Adaptation

Lesson Plans

Grades6, 7, 8, 9, 10, 11, 12Science, Social Studies, Health

Scientist Reviewed

Provided by ClimateScience

Open Resource

What it is

This interactive course about climate adaptation includes sections on adaptation versus mitigation, agriculture, water, health, and infrastructure.
This course contains text, interactive questions, infographics, links to references, and two sections at the end called "Open Problems" and "Final Quiz."

Teaching tips

Positives

The course is available in a number of languages.
A certificate is provided at the end of the course.

Additional Prerequisites

This course is part of a series of climate change courses from ClimateScience.
Students should have a basic understanding of climate change prior to beginning this course.
Students will need a computer and Internet connection to use the interactive features.
Teachers and students will need to enroll and create a free account to use the course and save their progress.

Differentiation

This course provides two levels of learning. Before enrolling in the course, users can scroll down and use the button to toggle between. "Simple" and "Advanced." The "Simple" setting is recommended for middle school students, while the "Advanced" setting is recommended for high school students.
Stronger readers can spend time reading and exploring any of the links to actual scientific papers.
Students can proceed through this course at their own pace.
Discussion questions for this resource could include:
- How should global organizations or individual nations help support climate migrants and climate refugees?
- Should simple and efficient design solutions, such as passive solar design/solar tubes, lighter-colored paint and roofing, efficient appliances, native plants and trees instead of grass, or higher-grade insulation be required for all new construction projects?

From the scientist review

This resource provides a detailed understanding on mitigation and adaptive strategies and its importance to reduce climate risk globally. This is recommended for teaching.

How we review resources

Ready to use it?

Hosted on climatescience.org

Open Resource

Want this to fit your class?

Add your location for local examples, questions, and action ideas.

At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Science, Social Studies, Health
Other types: Data, Graphs, and Maps, Assessments, Interactive Media
Language: English
Location: Earth
Provider: ClimateScience
Authors: ClimateScience
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · D2.Civ.6.6-8 + 21 more

Core

College, Career, and Civic Life (C3) Standards

D2.Civ.6.6-8Describe the roles of political, civil, and economic organizations in shaping people's lives.
D2.Civ.12.6-8Assess specific rules and laws (both actual and proposed) as means of addressing public problems.
D2.Geo.10.9-12Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use.

Common Core English Language Arts Standards (CCSS.ELA)

CCSS.ELA-LITERACY.RI.6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
CCSS.ELA-LITERACY.RI.8.10By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RST.6-8.8Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
CCSS.ELA-LITERACY.RI.11-12.7Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RST.11-12.2Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

National Health Education Standards

1.8.3Analyze how the environment affects personal health.
1.8.5Describe ways to reduce or prevent injuries and other adolescent health problems.
2.8.4Analyze how the school and community can affect personal health practices and behaviors.

Next Generation Science Standards (NGSS)

HS-ESS3-2.Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
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.
MS-ESS3-D.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. (MS-ESS3-5)
HS-ESS3-D.1.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. (HS-ESS3-5)

Wisconsin Climate Education Hub

English Language Arts

R.6.4Determine the meaning of words and phrases, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings within a text. (RI&RL)
R.11-12.2Objectively and accurately summarize a complex text to determine two or more themes or central ideas and analyze their development, including how they emerge and are shaped and refined by specific details. (RI&RL)
R.11-12.7In literary texts, analyze multiple adaptations of a source text as presented in different formats (e.g., works of art, graphic novels, music, film, etc.), specifically evaluating how each version interprets the source. (RL) In informational texts, integrate and evaluate sources on the same topic or argument in order to address a question or solve a problem. (RI)

Health

1:3:A1Describe specific behaviors that can reduce or prevent injuries and communicable or chronic diseases. These may include but are not limited to: refraining from alcohol, tobacco, and other drug use; engaging in physical activity; demonstrating healthy eating; sexual behaviors; applying social behaviors to prevent or reduce violence; safety and related behaviors.
1:3:A4Describe how physical and social environments can affect personal health.

Science

HS-ESS3-2.Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
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.

Cookie Preferences

What it is

Teaching tips

From the scientist review

Ready to use it?

Want this to fit your class?

Related Teaching Resources