Daniel Bedford, Weber State University
Activity will take about a class period.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
High School: 4 Cross Cutting Concepts, 5 Science and Engineering Practices
About Teaching Climate Literacy
Other materials addressing GPa
Other materials addressing GPb
Other materials addressing 4d
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 |
- Educators should read carefully the author's comments about the dangers of using these kind of opinion pieces.
- Educators can apply the same methodology described in this activity to other opinion pieces that challenge estimated climate science.
- Educator should be knowledgeable about typical climate denier arguments.
- Additional materials on the http://www.skepticalscience.com/ website will support the educator in teaching this lesson.
About the Science
- This resource contains no climate science content of its own. It supports an understanding of the role of scientific evidence and peer-review in scientific practice.
- This activity contributes a very important aspect that is not found in may other teaching materials - how to provide students with tools of discussing climate change with deniers.
About the Pedagogy
- This activity is a culminating project. Because of the required skills and concepts, it will likely best fit late in the semester.
- Outstanding resource that needs to be used only by someone who is knowledgeable about arguments from climate change deniers.
- Very careful use is required to not enforce misconceptions in students.
Next Generation Science Standards See how this Activity supports:
Cross Cutting Concepts: 4
HS-C1.2:Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments.
HS-C3.3:Patterns observable at one scale may not be observable or exist at other scales.
HS-C5.1:The total amount of energy and matter in closed systems is conserved.
HS-C7.1:Much of science deals with constructing explanations of how things change and how they remain stable.
Science and Engineering Practices: 5
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-P6.4:Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.
HS-P7.2:Evaluate the claims, evidence, and/or reasoning behind currently accepted explanations or solutions to determine the merits of arguments.
HS-P8.4: Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible.