Jump to this Activity »
Next Generation Climate Lesson 2 - What factors have caused the rise in the global temperature over the last century?
https://curriculum.climategen.org/CLEAN/ClimateGen-ngc-CLEAN-lesson-2.pdf

Will Steger Foundation/Climate Generation

In this activity, students explore factors that have caused the rise in global temperature over the last century. Educators have the opportunity to assess how modeling activities (the game), analogies (the cake), and mathematical models (graphs) develop and change student mental models.

Activity length: Three 50-minute periods

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Activity supports the Next Generation Science Standards»
Middle School: 2 Disciplinary Core Ideas, 5 Science and Engineering Practices
High School: 2 Disciplinary Core Ideas, 4 Science and Engineering Practices

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

  • The large-group activity could be completed indoors (gym, cafeteria) if weather or logistics does not permit an outdoor activity.
  • The research that the students are required to do as far as their claim, evidence and reasoning (CER), would do well in collaboration with school's librarian/media specialist.

About the Science

  • Activity addresses factors that are causing the climate to change and distinguishes between natural and human causes.
  • Passed initial science review - expert science review pending.

About the Pedagogy

  • Terrific kinesthetic modeling of the greenhouse effect. The game looks complex but really isn't.
  • Activity teaches scientific principles while having fun at the same time.

Technical Details/Ease of Use

  • Link for video for Lesson 2 is here: http://www.climategen.org/ngconline/.
  • Educators may need to find additional resources as background reading if unfamiliar with common models of climate change.

Next Generation Science Standards See how this Activity supports:

Middle School

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: 5

Developing and Using Models, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Asking Questions and Defining Problems

MS-P1.3:Ask questions to determine relationships between independent and dependent variables and relationships in models.

MS-P2.5:Develop and/or use a model to predict and/or describe phenomena.

MS-P4.4:Analyze and interpret data to provide evidence for phenomena.

MS-P6.3:Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

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.

High School

Disciplinary Core Ideas: 2

HS-ESS3.C2:Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.

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.

Science and Engineering Practices: 4

Developing and Using Models, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence

HS-P2.3:Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system

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-P6.2:Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

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.


Jump to this Activity »