Grade: 7th Grade Earth Science

Topic: Great Climate Change Debate Organization Strategies

Standards:
ESS3.D: Global Climate Change
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise
in Earths mean surface temperature (global warming). Reducing the level of climate change and reducing human
vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering
capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge
wisely in decisions and activities. (MS-ESS3-5)

Goals:

This lesson promotes the following goals for students

1. Students will demonstrate a deep & robust understanding of STEM content and
apply that knowledge wherever possible.
2. Students will be confident, curious & open-minded individuals.
3. Students will support their position by using factual evidence & make informed
decisions.
4. Students will communicate and collaborate critically and effectively through written
and verbal methods.
5. Students will think critically and use problem-solving skills.
6. Students will be active and respectful members of their communities.
7. Students will use technology appropriately.
8. Students will use creativity and imagination.
9. Students will demonstrate a strong understanding of the nature of STEM.
10.Students will be autonomous, self-motivated learners who will develop goals and
utilize resources to seek out information to become lifelong learners.
Opening Task:

Have your debate questions open and ready

o Sit in your normal seats

1. Model-Evidence Link Diagram

a. A good way to organize evidence and claims about the resolution
statement
b. This is an example of the claims/evidence supporting or opposing the
resolution statement that Batman is a superhero
i. What do you notice about the two boxes in the center?
ii. What would you put in the two boxes for our debate?
1. Our resolution statement:
a. Americans should change their daily habits to
minimize negative human influences on the global
climate system
iii. What do you notice about the 6 pieces of evidence?

1. Your task, with the people at your table, is to draw in

lines, based on the key above, to determine how the
evidence relates to the two positions
2. Turn the page, now explain why 3 of the pieces of
evidence either support, oppose, or arent related to the
models.
c. How can this MEL template be helpful for us in our debate?
2. Pass out debate research organizer (Model-Evidence Link Diagram)
a. Move and sit with your debate group
b. As homework you had to answer 3 or 4 questions about climate
change and the debate. Using this information, and any other
information, begin to gather evidence, or claims related to our
resolution statement, and determine how useful they may be to your
debate.
i. Also, make sure you identify why each of the pieces of evidence
is important.
c. To what extent do you think 6 pieces of evidence will be enough for the
entire debate?
d. Pass out the batman explanations
i. Why do you think the explanations are so lengthy?
ii. What do you notice that they include in the explanations
1. Sources, comparisons