Official Site of The State of New Jersey
Sample Interdisciplinary Connections
There are many ways that the 2020 New Jersey Student Learning Standards can be grouped to create interdisciplinary units in support of climate change education. Please note when reviewing the examples below, the standards for English language arts (K–8), mathematics (K–8) and science (K–5) are grade specific, whereas the standards for the other content areas describe expectations for students by the end of the grade band.
Districts are encouraged to review the New Jersey Student Learning Standards below to consider other groupings that can be used to create interdisciplinary climate change units.
Click on each grade band to see examples of how the NJSLS might be grouped to create an interdisciplinary unit. Each example has an overarching question, a rationale that describes the unit and standards from multiple content areas.
Sample Interdisciplinary Connections for Kindergarten
Overarching Question
What do people, plants and animals need to live? How do we make sure that resources needed for life are available in the future (e.g., water)?
Rationale
This collection of performance expectations was selected with the goal of having students examine climate change from the perspective of its effect on resources needed to live. For example, all living things need clean air, water and land. Students can describe the impact of climate change on all living things through this lens and then discuss solutions, such as recycling and water preservation to reduce the impact of climate change on people, plants and animals. Gathering information about the needs of people, plants and animals provides an opportunity for students to develop their abilities to connect non-fiction text and illustrations to real world issues. Finally, students can explore how art can be used to communicate issues of climate change and encourage others to actively preserve resources needed for life.
| Alphanumeric Code | Performance Expectations |
|---|---|
|
2.1.2.CHSS.4 |
Describe how climate change affects the health of individuals, plants, and animals. |
|
K-ESS3-3 |
Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment. |
|
9.4.2.DC.7 |
Describe actions peers can take to positively impact climate change. |
|
K-2-ETS1-2 |
Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. |
|
RI.K.7 |
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). |
| 1.5.2.Cn11b (VPA) |
Describe why people from different places and times make art about different issues, including climate change. |
|
7.1.NL.IPRET.4 |
Recognize a few memorized words related to weather and climate in the target culture(s) and in students’ own cultures in highly contextualized oral texts. |
|
7.1.NL.IPERS.6 |
Share with others the names of a few memorized and practiced words and phrases related to climate change in the target culture(s) and in students’ own cultures. |
|
7.1.NL.PRSNT.4 |
State the names of a few memorized and practiced words and phrases related to climate change in the target culture(s) and in students’ own cultures. |
Sample Interdisciplinary Connections Grade K–2 Part A
Overarching Question
How does climate change affect different regions around the world?
Rationale
This collection of performance expectations examines the impact that climate change has on different regions around the world. The students can use a variety of multimedia sources to gather and communicate information about climate change.
| Alphanumeric Code | Performance Expectations |
|---|---|
|
6.3.2.GeoGI.1 |
Investigate a global issue such as climate change, its significance, and share information about how it impacts different regions around the world. |
|
9.4.2.IML.3 |
Use a variety of sources including multimedia sources to find information about topics such as climate change, with guidance and support from adults. |
|
RI.2.1 |
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. |
|
8.1.2.DA.1 |
Collect and present data, including climate change data, in various visual formats. |
|
RI.2.8 |
Describe and identify the logical connections of how reasons support specific points the author makes in a text. |
|
W.2.2 |
Write informative/explanatory texts in which they introduce a topic, use evidence-based facts and definitions to develop points, and provide a conclusion. |
|
SL.2.3 |
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. |
Sample Interdisciplinary Connections Grades K–2 Part B
Overarching Question
How can we reduce the impact of climate change on land, water, air and/or other living things in our local environment?
Rationale
This collection of performance expectations builds upon skills and knowledge gained in the Sample Interdisciplinary Connections Grades K–2 Part A. Now that students have gained an understanding of the impact of climate change, they can explore ways to solve a student-selected problem affecting their local environment by creating a survey and analyzing the data as it relates to habits within their school and community. The intention is for students to consider a climate change related issue in their school, such as food waste, recycling, reusing and/or reducing the consumption of goods. With an action-oriented focus, students then choose the ways to communicate their ideas through media artworks on reducing the impact of climate change in their local environment.
| Alphanumeric Code | Performance Expectations |
|---|---|
|
9.4.2.CT.1 |
Gather information about an issue, such as climate change, and collaboratively brainstorm ways to solve the problem (e.g., K-2-ETS1-1, 6.3.2.GeoGI.2). |
|
K-2-ETS1-1 |
Ask questions, make observations, and gather information about a situation people want to change (e.g., climate change) to define a simple problem that can be solved through the development of a new or improved object or tool. |
|
1.2.2.Re7b |
Identify, share and describe a variety of media artworks created from different experiences in response to global issues including climate change. |
|
2.MD.D.10 |
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. |
Sample Interdisciplinary Connections Grade 3
Overarching Question
How can we reduce the effects of weather-related hazards associated with climate change?
