ARNDELL ANGLICAN COLLEGE

Climate Change Lesson

Outlines
bradley.murphy
6/10/2013
The content outcomes focused upon in this unit come from pages 63-63 of the NSW Syllabus for the Australian Curriculum Science K to
10 Syllabus:
ES3: People use scientific knowledge to evaluate claims, explanations or predictions in relation to interactions involving the atmosphere,
biosphere, hydrosphere and lithosphere.
Students:
c. evaluate scientific evidence of some current issues affecting society that are the result of human activity on global systems, eg the
greenhouse effect, ozone layer depletion, effect of climate change on sea levels, long term effects of waste management and loss of
biodiversity. (Board of Studies, 2012, p. 63).
Additional content:
Research how computer modelling has improved knowledge & predictability of phenomena, eg atmospheric pollution, ocean salinity and
climate change. (Board of Studies, 2012, p. 63)

NOTE: If the embedded file does not open once double clicked such as if a security warning appears saying Do
you want to open this file? Click open. If it then asks to select a program/software then choose the option to
use one on your computer and select the appropriate software matching the icon: word, acrobat, PowerPoint
etc.

Lesson 1: What is climate change and its causes: anthropogenic and natural
Timi
ng

Introduction/Activity

15
min

Student Guide
Anthropogenic Climate change.docx

STUDENT GUIDE FOR UNIT:

As a whole class discuss the survey monkey results and
contributions made to the homework blog on:
what is climate change/global warming?
Is it real?
How do you know?
Results sample:

Pedagogy
Assessing Students prior
knowledge and
conceptions/misconcepti
ons from Socratic
questioning
Blog: Social
constructivism;
connectivism. Positive
impact on student
writing and critical
thinking.

Technolo Student
gy
s are
Survey
monkey
Blog
(wordpres
s)

Listening
and
discussin
g in turn

Data
projector,
computer
and IWB

climate change
pre_survey results.pdf

20
min

Using supplied classification scaffold (see worksheet in

technology column) decide in groups how comments compare
and contrast and place on appropriate location on the scaffold.
The errand monitor will need to access the blog to do this
activity

Scaffolding to reduce
cognitive load allowing
students to achieve
beyond their capacity.
Cooperative group work

Below is a file outlining group roles to be given to each group:

Teacher modeling
process and skill of

Worksheet
s (paper
or digital)
Compare &
Contrast.docx

Data
projector,
computer

Working
in groups
in
assigned
roles:
leader;
recorder;
Time
keeper;
presenter

cooperative group
role cards 2.pdf

organizing/categorizing
of information

and IWB

;
errand/IC
T
monitor.

Website shows step by

step images with
integrated text reducing
cognitive load and
benefiting visual
learners through images
and animations. Process
is simplified and
students can move at
their own pace and go
back to help with
understanding.

Student
laptops

Scaffolded worksheet
also supplied

Worksheet
(paper or
digital)

Working
individual
ly and
filling in
supplied
workshee
t. It is
important
each
student
understa
nd what
the
greenhou
se effect
is and
how it
works.

Show/model to students how to do this using the IWB to go

through the process using the scaffold.
15
min

By visiting the two websites:

http://earthguide.ucsd.edu/earthguide/diagrams/greenhouse/
AND
http://news.bbc.co.uk/2/shared/spl/hi/sci_nat/04/climate_change/
html/greenhouse.stm
students learn the process of the greenhouse effect.
This will be completed for homework if required.
Student Sheet:
Answers Sheet:
What is the
Greenhouse Effect.docx

What is the
Greenhouse Effect_ANSWERS.docx

Remind students to post to the blog if they have not; a

new post to comment on will be added in 2 lessons time.
Below is a blog checklist that students are to fill out
during/upon completion of relying to each blog post:

Blog
(wordpres
s)

Climate Change blog

checklist.docx

Lesson 2: Evidences for and against Anthropogenic Climate Change Part 1

Timi
ng

Introduction/Activity

Pedagogy

Technolo Student
gy
s are

10
min

Recap info from greenhouse effect sites: putting it up on IWB for

students to see & discuss with their completed worksheets out
http://earthguide.ucsd.edu/earthguide/diagrams/greenhouse/
AND
http://news.bbc.co.uk/2/shared/spl/hi/sci_nat/04/climate_change/
html/greenhouse.stm
Student sheet:
Answers Sheet:
What is the
Greenhouse Effect.docx

10
min

What is the
Greenhouse Effect_ANSWERS.docx

What is Anthropogenic climate change: Discuss the word and

write its meaning on the board for students to copy down
Introduce the debate as to whether or not human caused
(anthropogenic) climate change is real or not.

Linking prior learning to

what we are about to do
this lesson
Simulation graphics
previously seen &
thought through by
students to
collaboratively discuss.

IWB
Simulation
graphics
on IWB

Visual cues for students

introducing two
opposing theories of the
causes of global
warming.

