Climate Change Curriculum

Teachers Manual
Teaching Elementary
Students about
Climate Change
Kaitlyn Megathlin, Emily Dawkins,
Abby Epplett, Claudine Humure,
Rishil Sheth
12th January, 2017
Table of Contents
Introduction
Background
Third Grade
2-4
6-13
Overview
6-7
Day One
8-11
Day Two
12-13
Day Three
14-15
Fourth Grade
Overview
16-21
16
Day One
17-19
Day Two
20-21
Fifth Grade
22-30
Overview
22-23
Day One
24-25
Day Two
26-27
Day Three
28-29
Day Four
Resources
Sources
30
31-50
51
Introduction
Climate change is one of the most pressing issues of the twenty-first century. Educating future
generations about climate change and sustainable living, along with learning to mitigate and
adapt to climate change, has become increasingly important. Unfortunately, many schools in
the United States do not focus on this topic. In the U.S., two-thirds of schoolchildren are taught
lessons on climate change that do not match a level of a sound science education, and many
teachers spend less than an hour on the subject 1 .
While these data should be a concern to not only scientists but also the U.S. population at
large, studies indicate that many teachers do not understand what causes climate change. This
might in part be due to the fact that
only 36% of Americans strongly
agree that schools should teach
children the causes, consequences
and potential solutions to Global
Warming 2 (Figure 1). In fact, 30% of
the middle school teachers and 35%
of high school teachers believe
human activity is the main source of
climate change3 . To say that climate
change is as an important a topic as
any other science subject that
schools focus on today, would be an
understatement. There is a multitude
of evidence in our climate patterns
that indicate signs of extreme weather changes and how these changes are negatively
affecting our environment and endangering our lives in the process.
According to the U.S. Environmental Protection Agency, the average surface temperature
across the connected 48 states has risen at an average rate of 0.140 F per decade since 1901 4 .
This temperature rise is even more frightening when compared to the global average
temperature rise of 0.150 F per decade since 1901. With such temperature rise comes increased
wildfires, unusually hot summer days and an overall increased rate of warmer weather patterns.
Extreme summer heat leads to more deaths during heatwaves, while warmer freshwater
facilitates the growth of bacteria in drinking water, smoke from wildfires degrades the air and
the smog caused by the warmer atmosphere trigger asthma attacks 5 .
Children who are not properly educated about climate change are more likely to believe
incorrect information. Even academy is susceptible to spreading misinformation. Public school
2
textbooks in California note that increasing temperatures may be beneficial and climate
change might not be real6 . According to a study done by Yale University, 57% of teens
understand that climate change is caused mostly by human activity, while another 52%
understand that carbon dioxide traps heat from the earths surface 7 . Although these
percentages may seem low, they are higher than the 50% of adults who understand climate
change is caused by human activity, and the 45% who understand the role of carbon dioxide 8 .
Educating both students and teachers is therefore integral to a strong climate change
education.
Massachusetts State Standards Key

This curriculum is designed to align with the Massachusetts Science and
Technology/Engineering Curriculum Framework as of April 2016. The standards as they apply
to this curriculum will be indicated by means of symbols. All grades have similar standards or
topics of study, such as Earths Systems (ESS2) or Earth and Human Activity (ESS3). Many
standards are applied to more than one grade, but are customized to different age levels. For
instance, the standard 5-ESS2-1 refers to fifth grade, standard ESS2 Earths Systems, section
one. Below is a key of symbols that represent the Massachusetts standards.
Massachusetts Science and
Technology/Engineering Curriculum Standards Key
Standard
Symbol
Earths Systems (ESS2)

Earth and Human Activity
(ESS3)
Earths Place in the Universe
(ESS1)
Energy (PS3)
Ecosystems (LS2)
If you want more information about the Massachusetts Science Standards you can visit this link:
http://www.doe.mass.edu/frameworks/scitech/2016-04.pdf
Course Objectives:
The goals of this course are to...
Pique students interest in their surroundings

Promote awareness of how these surroundings are changing.
Help students understand the impact they and other humans have on their
environment.
Help students to develop their own strategies to combat climate change.
Background: Information on Climate Change

What is Climate Change?
A change in global or regional climate
patterns. This change was particularly
apparent from the mid to late 20th century
onwards.
How does Climate Change Occur?
Earth's temperature depends on the
balance between energy entering and
leaving the planets system. Incoming
sunlight from the sun enter the Earths
atmosphere, causing the Earth to warm.
Some sunlight is reflected back into space,
while some light is trapped inside the
atmosphere by greenhouse gases. These
gases slow down the loss of heat to space.
In this way, greenhouse gases act like a
blanket that keeps the Earth warm. This
process is commonly known as the
greenhouse effect. While the greenhouse
is needed to sustain life on Earth, too many
greenhouse gases in the atmosphere
cause the Earth to overheat.
What are major greenhouse gases?
The most abundant greenhouse gases in
Earth's atmosphere are: Water vapor (H2O),
Carbon dioxide (CO2), Methane (CH4),

