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Next Generation Climate Lesson 5 - In what ways can the repercussions of climate change be minimized?

Will Steger Foundation/Climate Generation

In this multi-part activity, students distinguish between adaptation and mitigation, in response to climate change, and research and discuss/debate strategies to minimize the effects of climate change.

Activity length: Three 50-minute class periods

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Activity supports the Next Generation Science Standards»
Middle School: 2 Disciplinary Core Ideas, 2 Science and Engineering Practices
High School: 1 Disciplinary Core Idea, 1 Science and Engineering Practice

Climate Literacy
About Teaching Climate Literacy

Strategies to reduce greenhouse gas emission (energy conservation, renewable energies, change in energy use)
About Teaching the Guiding Principle
Other materials addressing GPe
Strategies of human adaptation to climate change
About Teaching the Guiding Principle
Other materials addressing GPf
Actions taken by different levels of society can mitigate climate change and increase preparedness for current and future generations
About Teaching the Guiding Principle
Other materials addressing GPg

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

About the Science

  • Activity deals with the difference between adaptation and mitigation.
  • Comments from expert scientist:
    Scientific strengths:
    - Difference between mitigation, adaptation and resilience
    I suggest there be an introductory climate change lesson before this lesson (i.,e., what is climate change, what is causing it, what are the impacts, what are the projections)

About the Pedagogy

  • A group activity and discussion immerse students into considering impacts of climate change and ways to adapt to and mitigate the effects of these changes.
  • In the second activity, student use the National Climate Assessment to collect evidence that supports a claim they make about what response is best to mitigate or adapt to effects of climate change.
  • Videos of varying difficulty are provided for different ability groups of students.
  • Limited background materials are provided, so instructors may need to explore the concepts of adaptation and mitigation in more detail if they do not have prior knowledge in this area. Likewise, the limited resources may make this resource more suitable for grades 9-14, unless students and instructor come in with prior knowledge and scaffolding.

Technical Details/Ease of Use

  • Limited resources and background materials are supplied for educators.
  • Activity lesson plan and student sheets provided in pdf form; videos are in a separate section of the website.

Next Generation Science Standards See how this Activity supports:

Middle School

Disciplinary Core Ideas: 2

MS-ESS3.C2:Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.

MS-ESS3.D1:Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.

Science and Engineering Practices: 2

Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

MS-P7.3:Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

MS-P8.5:Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.

High School

Disciplinary Core Ideas: 1

HS-ESS3.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

Science and Engineering Practices: 1

Engaging in Argument from Evidence

HS-P7.5:Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.

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