Cycle Summary
Students will complete a Keely-Style Probe about different sources of evidence and discuss what types of evidence are more or less reputable.
Students will evaluate a claim about water on Earth and decide if they agree or disagree with the claim after each piece of new evidence is presented.
Students will analyze an ice core they create and actual ice core data, to understand how ice cores are used to understand past climates.
Students rotate between stations to analyze how glacier retreat, Arctic sea ice, warming oceans, phenology, sea level rise, and extreme events are used as lines of evidence for climate change.
Students will analyze an ice core they create and actual ice core data, to understand how ice cores are used to understand past climates.
Students rotate between stations to analyze how glacier retreat, Arctic sea ice, warming oceans, phenology, sea level rise, and extreme events are used as lines of evidence for climate change.
Students will analyze an ice core they create and actual ice core data, to understand how ice cores are used to understand past climates.
Students rotate between stations to analyze how glacier retreat, Arctic sea ice, warming oceans, phenology, sea level rise, and extreme events are used as lines of evidence for climate change.
Students are placed in 7 groups based upon which line of evidence they believe is the strongest indicator of climate change.
They create a CER arguing why their evidence is the strongest.
Students are placed in mixed groups, representing all 7 lines of evidence for climate change. Student will share their CER and try to persuade each other that their line of evidence is strongest.
Students are placed in mixed groups, representing all 7 lines of evidence for climate change. Student will share their CER and try to persuade each other that their line of evidence is strongest.
Students will obtain information from text and video resources to explain how to use critical thinking to determine false claims and weak arguments regarding climate change skepticism.
In this cycle, students will construct an explanation that answers the guiding question: What evidence shows that the Earth’s climate is changing?
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