Nitrous oxide (N2O),
Ozone (O3) and
Chlorofluorocarbons (CFCs).
How does the chemistry work?
Greenhouse gases affect the atmosphere in
different ways by absorbing infrared waves.
The atmosphere naturally has a layer of
ozone to protect the earth from high levels

of ultraviolet radiation.
Ozone, CO2 , methane, and Nitrous oxide
absorb infrared light coming up from the
Earths surface and radiates the light back
to the Earths surface. CFCs break down
the ozone layer, allowing ultraviolet light to
reach the Earths surface.
What are some common examples of
greenhouse gas emissions?
Production of electricity contributes up to
30% of greenhouse gas emissions.
Approximately 67% of our electricity comes
from burning fossil fuels, mostly coal and
natural gas.
Transportation accounts for about 26% of
greenhouse gas emissions. Over 90% of
the fuel used for transportation is made
with petroleum, a fossil fuel.
Industry contributes to 21% greenhouse
gas emissions from burning fossil fuels and
producing goods from raw materials.
12% of greenhouse gas emissions come
from businesses and homes. They use
fossil fuels and produce waste that gives off
greenhouse gases.
Agriculture account for 9% of greenhouse
gas
emissions,
including
methane
produced by livestock such as cows and by
rice paddies.
Greenhouse gas emissions can be offset
by proper land use and by forestry, but it
can only absorb 11% of the CO2 released
into the atmosphere.
[Data from the Environmental Protection Agency (EPA)]
burning materials you release CO into the
Third Grade
atmosphere. Show them images of items within

the home that contribute to emissions. This will
Third Grade Overview: Never without

Climate Change
make it more relatable for students in terms about

what is in their own homes that is giving off
Todays young students have never lived in a

world that wasnt concerned with climate change
and/or global warming. Its important for them to
know about the world around them and how it is
changing. Because it is so prevalent in their worlds
and such an important topic almost every child has
had a conversation in school or at home about
protecting the environment, however how much
do they really understand in terms of what is
happening and the impact that humanity is
having?
emissions and start them down the path of

thinking about what they can do in their own lives
to help fight climate change.
By the end of day one students should hopefully
have a good understanding as to what climate is
and the human activities that contribute to climate
change.
Understanding the Impact

Now that students understand what climate
change is
Getting Started
In order to get kids started in learning about
climate change start by explaining the basics.
Mainly how the atmosphere surrounds the earth
and helps to regulate the earths temperature.
Along with how both the earth and atmosphere
interact with the sun in the way that the sun
provides the heat and light that the atmosphere
regulates. After that, transition into explaining
climate change and how all these interactions are
shifting.
astrological terms and
what
focused on helping students to understand how

climate
change impacts
the earth and its
inhabitants.
Students need to fully understand how climate
change impacts the the whole earth, not just
humans.
The
Massachusetts
Technology/Engineering
Science
Curriculum
and
Standards
that were adopted in 2016 require that third

graders learn about different climates, such as
tropic, polar, and dry regions. The second day of
this curriculum focuses on the different climates
Where Greenhouse Gases come From

Its important students know humanitys role in
climate change so discuss with students where
greenhouse gases come from. Using images
showing cars, planes, and factories help students
to understand that we give off emissions or gases
that rise into the atmosphere and obstruct it.
Explain to students how electronics in the home
can contribute to emissions because in order to
have electricity factories need to burn gas and oil
which
in
contributes to climate change, day two should be
creates
harmful
gases.
Along
with
explaining how fires contribute because by
and what kinds of animals live there. This

curriculum takes this a step further and talks about
how these climates are negatively changing as a
result of climate change. An example is how due
to climate change the oceans are getting warmer
after absorbing heat causing the ice in the arctic
climates to melt. This is causing huge issues for
animals such as polar bears and penguins who
live on the ice. Even
within urban areas pollution
is becoming more and more noticeable which

harms the health of humans. Using images to
show these changes may work best to students
how their world has changed. Another method is
the internet. There
are many interactive online activities that are
and even those seem blending together as the
available to teachers to help teach students.
snow is coming later and later. Todays students
By the end of day two students should

understand the impact of climate change on
different climates. They should also understand
more than ever before need to understand that

the world has to change and that even at their age
they can make a difference.
that while the different climates and the weather
Day three should be focused on students coming
there are changing this is leading to an impact on
up with what they can do. Prior to this students
the creatures that live in each area.
have been taught that we need to protect our
Helping Students Develop Their own

Strategies
Its important that once students understand
world and now they are developing methods to do

so. On day one students were taught what
contributes and identified the problem of climate
change and on day three they are moving to
what climate change is and how it is impacting our
problem
earth the next step is helping students to develop
between even the smallest actions and the impact
solving
and
drawing
connections
their own strategies. Its never to early to start
they can have. So while students are developing
make students aware of what they can do to help
strategies and problem solving, they should be
fix our earth. We once had four very distinct
learning about how one small change can change
seasons we now only have summer and winter
something big.
3rd Grade: Lesson Plans
Climate Change: Day One

Summary
Subject(s): Science
Topic or Unit of Study: Environmental Science
Grade/Level: 3rd Grade
Objective:
Help students to understand what climate change is and what causes it.
Time Allotment: 45 Minutes
Implementation
Procedure
1.
Anticipatory Set (15 Minutes)

a. Relate climate change to being in a hot room/car. Relate to their real life
experiences. Use the car metaphor to describe how earth and atmosphere
interact.
i.
Pretend you are in a hot room and there are no fans or air conditioners
but there are windows, in order to cool down what do you do? You open
the window. The small holes in the atmosphere are like the windows but
with climate change the windows are getting smaller and smaller. And so
heat is getting trapped just like it would in the room/car.
b. Direct Instruction
a. Drawing a diagram on the board of the earth and sun and atmosphere explain
how the atmosphere is a net that lets heat and light in from the sun to keep the
earth warm but also lets out the excess heat to keep the earth from overheating.
Draw as such:
To explain Climate change and how the above process is disrupted by climate change
we suggest using a the following diagram
c. Guided Practice (15 Minutes)

