NGSS Climate Science Classroom Tools

Using “Climate Seriously” for Phenomenon-Based Learning

Grades 6-12 • Three-Dimensional Learning • Engineering Design

Why This Book Works for NGSS

Climate Seriously provides rich phenomena, real-world data, and engineering challenges that perfectly align with NGSS three-dimensional learning. Each chapter offers compelling storylines that engage students in scientific practices while building understanding of crosscutting concepts.

Middle School (Grades 6-8): Climate Foundations

MS-ESS3-3

Apply scientific principles to design a method for monitoring and minimizing human impact on the environment

Primary Book Chapters: 11, 15

Chapter 11: “Your Backyard Matters” – Individual and community environmental monitoring

Chapter 15: “So What Can I Actually Do?” – Design solutions for environmental impact

Science Practices

Constructing explanations
Designing solutions
Analyzing data

Core Ideas

ESS3.C: Human impacts
ESS3.D: Global climate change
ETS1.B: Developing solutions

Crosscutting Concepts

Cause and effect
Systems thinking
Influence of engineering

Anchoring Phenomenon

“Why are some communities more affected by climate change than others?”

Use Chapter 11’s examples of different community responses and Chapter 15’s action hierarchy to explore environmental justice and solution design.

5E Learning Sequence

Engage: Share Chapter 11’s opening scenarios about different communities facing climate impacts

Explore: Students investigate local environmental impacts using book’s monitoring techniques

Explain: Use Chapter 15’s frameworks to categorize types of environmental solutions

Elaborate: Design and prototype a monitoring system for school or community

Evaluate: Present solutions and evaluate effectiveness using book’s criteria

MS-ESS3-5

Ask questions to clarify evidence of the factors that have caused climate change over the past century

Primary Book Chapters: 1, 2, 3, 5

Chapter 1: Greenhouse effect mechanisms

Chapter 2: Weather vs. climate evidence

Chapter 3: CO₂ as primary driver

Chapter 5: How scientists gather climate evidence

Investigative Phenomenon

“Why has Earth’s temperature increased faster in recent decades than ever before in human history?”

Chapter 5’s ice core data and tree ring evidence provide compelling forensic investigation opportunities.

Investigation Sequence

Question Formulation: Generate questions about Chapter 5’s different types of climate evidence

Data Analysis: Examine ice core and tree ring data from Chapter 5 to identify patterns

Evidence Evaluation: Compare multiple lines of evidence using Chapter 2’s weather vs. climate framework

Argument Construction: Build evidence-based explanations using Chapter 3’s CO₂ data

Assessment Opportunities

Performance Task: Design environmental monitoring protocol using Chapter 11’s community examples
Explanation Construction: Use Chapter 1’s greenhouse effect analogy to explain climate warming
Data Analysis: Interpret climate graphs from Chapter 5 using NGSS data analysis rubrics
Engineering Design: Prototype solutions from Chapter 15’s action menu with design thinking process

High School: Earth Systems and Human Impact

HS-ESS3-5

Analyze geoscience data and the results from global climate models to make evidence-based forecast of current rate of global or regional climate change

Primary Book Chapters: 5, 6, 13

Chapter 5: Climate data sources and scientific methodology

Chapter 6: Current climate impacts and attribution science

Chapter 13: Regional adaptation needs and forecasting

Science Practices

Analyzing data
Using mathematics
Constructing explanations

Core Ideas

ESS3.D: Global climate change
ESS2.D: Weather and climate
ESS3.B: Natural hazards

Crosscutting Concepts

Patterns
Scale and proportion
Systems and models

Anchoring Phenomenon

“How can we predict which regions will experience the most severe climate impacts?”

Chapter 6’s extreme weather examples and Chapter 13’s regional adaptation case studies provide rich forecasting opportunities.

“Trees are nature’s record-keepers, adding a new growth ring each year. The width, density, and chemical composition of these rings reflect the growing conditions the tree experienced—including temperature, precipitation, and even the chemical composition of the atmosphere.” – Chapter 5

HS-ESS3-6

Use computational thinking to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity

Primary Book Chapters: 4, 7, 10

Chapter 4: Ocean-atmosphere system interactions

Chapter 7: Energy system transformations

Chapter 10: Infrastructure system dependencies

System Phenomenon

“How do changes in one Earth system create cascading effects in others?”

Chapter 4’s ocean acidification examples show atmosphere-hydrosphere-biosphere connections perfectly suited for systems modeling.

