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Elevate Your Classes with Global Climate Change Conversations

Level Up Village’s virtual exchanges provide the perfect opportunity to meet New Jersey’s inclusion of climate change education at every level of instruction.

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Virtual Exchanges Aligned with
New Jersey's Climate Change Learning Standards

Tackle the New Jersey climate change education standards by joining our global community of educators committed to fostering meaningful conversations about climate change and promoting cultural understanding among students.  Nine of our exchange topics align to New Jersey’s recent climate change education standards. Check out the topics below and the standards they align to.

Our Mission

The mission of  Level Up Village (LUV) is to globalize the classroom and facilitate meaningful collaboration between students from around the world. Since 2012, we’ve paired over 1000 classes in 20 countries.

About Us

Level Up Village was founded in 2012 as an educational technology enterprise with the mission of facilitating global collaborative STEAM learning for students 4-13 years old. In 2019, LUV joined Language Testing International, Inc., which inspired expansion into intercultural exchanges for World Languages students as well as global citizenship exchanges for Social Studies classes. In 2023, with over a decade of experience in global education, 20 available exchanges with engaging content, a brand-new platform, and hundreds of enthusiastic partner teachers around the world in our educator community, we stand ready to enrich the lives and learning experiences of students everywhere.

Exchange Topics Aligned to
New Jersey's Climate Change Learning Standards

Students learn about the engineering design

Global Storybook
Engineers 1

Ages 4-8
Students learn about the engineering design cycle, how to make connections between stories and design challenges, and explore how design thinking can be used to solve problems through hands-on investigations and experiments, design builds, and communicating with partners.

8.2.2.ED.1: Communicate the function of a product or device.
8.2.2.ED.2: Collaborate to solve a simple problem, or to illustrate how to build a product using the design process.
8.2.2.ED.3: Select and use appropriate tools and materials to build a product using the design process.
8.2.2.ED.4: Identify constraints and their role in the engineering design process.
9.4.2.CT.2: Identify possible approaches and resources to execute a plan (e.g., 1.2.2.CR1b, 8.2.2.ED.3).
9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive).

second Global Storybook Engineers course

Global Storybook
Engineers 2

Ages 4-8
Due to popular demand, we have created a second Global Storybook Engineers course with different stories and projects for students to work on. Students learn about the engineering design cycle, how to make connections between stories and design challenges, and how design thinking can be used to solve problems through hands-on investigations and experiments, design builds, and communicating with partners.

8.2.2.ED.1: Communicate the function of a product or device.
8.2.2.ED.2: Collaborate to solve a simple problem, or to illustrate how to build a product using the design process.
8.2.2.ED.3: Select and use appropriate tools and materials to build a product using the design process.
8.2.2.ED.4: Identify constraints and their role in the engineering design process.
9.4.2.CT.2: Identify possible approaches and resources to execute a plan (e.g., 1.2.2.CR1b, 8.2.2.ED.3).
9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive).

Human Impact on Our Environment: Our Communities

Ages 8-10
In this course, students collaborate to learn about each other, and about humans, geography, and the environment. Students research human impact on the environment in their regions and exchange videos to reveal the issues they are facing and the actions they should take.

3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
6.3.5.GeoGI.1: Use technology to collaborate with others who have different perspectives to examine global issues, including climate change and propose possible solutions.
9.4.5.CI.1: Use appropriate communication technologies to collaborate with individuals with diverse perspectives about a local and/or global climate change issue and deliberate about possible solutions.
9.4.5.CI.2: Investigate a persistent local or global issue, such as climate change, and collaborate with individuals with diverse perspectives to improve upon current actions designed to address the issue.

Learning about water

Global Scientist A:
Water Conservation

Ages 10-12
Students learn about the importance of water, global water issues and solutions, the water cycle, water pollution, and water scarcity. They record personal water usage.