a. Split the kids up into small groups and hand out an image depicting different
things that give off emissions. Working in small groups ask students to identify
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what gives off emission and circle all the objects in the picture that give off
emissions.
b. After showing them the broad picture, shows planes, cars, trains, tighten the
scope and show the kids an image of a house and have them identify items that
may not directly give off emissions but by using them produce emissions like
electricity and in order to have running water emissions are given off.
d. Check for Understanding ( 10 Minutes)
a. After explaining how the sun, earth and atmosphere interact ask a student about
each component fits into the bigger system
i.
The Sun provides the heat and light that gets stuck in the atmosphere
ii.
The Earth absorbs some of that heat and light but reflects back the
excess
iii.
The Atmosphere is like a net that helps trap some of the heat to keep the
earth warm but also lets out enough heat to make sure we dont
overheat.
b. Ask students questions as you go through the activities. Check in with groups as
they look at the images and ask them why they are circling certain objects. This
will push students to explain their choices and explain the connection between
their homes and the bigger community.
e. Independent Practice
Hand out the Ticket to Leave sheet (can be found in 3rd grade resources) and
have them answer the question and hand it back to you. This is also the
assessment of the day.
f. Closing (5 Minutes)
Start a class discussion and ask students to share with the whole class different
things that give off emissions that they found in the images.
Ask them about the difference of Climate and Weather.
Differentiated Instruction
Visual Learners
There will be visuals (mainly diagrams) associated with the instruction to show
how heat gets stuck in the atmosphere.
Auditory Learners
The room metaphor along with the instruction metaphor will call on students to
listen and visualize.
Kinesthetic Learners
By splitting up into groups and giving them an image to use and draw on the
kinesthetic learners will be engaged.
10
Materials & Resources

a. Instructional Materials:
The two images
The broader one which shows cars, trains, and planes
The more focused one that shows a house
NASAs Climate Kids Article: How Do we Know the Climate is Changing?
b. Resources:
NASAs Climate Kids
http://climatekids.nasa.gov/climate-change-evidence/
Assessment
The assessment will be done the last day of this curriculum, at the beginning of the
class. Students will be given images similar to the one of the house that they were
given on day one and asked to circle all the activities that give off emissions. Along with
the image there will be three questions about the impacts of climate change. Basically
the questions will be about how different climates are impacted.
11
Climate Change: Day Two

Summary
Subject(s): Science
Topic or Unit of Study: Environmental Science
Objective:
Help students to understand the impact of climate change.
Implementation
Learning Context
Having read the article assigned for homework they should be prepared to complete
the lesson.
Procedure
b. Start by having students pull out their article from the previous night and go over
what they read
i.
Ask questions from the reading such as how do scientists know what
the earth was like hundreds of years ago? How are animals, like the
caribou we read about in the article, affected by climate change?
e. Direct Instruction (5 Minutes)
a. Start a discussion as to what different animals live in what climates. This should
wrap into the articles that the students read for homework.
b. Transition the conversation into animals that are being impacted by climate
change but arent necessarily as well known.
f. Guided Practice (5 Minutes)
a. Hand out the Website Worksheets to every student and help them to find the
first website.
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b. Explain the directions and how the website works. Specifically how to change
the settings in the coral reef exercise.
g. Independent Practice ( 5 Minutes)
Have students working on completing the website worksheet.
Walk around and help students as they need it.
h. Closing (10 Minutes)
Ask students if they have any remaining questions and hand out homework.
Homework: Drawing sheet (can be found in resources)
Visual Learners
The coral reef activity allows students to see the change a coral reef goes
through and what causes that change. The Lemur activity is a reading so it
targets the visual learners.
Auditory Learners
The review session at the beginning of class and going over the articles out loud
as a class allows those who are auditory learners to benefit.
Specifically the coral reefs will allow students to change different variables, like
temperature and pollutions and see the effects of their actions.

c. Instructional Materials:
Computers
Website Worksheets
Drawing sheet for homework
d. Resources:
http://climatekids.nasa.gov/coral-bleaching/
http://climatekids.nasa.gov/lemurs/
Assessment
The website worksheet should be collected and used as the days assessment of what
they learned.
13
Climate Change: Day Three

Summary
Subject(s): Science
Topic or Unit of Study: Climate Change
Objective:
Help students develop their own means of combating climate change at home.
Implementation
Learning Context
The past two days of this unit have set the context for today.
Procedure
Anticipatory Set ( 15 Minutes)