Rationale
This collection of performance expectations focuses on students collaboratively designing a solution to the real-world problem of extreme weather events, such as floods, heat waves, forest fires, drought and/or hurricanes. Students can select a weather event related to their local environment and examine the issue from multiple perspectives to determine the role that individuals and technologies play in reducing the risk of weather-related hazards. Then students can design solutions to address the local weather threats posed by climate change and present the proposal to relevant stakeholders to facilitate real world change.
| Alphanumeric Code | Performance Expectations |
|---|---|
|
3-ESS3-1 |
Make a claim about the merit of a design solution that reduces the impacts of climate change and/or a weather-related hazard. |
|
9.4.5.CI.2 |
Investigate a persistent local or global issue, such as climate change, and collaborate with individuals with diverse perspectives to improve upon current actions designed to address the issue. |
|
8.2.5.ETW.5 |
Identify the impact of a specific technology on the environment and determine what can be done to increase positive effects and to reduce any negative effects, such as climate change. |
|
W.3.1 |
Write opinion pieces on topics or text, supporting a point of view with reasons. |
|
W.3.7 |
Conduct short research projects that build knowledge about a topic. |
Sample Interdisciplinary Connections Grade 4
Overarching Question
How do different countries and cultures address the impact of climate change on their daily lives?
Rationale
This collection of performance expectations was selected to provide students with a global perspective on climate change as one way to acknowledge the role that culture and varied strategies can play in reducing the impact of climate change. Technology can be leveraged to gather information and connect students with peers from around the world to share how climate change affects their daily lives. By examining the efforts of other countries, students may become aware of new strategies that they can implement as part of their daily lives to reduce the impact of climate change.
| Alphanumeric Code | Performance Expectations |
|---|---|
|
4-ESS3-2 |
Generate and compare multiple solutions to reduce the impacts of natural Earth processes and climate change have on humans. |
|
6.3.5.GeoGI.1 |
Use technology to collaborate with others who have different perspectives to examine global issues, including climate change and propose possible solutions. |
|
9.4.5.CI.1 |
Use appropriate communication technologies to collaborate with individuals with diverse perspectives about a local and/or global climate change issue and deliberate about possible solutions. |
|
RI.4.7 |
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
|
RI.4.9 |
Integrate and reflect on (e.g., practical knowledge, historical/cultural context, background knowledge) information from two texts on the same topic in order to write or speak about the subject knowledgeably. |
|
1.4.5.Cn11a |
Identify, respond to, and investigate connections to global issues including climate change, and other content areas in a dramatic/theatrical work. |
|
1.5.5.Cn11b |
Communicate how art is used to inform others about global issues, including climate change. |
|
7.1.NM.IPRET.5 |
Demonstrate comprehension of brief oral and written messages found in short culturally authentic materials on global issues, including climate change. |
|
7.1.NM.IPERS.6 |
Exchange brief messages with others about climate in the target regions of the world and in one’s own region using memorized and practiced words, phrases, and simple, formulaic sentences. |
|
7.1.NM.PRSNT.6 |
Name and label tangible cultural products associated with climate change in the target language regions of the world. |
Sample Interdisciplinary Connections Grade 5
Overarching Question
How can individuals, businesses and organizations work together to reduce the health impacts of climate change?
