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What is our Relationship Status with Fossil Fuels?

Environmental Science, Honors, Grade 9


Lesson Guide

Learning Goals
—Students will learn where fossil fuels come from and how humans have used them in the past
few centuries
—Students will be introduced to how fossil fuels and CO2 emissions drive climate change
—Students will learn about the different efforts humans have made to address climate change

Objectives
—In groups, students will read a passage that answers one of the learning goals above and then
illustrate that information onto a large poster board
—Students will post each of their posters at the front of the room, showing a timeline of our
relationship with fossil fuels
—Students will be informed of our final unit project

Agenda
Do Now 5 min
The Story of Fossil Fuels and People 35 min
Video 5 min
Lecture: Intro to Final Project 10 min
Outro 15-20 min

Note* Due to a long class period, the times above may not be accurate. The outro (which is to
begin the homework) may be longer/shorter depending on the speed of the previous activities.

Materials
Markers, crayons, sharpies, any type of coloring utensil
Large poster paper
Passage handouts
Powerpoint Presentation (teacher)

Group Size: 3-4 students per group


Lesson Overview

Do Now — 5 min
— The class will begin with a Do Now of 2 review questions. This will get students thinking
about what exactly fossil fuels are and where they come from, and introduce them to the concept
of being an advocate.

The Story of Fossil Fuels and People — 35 min


—Next students will be introduced to the class activity. Students will be broken up into groups of
3-4 and each group will be given a short passage that answers one of the following guiding
questions: where do fossil fuels come from, why are they important to humans, how is our planet
affected by fossil fuels, and how is the world planning on addressing the problem of climate
change. The challenge is to illustrate on a poster board using markers and crayons the main idea
of their passage. They will be given at least 20 minutes to work on this. Each passage has bolded
words that will help them tease out the main idea of the passages.
—Once finished, students will post their posters in order of the guiding questions. Then the
teacher will ask each group to explain what their poster is illustrating and what the main points
are. Students will take notes on the answers to each question as the teacher fills in the answers to
our guiding questions on the powerpoint.
—A video will be shown to reiterate what the students have learned from this activity.
—What is our relationship status with fossil fuels? Answer: It’s complicated.
*Embedded Assessment* I will assess student understanding and correct accordingly as groups
provide answers to the guiding questions.

Lecture: Intro to Final Project — 15 min


—After each guiding question is answered, the teacher will present a short lecture explaining
how the US pulled out of the Paris Climate Agreements, and what the US Climate Alliance is.

—The teacher will introduce students to the final unit project, which is an advocacy project in
which students advocate (via a specific project of their choice) to Governor Janet Mills if Maine
should join the US Climate Alliance, or if Maine should not join the US Climate Alliance.
*Note: Because Mills joined the Alliance soon after the introduction to this project, our final
project changed focus to whether or not you support the Maine Climate Council.

Outro — 15-20 min


— Students will review the final project handout and begin reading two articles on the Paris
Climate Agreements and the US Climate Alliance. Homework will be to fill out the Who, What,
When, Where, Why, and How of each article.

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