Climate Voices Script

Warm Up: What's the Weather Like? (5 minutes)

"Good morning, everyone! Let's start by thinking about the world around us. Look outside or think about the weather we've had recently. What's the weather like today? Is it sunny, cloudy, rainy, hot, or cold?"





"Now, how does this weather compare to what you usually expect for this time of year? Has anything felt different lately?"





"Thank you for sharing your observations! We're going to talk more about these changes today."

Introduction to Climate Change (10 minutes)

"(Display Climate Change Basics Slide Deck - Slide 1) Today, we are going to learn about something very important called climate change. You just talked about the weather – what we see outside every day. But climate is different. Climate is the average weather in a place over a very long time, like many, many years. Our planet has a natural climate, but it is changing, and it's changing much faster than before."

"(Display Climate Change Basics Slide Deck - Slide 2) Let's look at some important words we will use today. Please repeat after me: Global Warming. This means our Earth is getting hotter. Why? Because of Greenhouse Gases. These are gases that act like a blanket around the Earth, trapping heat. One important greenhouse gas is carbon dioxide."

""Where do these gases come from? Often, from Fossil Fuels – things like coal, oil, and natural gas that we burn for energy. But there are also Renewable Energy sources, like the sun and wind, that are much cleaner. When we talk about how these changes affect us, we call it the Impact. And when we talk about ways to make things better, we call them Solutions."

"Has anyone heard these words before? Do you have any initial questions?"






"(Display Climate Change Basics Slide Deck - Slide 3) So, why is our climate changing so fast? A big reason is human activity. When we drive cars, use electricity in our homes, or make things in factories, we often burn fossil fuels. This releases greenhouse gases. Also, when we cut down forests, it's called deforestation. Trees help to clean our air by taking in carbon dioxide, so fewer trees mean more carbon dioxide in the air."

Vocabulary and Reading Activity (15 minutes)

"Now, let's explore these words and ideas more deeply. I'm going to give you a Climate Change Vocabulary Reading. Please read this text carefully. As you read, highlight or underline any words you don't know or that are new to you. You can read alone or with a partner."

(Give students about 7-8 minutes to read and highlight.)

"Okay, let's look at some of the words you highlighted. What new words did you find? Let's discuss them and make sure we all understand their meaning."

(Go through new vocabulary, using the Climate Change Answer Key for definitions. Write key words on the board.)

"Excellent! Now that we've looked at the vocabulary, I have a Climate Change Challenge Worksheet for you. Please complete the first section, matching the vocabulary words with their definitions."

(Give students about 5 minutes to complete the matching section.)

Climate Action Role-Play (15 minutes)

"We've learned about what climate change is and some important vocabulary. Now, let's think about how we can talk about it and what we can do. We are going to do a role-play activity!"

"(Display Climate Change Basics Slide Deck - Slide 4) First, let's quickly review some of the impacts of climate change: hotter temperatures, melting ice, rising sea levels, and extreme weather. These are real problems that affect people and nature."

"(Display Climate Change Basics Slide Deck - Slide 5) But we also have solutions! Using less energy, choosing clean energy, planting trees, and reducing waste are all ways we can help. And importantly, talking about it helps everyone understand."

"I am going to divide you into small groups. In your groups, you will choose a scenario or I will give you one. Your task is to create a very short scene, like a mini-play, where you show a problem related to climate change and then show a possible solution. You will have about 5-7 minutes to plan with your group. Think about who you are, where you are, and what you will say. Use the new vocabulary we learned today!"

(Divide students, distribute the Climate Action Role-Play Activity guidelines, and circulate to assist groups.)

"Alright, groups! Let's see your fantastic role-plays. Who wants to go first?"

(After each group performs:)

"Thank you! What did you observe in that role-play? What problem did they show? What solution did they propose? Do you have other ideas for solutions?" (Refer to Climate Solutions Discussion prompts as needed.)