Start by having students hand in their drawings that they did for homework.
Read The Lorax by Dr. Seuss to get kids in the mindset of helping the
environment.
Direct Instruction
Help students to start brainstorming different things that they can do at home.
Talk to students about what they learned on day one about what contributes to
climate change. When each student answers ask them what they can do to help
fix the problem. Get them to identify a problem then find a solution.
Guided Practice
Bring in items that can be recycled and show students different items, like
plastic bottles, tin cans, milk cartons, etc. and have them find the recyclable
symbol on them while explaining what it means.
Independent Practice
Do One Thing
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Have each student write on a paper hand one promise that they make
about what they will do at home to combat climate change after talking
about it in class.
Display the hands as a picture of the earth in the classroom so it will
serve as a reminder of the unit.
Closing
Ask students if they have any remaining questions and hand out homework.
Homework: Send the students home with the switch plate covers that they can
cut out and put in their own rooms (with parents permission of course) and have
it serve as a reminder of the unit.
Visual Learners
Being able to see the story book along with writing down and seeing their
promise.
Finding the recycling sign on the plastic
Auditory Learners
The read aloud along with having the group discussion on what strategies
students can use at home.
The Do One Thing project is hands on and an interactive way students can
wrap up after this unit.
Instructional Materials:
The book The Lorax by Dr. Seuss
Green and blue hands already cut from construction paper
Markers
Switch Plate Handouts
Resources:
The Lorax by Dr. Seuss
http://climatekids.nasa.gov/light-switch-plates/
Assessment
The Do One Thing activity is the final assessment for this unit. It offers teachers the
ability to see what their students are taking away from this unit and one of strategies
that they came up with over the course of the day.
15
Fourth Grade
Fourth Grade Overview: Planting Seeds
Why is a very important question which sets the
The Earth is getting Warmer, so what?

Students
should
already
have
basic
tone for how much interest would any given
understanding that the world is heating up. Today
student take in a topic. Thus it is foremost
however its important that students understand
important to reveal to them why we are doing
that the earth is not just warming up in some
what we are doing. Climate change is affecting the
places but that it is actually cooling down in other
whole
world and humans are the biggest
places and that massive storms are becoming
contributors to climate change. This is why we are
more frequent as a result because of the changing
studying it so that we can make better and more
pressure. Its important that they understand that
informed actions to protect the environment and
wildfires, because of droughts the wood becomes
animals.
dry and easier to catch fire, and storms are
What is Climate Change?

Once the students know why is it important for
them to learn about this we can proceed to
explaining to them what it is and how this
happens. They also should be introduced to new
terminology of greenhouse gases, greenhouse
effect, and atmosphere. Greenhouse gases may
be a bit complex for 4th grade students to
understand so make sure to spend time. The
atmosphere is a layer of gases that surround the
earth. Greenhouse gases are gases that get stuck
in the atmosphere that absorb infrared radiation
which gives off heat and warms the earth. This
trapping of heat and the warming as a whole is the
greenhouse effect. Start by getting them moving
and actively involved in what they are learning.
The more engaged a student is with what they are
popping up in more places and destroying the

homes of animals and other wildlife.
The Earth is getting Warmer, so what?

The goal of day two is helping students to
understand that while climate change is primarily
started by humans and sustained by humans it
harms more than just humans. Humans are in
charge of causing the problem and likewise it is
our duty to begin fixing the problem. Day two of
the fourth grade curriculum should be focused on
looking at the impact of Climate change while also
discussing the actions that humans can take, such
as using renewable energy sources, to begin
fixing the climate and what students and their
families can do at home. Scientist Bill Nye said it
best:
learning the more they will retain.
What human activities lead to climate

change?
Part of understanding what Climate Change is is
also understanding what causes it and human
activity is the top contributor to climate change.
16
4th Grade: Lesson Plans

Summary
Subject(s): Science
Grade/Level: 4th Grade
Objective:
Give students as background as to what climate change is and what causes it.
Implementation
Learning Context
There isnt much background that students need other than to know that there are
different climates and that they are changing because of this thing called climate
change.
Procedure
Start by asking students what they already know about climate change.
Then to get students excited and interested in climate change move to

interactive activity. Have one student volunteer as earth and another as the sun.
Ask a few students to volunteer to be heat. Have all the other students stand
around the earth in a circle, these students represent the atmosphere. Make
sure the circle is big enough that heat can walk between the students forming
the atmosphere.
17
Then explain to students that as soon as more ] greenhouse gasses are

released in atmosphere, these openings in the atmosphere start shutting. To
represent this ask all the girls standing in the atmosphere to place their hands
on their hips. Now it is harder for the heat to get out. And as the amount of
greenhouse gasses in the atmosphere keeps increasing, these windows for the
heat to get out keep shrinking. To represent this have all the boys in the
atmosphere raise the arms so they are straight out from their shoulders. Some
heat yet makes it out so there there should always be small gaps in the
atmosphere but students should still understand the relevance of the shrinking
gaps.
Direct Instruction (10 Minutes)

After the students are back in their seats proceed to discussing the relevance
of the previous activity and some basic definitions:
Atmosphere: a mixture of gases that surrounds Earth that keeps our
earth warm by trapping some heat while also keeping it cool by letting
some heat escape.
Climate: the average weather conditions in an area over a long period of
time
Weather: the condition of the Earth's atmosphere at a certain place and
time
Greenhouse Effect: the process by which heat from the sun builds up
near Earth's surface and is trapped by the atmosphere
Guided Practice (10 Minutes)
Shift to activity 2. The aim of this activity is to recognize the human activities that
lead to the Greenhouse Effect. Divide the students into groups. Then show
different pictures to them and ask them to recognize what human activity in the
photo is leading to greenhouse effect. The game is to be played such that each
team writes down what in the picture they think is human activity that
contributes to climate change. They write down as many answers as they can
before time runs out. The team who was able to correctly identify the most
activities wins.
i.
Make sure to be clear to students that human activities are not the only
cause of climate change, but there are many other natural causes too
that lead to greenhouse effect, like animal excretions, water vapour, etc.
Pictures attached in resources.
Independent Practice (5 Minutes)
Have all students stand up and tell them that in order to sit down. Everyone must
tell you about one thing contributing to climate change whether it is human
activity or not.
Closing (5 Minutes)
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Ask students if they have any remaining questions.
Visual Learners
Seeing at the images and working to identify the activities in the picture visual
students
Auditory Learners
Hearing the vocabulary and the teacher describing the functions of the vocab
words.
Being able to move the images and write down what they notice should satisfy
the kinesthetic learners.
Materials
Whiteboard
Whiteboard Markers
The 10 images to show students
Worksheet to accompany the images
Assessment
The assessment for the day is the independent practice.
19

