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Photo by NOAA via Unsplash

Database Provider

Authors

Project Look Sharp, Lucas Burdick

Grades

9th, 10th, 11th, 12th, AP® / College

Subjects

Science, Social Studies, Civics, English Language Arts

Resource Types

  • Lesson Plans
  • Worksheets

Regional Focus

Global

Format

PDF

Community Responses to Climate Disaster Recovery

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Synopsis
  • In this media literacy activity, students compare two conflicting perspectives on effective recovery from climate disasters. 
  • Students read an opinion piece and the summary of a governmental report, and analyze the ideas presented using guiding questions. 
Teaching Tips

Positives

  • The lesson plan contains possible questions for media decoding that are differentiated based on what subject you teach: social studies, science, ELA, and media literacy.
  • The lesson plan and student activity worksheet can be downloaded and used offline.

Additional Prerequisites

  • Teachers should download and review the How to Use Materials section associated with this activity. A free account with Project Look Sharp is required to do this.
  • The activity time may vary depending on the Educator's approach.

Differentiation

  • This activity can be used as an introductory exercise, instead of an entire lesson, by selecting one or two questions to lead a lively ten-minute classroom decoding.
  • Students can be encouraged to write a letter to the editor or the leader of their local community asking for action to be taken regarding an identified climate challenge.
  • To focus this lesson on social-emotional learning, classes can discuss community resilience, mental health impacts of natural disasters, and injustices related to relief efforts.
  • Similar resources include this video about surviving a climate disaster, this lesson about the emotional impact of hurricanes, and this personal story of a hurricane in Florida.
Scientist Notes
This resource provides students the skills to learn and understand the underlying social and cultural factors for disaster recovery and resilience and response. There is no contradiction in the resource and it is recommended for teaching.
Standards
  • 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.
    • ETS1: Engineering Design
      • 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.
  • English Language Arts
    • Reading (K-12)
      • R.11-12.4 Determine 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. Analyze how an author uses and refines the meaning of technical or key term(s) over the course of a text. (RI&RL)
      • R.11-12.6 Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., persuasiveness, aesthetic quality, satire, sarcasm, irony, or understatement). Explain how an author’s geographic location, identity, and culture affect perspective. (RI&RL)
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