Students choose one young hero for the planet to describe. Then they read about an environmental challenge and analyze the causes and effects. Next they research an environmental problem, focusing on causes, effects, and possible solutions. Then they brainstorm possible solutions and weigh the advantages and disadvantages of their three best ideas. Finally they propose a solution and evaluate it.
Students are introduced to the idea of large-scale environmental problems and how they affect communities in the United States. They view an image of polar bears and read about climate change’s impact on arctic sea ice. Students then choose one young environmental activist from either Kid Heroes for the Planet or 19 Youth Climate Activists You Should Be Following on Social Media, write a sentence explaining what the activist is doing to help the environment, and explain why they chose that person.
Teacher MovesPreview the overall flow of the experience and highlight that students will work in small groups from Scene 2 through Scene 4. Clarify key vocabulary such as “intensified” and connect the introduction to students’ prior knowledge of environmental issues. Invite volunteers to share which activist they chose and why, and, if desired, reference the Greta Thunberg TED Talk in the Teacher Pack as an extension. Organize students into small groups and use the teacher gate to move the class forward when groups are ready.
In small groups, students are introduced to three environmental challenges: loss of wetlands, uncontrolled wildfires, and dependence on fossil fuels. They read brief overviews of each challenge, including linked readings such as Why Are Wetlands Important?, Threats to Wetlands, The science connecting wildfires to climate change, and The Story of Fossil Fuels, to deepen their understanding of causes and effects. Each group then completes a graphic organizer to list possible causes and possible effects of their selected environmental problem.
Teacher MovesDecide how groups will select or be assigned a challenge: assign one per group, let groups choose after a class discussion, or model one challenge together before groups choose from the remaining options or propose an approved alternative challenge. Use the sample causes and effects to guide discussion and clarify misconceptions, emphasizing that human behavior contributes to all three challenges. Connect this analysis to prior learning about how humans modify their environment and encourage students to think ahead toward human-driven solutions. Use the teacher gate to transition when groups have completed their organizers.
Working in their small groups, students plan how to research their chosen environmental problem further. They focus on gathering information about both causes and effects, as well as possible solutions. Each group selects a note taker who records key findings and ideas on a shared group wall for the teacher to review.
Teacher MovesGuide groups in developing a simple research plan, prompting them to look for credible information on causes, effects, and potential solutions. Monitor the shared notes, checking that each group is collecting sufficient, relevant information. Confer with groups that need support in refining their focus or improving the quality of their notes. When groups are ready, use the teacher gate to move the class to the next scene.
In small groups, students brainstorm up to ten possible solutions to their environmental problem and record them in a shared table. They then discuss and select the three most promising options. Using a graphic organizer, they describe each of the three options and list advantages and disadvantages for each. Finally, they review their analysis and decide which option offers the best overall solution.
Teacher MovesRemind students of effective brainstorming norms, encouraging them to generate many ideas without judging them at first and to “think outside the box.” Support groups as they record options in the table, using the sort feature to view entries by group if needed. As groups complete their advantages-and-disadvantages charts, check that at least one option is realistic and that students are accurately identifying pros and cons. Provide feedback to strengthen their reasoning before they choose a preferred solution. Use the teacher gate to prepare students to work individually in the final scene.
Working individually, students summarize their environmental challenge and the solution they have chosen. They then evaluate the solution by explaining how effective it is in addressing the problem, posting their responses to a class wall. As an extension, students may turn their analysis into a full argumentative text by drafting, revising, editing, and publishing their writing.
Teacher MovesIf feasible, help groups plan and carry out real-world implementation of their solutions (for example, a fire safety education campaign), adjusting the schedule as needed. For classes using this as a writing lesson, guide students through the remaining stages of the writing process to produce a polished argumentative piece. Optionally, organize group or individual presentations where students share their challenge, proposed solution, and evaluation, followed by a class discussion about collective responsibility to protect the environment.
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