Wrap-up and Cool Down (5 minutes)

"You all did a wonderful job today! We learned a lot about climate change, new English words, and even acted out solutions. Before we finish, I have a quick Climate Change Quiz for you to complete individually. This will help me see what you learned."

(Distribute the quiz and give students about 3 minutes to complete it.)

"Finally, for our Cool Down: One Word Impact, I want you to think of one new word or one new idea you learned today that made an impact on you. Write it down on your cool-down slip. It can be a vocabulary word, an impact of climate change, or a solution. Thank you for your active participation!"

Introduce Project (Asynchronous)

"As a way to continue thinking about this important topic, I want to introduce an optional project, the Climate Voices Project Guide. This project invites you to become a 'Climate Voice' in your own way, by creating something to share your knowledge about climate change. You can find all the details in the guide. I'm excited to see what amazing things you create!"

Warm Up: What's the Weather Like?

Instructions: Think about the weather today and recently. Answer the questions below.

1. What is the weather like outside right now?
   
   
   
2. How does today's weather compare to what you usually expect for this time of year in this place?
   
   
   
   
   
   
3. Have you noticed any big changes in the weather where you live or where you come from in recent years? Describe them.
   
   
   
   
   
   
   
   
   
   
   

Understanding Climate Change: Key Vocabulary

Our planet Earth is always changing. It has different seasons, and the weather is different every day. But when we talk about climate, we are talking about the average weather conditions in a place over a very long time, usually 30 years or more. Right now, scientists tell us that our planet's climate is changing much faster than it ever has before.

This rapid change is often called climate change. One big part of climate change is global warming, which means the Earth is getting hotter. You might notice hotter summers or warmer winters.

Why is this happening? A major reason is the increase of greenhouse gases in our atmosphere. The atmosphere is the air around Earth. Greenhouse gases, like carbon dioxide and methane, act like a blanket. They trap heat from the sun and stop it from going back into space. This is a natural process that keeps Earth warm enough to live on, but too many greenhouse gases mean too much heat is trapped.

Where do these extra greenhouse gases come from? A lot of them come from burning fossil fuels. Fossil fuels are natural resources like coal, oil, and natural gas. We burn them to make electricity for our homes, to power our cars and airplanes, and to run factories. When we burn fossil fuels, we release a lot of carbon dioxide into the air.

Another important activity is deforestation. This is when large areas of forest are cut down, often to make space for farming or building. Trees are amazing! They absorb carbon dioxide from the air. So, when we cut down many trees, there are fewer trees to help clean the air, and more carbon dioxide stays in the atmosphere.

So, what is the impact of all this? The impact is the effect or result. The impact of climate change includes things like:

• Rising sea levels: As the Earth gets hotter, ice at the North and South Poles melts, adding more water to the oceans. Also, warmer water expands. This makes sea levels higher, which can cause floods in coastal areas.
• Extreme weather events: We might see more intense storms, heavier rain in some places, and longer periods of no rain (droughts) in others. Heatwaves, which are periods of unusually hot weather, are also becoming more common.
• Changes to ecosystems: Animals and plants might struggle to find food and places to live as their environments change. Some animals might need to move to new areas, and others might be in danger.

But there is good news! We can work towards solutions. Solutions are ways to fix or improve the problem. Here are some ideas for solutions:

• Using renewable energy: This means using energy sources that don't run out and don't create greenhouse gases, like solar power (from the sun) and wind power (from the wind).
• Reducing, reusing, and recycling: When we use fewer new things, reuse items, and recycle, we save energy and produce less waste.
• Planting more trees: More trees mean more carbon dioxide is absorbed from the air.
• Talking about it: Sharing information and ideas about climate change helps everyone understand and work together to find solutions.

Every small action can make a difference in protecting our beautiful planet.

Climate Change Challenge Worksheet

Name: _____________________________
Date: _____________________________

Part 1: Vocabulary Matching

Instructions: Match the vocabulary word on the left with its correct definition on the right. Draw a line to connect them.

