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Climate Status Investigations
Department of Energy
National Energy Technology Laboratory
home Curriculum Grid
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Lesson 19. Global Recommendations
Week Four Lessons
15. Methane Investigation Lab
16. Geologic Sequestration
17. Don't be Fuelish
18. Wedge Game
19. Global recommendations
Students make recommendations to reduce emissions | Multiple Disciplines

Links on this page: Global Recommendations-Student Sheet
| Global Recommendations - United Governments Response

National Education Standards Met:

sciencelanguage disciplinemathsocial studies discipline

Goal:  Students will learn to use the decision grid to evaluate sequestration techniques and make recommendations for mitigating potential effects of global climate change.

Objectives:  Students will…

  • Use the decision grid
  • Evaluate possible ways to reduce emissions
  • Review contributing factors

Materials (for a class of 30):

  • 30 Global Recommendations-Decision Grids
  • 30 sheets poster paper
  • Markers

Time Required:  2, 45-60 minute periods

Standards Met: S1, S6, LA4, LA5, LA11, GM4, C4, C5, E11, E16, G1, G4, G5, WH9


Note:  Students will be introduced to the decision grid as a tool to evaluate the various sequestration techniques.  Part one of the activity reviews how to use the tool and asks students to evaluate three sequestration techniques.  Part two of the activity asks students to present their most sustainable choice for sequestration to the United Government group (a group of classroom volunteers role-playing government officials from around the world). 


  • Have students brainstorm a list of things they would like to see last beyond their lifetimes.  For example, you can say that you would like to have an education system or books available to your grandchildren.
  • As students share their lists, decide into which category, Environment, Social Equity or Economics the item fits.  Write their items down on the easel paper or white board, grouping them according to category.  Categories should not be written at the top of each list at this point. 
  • After all the students have shared their lists, read the items in each category back to the students.
  • Ask the students to identify headings for each of the 3 categories.
  • Paraphrase the heading so that the class has identified the 3 Es of sustainability: Environment, Social Equity and Economics.
  • Review the concept of sustainability and definitions below:

    - Equity:  Something that is just, impartial, and fair


    - Social Equity:  Something that is just or fair as it relates to human society and its modes of organization
  • Economics:  the production and distribution and consumption of goods and services and their management
  • Environment:  the area in which something exists or lives
  • Show students the decision grid from the overhead transparency of the Global Recommendations-Student Sheet.  Review how to use it (refer to teacher background sheet for information).
  • Explain that they will need to choose at least three sequestration techniques and evaluate them using the decision grid.  Then, they will be asked to present their choice for mitigation and present it to government representatives (role-played by you or classroom volunteers).
  • Divide students into groups of 3 or 4. 
  • Hand out Global Recommendations-Student Sheet to each group and give them time to evaluate sequestration techniques. 



Arrange for 3-5 volunteers to come to class today and represent government officials from countries around the world.  They will collectively represent the United Governments group that will listen to students’ presentations.

  • Ask students to prepare a 1-2 minute presentation on the sequestration technique that they considered the most sustainable (as per the results of their decision grids).
  • Explain that they will be presenting the information to a group of government representatives from the United Governments.
  • Invite classroom volunteers to sit in the front of the room.  Attach nametags to make them appear more ‘official.’
  • Allow groups to present to the United Governments group.
  • At the end of each group’s presentation, keep a tally of recommendations.
  • At the end of all the group’s presentations, ask the United Governments group to convene and discuss ideas.
  • Pretend that the United Governments have come to some conclusion and read the response on the Global Recommendations-United Governments Response sheet.
  • Summarize the unit and discuss any questions or additional ideas.


  • Participation in the activity
  • Presentation

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Global Recommendations-Student Sheet

Rating Scale:
3 - Meets all criteria
2 - Meets many criteria
1 - Meets some criteria
0 - Meets few, if any criteria




1. Feasible for all people to implement this action.
2. Supports learning & skill development for all cultural groups


1. Fosters the integrity of the environment
2. Enhances global atmosphere


1. Action implementation is affordable
2. Promotes efficiency in time, materials, & resources













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Global Recommendations-
United Governments Response

Hand this to the volunteers that are acting as United Government Representatives.  They should read this at the end of student presentations.


“While we find all of your mitigation techniques to have immense value, we believe that the best way to mitigate emissions is to tailor techniques to meet each country’s specific emissions situation.  In some cases, this might entail combining several techniques or simply focusing on one.  For instance,                                        (name of country/government representative) may find that prevention of GHG emissions is the best solution while                                                (name of country/government representative) may believe that a combination of geologic sequestration, prevention and biofuel use is the best solution. 

We appreciate your time and energy in researching potential mitigation techniques and will keep your recommendations in mind going forward.”

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