Lesson 6 "The Human Element" Curriculum
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Planet 911 Edu Toolkit 
The Human Element Lesson & Activities
Lesson 6: Climate Protection
Objectives
After this lesson, students will be able to:
  • Create a poster to represent what they have learned about their roles and relationship to the climate.
  • Identify 2-3 measurable actions that they can take to raise awareness about climate change and/or combat the effects of climate change.
Overview/Purpose: 
Students will begin to consider actions they can take to improve the connection between their lives and environmental elements at large.
Guiding Questions:
  • What is my relationship to the elements?
  • How has my understanding of the phrase, “An imbalance in one element leads to an imbalance in another” changed?
  • What can I do to make others aware of the effects of climate change?
Recommended Time: Approximately 1 hour
Materials:
Internet/Computer(s)
Pen or Pencils
Paper for writing
Poster sized paper for groups or pairs
Legal sized paper cut into thirds (1 piece per student)
Colored pencils, markers or crayons

Lesson Design:
  1. Write the following quote on the board: “An imbalance in one element leads to an imbalance in another.” 
  2. Instruct students to journal their reflections about how their understanding of this quote has expanded now that they have completed lessons pertaining to earth, air, fire, water and the human element. Permit students time to write their responses. 
  3. Encourage students to discuss their responses with the class. 
  4. Next, write this quote on the board and ask students to reflect, respond in writing. “The mind activates another vitally important function—the heart. If art and science can reveal the issues, it will take heart to solve them.”
  5. Ask students if they have discovered, thought of, or even practiced any solutions to combat the effects of climate change. 
  6. Next, visit https://www.thehumanelementmovie.com/climateprotection/
  7. Review and conduct a ‘Motion Poll” using the list under the heading, “Use Your “Voice”                                                         • Read each possible action and direct students to various parts in the classroom. (i.e. “If you use public                           transportation, walk to the left side of the room)                                                                                                                             • Encourage students to engage in a discussion after the motion poll. 
  8. Pass out poster-size paper to each student. Instruct them to fold into quarters so that there are 4 equal squared. 
  9. Next, instruct them to write their names, or draw a self portrait in the center of the poster. 
  10. Then, direct students to write an element per square, thus one square will be titled Earth, one square will be titled Air, one square will be titled Fire and one square will be titled Water. 
  11. Once posters are formatted, instruct students that they will be creating posters to document their relationship to each element using information gleaned in the previous lessons, solutions they plan to use to combat the effects of climate change, and any images they feel inclined to use from either old magazines or original images. 
  12. Once done, we encourage you to share pics of the final posters to be displayed on Planet 911 at planet911.org/planet-911-showcase.

For more lessons regarding how to take action and about being a creative activist, see Part II of the Planet 911 Toolkit - Youth Unstoppable: Creative Activism.
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