Point/Counterpoint: CIimate Change

Jen Guimaraes and Katie McClanahan

Compass School, Julian Leon's 9
th
/10
th
grade class, 9/29/11

GoaIs
Goal(s):
&nderstand that there are different points of view on most science topics. nvestigate
the criteria used to identify and distinguish between reliable versus unreliable scientific
arguments and data. Learn how to make informed decisions.
Concepts:
-Scientists and other leaders can be
misleading with their proof for certain
scientific happenings.
-You have to ascertain for yourself what is
reliable information and who to trust
-There are two sides to every argument.
-t can be difficult to decide who/what to
believe when it comes to the world of
science.
Essential Question(s):
-What is reliable science?
- What is unreliable science?
-What can you use to recognize the
difference between the two?
-What is/how do you make an informed
decision? Does emotion get in the way?
-Where do you get your information, and
how does it affect your decisions
ssessment
!erformance Task(s)
-Students will participate and defend their
reasoning in "Take A Stand.
-Students will evaluate and present what
criteria can be used to make a decision
when it comes to controversial science
topics.
Other Evidence:
-Large Group Discussion on criteria.
Lesson PIan - 40 minutes
1. Debate: Katie/Jen will present the two opposing sides to the climate change debate.
(10 mins.)
2. "Take a Stand based on the arguments made in the debate students will decide
which side of the climate change argument they believe. (10 mins)
Once the students have chosen where they stand on the continuum they will
discuss with 2-3 people next to them why they chose that position.
A person from each group will explain their reasoning to the rest of the class.
3. Small Group Breakout: What criteria can we use to identify whether or not the
science information presented to us is reliable vs. unreliable?
n groups of 3 students will come up with a list to answer this questions (7 mins)
Each group will present their findings to the class (7 mins)
4. A brief debrief: how was that? Was it hard? Who can you trust? Where are you
getting your information? What's an informed decision?
A final list of ideas will be written up on the board for students to have in their
notebooks/on their class website (1 min)
5. Finale: You tube videos/Do a quick reliable/not reliable? OR Current video on climate
change from a reliable source?
nformed decision making exercise Video:
www.youtube.com/watch?v=2Gf-vdpj19E
dilbert decision making process
www.youtube.com/watch?v=B5dx59dyAjl
aterials needed:
Scrap !aper, youtube videos and projector,
Source: From Understanding by Design Professional Development Workbook (p. 30) by J. cTighe and
G. Wiggins, ASCD.