The Future

Students will think about the future and imagine how environmental changes will impact our world.
Students will learn about vocabulary and ideas related to climate change and the environment.
Students will connect their actions and environmental impact to consequences in the future.

KEY QUESTIONS

1. What will we eat in the future?
2. What environmental phenomena will impact what we eat in the future?
3. What will we wear in the future? What will our houses look like? What will animals looks? How will we communicate?
4. What concerns do you have for our future?
5. What do you hope will happen in the future?

VISUAL REFERENCES

1. Living Things (2015), Jacob Douenias and Ethan Frier

ACTIVITY

Write a story that takes place in the future. Think about all of the details about how life will be the same or different. What would our houses look like? What would we eat? What would a normal day in the future look like? Once you have completed your story, create an additional element to accompany it – a drawing, a model, a sculpture, a painting, a poem, etc. Share with your class. How are the stories similar or different? Have a conversation as a class about your hopes and concerns for the future. What can you change now to allay some of your fears?
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PENNSYLVANIA CORE STANDARDS
LANGUAGE ARTS

Narratives: (CC.1.4.6.M-CC.1.4.11-12.M)
-write narratives to develop real or imagined experiences or events

Range of Writing: (CC.1.4.6.x-CC1.4.11-12.x)
-ability to write over an extended time-frame (ex. research) and shorter time-frames (ex. a single sitting) for different discipline tasks, purposes and audiences

VISUAL ARTS

(9.1.6.A-9.1.12.A)
-know and use the elements and principles of each art form to create works in the arts and humanities

(9.1.6.E-9.1.12.E)
-demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts