} CAS: Teachers - Climate Change Impacts

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Anytime Lesson Plan: Climate Change Impacts


After reviewing the ways that climate change will impact California, students will brainstorm ways that climate change may impact their own lives in order to create climate change messages/slogans.


In this lesson, students will:
  1. review many of the ways that climate change will impact California.
  2. brainstorm ways that climate change may impact their own lives.
  3. create climate change messages/slogans.


  • Climate Change Impacts Worksheets (1 per student)
  • Climate Change Impacts Worksheet Answers
  • pencils
  • blank stickers (you can purchase large stickers at http://www.onlinelabels.com/)
  • colored pencils, markers, etc.


  • global climate change: the alteration of average global temperature, rainfall, and wind patterns as a result of increased atmospheric greenhouse gases
  • greenhouse gases: gases in Earth’s atmosphere that absorb and reradiate heat near the surface of the planet
  • Carbon Footprint: a measurement of the impact humans have on the environment based on the amount of carbon emitted to the atmosphere from their actions
  • emissions: a substance discharged into the air, especially by an internal combustion engine



  1. Collect materials.
  2. Print worksheets.


  • Review the processes of climate change and how they might impact California.
  • Remind students of some of the topics they learned about: oceans getting more acidic, sea level rise, hotter temperatures, drier climates, melting of snow and ice, extinctions, and more intense storms.


  1. Hand out a worksheet to each student.
  2. Tell students to work together in small groups to fill out the table on the worksheet.
  3. After filling out the worksheets, have students share their ideas and make a class list on the board of climate change impacts and their affects on people.
  4. Use the Climate Change Impacts Worksheet Answers as a guide to discussion points related to the California Content Standards.
  5. Then have students go back to their small groups and fill out the two questions at the bottom of the worksheet.
  6. Students will write what they want to tell other people about climate change.
  7. Students will then create a climate message – the kind of message one might put on a bumper sticker.
  8. Write a list of key words and phrases on the board and telling students to consider using these words in their climate messages.
    • Climate change
    • Carbon footprint
    • Action
    • Reduce emissions
    • Future generations
  9. Have students write their slogans on the stickers.
  10. Consider having students put these stickers on their desks, water bottles, or bikes. Also consider voting on the best slogan and making many stickers to sell to other students. Use the profits to buy compact fluorescent light bulbs or make some other kind of climate-friendly amendment to your classroom.


Discuss the following questions:

  • How might climate change affect our lives? (sea level rise could displace people, ocean acidification could mean less fish, hotter and drier weather could mean less food and water supplies for us…)
  • How can we help reduce climate change? (reduce carbon emissions by using less energy, walking or biking instead of driving, turning off lights, educating others.)


  • Grant, T., & Littlejohn, G. (Eds.). (2001). Teaching about climate change: Cool schools tackle global warming. Gabriola Island, Canada: New Society Publishers.

California Content Standards

Grade Three

Physical Sciences

  • 1f. Students know evaporation and melting are changes that occur when the objects are heated.

Life Sciences

  • 3c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organisms or other organisms, and some are beneficial.
  • 3d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations.

Grade Four

Life Sciences

  • 2b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.


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