Summary
Subject(s): Science
Objective:
Give an understanding about why climate change is important, what can we do to
protect
it and encourage students to be involved aware and spread more awareness.
Implementation
Procedure

Start day by reviewing what was learnt on day one. Ask a few definitions and
make sure concept is clear. It is important they remember few causes of climate
change so they can come up with solutions during the activity.
Explain the different places we get our energy from. One being fossil fuels which
comes from underground and is harmful in ways the emit greenhouse gases.
From there discuss the new renewable methods and how those help the
environment because they dont give off greenhouse gases and use resources
that are renewable (it can be used again).
Hand out the website worksheet (located in resources) for fourth graders and
help students get setup on the website which takes students through different
regions of the world and the different type of renewable energy out there.
Have students complete the website worksheet about different types of
renewable energy.
Do One Thing
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Have each student write on a paper hand one promise that they
make about what they will do at home to combat climate change
after talking about it in class.
Display the hands as a picture of the earth in the classroom so it
will serve as a reminder of the unit.
Closing
Ask if students have any remaining questions and ask students to volunteer to
share aloud for the class what they wrote on their hand.
Visual Learners
Seeing in writing the different promises they are making and seeing all the
hands together.
Auditory Learners
Have kids sharing aloud and reviewing out loud at the beginning of class.
The dialogue from the website which takes students through every step of the
different renewable energy machines.
Completing the DOT activity along with the website worksheet which has them
placing their own renewable machines in different regions.
Materials
Blue and green pre-cut out construction paper hands
Markers
Paper
Headphones
Computers
Assessment
The Do One Thing activity is the final assessment for this unit. It offers teachers the
ability to see what their students are taking away from this unit and one of strategies
that they came up with over the course of the day.
21
Fifth Grade
Getting started: what do students
already know?
Students are taught from an early age how
It may also be helpful for students to watch a

short video explaining climate change and the
greenhouse
effect
so
as
to
clarify
any
misconceptions or points of confusion. Watching a

video will allow students to visually comprehend
the greenhouse effect.. Students should learn
individuals can take care of and protect the
from the video that the greenhouse effect is the
environment. They know the importance of doing
warming of Earths lower atmosphere due to
little things that will collectively have a big impact,
exchange of incoming and outgoing radiation, and
such as recycling, picking up trash from the beach,
that greenhouse gases, such as carbon dioxide,
or not wasting energy by turning off electronics.
contribute to the greenhouse effect by absorbing
Reviewing what students already know, and
infrared radiation. After finishing the video,
providing them with a foundation to understand
question the class about what they learned from it,
the complexities surrounding climate change is
highlighting key points like the greenhouse effect
imperative to covering the material in this
before moving on. If students are having trouble
curriculum.
understanding the greenhouse effect, it may help

to explain to them how a greenhouse works and
compare it to the atmosphere. A greenhouse can
stay warm because infrared light gets trapped
inside, while other UV radiation can pass through
easily. Drawing a simple picture for the class of
radiation passing through a greenhouse might be
helpful.
What measures are we taking to reduce

Background on Climate Change
human impact on the Earth?
The first lesson in the fifth grade curriculum will
Students should know the impact our changing
be a review of what students have learned about
climate has on environmental and biological
climate change over the years. Begin the lesson
systems, and ways we can reduce human
by facilitating a class discussion asking students
influence as well as mitigate climate change.
what they know about climate, climate change,
Mitigating climate change means minimizing the
and weather. Make sure they know the difference
amount of change that happens to earth as a
between climate and weather as the two are often
result of human activity. Human activity is a cause
used interchangeably. Weather is change seen in
of climate change that has lead to rising
the temperature, precipitation, clouds, humidity, or
temperatures of the atmosphere and ocean. After
wind in a place within a short period of time.
the first day of review, students should know that
Climate, on the other hand, is the average or
human activity contributes to climate change.
typical weather of a place over a long period of
They should also know that they can take
time. Therefore, climate change is change in the
measures to reduce their individual impact. Even
average weather of a place or region.
though this is the case, students may not know

ways communities are reducing their impact on
22
our changing climate. Day two should focus on
atmospheric (air). In water we might find, fish,
discussing human activity and the processes or
frogs, algae etc, on land we might find cows, dogs,
practices communities have put in place to reduce
people, plants, rocks, etc, and in air we might find
the negative influence of this activity on the
birds, airplanes, carbon dioxide, oxygen, etc.
environment. The environment as it will be used in

the curriculum refers to all of the surroundings on
Earth, both living and nonliving. It is important for
students to understand how people influence the
nonliving environment, such as the atmosphere
and the ocean, as well as how we influence life
and biological systems within these environments.
Discuss with students agricultural, industrial, and
community processes implemented to reduce
human
impact
on
the
environment. Some
examples of these processes include capturing

polluting emissions, preventing agricultural runoff,
reducing the use of pollutant materials in the
production of goods, etc. Use drawings and online
resources to explain concepts like agricultural
runoff which may be new to students.
How is life on Earth influenced by
Discuss with students a local ecosystem to help

them better understand what it entails, for
example a local pond. Ask students what lives in
these places. The pond, for example, could
include frogs, fish, weeds, bugs, etc. Make sure
students also realize that ecosystems include
nonliving elements, like air, water, and soil, as
these things can also be influenced by climate
change. For Massachusetts in particular, a good
example
of
climate
change
influencing
ecosystems could be rising temperatures along

the New England coast making sharks travel
farther up the coast. Wrap up the lesson for day
three by asking students to pose any questions
they might have.
The Final Day

