Climate Change Challenge

9, 10, 11, 12

Youth research current data and stories about climate change and ways to reverse the damage caused by human activity. Through discussion and research, they establish things they can do personally and as a team as environmental stewards.

PrintOne 50 Minute Session

The learner will:

  • identify causes and effects of climate change, especially related to human activity
  • take action to raise awareness of actions we can take to reduce the impact of humans on the environment.

Learning to Give. Humans and the Environment Toolkit.


  1. Anticipatory Set: 

    Watch this video by Greta Thunberg advocating for action to stop climate change. Greta Thunberg, born in 2003 in Sweden, is a world-famous environmental activist. She speaks clearly and passionately to political leaders demanding stronger action to protect and restore natural resources.

  2. After the video, have a conversation about environmental issues. This handout has vocabulary and questions for discussion. 

    Sample Questions:

    • Communities work because of interconnectedness. What does it mean to be a global environmental community?
    • How healthy are our land, air, and water? What contaminants and practices pose risks to environmental health?  
    • How can government, business, and nonprofits work together to sustain the environment and shared resources? 
  3. Organizations and individuals give their time and talent for the sake of environmental stewardship for the common good. Discuss the motivations of people who get involved in climate change issues if they aren't getting paid. What is civic engagement? 

  4. Give learners time in pairs or small groups to research current climate issues and ways to change behavior personally and globally to reverse the damage to the Earth.

  5. Challenge the learners to think of things they can do personally (walking to school instead of driving, turning down the thermostat in the winter and wearing a sweatshirt, opening a window in the summer instead of using the air conditioner, advocating for a change at school or in the larger community). 

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 02. Roles of Government, Business, and Philanthropy
      1. Benchmark HS.1 Explain why needs are met in different ways by government, business, civil society and family.
    2. Standard DP 06. Role of Family in Philanthropy
      1. Benchmark HS.3 Identify how subgroups and families in society demonstrate giving, volunteering, and civic involvement.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 05. Philanthropy and Government
      1. Benchmark HS.10 Discuss the results of private citizen voluntary action intended for the common good on public policy changes.
    2. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark HS.3 Participate in acts of democratic citizenship in the community, state or nation, such as petitioning authority, advocating, voting, group problem solving, mock trials or classroom governance and elections.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark HS.1 Define and give examples of motivations for giving and serving.
  4. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark HS.1 Identify a need in the school, local community, state, nation, or world.
      2. Benchmark HS.2 Research the need in the school, neighborhood, local community, state, nation, or world.
    2. Standard VS 02. Service and Learning
      1. Benchmark HS.1 Select a service project based on interests, abilities, and research.