Will Steger Foundation/Climate Generation
Activity length: Three 50-minute class periodsLearn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
Middle School: 2 Disciplinary Core Ideas, 2 Science and Engineering Practices
High School: 1 Disciplinary Core Idea, 1 Science and Engineering Practice
About Teaching Climate Literacy
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Teaching Tips | Science | Pedagogy |
- Find the videos needed for Activity 5 at http://www.climategen.org/ngconline/.
- Find handouts and worksheets at the end of the lab or at https://www.climategen.org/what-we-do/education/climate-change-and-energy-curricula/curriculum-guides/next-generation-climate-for-grades-6-8/worksheets/.
- Three class periods are estimated for the for activities given, but multiple extension activities are provided, which may require more time.
- An ecological footprint quiz is offered as an extension activity. Prior to class, instructors should spend some time looking at the list of calculators provided to determine the one most suitable for their class.
About the Science
- Activity deals with the difference between adaptation and mitigation.
- Passed initial science review - expert science review pending.
About the Pedagogy
- A group activity and discussion immerse students into considering impacts of climate change and ways to adapt to and mitigate the effects of these changes.
- In the second activity, student use the National Climate Assessment to collect evidence that supports a claim they make about what response is best to mitigate or adapt to effects of climate change.
- Videos of varying difficulty are provided for different ability groups of students.
- Limited background materials are provided, so instructors may need to explore the concepts of adaptation and mitigation in more detail if they do not have prior knowledge in this area. Likewise, the limited resources may make this resource more suitable for grades 9-14, unless students and instructor come in with prior knowledge and scaffolding.
Next Generation Science Standards See how this Activity supports:
Disciplinary Core Ideas: 2
MS-ESS3.C2:Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
MS-ESS3.D1:Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
Science and Engineering Practices: 2
MS-P7.3:Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
MS-P8.5:Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.
Disciplinary Core Ideas: 1
HS-ESS3.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.