Decide: Step 4 - Goal and Strategy Selection

Activity - Classroom

Grades6, 7, 8, 9, 10, 11, 12Civics

Scientist Reviewed

Provided by Earth Force

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What it is

In this activity, students collectively select the goals they would like to achieve and choose a way to address the environmental challenge selected.
Students design and determine strategies for reaching the goals in a realistic manner.

Teaching tips

Positives

This activity relies heavily on students learning how to make collective decisions democratically and it provides many resources for teaching students how to do this.
This activity being based on students' local data will keep students engaged.

Prerequisites

To access the resources mentioned in this activity, teachers will need to visit the Environmental Action Civics Alliance website and create a free account.

Differentiation & Implementation

This is one step in a larger problem-solving process that can be applied to many subjects and classes.
If doing the full process, be sure to have students continue to gather their work in a project portfolio for use in the final reflection in the last step.
Guide younger students through the process and determine the best method for privately voting on the criteria.

From the scientist review

The resource presents a logical method of identifying specific issues to change and make viable goals. This is a valid concept and this resource is recommended for teaching.

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At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Civics
Other types: Worksheets
Format: Google Docs
Language: English
Location: Earth
Provider: Earth Force
Authors: Earth Force
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · CCSS.ELA-LITERACY.W.6.7 + 15 more

Connecticut Climate Education Hub

Common Core English Language Arts Standards (CCSS.ELA)

CCSS.ELA-LITERACY.W.6.7Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
CCSS.ELA-LITERACY.W.9-10.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Connecticut Elementary and Secondary Social Studies Standards

6.Inq.4.e.Analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes.
7.Inq.1.a.Explain how compelling and supporting questions represent key ideas about geography or other social science disciplines in the study of a world region.
7.Inq.3.a.Gather relevant evidence from multiple sources using both print and digital resources and databases (e.g., origin, authority, structure, context, credibility).
7.Inq.4.d.Present arguments and explanations about local, regional, and global issues to reach a target audience using print, oral, and digital technologies.
7.Civ.13.a.Analyze the purpose, implementation, and consequences of a policy in both historical and contemporary contexts (e.g., environmental, human rights, public health, White Australia Policy).
8.Inq.1.c.Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.
8.Inq.3.b.Organize and prioritize relevant evidence from and among multiple sources to support claims.
8.Inq.4.f.Apply a range of deliberative and democratic procedures to make decisions and take action in classrooms, schools, and out-of-school civic contexts.
CG.Inq.1.b.Explain how supporting questions contribute to an inquiry and how new compelling and supporting questions emerge when engaging sources that represent varied perspectives.
CG.Inq.3.a.Gather relevant information from multiple sources representing a wide range of views and mediums while using the origin, authority, structure, context, and corroborative value to guide the selection of credible sources.

Core

College, Career, and Civic Life (C3) Standards

D2.Civ.2.6-8Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).
D1.5.9-12Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
D2.Civ.13.9-12Evaluate public policies in terms of intended and unintended outcomes, and related consequences.