IWB

Use of
documentary/video
footage and animations
to convey competing
theories

IWB
Videos
Worksheet
s

MS
PowerPoin
t

Observin
g and
discussin
g/comme
nting in
turn;
adding
informati
on to
their
workshee
ts that
might
have
been
missed.
listening
and
looking at
visuals
on
screen.

The Big Debate PowerPoint:

The_Big_Debate_2.p
pt

20
min

Students working through The Big Debate using a combination

of worksheets, video excepts, group work sorting activity taking
remainder of this lesson and all of next lesson:
1. Students first watch Great Global Warming Swindle
(GGWS), chapter 6, 30:02 31:00 (1 minute),
answering q1, p.97 of worksheet.

Replay/pause video to
explain if needed

Watching
videos
and
writing
answers
on sheets

2. watch An Inconvenient Truth (AIT), chapter 3, 09:15

12:00 (3 minutes), answering q1&2, p99 of worksheet.
3. Group work sorting statements into categories using
statements for discussion worksheet.
Group work to discuss,
debate, and work
through statements
classifying them to help
them better understand
the competing theories.

Group work roles:

cooperative group
role cards 2.pdf

Worksheet
s
Scissors
glue

Discussin
g
statemen
ts and
classifyin
g them
into 4
categorie
s

IWB

Listening,

The Big Debate teacher outline & timing:

The_Big_Debate_Les
son_Outline 2 - UPDATED2.doc

Student Worksheets: Global Warming Swindle & An

Inconvenient Truth (the left sheet below for students the
one on the right for teacher which includes timing and
answers.
Global warming
swindle_inconvenient truth worksheet.pdf

Global warming
swindle_inconvenient truth worksheet_timing&ANSWERS.pdf

Group work sorting statements into categories::

Student worksheet:
Answers:
Statements_for_Disc
ussion.doc

10

Statements_for_Disc
ussion ANSWERS2.doc

Class discussion of group sorting statements results

Clarify statements and

min

sorting them into correct

classification (Socratic
questioning will be used
in lesson 4 using this
information and
information from the
videos/worksheet)

providing
opinions

Lesson 3: Evidences for and against Anthropogenic Climate Change Part 2

Timi
ng
5 min

Introduction/Activity
Recap competing theories and classification of statements from
last lesson
Show statements for discussion answers on the IWB and
discuss.
Socratic questioning

Questions of clarification (C)

Probing assumptions (A)
Probing reasons & evidence (R&E)
Probing implications & consequences (I&C)

Socratic Questioning to guide discussion:

What is happening to the modern global climate?

(Clarification)
How do you know that its getting warmer? What evidence
supports your answer? (Reasons & Evidence)
Are you assuming that they know that it is warming
(Assumptions)
How do they know that it is warming? (Reasons &

Pedagogy
Reminding students of
prior learning; getting
them to recall to check
understanding
Metacognition through
Socratic questioning

Technolo Student
gy
s are
IWB
worksheet
s

Listening,
answerin
g
questions
verbally

evidence)

40
min

Implications & Consequences Socratic questions will be

asked in lesson 6 as part of students developing their own
position on the issue.
The rest of the video excerpts from AIT and GGWS will be viewed
that the appropriate questions answered from the worksheet. See
The Big Debate Lesson Outline document for the timing. A total
of 23 minutes will be viewed from each video.
Time will be given to answer the questions on the worksheet and
to discuss the answers as a class.

5 min

Remind students to post to blog for homework, a new

post has been added for commenting on!
Blog checklist:
Climate Change blog
checklist.docx

Creating conflict in
students minds to
create critical thought;
scaffolding how to think
critically about opposing
viewpoints

IWB
Videos
Worksheet
s

Watching
&
listening;
writing
down
answers;
Discussin
g
answers.

Blog: Social
constructivism;
connectivism. Positive
impact on student
writing and critical
thinking.

Lesson 4: Computer Modeling and the Greenhouse effect, PhET Simulation

Timi
ng
15
min

Introduction/Activity
Recap and Socratic questioning, put up blog on IWB & discuss
views.

Questions of clarification (C)

Probing assumptions (A)
Probing reasons & evidence (R&E)
Probing implications & consequences (I&C)

Socratic Questioning to guide discussion, expect and tease out

Pedagogy
Reminding students of
prior learning; getting
them to recall to check
understanding
Metacognition through
Socratic questioning

Technolo Student
gy
s are
Listening,
answerin
g
questions
verbally

more detailed answers compared to last lesson:

35
min

What is happening to the modern global climate?

(Clarification)
How do you know that its getting warmer? What evidence
supports your answer? (Reasons & Evidence)
Are you assuming that they know that it is warming
(Assumptions)
How do they know that it is warming? (Reasons &
evidence)

PhET simulation activity. Worksheet to the left, simulation to the

right:

Greenhouse_Effect_
PhET.docx

greenhouse_en.jar

Answers:

Greenhouse_Effect_
PhET_ANSWERS.docx

Since students can progress at their own pace then they

are to complete the activity for homework if required
before the next lesson.
Remind students to post to blog for homework also. A
new post about climate and weather has been added for
commenting on!
Blog Checklist:

Simulation software
online modelling climate
change to compress
very long periods of
time into a short
observable time period.
Simulation software
online modelling climate
change to compress
very long periods of
time into a short
observable time period.
Students will have
control on the pace of
this part of the lesson as
they can control the
simulation including the
input of different data to
see different
environmental
consequences/outcomes

Laptops,
Simulation
software,
worksheet
s

Blog
(wordpres
s)

Workin
g
efficien
tly at
their
own
pace on
a PhET
simulati
on on
the
Greenh
ouse
effect
and
filling
out the
Greenh
ouse
Effect
PhET

worksh
eet.

