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Students can investigate a local climate issue and propose or carry out a practical response without generative AI. A strong project uses credible evidence, local knowledge, teamwork, and an action suited to students’ time, skills, and school rules. Students can use ordinary materials, public data, interviews, and their own observations; the goal is to learn and act responsibly, not to claim climate benefits the project has not measured.
How to teach a climate action project without generative AI
Use a sequence that moves from a local question to evidence, action, and reflection. Students can read source materials, inspect data, make observations, interview people with permission, calculate and graph results, and write and present their own conclusions. A conventional data portal, spreadsheet, or classroom computer is not generative AI: the distinction is whether students are using those tools to access or analyze information themselves, or asking a generative model to produce research or writing for them.
- Choose a bounded local question. Ask students to notice an issue at school or in the community—such as heat, energy use, biodiversity, waste, transport, or water—and turn it into something answerable. For example, “Which parts of the schoolyard have the least shade?” is more investigable than “How do we stop climate change?” UNESCO recommends place-based climate learning that includes youth and community stakeholders. UNESCO’s climate change education curriculum guidance
- Teach the relevant climate concept and find evidence. Explain the science students need for their specific question, then help them identify credible sources and usable data. NOAA’s climate-literacy guidance includes understanding the climate system and response options, recognizing credible information, communicating accurately, and making informed decisions. NOAA’s climate literacy resources and the EPA’s student and educator resources offer starting points for classroom materials and data.
- Connect the evidence to people and place. Discuss environmental, social, and economic dimensions of the issue. Invite students to consider who is affected, whose knowledge is represented, and who has authority to help. Where relevant and appropriate, include local and Indigenous knowledge. UNESCO’s curriculum principles emphasize action, justice, quality content, and relevance; NOAA’s updated climate-literacy guide also includes local and Indigenous knowledge, social sciences, solutions, and climate justice.
- Compare possible actions and choose a feasible one. Have groups identify who would need to be involved, what permissions are required, and what evidence could show progress. They might make a proposal or carry out a low-risk action after getting appropriate adult and school approval. Treat the action as an opportunity to investigate and learn—not proof by itself of a measurable emissions reduction or reduced community risk.
- Present findings, assess learning, and reflect. Choose a real audience, such as school staff, classmates, families, or a relevant community group. Ask students to explain their evidence, describe who took part, distinguish what they did from what changed, and identify what they would revise. UNESCO recommends assessment that helps students understand what they did well and how to improve; NOAA describes reevaluating teaching as part of its Climate Action Learning Process.
Choose a project that fits the subject and school
UNESCO’s Getting climate-ready: a guide for schools on climate action gives examples across subjects. The ideas below are starting points rather than universal prescriptions. Match a project to students’ age, local conditions, available time, data access, school rules, and the possibility of safe participation.
| Subject or focus | Project idea | Evidence or activity |
|---|---|---|
| Agriculture or gardening | Plan or maintain a school garden and compost, or interview local farmers about climate impacts. | Use observations, interviews, and planning. A purchased compost bin is optional, not a prerequisite. |
| Biology | Measure biodiversity in a schoolyard or nearby community area. | Record observations using a consistent method, then discuss what the observations can and cannot show. |
| Civics | Interview local officials about climate action or plan a community cleanup. | Prepare questions, seek permission, and report responses accurately. |
| Geography | Examine urban sprawl or map areas exposed to climate-related risks. | Use appropriate maps or public data and explain their limits. |
| Mathematics | Graph changes in school energy use. | Work from available school records or a provided dataset; identify the time period and units. |
| Language arts | Practice speaking about local and global climate issues. | Build an evidence-based presentation for an identified audience. |
| Arts | Create posters about a local climate issue. | Communicate a specific finding or action clearly, without overstating what the evidence establishes. |
These examples come from UNESCO’s school guide to climate action. A project can be modest: for a garden or compost topic, students can observe a site, learn about the issue, interview relevant people, and make a plan without buying equipment.
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Assess learning separately from climate impact
A responsible assessment distinguishes three questions: what students learned, what action they completed, and what measurable effect the available evidence supports. A graph, interview, presentation, garden plan, or cleanup can document student work; it does not automatically demonstrate reduced emissions or lower climate risk. UNESCO recommends assessment and ongoing monitoring of climate competencies, but its examples do not establish that every suggested action produces a quantified climate benefit.
- Evidence: Can students explain where information came from and why it is credible?
- Understanding: Can they connect the local issue to the climate concept they studied?
- Participation: Whose perspectives were included, and who was involved in deciding what to do?
- Action: What did the class actually complete, and what approvals or contributions made it possible?
- Limits and next steps: What can the evidence establish, what remains unknown, and what would students investigate or change next?
Why this work belongs in the classroom
UNESCO’s 2024 curriculum review found that 69% of more than 530 Grade 9 science and social science curricula from 85 countries contained no references to climate change; 66% contained no references to sustainability. These figures describe the curricula UNESCO studied, not every country’s full curriculum. In a separate survey reported by UNESCO in 2024, 69% of surveyed teachers in eight countries said climate, environment, or sustainability topics were included in their school curricula, while 50% said they included them in their own teaching. UNESCO’s curriculum webpage gives an approximate baseline of 45% of countries including climate education in school curricula and describes a goal of doubling that number. UNESCO’s curriculum guidance and figures
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For teachers, these figures are context, not a reason to turn a class project into a promise of impact. The practical opportunity is to help students connect credible climate information with their own place, learn to weigh evidence, collaborate, and take an appropriately scaled action.
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