ALEX Resources

   View Standards     Standard(s): [SC2015] ESS (9-12) 14 :

14 ) Construct explanations from evidence to describe how changes in the flow of energy through Earth's systems (e.g., volcanic eruptions, solar output, ocean circulation, surface temperatures, precipitation patterns, glacial ice volumes, sea levels, Coriolis effect) impact the climate.

[DLIT] (9-12) 5 :

R5) Locate and curate information from digital sources to answer research questions.

[LIT2010] SCI (9-10) 1 :

1 ) Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

[MA2015] AL1 (9-12) 4 :

4 ) Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. [N-Q1]

The object of this activity is to demonstrate the concept of climate change. Historical climate data has been used to show a local area in central England to represent an entire time frame. This learning activity incorporates temperature conversions, graphing, graphical analysis and extensions into the Medieval Warm Period. 

This activity results from the ALEX Resource Gap Project.

   View Standards     Standard(s): [SC2015] ESS (9-12) 14 :

14 ) Construct explanations from evidence to describe how changes in the flow of energy through Earth's systems (e.g., volcanic eruptions, solar output, ocean circulation, surface temperatures, precipitation patterns, glacial ice volumes, sea levels, Coriolis effect) impact the climate.

[SC2015] ENVS (9-12) 12 :

12 ) Analyze and interpret data and climate models to predict how global or regional climate change can affect Earth's systems (e.g., precipitation and temperature and their associated impacts on sea level, glacial ice volumes, and atmosphere and ocean composition).

[ARTS] MEDA (9-12) 5 :

5) Connect varied art forms, media arts forms, and academic content into unified media arts productions that retain thematic integrity and stylistic continuity.

Example: Create transmedia productions by using a single thematic storyline in at least three different media projects such as a blog, video, and radio.

Students will create a video mash-up that illustrates climate change.  A video mash-up includes images, text, narration, and music to convey a message.  They will present the video to the class. The lesson has a student hand-out that can be downloaded and attached to a digital classroom assignment.

   View Standards     Standard(s): [SC2015] ES6 (6) 14 :

14 ) Analyze and interpret data (e.g., tables, graphs, maps of global and regional temperatures; atmospheric levels of gases such as carbon dioxide and methane; rates of human activities) to describe how various human activities (e.g., use of fossil fuels, creation of urban heat islands, agricultural practices) and natural processes (e.g., solar radiation, greenhouse effect, volcanic activity) may cause changes in local and global temperatures over time.

[SC2015] ESS (9-12) 14 :

14 ) Construct explanations from evidence to describe how changes in the flow of energy through Earth's systems (e.g., volcanic eruptions, solar output, ocean circulation, surface temperatures, precipitation patterns, glacial ice volumes, sea levels, Coriolis effect) impact the climate.

Use this Kahoot! to test your students' knowledge of climate change. Kahoot! is a free game-based learning platform that makes it easy to create, share and play learning games or trivia quizzes in minutes. There is no need to sign up or log in to Kahoot. You can click "Continue as guest" on this interactive and it will take you to the Kahoot set up page for this game.