Zachary Taylor, Wright Center, Teachers' Domain
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Static Visualization supports the Next Generation Science Standards»
Middle School: 3 Cross Cutting Concepts
High School: 2 Performance Expectations, 1 Disciplinary Core Idea, 4 Cross Cutting Concepts, 4 Science and Engineering Practices
About Teaching Climate Literacy
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Teaching Tips | Science | Pedagogy |
- The graphs in the analysis section can be used in other activities. The ability to compare the methane concentration, calcium dust, and insolation graphs to the temperature graph is particularly useful.
- Educator may want to explain oxygen isotope ratios before doing this activity.
About the Science
- Comment from expert scientist: This exercise presents a nice summary of how and why ice cores are drilled and presents some of the results. It provides insights into how scientists understand past climate and shows data that puts current climate change in perspective.
About the Pedagogy
- A background essay and discussion questions are provided with the resource.
- Resource has a nice set of graphs that can be overlaid with a temperature curve for analysis and comparison.
- Students can use the data and overlays to draw and defend their own conclusions.
- This resource engages students in using scientific data.
See other data-rich activities
Next Generation Science Standards See how this Static Visualization supports:
Performance Expectations: 2
HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
Disciplinary Core Ideas: 1
HS-ESS2.A3:The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles.
Cross Cutting Concepts: 4
HS-C1.5:Empirical evidence is needed to identify patterns.
HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
HS-C2.2:Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
HS-C2.4:Changes in systems may have various causes that may not have equal effects.
Science and Engineering Practices: 4
HS-P3.4:Select appropriate tools to collect, record, analyze, and evaluate data.
HS-P4.2:Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.
HS-P4.3:Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data
HS-P4.4:Compare and contrast various types of data sets (e.g., self-generated, archival) to examine consistency of measurements and observations.