My Climate Story

Lesson Plans

Grades3, 4, 5, 6, 7, 8Science, Social Studies, English Language Arts

Scientist Reviewed

Provided by Eco-Anxious Stories

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What it is

This 8-lesson toolkit can help teachers and adults guide students through activities and worksheets to explore their emotions related to climate change and compose their own personal climate story.
This guide provides excellent context related to eco-anxiety, social-emotional learning pedagogy, and self-reflection. and provides instructional strategies for each lesson.

Teaching tips

Positives

The series of lessons effectively scaffolds a student's journey in exploring their place in nature to taking action for climate change.
The printable worksheets use excellent images and clear, simple layouts to support students.
The lesson plan and background learning theory provided to teachers are thorough and helpful.

Additional Prerequisites

This toolkit is a compliment to a curriculum by Little Green Thumbs called "Plants, People, and Climate Change." The lessons in the toolkit can be completed with or without completing the complimentary curriculum.

Differentiation

The eight lessons can be done in a series or individually depending on classroom objectives.
Samples of climate stories are provided for students to use as models as they craft their own. Consider having students present their climate stories to the class after they finish their writing assignment.
This video also addresses climate anxiety and this video highlights the power of climate storytelling.
The lessons are interdisciplinary, covering topics in science, social studies, and English Language Arts.

From the scientist review

The resource includes lessons to encourage students to share their climate-related experiences, get over their fears, and work as a team to take immediate climate action. It is suggested for use in classrooms because the objectives, anticipated results, and course modules are all included in the resource.

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At a glance

Grades: 3, 4, 5, 6, 7, 8
Subjects: Science, Social Studies, English Language Arts
Other types: Activity - Classroom, Worksheets
Format: PDF
Language: English
Location: Earth
Provider: Eco-Anxious Stories
Authors: Eco-Anxious Stories
Published: October 11, 2022
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · D4.7.3-5 + 4 more

Core

College, Career, and Civic Life (C3) Standards

D4.7.3-5Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.

Wisconsin Climate Education Hub

English Language Arts

W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
W.3.2Write text in a variety of modes: a) Opinion pieces in which the student supports a point of view about a topic or text they are writing about, states an opinion, and lists reasons that support the opinion; b) Informative/explanatory texts in which they introduce a topic and use facts, definitions, and details to develop points; c) Convey events, real or imagined, through narrative/short stories to develop experiences or events using descriptive details and clear event sequences to establish a situation and introduce a narrator and/or characters. Use dialogue and description of actions, thoughts, and feelings to develop experiences and events or show the responses of characters to situations.
W.4.2Write text in a variety of modes: a) Opinion pieces in which the student introduces the topic or text they are writing about, states an opinion, and creates an organizational structure in which related ideas are grouped to support the writer's purpose. List reasons that support the opinion; b) Informative texts in which they clearly introduce a topic, group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aid comprehension. Use facts, definitions, and details to develop points; c) Convey events, real or imagined, through narrative/short stories which orient a reader by establishing a real or imagined situation and introducing a narrator and characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
R.6.6In literary texts, identify possible biases, and the point of view, and explain how it is developed and conveys meaning in diverse texts. (RL) In informational texts, explain how an author’s geographic location, identity, and/or culture affect perspective. Analyze how the author distinguishes his or her position from that of others. (RI)

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