Positives

• The focus on solutions in this lesson empowers students and sets a hopeful tone for the climate change discussion.
• The suggested grouping allows many different students to work together.

 Additional Prerequisites

• Some students may need the terms anthropogenic, photosynthesis, biomass, degraded land, agroforestry, aquaculture, nascent, fossil fuels, and others defined before starting the lesson.
• It may benefit students to precede this lesson with a unit about the carbon cycle, the greenhouse effect, and climate change.

Differentiation

• Language arts classes can connect the claim, evidence, and reasoning format and the typical persuasive essay format.
• Speech students can give a persuasive speech about why their plan is the best.
• Students can choose a solution that is feasible in their community and write a proposal for their local government or local businesses to implement it.
• Geography students can discuss what political, environmental, or economic factors make some solutions better in certain areas than others.
• Students can practice using the Internet and digital media such as video, audio (podcast), and digital art to publish their plans to reduce carbon emissions.