Rationale
This collection of performance expectations examines climate change as a social issue requiring multiple levels of action and participation. This set is designed to provide students with an opportunity to research ways climate change affects human health in their community. Students can choose a health issue and explore the efforts being taken by local businesses and/or organizations to reduce the effect of climate change on human health. They can use what they learn to create an action plan and share with school members or the local community.
| Alphanumeric Code | Performance Expectations |
|---|---|
|
2.1.5.CHSS.2 |
Describe how business, non-profit organizations, and individuals can work cooperatively to address health problems that are affected by global issues, including climate change. |
|
5-ESS3-1 |
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources, environment, and address climate change issues. |
|
6.3.5.CivicsPD.1 |
Develop an action plan that addresses issues related to climate change and share with school and/or community members. |
|
9.4.5.DC.8 |
Propose ways local and global communities can engage digitally to participate in and promote climate action. |
|
RI.5.1 |
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
|
RI.5.7 |
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. |
|
RI.5.9 |
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. |
|
W.5.8 |
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources. |
|
7.1.NM.IPRET.5 |
Demonstrate comprehension of brief oral and written messages found in short culturally authentic materials on global issues, including climate change. |
|
7.1.NM.IPERS.6 |
Exchange brief messages with others about climate in the target regions of the world and in one’s own region using memorized and practiced words, phrases, and simple, formulaic sentences. |
|
7.1.NM.PRSNT.6 |
Name and label tangible cultural products associated with climate change in the target language regions of the world. |
Sample Interdisciplinary Connections Grades 6 through 8
Overarching Question
How can data be used to address issues of climate change in public policy?
Rationale
This collection of performance expectations is anchored by an examination of public policy related to climate change through the evaluation of international and national quantitative data sets. Climate change presents a unique opportunity for students to utilize science, math, and life skills to evaluate public policy. The students can use statistics and probability to analyze climate change data sets then select a specific aspect of climate change to address. Students explore alternative technologies and use data to defend their use as a means for climate change mitigation. Finally, students develop or defend existing public policy proposals by using evidence and data to support implementation of technologies that address the impacts of climate change.
| Alphanumeric Code | Performance Expectations |
|---|---|
|
6.3.8.CivicsPR.4 |
Use evidence and quantitative data to propose or defend a public policy related to climate change. |
|
6.SP.B.4 |
Display numerical data in plots on a number line, including dot plots, histograms, and box plots. |
|
6.SP.B.5.c |
Summarize numerical data sets in relation to their context, such as by: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. |
|
6.SP.5.d |
Summarize numerical data sets in relation to their context, such as by: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. |
|
8.2.8.ETW.4 |
Compare the environmental effects of two alternative technologies devised to address climate change issues (technology used to protect and/or mitigate health impacts) and use data to justify which choice is best. |
|
9.4.8.IML.7 |
Use information from a variety of sources, contexts, disciplines and cultures for a specific purpose. |
|
9.4.8.IML.8 |
Apply deliberate and thoughtful search strategies to access high-quality information on climate change. |
|
W.8.9 |
Draw evidence from literary or informational texts to support analysis, reflection, and research. |
Sample Interdisciplinary Connections Grades 9 through 12
Overarching Question
To what extent are businesses, organizations and governmental agencies responding to climate change? What can we learn from past and current environmental movements that can be applied to current climate change efforts?
Rationale
This collection of performance expectations examines the environmental, societal and political challenges climate change poses. Students begin their exploration by examining the effects that changes in climate are having on human activity. Then students research the effectiveness of environmental movements, how businesses are responding to climate change, and the extent to which governmental agencies work to mitigate its impacts. Students can utilize this knowledge to propose an innovative sustainable solution to a climate change issue.
| Alphanumeric Code | Performance Expectations |
|---|---|
|
HS-ESS3-1 |
Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. |
|
6.1.12.GeoHE.13.a |
Construct an argument on the effectiveness of environmental movements, their influence on public attitudes, and the efficacy of the government’s environmental protection agencies and laws. |
|
6.1.12.GeoHE.14.a |
Evaluate the impact of individual, business, and government decisions and actions on the environment and climate change and assess the efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions. |
|
S.IC.B.6 |
Evaluate reports based on data. |
|
8.2.12.ETW.3 |
Identify a complex, global environmental or climate change issue, develop a systemic plan of investigation, and propose an innovative sustainable solution. |
|
9.4.12.IML.5 |
Evaluate, synthesize and apply information on climate change from various sources appropriately. |
|
7.1.NH.IPRET.8 |
Demonstrate comprehension of brief oral and written messages using contextualized culturally authentic materials on global issues, including climate change. |
|
7.1.NH.IPERS.6 |
Using information from brief oral and written messages on global issues, exchange information with classmates and others about global issues, including climate change. |
|
7.1.NH.PRSNT.6 |
Tell or write a few details about the impact of climate change in the target language regions of the world and compare those impacts with climate change in the student's community and/or different regions in the United States. |
|
RI.11-12.7 |
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
|
SL.11-12.5 |
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. |