1. Climate a. Energy that comes from sources that won't run out and don't create greenhouse gases (like sun and wind).
2. Global Warming b. Gases in the atmosphere that trap heat, like carbon dioxide.
3. Greenhouse Gases c. The average weather conditions in a place over a very long time.
4. Fossil Fuels d. The effect or result of something.
5. Renewable Energy e. The Earth is getting hotter.
6. Deforestation f. Ways to fix or improve a problem.
7. Impact g. Cutting down large areas of forests.
8. Solutions h. Coal, oil, and natural gas that we burn for energy.

Part 2: Thinking About Climate Change

Instructions: Answer the following questions in complete sentences. Use vocabulary words from Part 1 in your answers.

1. What is the main difference between "weather" and "climate"?
   
   
   
   
   
   
2. Name two human activities that contribute to increasing greenhouse gases. Explain briefly how each one contributes.
   
   
   
   
   
   
   
   
   
   
   
3. Describe one impact of global warming that affects our planet.
   
   
   
   
   
   
4. Suggest two solutions to climate change that people can implement in their daily lives or that countries can adopt.
   
   
   
   
   
   
   
   
   
   
   

Climate Solutions Discussion

Instructions: After each group performs their role-play, use these questions to guide a class discussion.

1. What was the main climate change problem shown in the role-play?
   
   
   
2. What solution did the group propose or act out?
   
   
   
   
   
   
3. Do you think this solution would be effective? Why or why not?
   
   
   
   
   
   
4. Can you think of any other ways to address the problem shown in the role-play?
   
   
   
   
   
   
   
   
   
   
   
5. How might the solution affect different people or different parts of the environment?
   
   
   
   
   
   
6. What new vocabulary words did you hear during the role-play? How were they used?
   
   
   
   
   
   

Climate Action Role-Play Activity

Goal: To creatively explore climate change problems and solutions using new vocabulary.

Instructions for your Group:

1. Form Groups: You will work in small groups of 3-4 students.
2. Choose a Scenario: Choose one of the scenarios below, or create your own with teacher approval.
3. Plan Your Role-Play (5-7 minutes):
   • Decide who will play which role.
   • Think about what you will say to show the problem and then propose a solution.
   • Try to use at least three of the new vocabulary words we learned today (e.g., global warming, greenhouse gases, fossil fuels, renewable energy, deforestation, impact, solutions).
   • Your role-play should be short (1-2 minutes).
4. Perform: Present your role-play to the class!

Role-Play Scenarios:

Scenario 1: The Hot Summer Day

• Characters: Two friends, a parent/guardian.
• Setting: A very hot summer day at home.
• Problem: The electricity bill is very high because of using too much air conditioning. The parent is worried about the cost and the impact on the environment.
• Solution: The friends brainstorm ways to use less energy, like opening windows at night, using fans, and thinking about renewable energy for their city.

Scenario 2: The Melting Glacier

• Characters: A scientist, a local resident, a journalist.
• Setting: Near a beautiful mountain glacier that is shrinking rapidly.
• Problem: The scientist explains the global warming is causing the glacier to melt, which affects the local water supply and wildlife.
• Solution: The local resident and scientist discuss solutions like reducing the use of fossil fuels and protecting forests from deforestation to help slow down the melting.

Scenario 3: The Ocean Pollution Problem

• Characters: Two friends, a beach clean-up volunteer.
• Setting: A beach covered with plastic waste.
• Problem: The friends are sad to see so much plastic, which harms ocean animals and adds to environmental problems (can also be linked to greenhouse gas emissions from plastic production).
• Solution: The volunteer explains the importance of reducing, reusing, and recycling plastic, and how individual actions contribute to bigger solutions.

Scenario 4: The School Energy Challenge

• Characters: Two students, a school principal.
• Setting: A school hallway with lights left on in empty classrooms.
• Problem: The students notice a lot of wasted energy in the school and know that burning fossil fuels for electricity contributes to climate change.
• Solution: They approach the principal with ideas for saving energy in the school, such as turning off lights, unplugging electronics, and suggesting the school explore renewable energy options.

