8+, Math, Science, & Social Studies Making a Map of Opportunity,P1 AGE RANGE: 8+ SUBJECTS: Math, Science, & Social Studies OBJECTIVES • De昀椀ne the following terms (if you choose di昀昀erent articles, change the list of words for the learners to explain): carbon, hydrogen, soil health, United Nations, greenhouse gas, carbon footprint, carbon sink. • Draw and label a map of the school footprint, including the grounds, • Evaluate your school buildings and grounds. DURATION ENDURING UNDERSTANDING • The educator decides how long to spend on this • Learners awaken and become curious about their activity. The range can be a portion of your school role in climate change and decide to use their day to a month or more depending on how many creativity to make positive change. subjects you want to integrate into this experience. PREPARATION: This is a selection of articles that span the di昀昀erent sections of The Carbon Almanac. Feel free to choose any articles you’d like; the objectives and activities will work for each. The goal of this unit is to awaken your learners’ curiosity about their role in climate change in their neighborhood and give them hope that they can make things better for everyone. We know—a tall order for children—and yet to awaken their hearts and minds is to unleash an explosion of creativity and positivity that can change our planet’s trajectory and you are the essential element to make that happen. These articles can be assigned as homework, or allot time within the class day to have the learners read them. For the younger, slower readers, or sight-impaired learners, having you or someone read them aloud would work as well. • What is Carbon, p.40, 011 • Temperature Change on Earth, p.50, 366 • Carbon Inequality, Climate Change, and Class, p.81, 357 • Water Stress, p.126, 587 • Using Soil to Store Carbon, p.234, 254 • Footprints and Labels, p.216, 212 • Indigenous Youth Represent Their Culture to Demand Action, p.242, 120. • Wealth and Greenhouse Gases, p.259, 132 • Individual Carbon Footprint and Collective Action, p.260, 119 T RESOURCES: • The Carbon Almanac - Here’s What’s True: What is Carbon, p.40/ 011 • The Carbon Almanac - Here’s What’s True: Temperature Change on Earth, p.50/ 366 • The Carbon Almanac - Here’s What’s True: Carbon Inequality, Climate Change, and Class, p.81/ 357 • The Carbon Almanac - Impacts: Water Stress, p.126/ 587 • The Carbon Almanac - Solutions: Using Soil to Store Carbon, p.234/ 254 • The Carbon Almanac - Solutions: Footprints and Labels, p.216/ 212 • The Carbon Almanac - Whose Job Is it?: Indigenous Youth Represent Their Culture to Demand Action, p. 242/ 120 • The Carbon Almanac - Whose Job Is it?: Wealth and Greenhouse Gases, p.259/ 132 • The Carbon Almanac - Whose Job Is it?: Individual Carbon Footprint And Collective Action, p.260/ 119 • Pencils and erasers • Blank paper, or a notebook dedicated to this project 57