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Climate Action Kit NameSubject(s)NJ StandardsGoogle Classroom Link
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Let us go on a Bike Ride!SciencesK-ESS3-3: Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.
K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change (e.g., climate change) to define a simple problem that can be solved through the development of a new or improved object or tool.
3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of climate change and/or a weather-related hazard.
4-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes and climate change have on humans.
5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources, environment, and address climate change issue		https://classroom.google.com/c/MzA5MjY4ODU4NTQ4/a/MzMzNjg1MDYwMDIw/details
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Social Studies6.3.2.CivicsPD.1: With adult guidance and support, bring awareness of a local issue to school and/or community members and make recommendations for change.
6.3.8.EconET.1: Using quantitative data, evaluate the opportunity cost of a proposed economic action, and take a position and support it (e.g., healthcare, education, transportation).
6.1.2.CivicsPI.1: Describe roles and responsibilities of community and local government leaders (e.g., mayor, town council).
6.1.2.EconET.5: Describe how local and state governments make decisions that affect individuals and the community.
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Health2.1.2.PGD.1:Explore how activity helps all human bodies stay healthy.
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Math
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What Goes Where?MathK.MD.3: Classify objects into given categories; count the objects in each category and sort the categories by count. https://classroom.google.com/c/MzA5MjY4ODU4NTQ4/a/MzA5MzMzMTA5NTQ5/details
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SciencesESS3-3: Communicate solutions that will reduce the impact of humans on living organisms and non-living things in the local environment.
5-LS2-1: Develop a model to describe the movement of matter among plants (producers), animals (consumers),decomposers, and the environment.
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems - Matter cycles between the air and soil and among plants,animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment,and release waste matter (gas, liquid, or solid) back into the environment.
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Health2.1.2.PGD.3: Explain what being “well” means and identify self-care practices that support wellness.
2.1.5.CHSS.3: Describe strategies that are useful for individuals who are feeling sadness, anger, anxiety, or stress.
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Growing Justice (Sunflowers)SciencesESS3-3: Communicate solutions that will reduce the impact of humans on living organisms and non-living things in the local environment.
5-LS2-1: Develop a model to describe the movement of matter among plants (producers), animals (consumers),decomposers, and the environment.
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems - Matter cycles between the air and soil and among plants,animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment,and release waste matter (gas, liquid, or solid) back into the environment.		https://classroom.google.com/c/MzA5MjY4ODU4NTQ4/a/MzMzNjI2MzYyNTIw/details
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Social Studies6.1.2.Geo.HE.2: Describe how human activities affect the culture and environmental characteristics of places or regions (e.g., transportation, housing, dietary needs).
6.1.2.CivicsPI.4: Explain how all people, not just official leaders, play important roles in a community.
6.1.2.CivicsPI.5: Describe how communities work to accomplish common tasks, establish responsibilities, and fulfill roles of authority.
6.1.2.CivicsPR.4: Explainwhy teachers,local community leaders, and other adults have a responsibility to make rules that fair, consistent, and respectful of individual rights.
6.1.2.GeoPP.1: Explain the different physical and human characteristics that might make a location a good place to live (e.g., landforms, climate and weather, resource availability).
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Health2.1.2.EH.4: Demonstrate strategies for managing one's own emotions, thoughts and behaviors.
2.1.5.CHSS.3: Describe strategies that are useful for individuals who are feeling sadness, anger, anxiety, or stress.
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I want to be a Meteorologist!SciencesK-ESS2-1: Weather and Climate - Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)
3-ESS2-2. Obtain and combine information to describe climates in different regions of the world.		https://classroom.google.com/c/MzA5MjY4ODU4NTQ4/a/MzA5MzQyNTI3NjA2/details
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Social Studies6.1.2.Geo.HE.1: Explain how seasonal weather changes, climate, and other environmental characteristics affect people's lives in a place or region.
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Health2.1.2.EH.4: Demonstrate strategies for managing one's own emotions, thoughts and behaviors.
2.1.5.EH.3: Identify different feelings and emotions that people may experience and how they might express these emotions (e.g., anger, fear, happiness, sadness, hopelessness, anxiety).
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No More GermsHealth2.1.2.PGD.2: Develop an awareness of healthy habits (e.g., wash hands, cough in arm, brush teeth).https://classroom.google.com/c/MzA5MjY4ODU4NTQ4/a/MzMzNjIxMTI5MTk2/details
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Learning from Nature
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Speak Up!
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