Climate Voices Project Guide

Goal: To become a 'Climate Voice' and share what you have learned about climate change with others.

Introduction: We have learned that climate change is a big challenge, but there are many solutions, and everyone can help. This project is your chance to educate and inspire others in your own unique way. You will choose one way to present information about climate change, its impacts, and potential solutions.

Project Options (Choose ONE):

Option 1: Digital Storytelling

• What it is: Create a short digital story (e.g., a PowerPoint presentation with images and text, a simple video using a tool like Google Slides/Canva with voiceover, or a comic strip created digitally or hand-drawn and scanned).
• Content: Your story should:
  • Explain what climate change is.
  • Describe at least two impacts of climate change.
  • Suggest at least two solutions to climate change.
  • Use at least five vocabulary words from our lesson (e.g., global warming, greenhouse gases, fossil fuels, renewable energy, deforestation, impact, solutions).
• Deliverables: A digital file (presentation, video link, or scanned comic) ready to be shared with the class.

Option 2: Role-Playing Skit (Extended)

• What it is: Develop and perform a longer, more detailed role-playing skit (5-7 minutes) with a small group (2-4 students).
• Content: Your skit should:
  • Clearly present a specific climate change problem (e.g., deforestation in a local area, the impact of global warming on a community).
  • Show characters discussing the problem and proposing concrete solutions.
  • Incorporate dialogue that uses at least seven vocabulary words from our lesson.
  • Include a clear beginning, middle, and end, with a message of hope or action.
• Deliverables: A live performance in class. You will also hand in a short script outline.

Option 3: Climate Action Poster/Infographic

• What it is: Design an informative and visually appealing poster or digital infographic.
• Content: Your poster/infographic should:
  • Have a catchy title.
  • Clearly define climate change.
  • Illustrate at least three impacts of climate change with pictures or diagrams.
  • Present at least three actions or solutions that individuals or communities can take.
  • Use at least five vocabulary words from our lesson.
  • Be easy to understand and visually engaging.
• Deliverables: A physical poster or a digital image file.

Key Elements for All Projects:

• Clarity: Is the information easy to understand for your audience?
• Accuracy: Is the information about climate change correct?
• Creativity: Is your project interesting and original?
• Vocabulary Use: Have you effectively used the new English vocabulary?
• Message: Does your project inspire action or understanding?

Timeline:

• Week 1 (Homework): Choose your project option and start brainstorming ideas.
• Week 2 (In-Class/Homework): Begin creating your project.
• Week 3 (Presentation): Present your completed project to the class (if applicable) or submit your digital/physical deliverable.

Assessment: You will be assessed on how well you meet the criteria for your chosen option, your understanding of climate change, and your use of English vocabulary. A rubric will be provided.

Climate Change Answer Key

Part 1: Vocabulary Matching

1. Climate - c. The average weather conditions in a place over a very long time.
2. Global Warming - e. The Earth is getting hotter.
3. Greenhouse Gases - b. Gases in the atmosphere that trap heat, like carbon dioxide.
4. Fossil Fuels - h. Coal, oil, and natural gas that we burn for energy.
5. Renewable Energy - a. Energy that comes from sources that won't run out and don't create greenhouse gases (like sun and wind).
6. Deforestation - g. Cutting down large areas of forests.
7. Impact - d. The effect or result of something.
8. Solutions - f. Ways to fix or improve a problem.

Part 2: Thinking About Climate Change

1. What is the main difference between "weather" and "climate"?

   • Thought Process: The question asks for the main difference. I need to recall the definitions provided in the reading. Weather is short-term and specific to a day or week, while climate is long-term and refers to averages over many years.
   • Answer: Weather is the state of the atmosphere at a specific time and place (e.g., sunny today), while climate refers to the average weather patterns in a region over a long period (e.g., hot summers in Italy).

