• Views 41
  • Favorites
Photo by cottonbro studio via Pexels

Authors

Rich Butler, Pine Lake Middle School and Issaquah School District

Grades

8th, 9th, 10th, 11th, 12th

Subjects

Social Studies, Economics

Resource Types

  • Lesson Plan
  • Video
  • Presentation Slides
  • Article
  • Project
  • Activity - Classroom
  • Worksheet

Regional Focus

North America, United States, USA - West

Format

PDF, Microsoft Word, Microsoft Powerpoint, YouTube Video

Climate Crisis is a $26 Trillion Economic Opportunity

|
Ask a Question

Synopsis
  • This multi-lesson economics unit is focused on the economic effects of climate change on water availability in Washington state and teaches students about implementing circular economy principles.
  • Students will review economic concepts, learn about the differences between an extraction-based economy and a circular one, research companies utilizing circular economy principles, and develop an impact project that addresses community needs and encourages a circular economy.
Teaching Tips

Positives

  • Some of the videos and examples used in the lesson are student-made, which will inspire students to inform others about environmental issues.
  • Students will feel empowered and gain a sense of agency from getting to decide the focus of their impact project.

Additional Prerequisites

  • The Common Core State Standards link doesn’t work.
  • The first video, titled, What is Sustainability? in Lesson 1 Activity 1 is now private.
  • The Wind Energy Growth link in Lesson 1 Activity 2 goes to a page called Careers in Wind Energy. You must click the link that says, "Click to see full size" to get to the map referenced in the lesson (or here).
  • The case study on Splosh referenced in Lesson 1 Activity 3 no longer exists, but you can use the questions for many other case studies.
  • Some articles for researching fast fashion require a subscription or free account to read.
  • The first three articles for Lesson 2 Activity 3 are unavailable, along with the Homegrown article.
  • The What Can Governments Do? article does not have a link.
  • The link to the Art of Arguing instructional tools turns up a blank page.
  • In The Best Sustainable Products for Zero Waste Living - Lucie Fink, the speaker mentions menstrual cups.

Differentiation

  • For younger students, especially those with low reading stamina and comprehension, it may be best to read some or all of the articles as a class or to give them an abbreviated version.
  • After reading the article, The Surprising Link Between Science Fiction and Economic History, language arts students can read science fiction pieces, looking for themes of hope for the future.
  • Students outside of Washington can implement their student impact project with resources relevant to their state. 
Scientist Notes
This activity expatiates circular economy and its principles, and how students could apply the concept in their impact projects to solve the climate crisis and economic meltdown. It is well-sourced and suitable for classroom use.
Standards

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • English Language Arts
    • Reading: Science & Technical Subjects (6-12)
      • RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
      • RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
      • RST.11-12.1 Accurately cite strong and thorough evidence from the text to support analysis of science and technical texts, attending to precise details for explanations or descriptions.
    • Speaking & Listening (K-12)
      • SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
      • SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English.
      • SL.11-12.4 Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.
    • Writing (K-12)
      • W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
  • Science
    • ESS2: Earth's Systems
      • HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
    • ESS3: Earth and Human Activity
      • HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
  • Related Resources

    Reviews

    Login to leave a review