Anthropogenic Climate change Student

Guide.
This student guide is designed to be used in stage 5 (year 9 or 10) Science
as part of lessons where students are learning about Climate change. All
required worksheets and websites and other media are embedded to
make the teaching & learning process much more efficient.
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.
REMEMBER: Any file you work on electronically you must save
as to your account so you do not lose work. It is also suggested
you email a copy to yourself as a backup.

Lesson 1: What is climate change and its causes:

anthropogenic and natural
1. For the next 15 minutes
What you are now expected to do: Listen & Discuss in turn
You should have filled out an online survey by now on Climate Change and
posted a comment or two on the climate change/global warming blog. We
will first look at the results of that as a class.
Once this is done you will be put into groups and assigned particular roles.
2. For the next 20 minutes
What you are now expected to do: Work cooperatively in groups &
effectively in assigned roles
Your assigned roles will be one of: leader; recorder; Time keeper;
presenter; errand monitor.
You will be first quickly shown what to do then you will get into groups

It is important that you stick to your role and do it well. This will be
especially important for the second group activity where you will do a jig
sawing activity interacting with other groups, so practice your group roles
today.
Page 1 of 9

Below are links to two documents. The pdf document outlines the details
of the group roles and the word document is the compare and contrast
worksheet to fill out. Your teacher will decide whether you fill it out
electronically or fill out a hard copy version.
The errand monitor is to access the blog to compare and contrast the
student responses.

cooperative group
role cards 2.pdf

Compare &
Contrast.docx

3. For the next 15 minutes

What you are now expected to do: Work individually & filling in
supplied worksheet What is the greenhouse effect.

What is the
Greenhouse Effect.docx

HOMEWORK: Complete the What is the Greenhouse effect worksheet if

required; post to the blog if you have not already done so; a new post to
comment on will be added by the teacher in two lessons time.
BLOG CHECKLIST: Below is a checklist that you must fill out for each
blog post in this unit. This is to help ensure you do a good job at blogging
and the teacher will use the checklist to assess your blog for feedback.

Climate Change blog

checklist.docx

Lesson 2: Evidences for and against Anthropogenic Climate

Change Part 1
1. For the next 10 minutes

Page 2 of 9

What you are now expected to do: Observing and

discussing/commenting in turn; adding information to your
Whats the greenhouse effect worksheets that might have been
missed.
Recap information from greenhouse effect sites as a class on the IWB to see &
discuss your completed worksheets out. Answers will be displayed for you to
correct/add information if needed

2. For the next 10 minutes

What you are now expected to do: Listening and looking at
visuals on screen via a PowerPoint presentation The Big
Debate.
What is Anthropogenic Climate Change: word will be discussed and
meaning written onto the board for you to copy.
The debate as to whether or not human caused (anthropogenic) climate
change is real or not will be introduced & discussed through a PowerPoint
presentation on the IWB.
3. For the next 5 minutes
What you are now expected to do: Watching & Listening to two
short videos and writing on answering sheet.
You will be using the following worksheet for the activity below.

Global warming
swindle_inconvenient truth worksheet.pdf

1. Answer question 1, page 97 of worksheet by watching 1 minute clip of

Great Global Warming Swindle (GGWS).
2. Answer question 1 & 2, page 99 of worksheet by watching 3 minute clip of
An Inconvenient Truth (AIT).

4. For the next 15 minutes

What you are now expected to do: Group work discussion of
statements and classifying them into 4 categories to help better
understand the competing theories.
The documents below are needed for the group work activity. The one on
the left is the group role cards to remind you of what to do in your roles
and the one on the right is the worksheet to fill out.
Cut the statements
Page from
3 of 9
page 2 and paste them
into the appropriate
column on page 1.

cooperative group
role cards 2.pdf

Statements_for_Disc
ussion.doc

5. For the next 10 minutes

What you are now expected to do: Listening, providing opinions
in turn.
You will now be discussing what columns your group put the statements into. The
presenter will get up and show the class where they put some of their
comments using the IWB.

Lesson 3: Evidences for and against Anthropogenic Climate

Change Part 2

1. For the next 5 minutes

What you are now expected to do: Listening, answering questions
verbally.
Teacher will ask a series of questions to check your understanding.
2. For the next 40 minutes
What you are now expected to do: Watching & listening; writing
down answers onto video worksheet you started from last lesson.
File is below to remind you but use the one you have already written on

Global warming
swindle_inconvenient truth worksheet.pdf

You will be watching short clips from the AIT and GGWS videos totaling 23
minutes and answering the applicable questions. Your teacher will let you know
what question/s you will be answering at the time.