Climate Change blog

checklist.docx

In the post students will be directed to a short audio on

Whatever happened to global warming and a website
explaining the difference between climate and weather.

Blog: Social
constructivism;
connectivism. Positive
impact on student
writing and critical
thinking.

Audio:

Laptop,
Audio file,
internet

Whatever_happened
_to_global_warming__-_Hot_Questions_about_Climate_Change_(audio).mp4

Website:
https://www2.ucar.edu/climate/faq#t2505n1338

Lesson 5: Computer Modeling to improve knowledge & predictability of Climate Change AND
Clarification of Terms.
Timi
ng

Introduction/Activity

Pedagogy

10
min

Discuss the PhET simulation and what students learned. Put up

the answers on the IWB.

Reminding students of
prior learning; getting
them to recall to check
understanding

20
min

Computer modeling group work & jigsawing activity

Groups to use the Jigsaw&summary worksheet, sample answers

Jigsawing, summarizing
lots of information,

Technolo Student
gy
s are
IWB,
Listenin
laptop
g,
answeri
ng
questio
ns
verball
y in
turn.
Laptops,
websites,

Working
in groups

on the right. Cooperative group role cards are provided to remind

students of assigned roles.
J igsaw&summary.do
cx

J igsaw&summary_AN
SWERS.docx

conflicting information
to create debate.
Scaffolded worksheets
to help students
complete task.

worksheet
s

in
assigned
roles:
leader;
recorder;
Time
keeper;
presenter
;
errand/IC
T
monitor.

Group work, presenting

Laptop,

Present

cooperative group
role cards 2.pdf

6 groups of 5 students:
1. Computer Model Advances Climate Research
New Computer Model
Advances Climate Change Research.pdf

2. https://www2.ucar.edu/climate/faq/aren-t-computermodels-used-predict-climate-really-simplistic
3. Why Skepticism About Computer Models Is Not A Good
Reason For Skepticism About Climate Change
4. Forecasts all up in the air
5. Refuting claims that climate forecasts are all up in the air
6. How Reliable are the Models?

howreliable_compute
r_model_climatechange.pdf

If a group finishes early they, with permission, may add to the

blog comments on General Climate Change Discussion post by
visiting https://www2.ucar.edu/climate/faq

15

See homework below for details

Presenter from each group puts up their answers on the IWB and

min

discusses them while students from all other groups copy down
the work.

5 min

Homework: Clarification of important terms & concepts on the

topic of Climate Change.

information and
summarizing to help in
understanding

Laptop,
internet.

Visit the following website and look at a minimum of 3 questions

addressed that either further clarify issues you have already
looked at OR address issues you have not considered at all.
https://www2.ucar.edu/climate/faq
thoughts will be posted to the forum under the post
Anthropogenic Climate Change: Is it Real, YOU Decide!
Blog Checklist
Climate Change blog
checklist.docx

IWB,
worksheet
s

Blog: Social
constructivism;
connectivism. Positive
impact on student
writing and critical
thinking.
Blog (wordpress)

er from
each
group
will put
up their
answers
on the
IWB and
discuss
them
while all
other
groups
copy
down
the
work.

Lesson 6: What is your position on the issue of anthropogenic climate change?

Timi
ng
20
min

Introduction/Activity

Pedagogy

Students will use what they have learned over the past 5 lessons
to develop a position on the issue of anthropogenic climate
change and reasons for that position: This will take form of a
debate/discussion and note taking

Applying information to
form an opinion/position
using reason and
evidence

Technolo Student
gy
s are
Worksheet
s, laptop

Metacognition

10
min

Complete the climate change post-survey the results of which

will be looked at next lesson and compared to the climate
change pre-survey.

10
min

Students to fill out the discussion rubric for self-reflection.

Constructivism,
checking understanding
and development of
ideas/knowledge
Self-reflection/evaluation
for learning

Laptop,
Surveymo
nkey
survey
Laptop,
Discussion
rubric

Students evaluating
their own and other
group members

Laptop,
group
work

discussion-rubric_Ant
hropogenic climate change.docx

10
min

Students to fill out the group work evaluation sheet on

themselves and their group members.

Using the
informati
on
gathered
over the
week to
discuss
and write
down
their
position
on
Anthropo
genic
Climate
change
Filling
out
survey
Filling out
rubric

Filling out
group
work

Group work
evaluation sheet.docx

contribution to group
work as assessment for
learning

evaluation
sheet.

evaluatio
n sheet.