Before Strategy/Engage-15 minutes
1. Students will view "The Scientific Truth About Climate Change" Video Clip (9:35 minutes). Students can view this video clip on their personal digital device, or teacher can play the video on the interactive whiteboard.
2. As students are watching the video, they should answer the question: "Do you think 'global warming' is actually happening on our planet? Why or why not?"
3. After viewing the video clip, the teacher will begin a discussion by asking students to vote (can raise hands or use electronic method) on whether they think climate change is "fact" or "fiction". The teacher will ask students to describe the reasoning behind their vote.
During Strategy-Explore & Explain-50 Minutes
1. Students will use information from the data table to create a line graph showing how atmospheric carbon dioxide levels have changed over time (see "Atmospheric Carbon Dioxide Graph" for detailed instructions).
2. Students will use information from the data table to create a line graph showing how global temperatures have changed over time (see "Global Temperature Graph" for detailed instructions).
Note: The data for the tables came from the following websites:
"NASA Global Climate Change": This website contains current information about atmospheric carbon dioxide levels. This would be a good resource to show students as well.
"Global Temperatures" from Earth Policy Institute: This website contains several graphs and data tables relating to atmospheric carbon dioxide levels, global temperatures, and sea ice levels.
3. After completing the graphs, students should hold their graphs side by side and answer the questions #1 and #2 on the "Analyzation and Reflection Handout".
4. On notebook paper, students should create a T-chart, labeling the left column "Human Activities", and labeling the right column "Natural Processes".
5. Students will read the article(s) and create a list of possible human activities and natural processes that could cause an increase in atmospheric carbon dioxide levels and global temperatures.
Note: The teacher could use all three articles or just choose one or two for the students to read. The students may access the articles using a digital device, or the teacher may make a printed copy for students to read.
After Strategy-Explain & Extend: 20 minutes
1. Students will examine and analyze their three evidence pieces: atmospheric carbon dioxide graph, global temperature graph, and T-chart. Students will use this information to answer the questions on the "Analyzation and Reflection Handout".