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Author

The All We Can Save Project

Grades

9th, 10th, 11th, 12th

Subjects

Science, Social Studies, English Language Arts, Health

Resource Types

  • Projects
  • Lesson Plans

Regional Focus

Global

All We Can Save Circles

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Synopsis
  • This resource is a guide for creating and facilitating a climate support group for discussing, reflecting, connecting, and learning about the climate crisis. 
  • The guide includes ten outlines for leading "Circle" meetings that begin with introductions and end with ideas for moving forward.
  • Each includes an opening, check-in, discussion, journal prompt, closing, workplace exploration (which could easily translate to a school, or district, or community exploration), and a list of supplementary reading and listening materials. 
Teaching Tips

Positives

  • This resource will create a safe space for caring and ready-for-action learners to connect with each other. 
  • Each session is laid out in the same format and includes a wealth of interesting and thought-provoking topics and resources to discuss and learn from. 

Additional Prerequisites

  • A circle would best be formed from students who have learned about the climate crisis and are open to discussing their feelings about it. 
  • Before each session, go through and choose a few of the supplemental materials to focus on, as the entire list may be too much to accomplish or discuss in one sitting. 

Differentiation

  • This resource would work well in science and language arts classes, as the work is so intertwined between the subjects. 
  • A circle could be formed from an entire small class or a larger class could be broken into groups.
  • Consider grouping students based on how open they are to having honest and meaningful dialogues, as this is a major component of the project. 
  • As an extension, suggest that interested students lead their own circles outside of the classroom in their community. 
  • Other related resources include this lesson about having climate change conversations, this video about the push to create doubt about climate change, and this activity about young people taking climate action.
Scientist Notes
Students would be able to collaborate within their circles, gain deep insights, and ignite their "superpowers" from the sessions to co-create site-specific climate projects and conversations in their community. This is ideal for teaching.
Standards
  • English Language Arts
    • Language (K-12)
      • L.11-12.3 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    • Reading (K-12)
      • R.11-12.2 Objectively 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.11-12.7 In 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)
    • Speaking & Listening (K-12)
      • SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, listening actively, and building on others' ideas and expressing their own clearly.
      • SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, listening actively, and building on others' ideas and expressing their own clearly.
      • SL.11-12.3 Understand and evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
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