Designing a Community

17.A Apply scientific principles to design a process/system that the school can undertake to reduce the vulnerability to climate change impacts (e.g., high heat, changing water resources) in the short-term and contribute to rebalancing carbon in the long-term.

• Provide feedback to each group using Designing a Community Resilience Plan: Teacher Feedback. Meet with each group for 2-3 minutes during the group work time, to go over your feedback and give them a chance to ask you clarifying questions.
• Examine students’ individual exit tickets. Depending on responses, either arrange for a one-on-one conference with students needing extra support or pair up students needing extra support with those more confident about the task for a short mentoring session to ask and answer questions.

HOME LEARNING OPPORTUNITY

If you want students to interview stakeholders to inform their plans, assign home learning before the end of class. Optional slide N is provided. The goal is for students to gather questions that stakeholders would have about the proposed plan. Groups can revise the plan to include more information to answer the questions.

If you want students more involved in the planning of the interviews, adjust slide N and ask students:

What information do you need from stakeholders?

How could you go about getting that information?

Sample student ideas might include the following:

• We need to ask them if they are worried and what about.
• We could ask them the questions they have.
• We could look up information online.
• We could talk to people in our school or community.