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MOOSE Climate Education


9th, 10th, 11th, 12th


Science, Social Studies, Earth and Space Sciences, Geography, English Language Arts, Climate Action

Resource Types

  • Lesson Plan
  • Presentation Slides
  • Article
  • Video, 1 minute, 41 seconds, CC
  • Video, 1 minute, 28 seconds
  • Video, 1 minute, 40 seconds, CC, Subtitles
  • Podcast, 22 minutes
  • Video, 3 minutes, 35 seconds, CC, Subtitles
  • Video, 1 minute, 27 seconds, CC
  • Video, 1 minute, 52 seconds, CC
  • Worksheet
  • Interactive Media
  • Project
  • Video, 3 minutes, 40 seconds

Regional Focus

Global, North America, United States, USA - Northeast, Maine


Google Docs, Google Slides, PDF, YouTube Video

Field Notes for Maine Climate Solutions

Ask a Question

  • In this multi-unit module, students will read articles about climate change, learn about long-term and short-term climate solutions, implement some solutions in their own homes, and propose solutions for their communities.
  • Students will practice goal-setting, data collection, reading comprehension, and presentation skills in an authentic way.
Teaching Tips


  • This module contains a unit that breaks down climate change very thoroughly and through a variety of media to engage many different learners.
  • There are many excellent opportunities for learners to engage in self-reflection.

Additional Prerequisites

  • Some students may need the terms globalization, qualitative, quantitative, paleoclimatology, anthropogenic, ventilation, insulation, infrastructure, and others defined prior to starting this module.
  • In the first article, the author mentions Golden Billion Theory and antiglobalists. It may be beneficial to briefly summarize these concepts or define the terms.
  • The "How do you rate your environmental etiquette?" article from Unit 6 on Slide 4 of the field notes briefly mentions not to flush condoms down the toilet. Keep this in mind, depending on the maturity of your readers, especially if you plan to read the article aloud as a class.


  • Social studies classes can discuss and further research the concept that marginalized groups are the most impacted by the effects of climate change and then talk about solutions to mitigate this disparity. 
  • Geography classes can compare states and their commitment to clean and renewable energy using the interactive map in Unit 3. Students can discuss factors that may play a role in the differences among states.
  • When gathering research and materials to support their town goal in Unit 6, students who have not done many research projects may need assistance with searching for and selecting relevant source materials, as well as giving the proper citations.
  • Consider having students work in pairs to complete this module or have stations for students to complete each lesson prior to the last project.
Scientist Notes
This resource is an education module that introduces students to both short and long term solutions to climate change. This resource is well cited and all information presented is accurate and verifiable. This resource is recommended for teaching.

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.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.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.
      • SL.11-12.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, qualitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source.
      • SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
    • Writing (K-12)
      • W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
      • W.9-10.6 Use technology, including the Internet, to produce, share, and update writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
      • W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation (MLA or APA Style Manuals).
      • W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      • W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      • W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • Science
    • ESS3: Earth and Human Activity
      • HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
      • HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
      • HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
    • ETS1: Engineering Design
      • HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
      • HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
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    • I like how interactive this resource is! Student-centered learning is the way to go! :) :)
      3 weeks ago