The very last day of the fifth grade curriculum
Climate Change?
should be used as a review for what students

The Massachusetts Science and Technology /
have learned over the past few days. Reviewing
Engineering Curriculum Standards adopted in
the material is essential to students remembering
2016 require that students are taught about
the material. One of the best ways for fifth grade
interactions and the passing of energy within
students to remember what theyve been taught is
ecosystems. Students in the fifth grade should be
to make it fun. Therefore, the last day of the fifth
learning about the movement of matter among
grade curriculum will be a game day. The class will
producers, consumers, and decomposers. They
participate in a quiz bowl; two teams answer
should learn about the movement of matter
questions about climate change to earn points,
through the air, water, and soil. Students will also
and whichever team has the most points at the
be learning about compost while they are learning
end wins.
about interactions and energy dynamics of

ecosystems.
ecosystems
Day
and
three
how
should
ecosystems
focus
on
can
be
disrupted by climate change. An ecosystem is all
of the living and nonliving things in an area and

how they interact with each other. The ecosystem
can be aquatic (water), terrestrial (land), or
23

Summary
Subject(s): Science
Objective:
Review what students already know about climate change and explain how people are
involved.
Implementation
Learning Context
Fifth grade students should already know the basics of climate change at this point in
their education. However, a review of climate change will be necessary for the class to
move on to other aspects of this issue.
Procedure
Facilitate a class discussion in which students can explain what they already know
about climate change.
Use a video to review greenhouse gases and the greenhouse effect.
Direct Instruction ( 10 Minutes)
After the class discussion, have students split up into groups of about three or four and
brainstorm on a piece of paper what each student learned about the causes of climate
change from the video and discussion.
Have students stay in their groups and come up to the front of class one at a time to
share with others what was on their list. Make a list on the board in the front of the room
24
of what students know after each group shares and discuss what students came up
with.
Before leaving class, have students individually write down one thing they could
possibly do at home to reduce their contribution to climate change.
This can be a Ticket to Leave exercise found in teacher resources for fifth grade.
Closing ( 5 Minutes)
Ask students if they have any questions before leaving for the day.
Visual Learners
There will be visuals (video and list) associated with the instruction to show how
the greenhouse effect and greenhouse gases work.
Auditory Learners
The video will be helpful for auditory learners, especially speaking in front of the
class and listening to other students present.
By splitting up into groups and giving them the task of brainstorming a list the
kinesthetic learners will be engaged.
Materials
Computer and projector/ Smartboard to play video.
White board or chalkboard and marker/chalk.
Paper and writing utensils for students.
25

Summary
Subject(s): Science
Objective:
Students will learn about the ways in which communities reduce human impact on the
environment.
Implementation
Learning Context
Students reviewed what they already knew about climate change the day before. They
know the causes of climate change, particularly how human activity impacts climate
change.
Procedure
Review what students did last class before moving on in the curriculum. Go over how
they as individuals can reduce their impact on climate change (Ticket to Leave
exercise).
Direct Instruction ( 15 Minutes)
Building off of last the activities from last class, have students gather round in a circle
and read them a short article, Carbon Capture and Underground Storage. Carbon
capture is one of the ways in which factories or power plants can reduce their carbon
footprint, which is the amount of carbon emitted from the activities of an individual,
group, or other entity (in this case a factory or power plant). Discuss the role carbon
dioxide plays as a greenhouse gas and why its important to capture and store carbon.
https://www3.epa.gov/climatechange/kids/solutions/technologies/ccs.html
26

Keep students in a circle and read them another short article,
Methane Capture and Use. Discuss with students where
methane comes from (manure, trash, marshes, etc.) and how
methane can be burned and used for energy. 20% of US
methane emissions come from landfills. If the US could capture
and use methane for energy, it could reduce nearly a fifth of its
methane emissions (United States Environmental Protection
Agency). https://www3.epa.gov/climatechange/kids/solutions/
technologies/methane.html
Have students on a piece of paper different sources of
methane (i.e. cows and manure, landfills, marshes or
wetlands, coal mining, etc.). Example drawing:
A: glacier, B: marshes/wetlands, C: forest fires, D: rice paddies, E: animals, F:

plants, G: landfills, H: waste water treatment facility.
Closing (5 Minutes)
Ask students about what they learned about capturing carbon and methane. Where
does the carbon and methane come from, and what can we do with it?
Visual Learners
There will be visuals (reading the article with images, drawing images) with the
instruction.
Auditory Learners
Hearing the articles read aloud will help auditory learners.
Drawing how the different sources of methane will help kinesthetic learners.
Materials
Printed copies of articles, paper and color pencils.
27
Climate Change: Day Three

Summary
Subject(s): Science
Objective:
Students will learn about interactions within ecosystems and how a changing climate
will impact these ecosystems. There will be a particular focus on decomposition,
compost, and recycling.
Implementation
Learning Context
Students know about the ways in which people can individually and collectively reduce
their impact on the climate. They are already familiar with the idea of compost from
methane released from trash in landfills.
Procedure
Ask students what they

know about ecosystems and
how energy passes through
ecosystems. Lead a class
discussion
about
the
movement of matter in an
ecosystem, from producers,
consumers, to decomposers.
28

Read aloud and discuss the article Plants, Animals, and Ecosystems. After
reading, ask the class questions such as how are coral reefs being affected by
climate change, how can rising temperatures change an ecosystem, or how
can people protect habitats?
https://www3.epa.gov/climatechange/kids/impacts/effects/ecosystems.ht
ml
Make an energy diagram on the board showing how matter moves through an
ecosystem. Pick a local ecosystem that the students will be familiar with, for
example a local pond or forest. Discuss how producers, consumers, and
decomposers in this ecosystem use energy. What changes might impact this
ecosystem?
Allow students to draw their own diagrams of ecosystems, and ask them to
change one thing about their ecosystem and think about how that change will
impact the ecosystem. (If the ecosystem is a pond or lake and temperature rises,
will more algae grow? If temperatures rise in the ocean around coral reefs, will
the coral bleach?)
Closing (5 Minutes)
Ask students to share their diagrams with the class.
Visual Learners
Drawing out diagrams and reading the article will benefit visual learners.
Auditory Learners
Hearing the article read aloud and having class discussion will help auditory
learners.
Drawing out the diagrams will help kinesthetic learners.
Printed copies of article.

White board/chalk board, and markers/chalk.
Colored pencils and paper.
29
Climate Change: Day Four

Summary
Subject(s): Science
Objective:
Review what was learned over the course of the entire unit
Assessment
Quiz Bowl
Have the students break up into two teams and have them come up with team names. Each
team will elect a speaker to answer questions. Each team will take turns answering questions,
and will be given twenty seconds to answer. If a team cannot answer in twenty seconds, the
question will be given to the other team. Teams will get one point for every question they
answer correctly. At the end of the quiz bowl the points will be added up, and the team with
the most points wins.
Materials
White board/chalk board and marker/chalk to keep track of score.

Review questions written down on paper.
30
3rd Grade
Teacher Resources
31
Pollution Images
Name(s): ___________________________________
Date: _______________
Directions: Look at the images and circle everything that you think gives off emissions.
(Hint: there are 16)
32
Homework Assignment #1
Name: _____________________________________________
Date: _________________
Directions: Read through the article and be ready to talk about it in class tomorrow.
33
34
http://climatekids.nasa.gov/climate-change-evidence/
35
Ticket to Leave
36
Website Worksheet
Name: __________________________________________
Date: __________________
Directions: Type in the websites address in the search bar at the top then go through and
answer the questions that are under each address.
The Effects of Climate Change on Coral Reefs
Website #1: http://climatekids.nasa.gov/coral-bleaching/
1. Start by writing down what the coral looks like at normal temperature and low water
pollution: ______________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Click the button
next to the TEMPERATURE line ONCE. Write down any changes
you see (make sure to look at the sea animals in the background): _________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Click the button
next to the TEMPERATURE line again. Write down any changes
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
37
4. Reset the coral reef to NORM temperature and LOW pollution. Once the reef is reset
Click the button
next to the POLLUTION line ONCE. Write down any changes you
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
5. Click the button
next to the POLLUTION line again. Write down any changes you
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
6. Reset the coral reef to NORM temperature and LOW pollution. Once the reef is reset
click the button
and wait for the storm to pass then again hit the
again.
Repeat this one more time. Write down any changes you you see (make sure to look at
the sea animals in the background):__________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
38
The Effects of Climate Change on Rainforests

Website #2: http://climatekids.nasa.gov/lemurs/
Directions: After you read the article, circle the word that best fits.
1. Lemurs are a type of (
REPTILE
or
PRIMATE
) - like monkeys, apes, and even
humans.
2. The lemurs can only be found on the island of (
HAWAII
or
MADAGASCAR
).
3. The scientific name for these lemurs are Milne- Edwards ( SIFAKA or ARACHNE ).
4. Mother Lemurs eat (
FISH
or
PLANTS ) , which need (
BUGS
or
RAIN
to grow.
5. When there is (
6. In (
WET
or
LESS
DRY
or
MORE
) rain, fewer babies survive.
) seasons, the older Sifaka mothers may simply be unable to
to eat enough plants to produce the milk their babies need.
39
Homework Assignment #2
Name: ________________________________________
Date:______________________
Directions: Pick one animal (example: penguin, polar bear, monkey, etc.) who is being affected
by
climate change and draw a picture of them in their habitat in the box below. Then below
explain how it is being impacted by climate change.
Explain:
_________________________________________________________________________
__
_________________________________________________________________________
40
_________________________________________________________________________
____
_________________________________________________________________________
__
Name: ______________________________ Date: ______________________

Switchplate Activity 2
http://climatekids.nasa.gov/light-switch-plates/
41
4th Grade
Teacher Resources
42
Picture Game
Name(s): ___________________________________
Date: _____________
Looking at the images, in a group, decide what the human activity that contributes to climate
change and write it down in the space provided:
1.
___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
6. ___________________________________________________
7. ___________________________________________________
8. ___________________________________________________
9. ___________________________________________________
10. ___________________________________________________
11. BONUS: Name one item that is not in either of these pictures
___________________________________________________
43
Ten Items
^ There are 5 items in this picture ^
^ There are 5 items in this picture ^
44
4th Grade Website Worksheet

