Climate Change Activists: Autumn Peltier
- Students will be able to use the illustrations in a text to describe its key ideas.
- Students will be able to participate in sharing writing projects.
- Gather students together in a comfortable area.
- Explain to the students that today, they are going to learn about a very important female voice in the climate change advocacy movement.
- Ask students to turn and talk to a partner, explaining what climate change means. Allow a few students to share their ideas with the class.
- Clarify that although the Earth's climate has changed throughout history, scientists believe that the current warming trend is significant because it's caused by humans and the way we interact and treat the Earth. Some of the impacts of climate change include: global temperature rise, warming oceans, shrinking ice sheets, glacial retreat, decreased snow cover, sea level rise, and extreme events such as tornadoes and hurricanes. Further elaborate that climate change has a negative affect on people all over the world.
Explicit Instruction/Teacher modeling(10 minutes)
- Pass out the Note-Taking From a Video worksheet to students. Explain to the students that now they will watch a short video about Autumn Peltier to learn more. Guide students to fill in the "Topic" and "Video Title" on their worksheets. Give the students a couple minutes to fill out the "I already know" portion of the worksheet.
- Allow a few students to share out their ideas.
- Explain to the students that they will fill out the "Facts I've learned" section as they watch the video, and the "Questions I still have" section after watching the video.
- Play the video "Autumn Peltier: I am Indigenous." Project your copy of the Note-Taking From a Video worksheet so students can observe you filling it out as you watch the video. Pause the video to model filling in interesting facts from the video.
- Allow students to share out what they learned from the video, and clarify/elaborate facts as needed.
- Give students a few minutes to record questions they still have in the last section of their worksheet.
Guided Practice(20 minutes)
- Ask a student volunteer to pass out the Who is Autumn Peltier? reader to each student.
- Explain to the students that now you will read a short informational text all about Autumn Peltier. Encourage students to write down the answers to their questions on their worksheet if they find them as they read.
- Turn to the very last page of the book and read the vocabulary words with the students.
- Put students in partnerships and allow them time to create drawings to go along with each vocabulary word.
- Allow students time to share and explain their pictures with the rest of the class.
- Read the Who is Autumn Peltier? reader together as a whole group, encouraging students to help you read.
- Support student understanding by using the pictures to clarify difficult concepts from the text.
Independent working time(20 minutes)
- Keep students in partnerships and pass out copies of the Idea Connector worksheet to each pair.
- Read through the directions and model finding a key idea and evidence from the text. Record your answer on the whiteboard so students can use it as an example.
- Allow students sufficient time to complete the next two key ideas using evidence from the text.
- Provide students with access to online devices so they can research Autumn Peltier's aunt, Josephine Henrietta Mandamin. Allow students time to share their findings with the class through artwork, writing, or another medium.
- Provide students with information and a variety of books on other teenage climate activists such as Mari Copeny and Greta Thunberg. Ask students to compare/contrast their findings.
- Have students create a bulletin board with the title "Taking Care of Our Community" and allow them time to come up with ways they can all take care of their community. Examples might include creating a classroom garden, getting together on a Saturday to pick up trash (using safety procedures), or starting to recycle in their homes/classroom.
- Have students work in a small, teacher-led group during Independent Work Time.
- Provide students with a mini-lesson on the vocabulary words from the text prior to the lesson.
- Provide students with a mini-lesson on key details prior to the lesson.
- Collect student worksheets and assess them for understanding.
Review and closing(5 minutes)
- Bring the students back together as a whole group.
- Allow them to share out the key ideas they found, using evidence from the text to support them.
- Complete the last question on the Idea Connector worksheet as a whole group, referring to the text for support.
- Write the following sentence starter on the whiteboard:
- Autumn Peltier is ____.
- Have students come up with words that describe Autumn Peltier, using what they learned from the text and the video. Complete a simple "whip-around pass" where each student shares their word with the rest of the class.
- Remind students that they too can create change in their communities. Elaborate that speaking up against things that are wrong is the first step in becoming an advocate for something you believe in.