Activity takes about one 50-minute period.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
High School: 1 Disciplinary Core Idea, 2 Cross Cutting Concepts, 3 Science and Engineering Practices
About Teaching Climate Literacy
Other materials addressing 4e
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Educator may need to add explanation/scaffolding to some of the mathematical terminology used depending on background level of students.
- Activity is probably best used in sequence with the other 4 activities in the What is the Future of Earth's Climate? module; http://authoring.concord.org/sequences/47.
- Although some scaffolding is provided with understanding anomaly graphs, educator may need to spend more time unpacking this concept.
- Educator will need to unpack the IPCC scenarios.
About the Science
- Activity draws on NASA data, showing temperature changes over the past 120 years, and data from the Vostok ice core to look at climate trends over different time scales.
- Passed initial science review - expert science review pending.
About the Pedagogy
- Activity is the first of 5 activities in the High Adventure Science module, What is the Future of Earth's Climate?
- Activity does a good job of explaining elements of the visualizations to students (such as running mean, annual mean, baseline error bars) and then poses questions to which students respond online, generating a report of the questions and their responses at the end of the activity.
- The High Adventure Science website http://has.concord.org has supportive instructions and information for teachers. If teachers register their classes through the portal provided, they can access students answers to questions and other data.
Technical Details/Ease of Use
- Excellent quality and easy to use.
- All aspects of the lesson including the data tools and fill in answer boxes provide seamless experience for students.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANhttp://authoring.concord.org/sequences/47
Next Generation Science Standards See how this Activity supports:
Disciplinary Core Ideas: 1
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.
Cross Cutting Concepts: 2
HS-C1.5:Empirical evidence is needed to identify patterns.
HS-C4.4:Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.
Science and Engineering Practices: 3
HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
HS-P4.3:Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data
HS-P6.1:Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.