Name: __________________________________________
Date: __________________
Directions: Type in the websites address in the search bar at the top then go through and
answer the questions.
https://wonderville.org/asset/save-the-world
How does Generation work?
1. What causes the generator to begin turning?: _________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. What is inside the generator?: ______________________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Describe Electrical Induction: _____________________________________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
45
What works best in Different Regions:

4. What is the best Renewable Energy for each Region (which energy has the highest
percent):
Region
Renewable Energy
Canada
USA
Norway
France
India
Japan
New Zealand
5. What does the rotor in a tidal/underwater turbine connect to?:_____________________

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. What is another name for solar panels?:______________________________________
______________________________________________________________________
7. Where is converted energy stored in a wind turbine?:____________________________

______________________________________________________________________
46
8. Where do Geothermal generators get their energy from?:________________________

______________________________________________________________________
9. What are the two things that Hydroelectric generators use to conduct electricity?:_____
______________________________________________________________________
47
5th Grade
Teacher Resources
48
Ticket to Leave (Day One)
49
Ecosystem Image (Day Three)
50
Sources
1.
Goldenberg, Suzanne. "Two-thirds of US students are taught climate change badly, study finds." The
Guardian, February 11, 2016. Accessed January 18, 2017.
https://www.theguardian.com/environment/2016/feb/11/two-thirds-of-us-students-are-taught-climate-c
hange-badly-study-finds.
2.
Yale University. "Climate Change in the American Mind." Climatecommunication.Yale.edu. Last

modified March 2016. Accessed January 24, 2017.
http://climatecommunication.yale.edu/wp-content/uploads/2016/06/Climate-Change-American-MindMarch-2016-FINAL.pdf.
3.
Goldenberg, Suzanne
4.
U.S. EPA. "Climate Change Indicators: U.S. and Global Temperature." The United States
Environmental Protection Agency. Last modified August 2016. Accessed January 19, 2017.
https://www.epa.gov/climate-indicators/climate-change-indicators-us-and-global-temperature.
5.
EDF. "Climate changes effects plunder the planet." Environmental Defense Fund. Accessed January
19, 2017. https://www.edf.org/climate/climate-changes-effects-plunder-planet.
6.
Milman, Oliver. "California public school textbooks mislead students on climate, study says." The
Guardian, November 25, 2015. Accessed January 19, 2017.
https://www.theguardian.com/us-news/2015/nov/23/california-public-school-textbooks-mislead-stude
nts-climate-study-says.
7.
Leiserowitz, A., Smith, N. & Marlon, J.R. (2011) American Teens Knowledge of Climate Change. Yale
University. New Haven, CT: Yale Project on Climate Change Communication.
http://environment.yale.edu/climate-communication-OFF/files/American-Teens-Knowledge-of-Climate
-Change.pdf
Ibid
8.
Cited Images
9. Earth Science Communications Team at NASA. "How do we know the climate is changing?" NASAs
Climate Kids, December 16, 2016. Accessed January 10, 2017.
http://climatekids.nasa.gov/climate-change-evidence/.
10. Earth Science Communications Team at NASA. Light Switch Plates. NASAs Climate Kids,
December 16, 2016. Accessed January 10, 2017. http://climatekids.nasa.gov/light-switch-plates/.
11. eSchooltoday. "What brings about more greenhouse gases?" eSchoolToday. Last modified
December 9, 2014. Accessed January 8, 2017. http://www.eschooltoday.com/climate-change/
causes-of-climate-change.html.
51

Climate Change Curriculum

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Climate Change Curriculum

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Teachers Manual

Massachusetts State Standards Key

Earths Systems (ESS2)

Pique students interest in their surroundings

Background: Information on Climate Change

Carbon dioxide (CO2), Methane (CH4),

ozone to protect the earth from high levels

[Data from the Environmental Protection Agency (EPA)]

burning materials you release CO into the

atmosphere. Show them images of items within

Third Grade Overview: Never without

make it more relatable for students in terms about

Todays young students have never lived in a

emissions and start them down the path of

Understanding the Impact

astrological terms and

focused on helping students to understand how

the earth and its

that were adopted in 2016 require that third

Where Greenhouse Gases come From

contributes to climate change, day two should be

explaining how fires contribute because by

and what kinds of animals live there. This

within urban areas pollution

is becoming more and more noticeable which

how their world has changed. Another method is

the internet. There

are many interactive online activities that are

and even those seem blending together as the

available to teachers to help teach students.

snow is coming later and later. Todays students

By the end of day two students should

more than ever before need to understand that

that while the different climates and the weather

Day three should be focused on students coming

there are changing this is leading to an impact on

up with what they can do. Prior to this students

the creatures that live in each area.

have been taught that we need to protect our

Helping Students Develop Their own

world and now they are developing methods to do

what climate change is and how it is impacting our

earth the next step is helping students to develop

between even the smallest actions and the impact

their own strategies. Its never to early to start

they can have. So while students are developing

make students aware of what they can do to help

strategies and problem solving, they should be

fix our earth. We once had four very distinct

learning about how one small change can change

seasons we now only have summer and winter

3rd Grade: Lesson Plans

Climate Change: Day One

Time Allotment: 45 Minutes

Anticipatory Set (15 Minutes)

c. Guided Practice (15 Minutes)

Materials & Resources

3rd Grade: Lesson Plans

Climate Change: Day Two

Time Allotment: 45 Minutes

Materials & Resources

3rd Grade: Lesson Plans

Climate Change: Day Three