Future Careers in Climate Change Solutions
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Future Careers in Climate Change Solutions

Grade 9Environmental Science10 days
The 'Future Careers in Climate Change Solutions' project for ninth graders focuses on exploring career opportunities and developing skills relevant to climate change adaptation and mitigation. Through a combination of inquiry-driven activities such as Climate Change Escape Room, Interactive Climate Simulation, and Policy Maker Simulation, students engage in researching skills, evaluating technological solutions, and understanding the economic, environmental, and social impacts on climate-related careers. With a strong emphasis on collaboration and communication, the project aims to empower students to design innovative solutions using current technologies, fostering critical thinking and reflective learning aligned with NGSS and Common Core Standards.
Climate ChangeFuture CareersSkills DevelopmentInnovationPolicy MakingCollaborationEnvironmental Science
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design innovative solutions and build essential skills for future careers in climate change adaptation and mitigation by leveraging current technologies and understanding the influence of economic, environmental, and social aspects?

Essential Questions

Supporting questions that break down major concepts.
  • What are the key skills needed for future careers in climate change adaptation and mitigation?
  • How can individuals and communities effectively adapt to the impacts of climate change?
  • What innovative solutions can be developed to mitigate climate change using current technologies?
  • How do the economic, environmental, and social aspects of climate change influence career opportunities in this field?
  • In what ways can policy and governance play a role in climate change adaptation and mitigation?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Develop an understanding of future career opportunities in climate change adaptation and mitigation.
  • Identify and evaluate key skills required for careers focused on climate change solutions.
  • Design innovative solutions using current technologies to address climate change impacts.
  • Analyze the influence of economic, environmental, and social aspects on the development of climate adaptation and mitigation strategies.
  • Collaborate effectively within a team to ideate and present solutions.
  • Conduct research to propose evidence-based solutions to complex climate-related problems.

NGSS

HS-ESS3-4
Primary
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.Reason: This standard is directly related to exploring technological solutions for climate change mitigation and adaptation, which aligns with the project's focus on developing skills for future careers in these areas.
HS-ESS3-5
Primary
Analyze geoscience data and global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.Reason: Understanding and analyzing climate models is essential for students aiming to explore careers in climate change adaptation and mitigation, making it a primary alignment.
HS-ETS1-3
Secondary
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.Reason: Developing solutions for climate change involves evaluating complex problems and considering multiple impacts, aligning with this standard on engineering solutions in environmental science contexts.

Common Core Standards

9-10.WHST.7
Supporting
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem.Reason: Research skills are fundamental for developing innovative solutions and understanding climate-related careers, aligning with the essential questions of the project.
9-10.SL.1
Supporting
Initiate and participate effectively in a range of collaborative discussions with diverse partners, building on others' ideas and expressing their own clearly and persuasively.Reason: Collaboration and communication are key skills for future careers, and this standard emphasizes discussion and idea sharing, crucial for the project's success.

Entry Events

Events that will be used to introduce the project to students

Climate Change Escape Room

Create an escape room styled challenge where students must solve puzzles and tasks related to climate change science, adaptation, and mitigation practices. Each challenge will correspond to different roles in climate-related fields, encouraging students to think critically about the skills needed to 'escape' climate impacts as a society.

Interactive Climate Simulation

Engage students with an interactive computer simulation that models the impacts of climate change based on different policy decisions and technological innovations. Students will work in teams to develop strategies that either mitigate or adapt to climate challenges, simulating real-world climates policy-making processes.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Skills Explorer Map

Students will explore and map out various skills required for future careers in climate adaptation and mitigation. They'll create a visual map connecting these skills to potential career paths, fostering an understanding of how their current knowledge can be applied in the workforce.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research and list down typical roles in climate change adaptation and mitigation.
2. Identify key skills associated with these roles. Use online resources and existing reports.
3. Create a mind map to visually connect roles and skills.
4. Discuss in groups the relevance of these skills to individual career aspirations.

Final Product

What students will submit as the final product of the activityA visual skills map connecting climate-related roles with essential skills.

Alignment

How this activity aligns with the learning objectives & standardsAligns with HS-ETS1-3 by evaluating skills needed for solutions to climate-related issues and 9-10.SL.1 by facilitating discussion.
Activity 2

Policy Maker Simulation

Students take on roles in a simulation of policymaking where they must evaluate and decide on policies to mitigate or adapt to climate change impacts. This activity helps them understand the complex nature of policymaking and the various factors involved.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to current climate policies and their impacts using reputable sources.
2. Assign students different policy-making roles, such as environmental scientists, economists, or government officials.
3. Conduct a simulation where students debate and decide on a climate policy.
4. Reflect on the decision-making process and discuss outcomes.

Final Product

What students will submit as the final product of the activityA report on the simulation outcomes and a reflection on the policy-making process.

Alignment

How this activity aligns with the learning objectives & standardsAligns with HS-ESS3-4 by engaging students in the evaluation of practical policies and 9-10.WHST.7 through research.
Activity 3

Impact Assessment Case Study

Students analyze a case study focused on an existing climate change adaptation or mitigation strategy. This activity develops their analytical skills and understanding of real-world solutions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select an existing case study related to climate change adaptation or mitigation.
2. Analyze the case study's strategy, highlighting strengths and weaknesses.
3. Discuss in groups the economic, social, and environmental impacts of the strategy.
4. Write a comprehensive report on the assessment, including potential improvements.

Final Product

What students will submit as the final product of the activityA thorough report analyzing the case study and suggesting improvements.