Computational Thinking Sequence

Pattern Recognition: Map system connections using Chapter 4’s ocean-climate feedback loops

Abstraction: Create simplified models of energy systems from Chapter 7’s historical transitions

Algorithm Design: Develop decision trees for infrastructure planning using Chapter 10’s challenges

Decomposition: Break down complex climate impacts into manageable components for analysis

HS-ETS1-4

Use computer simulation to model the impacts of proposed solutions for a complex real-world problem

Primary Book Chapters: 9, 10, 11

Chapter 9: Economic modeling of climate solutions

Chapter 10: Grid infrastructure scenario planning

Chapter 11: Community-scale solution modeling

Engineering Design Challenge

Problem Definition: Use Chapter 10’s grid challenges to define engineering constraints

Solution Brainstorming: Generate alternatives using Chapter 9’s financial mechanisms

Modeling and Testing: Create simulations of community solutions from Chapter 11

Optimization: Refine solutions based on simulation results and book’s evaluation criteria

Performance Assessment Ideas

Data Analysis Project: Use Chapter 5’s climate data for statistical analysis and trend identification
Systems Model: Create interactive model showing Chapter 4’s ocean-atmosphere feedbacks
Engineering Design: Prototype community resilience plan using Chapter 13’s adaptation frameworks
Computational Model: Simulate energy transition scenarios using Chapter 7’s historical examples
Scientific Argumentation: Construct evidence-based predictions using multiple book chapters

Cross-Curricular Extensions: Integrated STEM

Psychology Integration: Chapter 12

“The Climate Is Changing—Are You?” connects perfectly with social-emotional learning standards and psychology coursework, exploring decision-making, risk perception, and behavior change.

Social Studies Integration: Chapter 14

“The Youth Know More Than You Think” provides rich content for civics, government, and social movements curricula, examining youth activism and democratic participation.

Interdisciplinary Phenomena

Psychology: Why do people resist climate science despite evidence? (Chapter 12)
Economics: How do financial systems influence environmental outcomes? (Chapter 9)
Engineering: What are the technical challenges of clean energy transitions? (Chapter 10)
Sociology: How do social movements create environmental change? (Chapter 14)

Integrated STEM Project Ideas

Climate Communication Campaign: Apply Chapter 12’s psychology principles to design effective messaging

Youth Action Research: Study local youth climate movements using Chapter 14’s frameworks

Economic Impact Analysis: Model climate policy costs and benefits using Chapter 9’s examples

Infrastructure Design Challenge: Engineer resilient systems using Chapter 10’s technical constraints

Teacher Implementation Strategies

Building Understanding Through Storylines

The book’s narrative structure naturally supports NGSS storyline approach. Each chapter builds on previous understanding while introducing new phenomena, creating coherent learning progressions.

NGSS-Aligned Assessment Strategies

Performance Tasks: Use book’s real-world scenarios for authentic assessment
Claim-Evidence-Reasoning: Practice scientific argumentation using book’s evidence
Engineering Notebooks: Document design thinking process for Chapter 15 solutions
Data Analysis Protocols: Apply statistical thinking to Chapter 5’s climate datasets
Systems Diagrams: Visualize complex interactions from Chapters 4, 7, and 10

“Understanding these deeper influences reveals why simply correcting misunderstandings or presenting additional scientific evidence rarely changes climate attitudes. It’s like trying to fix a computer software problem by replacing the monitor—you’re addressing the wrong level of the system.” – Chapter 12

Differentiation Strategies

Reading Support: Use chapter summaries and key quotes for struggling readers
Extension Activities: Advanced students can explore book’s citations for deeper research
Multiple Representations: Convert book’s data into graphs, models, and simulations
Choice in Demonstration: Let students choose how to show understanding using book’s examples

Practical Implementation Tips

Chapter Sequencing: Follow book’s natural progression while integrating other NGSS topics
Question Banks: Use end-of-chapter discussion questions to drive student inquiry
Data Resources: Extract quantitative examples for math and statistics practice
Local Connections: Adapt book examples to your regional climate and community context

Professional Learning Community Support

Lesson Study Cycles: Collaborate on book-based lessons using NGSS lesson study protocols
Standards Alignment: Map book content to specific performance expectations as a team
Assessment Development: Create shared three-dimensional assessments using book scenarios
Resource Sharing: Build collective libraries of book-based activities and materials

“The good news is that we already have many of the technologies and policies needed to address climate change. The challenge is scaling them up and implementing them quickly enough.” – Chapter 1

Success Indicators for NGSS Implementation

Student Questions: Students generate their own investigation questions inspired by book phenomena
Evidence-Based Reasoning: Students use book data to construct scientific arguments
Systems Thinking: Students identify connections between different book chapters and concepts
Solution Orientation: Students engage with engineering design using book’s solution frameworks
Science Communication: Students effectively communicate climate science to diverse audiences

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