Teaching Tips

• Activity 2 concerning the Warmville and Coolville models may be oversimplified and therefore confusing for some audiences. Educators could consider omitting this activity without losing any major activity content.
• This unit focuses heavily on teacher-guided discussions. Consider providing stories and background for students to connect the science to its implications. If possible, bring in experts to discuss their experiences with modeling and observation. The lesson does not explicitly discuss climate change modeling vs. observation. This is a natural segue from this unit and would be a good follow-up.
• It is often unclear where the data is sourced from and how it was obtained. Educators could consider weaving in questions to help students think critically about identifying trusted sources.

About the Content

• The activities focus on guiding students through how models are constructed and the ways in which observational data can be used to predict the future. It is excellent for teaching those concepts, but will take significant time.
• The included activities mostly use real data and highlight how models are used to govern entire industries, such as the fishing industry.
• Graphs include an in-text citation but a complete citation reference is not available.
• Passed initial science review - expert science review pending.

About the Pedagogy

• This resource uses a mix of interactive simulations, short answer questions, and discussions to engage students. The teacher guide and student worksheets help to organize content and reiterate core concepts. Presentation graphics are also included to facilitate a classroom activity and discussion.
• Much of this lesson focuses on guided discussion. Additional background that allows for more independent discussion and exploration would benefit students. The content in this unit could easily take between 8-16 classes and could be the basis for a semester worth of teaching.
• The first few activities could potentially work as stand-alone lessons, although they do build on students' knowledge over time and it could be beneficial to do all of them.

• This resource engages students in using scientific data.
  See other data-rich activities

Technical Details/Ease of Use

• Make sure to take a look at the detailed teacher and student guide before teaching this lesson.
• Try out the software before using with students. The VES-V virtual reality simulation used in activity 1 may take up to 10 minutes to load in a Google Chrome browser or may not load in some computers (test it first). It may be necessary to assign this activity as at-home work, or alternatively complete it as a class.