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Visual Art Analysis


3rd, 4th, 5th




50 minutes

Regional Focus

North America, United States, USA - Northeast, New Jersey


Google Docs, Google Slides

What Can Animation Teach Us About Climate Change? (Animate for the Animals #1)

Created By Teacher:
Last Updated:
Oct 4, 2022


This lesson engages students with various animations about climate change topics. 

Step 1 - Inquire: Students view a climate change animation video, discuss the content, and describe what defines something as an animation. 

Step 2 - Investigate: Students watch multiple animations in varying forms, recording their reactions, emotions, and thoughts towards the animations.

Step 3 - Inspire: Students reflect on their new knowledge by writing a paragraph or creating a comic strip.
Accompanying Teaching Materials
Teaching Tips


  • Students are exposed to a variety of engaging videos about climate change.
  • Students are given opportunities to think critically, work collaboratively, and work independently.

Additional Prerequisites

  • This is lesson 1 of 4 in our 3rd-5th grade Animate for the Animals unit.
  • It is necessary to have worksheets printed or digitally shared before the lesson.


  • Students could be grouped in mixed ability groups to support students of all ability levels.
  • Students could extend and practice public speaking skills by sharing their findings with the class.
Scientist Notes

This lesson allows students to learn about animations that discuss climate change and the effects on people, other organisms, and the planet. Through the use of reflection questions, students can gain an understanding of how animations can relay information and elicit emotions. Students are then encouraged to create their own comic strip about how they feel about climate change. This is a great lesson that encourages creativity, imagination, and visualization of issues surrounding climate change.

  • Visual & Performing Arts
    • Media Arts: Standard 7 - Perceiving and analyzing products.
      • 1.2.5.Re7a: Identify, describe, explain and differentiate how messages and meaning are created by components in media artworks.
      • 1.2.5.Re7b: Identify, describe, explain and differentiate how various forms, methods, and styles in media artworks affect and manage audience experience when addressing global issues including climate change.
    • Media Arts: Standard 8 - Interpreting intent and meaning.
      • 1.2.5.Re8a: Determine, explain and compare personal and group reactions and interpretations of a variety of media artworks, considering their personal and cultural perception, intention and context.
    • Media Arts: Standard 11 - Relating artistic ideas and works within societal, cultural, and historical contexts to deepen understanding.
      • 1.2.5.Cn11a: Identify, explain, research and show how media artworks and ideas relate to personal, social and community life (e.g., exploring online behavior, fantasy and reality, commercial and information purposes, history, ethics).
15 minutes
  • Students watch the video Climate Change According to a Kid.
    • Before the video, inform students they will be learning about animations and climate change.
    • During the video, students will need to think about what they are learning from the video and how the video makes them feel.
    • After the video, students discuss with a partner using the question prompts and sentence starters.
  • Teacher introduces students to the vocabulary words animation and empathy.
25 minutes
  • Teacher creates groups of 4 or 5 students and hands out the Student Reactions Worksheet.
  • Students watch the following three animations in their groups:
  • After students view each animation, students do the following in their groups:
    • Complete one row on the Student Reactions Worksheet.
    • Discuss the different animation types and techniques in the video guided by the questions on the Teacher Slideshow.
  • Teacher conducts a "shake-up" after the students complete their worksheets by using the instructions below:
    • Students find one or two other classmates who were not in their original group.
    • The students interview their partner(s) about their collected group data using the question prompts and sentencers on the Teacher Slideshow.
    • If time permits, the class does another shake up, following the same process.

10 minutes
  • Students return to their own space to reflect on what they have learnt about different perspectives and reactions to climate change.
  • Students choose to reflect in a written paragraph or as a comic strip using the Student Reflection Comic.


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