HOMEWORK: post responses to the questions posed in the second blog

posting Anthropogenic Climate Change: Man-Made CO2 vs. Solar Activity and
comment on other students comments. Make sure you follow the
directions carefully.
Remember to fill out your blog checklist, shown below for
reminding you:
Page 4 of 9

Climate Change blog

checklist.docx

Lesson 4: Computer Modeling and the Greenhouse effect,

PhET Simulation
1. For the next 15 minutes
What you are now expected to do: Listening, answering questions
verbally.
Teacher will ask a series of questions to check your understanding. They
are the same ones as last lesson but your answers will have more detail
from the theory covered in the last lesson.
The blog will be put up on the IWB to help us discuss your views.

2. For the next 35 minutes

What you are now expected to do: Work efficiently at your own
pace on a PhET simulation on the Greenhouse effect and fill out
the Greenhouse Effect PhET worksheet.

Work through the worksheet below (left) while doing the simulation below
(right)

Greenhouse_Effect_
PhET.docx

greenhouse_en.jar

HOMEWORK: Complete the PhET simulation if required AND post

responses to the questions posed in the third blog posting on climate and
weather after listening to a short audio clip and visiting a website. Make
sure you follow the directions carefully on the blog post. Required
links are on the blog post.
Page 5 of 9

Remember to fill out your blog checklist, shown below for

reminding you:

Climate Change blog

checklist.docx

Lesson 5: Computer Modeling to improve knowledge &

predictability of Climate Change AND Clarification of Terms.
1. For the next 10 minutes
What you are now expected to do: Listening, answering questions
verbally in turn.

We will discuss as a class the PhET simulation and what you learned about the
Greenhouse Effect from doing this activity. The answers to the worksheet will be
put on the IWB for you to check as we discuss. Below is the file to remind you but
use your completed worksheet to check and annotate if needed.

Greenhouse_Effect_
PhET.docx

2. For the next 20 minutes

What you are now expected to do: Working in groups in assigned
roles: leader; recorder;
Time keeper; presenter; errand/ICT monitor. Filling out
Jigsaw&summary worksheet with errand monitor gathering
information from the other groups.
Below (left) is the cooperative group role cards document for this activity
and below (right) is the Worksheet needed to complete the activity. NOTE:
it is very important in this activity that all group members work hard and
undertake their specific roles.
Think about how you are contributing to the group and how all
the others are because you will fill out a sheet next lesson
reflecting on how you as well as your group members worked on
and contributed to the task.
Page 6 of 9

cooperative group
role cards 2.pdf

J igsaw&summary.do
cx

Your group will be assigned one of 6 articles to read through and fill out the
worksheet (above right)
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-computer-models-used-predictclimate-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
forum under the post Anthropogenic Climate Change: Is it real? You decide!
post by visiting https://www2.ucar.edu/climate/faq
See homework below for details

3. For the next 15 minutes

What you are now expected to do: Presenter from each group will
put up their answers on the IWB and discuss them while all other
groups copy down the work.
4. For the next 5 minutes
Page 7 of 9

HOMEWORK: Clarification of important terms & concepts on the topic of

Climate Change.
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
Post your thoughts to the forum under the post Anthropogenic Climate Change:
Is it real? You decide!

Make sure you follow the directions carefully on the blog post.
The required link is on the blog post.
Remember to fill out your blog checklist, shown below for
reminding you:

Climate Change blog

checklist.docx

Lesson 6: What is your position on the issue of

anthropogenic climate change?
1. For the next 20 minutes
What you are now expected to do: Work individually on your own
position on the issue of anthropogenic climate change backing up
your position with reasons and evidence.
You will complete the worksheet Anthropogenic Climate Change:
My Position using what you have learned over the past few
lessons. We will discuss this but you must write your own notes
as the discussion is taking place
2. For the next 10 minutes
What you are now expected to do: Work individually on the
climate change post-survey to see how your answers might
differ compared to before studying the unit.
3.

For the next 10 minutes

What you are now expected to do: Work individually on the

discussion rubric to evaluate how you performed in group
discussion.

Page 8 of 9

discussion-rubric_Ant
hropogenic climate change.docx

3. For the next 10 minutes

What you are now expected to do: Evaluating your own and other
group members contribution to group work as assessment for
learning.

Group work
evaluation sheet.docx

Page 9 of 9