3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
4-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes and climate change have on humans.
3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
6.3.5.GeoGI.1: Use technology to collaborate with others who have different perspectives to examine global issues, including climate change and propose possible solutions.
8.1.5.DA.3: Organize and present collected data visually to communicate insights gained from different views of the data.
8.1.5.DA.4: Organize and present climate change data visually to highlight relationships or support a claim.
9.4.5.CI.1: Use appropriate communication technologies to collaborate with individuals with diverse perspectives about a local and/or global climate change issue and deliberate about possible solutions.
9.4.5.CI.2: Investigate a persistent local or global issue, such as climate change, and collaborate with individuals with diverse perspectives to improve upon current actions designed to address the issue.
MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-ESS2-4: Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
9.4.8.IML.7: Use information from a variety of sources, contexts, disciplines, and cultures for a specific purpose (e.g., 1.2.8.C2a, 1.4.8.CR2a, W.5.8, 6.1.8.GeoSV.3.a, 6.1.8.CivicsDP.4.b, 7.1.NH. IPRET.8).
9.4.8.IML.8: Apply deliberate and thoughtful search strategies to access high-quality information on climate change (e.g., 1.1.8.C1b).

Students Experimenting

Global Scientist B:
Water Experimentation

Ages 10-12
Students learn about the importance of water, global water issues and solutions, water pollution, and water scarcity. Students study aquifers and design water filters.

3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost.
6.3.5.GeoGI.1: Use technology to collaborate with others who have different perspectives to examine global issues, including climate change and propose possible solutions.
8.2.5.ED.3: Follow step by step directions to assemble a product or solve a problem, using appropriate tools to accomplish the task.
9.4.5.CI.1: Use appropriate communication technologies to collaborate with individuals with diverse perspectives about a local and/or global climate change issue and deliberate about possible solutions.
MS-ESS2-4: Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

STEM course - student using 3D printing technology

Global Inventors:
3D Printing and Design

Ages 10-14
This course introduces students to 3D printing technology through hands-on engineering challenges that encourage them to use the engineering design cycle to develop and refine their ideas. Students will gain an appreciation fort the sustainable and customizable nature of 3D printed objects while being encouraged to think critically about how they can use technology to solve everyday problems.

MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
9.4.8.CT.2: Develop multiple solutions to a problem and evaluate short- and long-term effects to determine the most plausible option (e.g., MS-ETS1-4, 6.1.8.CivicsDP.1).

Classroom Conversation

Global Conversations:
I Am Malala

Ages 11-14
Students learn about Malala’s story, the Malala Fund’s work and how education, leadership and community service can lead to positive change through hands-on investigations and tasks, and collaborating and communicating with partners.

1.5.8.Cn11b: Analyze and contrast how art forms are used to reflect global issues, including climate change.

Global Citizen Series

Global Citizen Series:
Climate Change

Ages 12-18
Students in two different countries meet virtually and learn about each other’s culture and community through secure, asynchronous video exchanges. They research the impact of climate change on their environment and community, report their findings, and describe plans for action to their peers. Students respond to each other’s reports and reflect on their overall experience of doing the exchange.

MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused climate change over the past century.
6.3.8.CivicsPR.4: Use evidence and quantitative data to propose or defend a public policy related to climate change.
8.2.8.ETW.4: Compare the environmental effects of two alternative technologies devised to address climate change issues and use data to justify which choice is best.
9.4.8.CI.1: Assess data gathered on varying perspectives on causes of climate change (e.g., cross-cultural, gender-specific, generational), and determine how the data can best be used to design multiple potential solutions.
9.4.8.CT.1: Evaluate diverse solutions proposed by a variety of individuals, organizations, and/or agencies to a local or global problem, such as climate change and use critical thinking skills to predict which one(s) are likely to be effective.
9.4.8.CT.2: Develop multiple solutions to a problem and evaluate short- and long-term effects to determine the most plausible option (e.g., MS-ETS1-4, 6.1.8.CivicsDP.1).
9.4.8.IML.7: Use information from a variety of sources, contexts, disciplines, and cultures for a specific purpose (e.g., 1.2.8.C2a, 1.4.8.CR2a, W.5.8, 6.1.8.GeoSV.3.a, 6.1.8.CivicsDP.4.b, 7.1.NH. IPRET.8).
HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability and aesthetics as well as possible social, cultural and environmental impacts.
6.2.12.GeoPP.6.a: Make evidence-based inferences to determine the global impact of increased population growth, migration and changes in urban-rural populations on natural resources and land use.
6.2.12.EconGE.6.a: Evaluate efforts of governmental, non-governmental, and international organizations to address economic imbalances, social inequalities, climate change, health and/or illiteracy.
6.3.12.GeoGI.1: Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, including climate change and water scarcity and present those solutions to relevant national and international governmental and/or nongovernmental organizations.
8.2.12.ETW.3: Identify a complex, global environmental or climate change issue, develop a systemic plan of investigation and propose an innovative sustainable solution.
9.4.12.GCA.1: Collaborate with individuals analyze a variety of potential solutions to climate change effects and determine why solutions may work better than others (e.g., political, economic, cultural).
9.4.12.IML.7: Develop an argument to support a claim regarding a current workplace or societal/ethical issue such as climate change.
9.4.12.IML.5: Evaluate, synthesize and apply information on climate change from various sources appropriately.
9.4.12.IML.6: Use various types of media to produce and store information on climate change for different purposes and audiences with sensitivity to cultural, gender and age diversity.

Climate Change

Global Challenges -
Climate Change

For World Language Students
Climate change is a widely debated topic in today’s world. Communities take different approaches to address this concerning issue. In this course, students explain some issues and possible solutions related to climate change in their communities. Additionally, they will reflect on some of the government policies that are dealing with this global challenge. Through video exchanges, students will interact at a competent level with their peers to explain cultural practices and perspectives within their own and other cultures.

HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards and changes in climate have influenced human activity.
HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on climate change and other natural systems.
HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability and aesthetics as well as possible social, cultural and environmental impacts.
7.1.NH.IPRET.8: Demonstrate comprehension of brief oral and written messages using contextualized culturally authentic materials on global issues, including climate change.
7.1.IL.IPRET.6: Using contextual authentic cultural resources, identify reasons for climate change in the target culture and in students’ own community.
7.1.IM.IPRET.9: Use information gathered from culturally authentic resources to identify possible solutions to the effects of climate change.
7.1.IH.IPRET.8: Collect, share and analyze data related to global issues including climate change.
7.1.AL.IPRET.10: Collect, share and analyze data related to global issues including climate change.
7.1.NH.IPERS.6: Using information from brief oral and written messages on global issues and exchange information with classmates and others about global issues, including climate change.
7.1.IL.IPERS.6: Exchange information with classmates and with native speakers of the target language about the effects of climate change on the target language region(s) of the world and suggest a few possible solutions.
7.1.IM.IPERS 6: Exchange information from a variety of resources with classmates about global issues, including climate change.
7.1.IH.IPERS.6: Compare and contrast global issues in a group discussion, with emphasis on climate change and its impact on the target language regions of the world and the people who live in those areas.
7.1.AL.IPERS.6: Converse with members of the target culture with understanding about contemporary global issues, including climate change.
7.1.NH.PRSNT.6: Tell or write a few details about the impact of climate change in the target language regions of the world and compare those impacts with climate change in the student's community and/or different regions in the United States.
7.1.IL.PRSNT.5: Compare and contrast global issues facing the target language regions of the world and those facing the students’ own regions.
7.1.IM.PRSNT.7: Compare cultural perspectives regarding the degradation of the environment of the target culture(s), including the effects of climate change, with those of students’ own culture.
7.1.IH.PRSNT.6: Explain cultural perspectives of the target language people regarding climate change and compare and contrast those perspectives with ones held by people in the students’ own culture.
7.1.AL.PRSNT.6: Analyze how cultural perspectives about climate change over time and compare with changing perspectives in one’s own culture.

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