Alignment

How this activity aligns with the learning objectives & standardsAligns with HS-ESS3-5 by analyzing impacts of climate strategies and HS-ETS1-3 by evaluating real-world solutions.
Activity 4

Future Careers Roundtable

In this engagement, students research and discuss various careers in climate change fields. The activity aims to broaden career awareness and highlight opportunities within climate adaptation and mitigation sectors.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research diverse careers linked with climate change mitigation and adaptation.
2. Prepare a brief presentation summarizing a chosen career path.
3. Participate in a roundtable discussion to share findings and insights with peers.
4. Reflect on personal career interests and how they align with these fields.

Final Product

What students will submit as the final product of the activityA presentation and a reflection piece connecting personal interests with climate careers.

Alignment

How this activity aligns with the learning objectives & standardsSupports standards HS-ETS1-3 by evaluating societal needs for climate careers and 9-10.SL.1 by initiating discussion.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Climate Change Careers Project Rubric

Category 1

Research and Exploration

Evaluates students' ability to research and synthesize information about climate change careers and skills required for adaptation and mitigation.
Criterion 1

Research Quality

Assesses the depth and thoroughness of research conducted on climate change careers and necessary skills.

Exemplary
4 Points

Conducts comprehensive research using a wide range of reputable sources, demonstrating an in-depth understanding of careers and skills related to climate change adaptation and mitigation.

Proficient
3 Points

Conducts thorough research using multiple reputable sources, showing a good understanding of climate change careers and related skills.

Developing
2 Points

Conducts basic research with limited sources, showing partial understanding of climate change careers and skills.

Beginning
1 Points

Conducts minimal research with few sources, lacking a clear understanding of the necessary careers and skills.

Criterion 2

Skills Identification

Evaluates the ability to accurately identify and map key skills related to climate change roles.

Exemplary
4 Points

Accurately identifies and maps a comprehensive list of key skills, clearly connecting them to relevant climate change careers.

Proficient
3 Points

Identifies and maps key skills with clear connections to relevant careers, though some may be less detailed.

Developing
2 Points

Identifies some skills with limited connections to careers, showing an emerging understanding.

Beginning
1 Points

Identifies few skills with unclear or incorrect connections to relevant careers.

Category 2

Critical Thinking and Analysis

Measures students' ability to critically analyze and evaluate solutions and impacts related to climate adaptation and mitigation.
Criterion 1

Policy Simulation

Assesses student engagement and analytical thinking in the policy-making simulation activity.

Exemplary
4 Points

Exhibits exceptional analytical thinking, thoroughly evaluating policy impacts and demonstrating sophisticated understanding of policymaking process.

Proficient
3 Points

Shows clear analytical thinking, evaluating policy impacts with a good understanding of the policymaking process.

Developing
2 Points

Shows some analytical thinking but with limited evaluation of policy impacts and process.

Beginning
1 Points

Shows minimal analytical thinking, with little evaluation of policy impacts.

Criterion 2

Case Study Analysis

Evaluates students' ability to analyze case studies, focusing on strategy evaluation and improvement suggestions.

Exemplary
4 Points

Performs a thorough analysis of the case study with insightful evaluation of strategies and innovative suggestions for improvement.

Proficient
3 Points

Performs a solid analysis of the case study with clear evaluation and practical suggestions for improvement.

Developing
2 Points

Performs a basic analysis with limited evaluation and underdeveloped suggestions for improvement.

Beginning
1 Points

Performs minimal analysis with unclear evaluation and suggestions.

Category 3

Collaboration and Communication

Assesses students' ability to collaborate with peers and communicate effectively in discussions and presentations.
Criterion 1

Group Discussions

Evaluates the quality of participation and contribution in group discussions.

Exemplary
4 Points

Demonstrates leadership and fosters a collaborative environment, contributing insightful ideas and encouraging peers.

Proficient
3 Points

Participates actively in discussions, contributing relevant ideas and listening to peers.

Developing
2 Points

Participates intermittently, contributing some relevant ideas but often passive in discussions.

Beginning
1 Points

Participates minimally, contributing few or irrelevant ideas.

Criterion 2

Presentation Skills

Assesses the ability to present information clearly and effectively.

Exemplary
4 Points

Presents information clearly and persuasively with excellent use of visual aids and engagement with audience.

Proficient
3 Points

Presents information clearly with effective use of visual aids and audience engagement.

Developing
2 Points

Presents information with some clarity and limited use of visual aids or engagement.

Beginning
1 Points

Presents information unclearly with minimal or ineffective use of visual aids.

Category 4

Reflective Thinking

Evaluates students' ability to reflect on personal learning and career interests.
Criterion 1

Reflection and Self-Assessment

Assesses the depth of reflection on personal learning and alignment with career interests.

Exemplary
4 Points

Provides a profound reflection with clear connections between learning experiences and personal career aspirations in climate fields.

Proficient
3 Points

Provides a thoughtful reflection with good connections between learning experiences and career interests.

Developing
2 Points

Provides a basic reflection with some connections to career interests, though less defined.

Beginning
1 Points

Provides a minimal reflection with little connection to career interests.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How have your views on skills necessary for careers in climate change adaptation and mitigation evolved throughout this project?

Text
Required
Question 2

On a scale of 1 to 5, how confident do you feel about your ability to engage in policy-making processes related to climate change?

Scale
Required
Question 3

Which case study analysis did you find most impactful, and why?

Text
Required
Question 4

Out of the careers discussed in the 'Future Careers Roundtable,' which aligns most with your personal interests?

Multiple choice
Optional
Options
Environmental Scientist
Climate Policy Analyst
Renewable Energy Specialist
Sustainability Consultant
Other