMENT:
Choose one or two people to complete this project with, or If you would like to work independently, that is okay too!
Step 3: IN CLASS ASSIGNMENT:
Start to brainstorm with your groupmates or independently. Use the graphic organizer (NEXT PAGE) to aid in the brainstorming process (the graphic organizer is in the BRAINSTORM assignment on Google Classroom).
Graphic Organizer
For Students
What is your goal?
Think back to your reflection assignment. What is the most important thing you want your community to know about CO2 -equivalents, and what do you want to do about it? Share your answers with each other, and then develop a common goal for your action project. Be specific.
What is your message? What would you like to achieve? What learning outcomes would you like the community to have?
Who is your target audience?
Think about who climate change solutions affect and how the three lenses (sociocultural, ecological, and economical) fit this picture.
Why does it matter to them?
How will you achieve your goal?
How will you use En-ROADS?
Will you engage community members in an activity?
Will you create a piece of media?
Tasks Continued:
Step 4: IN CLASS ASSIGNMENT
Start to draft your plan! In your draft, include the following information:
Step 5: IN CLASS ASSIGNMENT
Pair up with another group in class. Present the draft of your idea and listen to the draft of their idea. Give each other feedback using the questions below (these questions are also in the FEEDBACK assignment in Google Classroom).
Step 6: HOMEWORK DUE ON:
Finalize and implement your plan.
Step 7: TO BE DONE IN CLASS ON:
Present your plan and the outcomes of your plan to the class. Your presentation should include the following:
Action Project - Summative Assessment
Student Instructions
Project Competencies
Competency | How to Demonstrate Competency in the Action Project |
Climate System Literacy | Explain how your action project addresses the causes and impacts of climate change. |
Knowledge of Climate Solution | Describe your solution’s impact at a global scale and thoughtfully design a local application that would work for your community. Demonstrate how your project would reduce 10,000 lbs of CO2 in 10 weeks. |
Application of the Three Lenses | Besides the climate impacts, name your solution’s sociocultural, ecological, and economic impacts. How would people, habitats, and the economy be impacted? |
Communication of Action Project | Present your action project that speaks to the above competencies. Show that you have thought about how this project could be implemented locally by naming the following steps and identifying whom you would need to involve to make it happen. |
Example of Rubric
Comments:
Standard | 4 (Exceeds) | 3 (Meets) | 2 (Partially meets) | 1 (Does not meet) |
Design a project that would reduce 10,000 lbs of CO2 -equivalents in your community or school over a 10-week period. | The students’ action project design can be evaluated and measured using En-ROADS to show that it can reduce 10,000 lbs of CO2 -equivalents in the community or school. | The students’ action project design helps reduce 10,000 lbs of CO2 -equivalents in the community or school. | The students’ action project design is incomplete or unclear in reducing 10,000 lbs of CO2 -equivalents in the community or school. | The students’ action project design does not reduce 10,000 lbs of CO2 -equivalents in the community or school. |
NGSS SEP (#8): Obtaining, evaluating, and communicating information. | The students’ action project comprehensively and professionally communicates information that has been obtained and evaluated. | The students obtain, evaluate, and communicate information effectively through their action project. | The students obtain and evaluate information, but it is not communicated well in their action project. | The students do not obtain, evaluate, or communicate information through their action project. |
English Standard: ELA-Literacy.SL.9- 10.4 | The students’ presentation on their plan is seamless and professional. They meet all of the criteria required for a 3 and exceed expectations for a high school level presentation. | The students present plans:
In a way that is
| The students’ plan & presentation meets 3 or 4 of the 6 criteria for a 3. | The students’ plan & presentation meets less than 3 of the 6 criteria for a 3. |
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