Who Will Take the Heat?

Who Will Take the Heat?
http://www.pbs.org/wgbh/nova/worldbalance/roleplay/heat.html

PBS Teachers, NOVA

This activity engages students in a role play to negotiate an agreement between the United States and China about climate change policies. Students use given background material or can do their own additional research to present their assigned stakeholder's position in a simulated negotiation.

Activity takes three to four 45-minute lesson periods.

Learn more about Teaching Climate Literacy and Energy Awareness»

See how this Activity supports the Next Generation Science Standards»
High School: 1 Performance Expectation, 3 Disciplinary Core Ideas, 4 Cross Cutting Concepts, 5 Science and Engineering Practices

Excellence in Environmental Education Guidelines

4. Personal and Civic Responsibility:A) Understanding societal values and principles
Other materials addressing:
A) Understanding societal values and principles.

4. Personal and Civic Responsibility:B) Recognizing citizens' rightrs and responsiblities
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B) Recognizing citizens' rightrs and responsiblities.

2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:A) Individuals and groups
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A) Individuals and groups.

2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:B) Culture
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B) Culture.

2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:C) Political and economic systems
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C) Political and economic systems.

2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:D) Global Connections
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D) Global Connections.

2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:E) Change and conflict
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E) Change and conflict.

2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:E) Environmental Issues
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E) Environmental Issues.

3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:A) Identifying and investigating issues
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A) Identifying and investigating issues.

3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:B) Sorting out the consequences of issues
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B) Sorting out the consequences of issues.

3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:C) Identifying and evaluation alternative solutions and courses of action
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C) Identifying and evaluation alternative solutions and courses of action.

3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:D) Working with flexibility, creativity, and openness
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D) Working with flexibility, creativity, and openness.

3. Skills for Understanding and Addressing Environmental Issues:3.2 Decision-Making and Citizenship Skills:A) Forming and evaluating personal views
Other materials addressing:
A) Forming and evaluating personal views.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

Appropriate for a science or social studies class.
This lesson would be a good cross-curricular performance assessment or final project.

About the Science

Students learn about the environmental, economic, and political issues surrounding global climate change policy.
Activity is from 2004 and can be enhanced with more recent scientific information that students can be challenged to find.
Concise, accurate background material provided. Many additional references provided.

About the Pedagogy

Stated learning outcome is one of participation in the negotiations. Ideally, the outcome can also include students demonstrating through their participation their understanding of related environmental, political and economic issues.
Lesson is well-organized with detailed readings provided and some helpful suggestions about how to set up the negotiations. Suggestions about how to assess students and expand the project are provided.

Technical Details/Ease of Use

Well-organized lesson that contains a plethora of readings for students to use in their role play as well as suggestions about how to teach students to effectively negotiate with their peers.

Learn more about CLEAN and NGSS

Next Generation Science Standards See how this Activity supports:

High School (see details)

High School

Performance Expectations: 1

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.

Disciplinary Core Ideas: 3

HS-ESS2.D1:The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.

HS-ESS2.D4:Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.

HS-ESS3.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.

Cross Cutting Concepts: 4

Cause and effect, Systems and System Models, Energy and Matter, Stability and Change

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Cause and effect, Systems and System Models, Energy and Matter, Stability and Change

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-C4.2:When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.

HS-C5.3:Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.

HS-C7.2:Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.

Science and Engineering Practices: 5

Asking Questions and Defining Problems, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

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HS-P1.7:Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design.

HS-P4.3:Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data

HS-P6.5:Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

HS-P7.5:Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.

HS-P8.5:Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).

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