2. Name two human activities that contribute to increasing greenhouse gases. Explain briefly how each one contributes.

   • Thought Process: The reading mentions specific human activities. I need to identify two and explain their connection to greenhouse gas emissions.
   • Answer: Two human activities that contribute to increasing greenhouse gases are:
     • Burning Fossil Fuels: When we burn fossil fuels like coal, oil, and gas for electricity, transport, and industry, a lot of carbon dioxide (a greenhouse gas) is released into the atmosphere.
     • Deforestation: Cutting down large areas of forests means there are fewer trees to absorb carbon dioxide from the atmosphere, leading to an increase in greenhouse gases.

3. Describe one impact of global warming that affects our planet.

   • Thought Process: The reading lists several impacts. I need to choose one and describe it clearly.
   • Answer: One impact of global warming is rising sea levels. As the Earth gets hotter, glaciers and ice caps melt, adding more water to the oceans. Warmer ocean water also expands, contributing to higher sea levels, which can threaten coastal communities.

4. Suggest two solutions to climate change that people can implement in their daily lives or that countries can adopt.

   • Thought Process: The reading provides a section on solutions. I need to pick two diverse examples, one for individuals and one for countries, or two general solutions.
   • Answer: Two solutions to climate change are:
     • Using Renewable Energy: Individuals can choose to support energy providers that use renewable sources like solar or wind power, and countries can invest heavily in these technologies to reduce reliance on fossil fuels.
     • Reducing, Reusing, and Recycling: In daily life, people can reduce consumption, reuse items, and recycle waste to decrease the energy needed for production and disposal, thereby lowering carbon emissions.

Cool Down: One Word Impact

Instructions: Think about everything we discussed and learned about climate change today. On the lines below, write down one new word or one new idea that made an impact on you or that you found interesting.

It can be:

• A new vocabulary word.
• An impact of climate change.
• A solution to climate change.

Your word/idea:

Explain briefly why this word or idea stood out to you:

Climate Vocabulary Challenge: "Pass the Word!"

Goal: To quickly review and reinforce climate change vocabulary in a fun, interactive way.

Players: Whole class, divided into two teams.

Materials:

• Small ball or soft object to pass.
• List of vocabulary words (from Climate Change Vocabulary Reading and Climate Change Answer Key) and their simple definitions/examples.
• Whiteboard or projector to display words/scores.

How to Play:

1. Divide into Teams: Split the class into two teams.
2. Form Circles: Have each team form a circle (or as close as possible in the classroom layout).
3. Start the Round: The teacher calls out a climate change vocabulary word (e.g., "Deforestation!").
4. Pass the Ball: The student with the ball must say a simple definition or example of the word, then immediately pass the ball to the next person in their team's circle. The next student must then say another unique definition/example or a related word, and pass the ball quickly.
5. Rules:
   • Students must provide a correct and unique definition/example.
   • They must speak in English.
   • They cannot repeat an idea already given in that round.
   • They must pass the ball quickly (e.g., 3-5 seconds to think and speak before passing).
   • If a student hesitates too long, gives an incorrect answer, or repeats an answer, their team loses a point.
6. Scoring: Each correct, quick answer earns a point for the team. The game can be played for a set number of rounds or until one team reaches a target score.
7. Winning: The team with the most points at the end wins.

Example Round:

• Teacher: "Greenhouse Gases!"
• Student 1 (Team A, with ball): "They trap heat!" (Passes ball)
• Student 2 (Team A): "Like carbon dioxide!" (Passes ball)
• Student 3 (Team A): "They make the Earth warmer!" (Passes ball)
• Student 4 (Team A): "They are in the atmosphere!" (Passes ball)
• ... and so on, until a student makes a mistake or cannot think of a new answer.

Vocabulary Words to Use (Examples):

• Climate
• Global Warming
• Greenhouse Gases
• Fossil Fuels
• Renewable Energy
• Deforestation
• Impact
• Solutions
• Sea Levels
• Extreme Weather
• Melting Ice
• Carbon Dioxide